Incorporating a Systems Approach into Civil and Environmental Engineering Curricula: Effect on Course Redesign, and Student and Faculty Attitudes

Autor/inn/en	Hayden, Nancy J.; Rizzo, Donna M.; Dewoolkar, Mandar M.; Neumann, Maureen D.; Lathem, Sandra; Sadek, Adel
Titel	Incorporating a Systems Approach into Civil and Environmental Engineering Curricula: Effect on Course Redesign, and Student and Faculty Attitudes
Quelle	In: Advances in Engineering Education, 2 (2011) 4, (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Systems Approach; Engineering Education; Civil Engineering; Environmental Education; College Curriculum; Curriculum Development; Student Attitudes; Teacher Attitudes; College Faculty; Inquiry; Educational Change; Service Learning; Problem Solving; Sustainability; Transportation; Decision Making; Models; Student Surveys; Focus Groups; Interviews; Student Evaluation; Accreditation (Institutions); Outcomes of Education; Undergraduate Students; Undergraduate Study; Program Evaluation; Qualitative Research; Statistical Analysis; Vermont + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Ingenieurausbildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Lehrerverhalten; Fakultät; Bildungsreform; Service-Learning; Problemlösen; Nachhaltigkeit; Verkehrswesen; Decision-making; Entscheidungsfindung; Analogiemodell; Schülerbefragung; Interviewing; Interviewtechnik; Schulnote; Studentische Bewertung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lernleistung; Schulerfolg; Grundstudium; Programme evaluation; Programmevaluation; Qualitative Forschung; Statistische Analyse
Abstract	This paper presents a brief overview of the changes made during our department level reform (DLR) process (Grant Title: "A Systems Approach for Civil and Environmental Engineering Education: Integrating Systems Thinking, Inquiry-Based Learning and Catamount Community Service-Learning Projects") and some of the effects of these changes on our students and ourselves. The overall goal of the reform has been to have students learn and apply a systems approach to engineering problem solving such that when they become practicing engineers they will develop more sustainable engineering solutions. We have integrated systems thinking into our programs in the following ways; 1) new material has been included in key courses (e.g., the first-year introductory and senior design courses), 2) a sequence of three related environmental and transportation systems courses have been included within the curricula (i.e., Introduction to Systems, Decision Making, and Modeling), and 3) service-learning (SL) projects have been integrated into key required courses as a way of practicing a systems approach. A variety of assessment methods were implemented as part of the reform including student surveys, student focus groups, faculty interviews, and assessment of student work. Student work in five classes demonstrate that students are learning the systems approach, applying it to engineering problem solving, and that this approach helps meet ABET outcomes. Initial student resistance to changing the curriculum has decreased post implementation (e.g., graduating class 2010), and many students are able to define and apply the concept of sustainability in senior design project. Student self-assessments show support of SL projects and that the program is influencing student understanding of the roles and responsibilities of engineers in society. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01