Filtering by
- All Subjects: Sustainable engineering
- All Subjects: Infrastructure (Economics)
- Creators: Allenby, Braden R.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
As technologies rapidly progress, there is growing evidence that our civil infrastructure do not have the capacity to adaptively and reliably deliver services in the face of rapid changes in demand, conditions of service, and environmental conditions. Infrastructure are facing multiple challenges including inflexible physical assets, unstable and insufficient funding, maturation, utilization, increasing interdependencies, climate change, social and environmental awareness, changes in coupled technology systems, lack of transdisciplinary expertise, geopolitical security, and wicked complexity. These challenges are interrelated and several produce non-stationary effects. Successful infrastructure in the twenty-first century will need to be flexible and agile. Drawing from other industries, we provide recommendations for competencies to realize flexibility and agility: roadmapping, focus on software over hardware, resilience-based thinking, compatibility, connectivity, and modularity of components, organic and change-oriented management, and transdisciplinary education. First, we will need to understand how non-technical and technical forces interact to lock in infrastructure, and create path dependencies.
This report has been advanced to a peer-reviewed journal publication:
Mikhail Chester and Braden Allenby, 2008, Toward adaptive infrastructure: flexibility and agility in a non-stationarity age, Sustainable and Resilient Infrastructure, pp. 1-19, DOI: 10.1080/23789689.2017.1416846.