Assessing sustainability knowledge: A framework of concepts

Alice L. Pawley, Stephen R. Hoffmann, Monica E. Cardella, Matthew W. Ohland, Ranjani Lakshman Rao, Abigail R. Jahiel, Thomas Seager, Linda Vanasupa

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Citations (Scopus)

Abstract

Although engineering professional societies and other governing bodies emphasize the necessity of sustainability in engineering education, these principles have proven difficult to integrate into existing engineering curricula. This paper describes activities designed to generate a framework of concepts engineering faculty members not familiar with sustainability can use to incorporate sustainability into their mid-level undergraduate courses. The research team conducted a variety of qualitative studies, including reviewing course descriptions related to sustainability, coding literature that talked about sustainability in engineering education, talking with undergraduate students about what they thought sustainability is, and learning from sustainability education experts through an online conversation and face- To-face workshop. The paper focuses on the final of these approaches, and describes the experiences and conclusions of working with sustainability education experts to formulate the framework of critical sustainability concepts. We propose the framework itself for discussion, and offer some final insights to consider for future work.

Original languageEnglish (US)
Title of host publicationASEE Annual Conference and Exposition, Conference Proceedings
PublisherAmerican Society for Engineering Education
StatePublished - 2014
Event121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education - Indianapolis, IN, United States
Duration: Jun 15 2014Jun 18 2014

Other

Other121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education
CountryUnited States
CityIndianapolis, IN
Period6/15/146/18/14

Fingerprint

Sustainable development
Engineering education
Education
Curricula
Students

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Pawley, A. L., Hoffmann, S. R., Cardella, M. E., Ohland, M. W., Rao, R. L., Jahiel, A. R., ... Vanasupa, L. (2014). Assessing sustainability knowledge: A framework of concepts. In ASEE Annual Conference and Exposition, Conference Proceedings American Society for Engineering Education.

Assessing sustainability knowledge : A framework of concepts. / Pawley, Alice L.; Hoffmann, Stephen R.; Cardella, Monica E.; Ohland, Matthew W.; Rao, Ranjani Lakshman; Jahiel, Abigail R.; Seager, Thomas; Vanasupa, Linda.

ASEE Annual Conference and Exposition, Conference Proceedings. American Society for Engineering Education, 2014.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Pawley, AL, Hoffmann, SR, Cardella, ME, Ohland, MW, Rao, RL, Jahiel, AR, Seager, T & Vanasupa, L 2014, Assessing sustainability knowledge: A framework of concepts. in ASEE Annual Conference and Exposition, Conference Proceedings. American Society for Engineering Education, 121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education, Indianapolis, IN, United States, 6/15/14.
Pawley AL, Hoffmann SR, Cardella ME, Ohland MW, Rao RL, Jahiel AR et al. Assessing sustainability knowledge: A framework of concepts. In ASEE Annual Conference and Exposition, Conference Proceedings. American Society for Engineering Education. 2014
Pawley, Alice L. ; Hoffmann, Stephen R. ; Cardella, Monica E. ; Ohland, Matthew W. ; Rao, Ranjani Lakshman ; Jahiel, Abigail R. ; Seager, Thomas ; Vanasupa, Linda. / Assessing sustainability knowledge : A framework of concepts. ASEE Annual Conference and Exposition, Conference Proceedings. American Society for Engineering Education, 2014.
@inproceedings{d1f894d169104574a9fc1309ec70efaa,
title = "Assessing sustainability knowledge: A framework of concepts",
abstract = "Although engineering professional societies and other governing bodies emphasize the necessity of sustainability in engineering education, these principles have proven difficult to integrate into existing engineering curricula. This paper describes activities designed to generate a framework of concepts engineering faculty members not familiar with sustainability can use to incorporate sustainability into their mid-level undergraduate courses. The research team conducted a variety of qualitative studies, including reviewing course descriptions related to sustainability, coding literature that talked about sustainability in engineering education, talking with undergraduate students about what they thought sustainability is, and learning from sustainability education experts through an online conversation and face- To-face workshop. The paper focuses on the final of these approaches, and describes the experiences and conclusions of working with sustainability education experts to formulate the framework of critical sustainability concepts. We propose the framework itself for discussion, and offer some final insights to consider for future work.",
author = "Pawley, {Alice L.} and Hoffmann, {Stephen R.} and Cardella, {Monica E.} and Ohland, {Matthew W.} and Rao, {Ranjani Lakshman} and Jahiel, {Abigail R.} and Thomas Seager and Linda Vanasupa",
year = "2014",
language = "English (US)",
booktitle = "ASEE Annual Conference and Exposition, Conference Proceedings",
publisher = "American Society for Engineering Education",

}

TY - GEN

T1 - Assessing sustainability knowledge

T2 - A framework of concepts

AU - Pawley, Alice L.

AU - Hoffmann, Stephen R.

AU - Cardella, Monica E.

AU - Ohland, Matthew W.

AU - Rao, Ranjani Lakshman

AU - Jahiel, Abigail R.

AU - Seager, Thomas

AU - Vanasupa, Linda

PY - 2014

Y1 - 2014

N2 - Although engineering professional societies and other governing bodies emphasize the necessity of sustainability in engineering education, these principles have proven difficult to integrate into existing engineering curricula. This paper describes activities designed to generate a framework of concepts engineering faculty members not familiar with sustainability can use to incorporate sustainability into their mid-level undergraduate courses. The research team conducted a variety of qualitative studies, including reviewing course descriptions related to sustainability, coding literature that talked about sustainability in engineering education, talking with undergraduate students about what they thought sustainability is, and learning from sustainability education experts through an online conversation and face- To-face workshop. The paper focuses on the final of these approaches, and describes the experiences and conclusions of working with sustainability education experts to formulate the framework of critical sustainability concepts. We propose the framework itself for discussion, and offer some final insights to consider for future work.

AB - Although engineering professional societies and other governing bodies emphasize the necessity of sustainability in engineering education, these principles have proven difficult to integrate into existing engineering curricula. This paper describes activities designed to generate a framework of concepts engineering faculty members not familiar with sustainability can use to incorporate sustainability into their mid-level undergraduate courses. The research team conducted a variety of qualitative studies, including reviewing course descriptions related to sustainability, coding literature that talked about sustainability in engineering education, talking with undergraduate students about what they thought sustainability is, and learning from sustainability education experts through an online conversation and face- To-face workshop. The paper focuses on the final of these approaches, and describes the experiences and conclusions of working with sustainability education experts to formulate the framework of critical sustainability concepts. We propose the framework itself for discussion, and offer some final insights to consider for future work.

UR - http://www.scopus.com/inward/record.url?scp=84905168807&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84905168807&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:84905168807

BT - ASEE Annual Conference and Exposition, Conference Proceedings

PB - American Society for Engineering Education

ER -