Faculty Perspectives on Sustainability Integration in Undergraduate Civil and Environmental Engineering Curriculum

Rebekah D. Burke, Claire L. Antaya Dancz, Kevin J. Ketchman, Melissa M. Bilec, Treavor Boyer, Cliff Davidson, Amy E. Landis, Kristen Parrish

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Engineering courses that incorporate sustainability provide students with tools to solve the pressing problems of our future and a meaningful way to connect with their education through introduction of the global, societal, and environmental issues in engineering. Despite this, disconnects exist between engineering programs across the country in their ability to merge sustainability into the schools' undergraduate curricula. Engineering faculty are integrating sustainability into curriculum, but many struggle with the best methods to update curriculum and to overcome the barriers to teaching these emerging topics. This paper elucidates and explores faculty perceptions about the importance of sustainability in civil and environmental engineering (CEE) education as well as methods for and barriers to its incorporation in CEE courses. Specifically, it presents results of a survey administered to faculty at two institutions as well as to attendees at an Association of Environmental Engineering and Science Professors (AEESP) preconference workshop. Findings show that most sustainability content is currently taught in the later years of undergraduate students' education while most faculty continue to employ traditional lecture-based teaching methods.

Original languageEnglish (US)
Article number04018004
JournalJournal of Professional Issues in Engineering Education and Practice
Volume144
Issue number3
DOIs
StatePublished - Jul 1 2018

Fingerprint

Environmental engineering
Civil engineering
Curricula
Sustainable development
Teaching
Education
Students
Engineering education
Sustainability
Curriculum
Undergraduate

ASJC Scopus subject areas

  • Civil and Structural Engineering
  • Industrial relations
  • Strategy and Management

Cite this

Faculty Perspectives on Sustainability Integration in Undergraduate Civil and Environmental Engineering Curriculum. / Burke, Rebekah D.; Antaya Dancz, Claire L.; Ketchman, Kevin J.; Bilec, Melissa M.; Boyer, Treavor; Davidson, Cliff; Landis, Amy E.; Parrish, Kristen.

In: Journal of Professional Issues in Engineering Education and Practice, Vol. 144, No. 3, 04018004, 01.07.2018.

Research output: Contribution to journalArticle

Burke, Rebekah D. ; Antaya Dancz, Claire L. ; Ketchman, Kevin J. ; Bilec, Melissa M. ; Boyer, Treavor ; Davidson, Cliff ; Landis, Amy E. ; Parrish, Kristen. / Faculty Perspectives on Sustainability Integration in Undergraduate Civil and Environmental Engineering Curriculum. In: Journal of Professional Issues in Engineering Education and Practice. 2018 ; Vol. 144, No. 3.
@article{ddcd02c7e9c343ce87f56600e6e6a71c,
title = "Faculty Perspectives on Sustainability Integration in Undergraduate Civil and Environmental Engineering Curriculum",
abstract = "Engineering courses that incorporate sustainability provide students with tools to solve the pressing problems of our future and a meaningful way to connect with their education through introduction of the global, societal, and environmental issues in engineering. Despite this, disconnects exist between engineering programs across the country in their ability to merge sustainability into the schools' undergraduate curricula. Engineering faculty are integrating sustainability into curriculum, but many struggle with the best methods to update curriculum and to overcome the barriers to teaching these emerging topics. This paper elucidates and explores faculty perceptions about the importance of sustainability in civil and environmental engineering (CEE) education as well as methods for and barriers to its incorporation in CEE courses. Specifically, it presents results of a survey administered to faculty at two institutions as well as to attendees at an Association of Environmental Engineering and Science Professors (AEESP) preconference workshop. Findings show that most sustainability content is currently taught in the later years of undergraduate students' education while most faculty continue to employ traditional lecture-based teaching methods.",
author = "Burke, {Rebekah D.} and {Antaya Dancz}, {Claire L.} and Ketchman, {Kevin J.} and Bilec, {Melissa M.} and Treavor Boyer and Cliff Davidson and Landis, {Amy E.} and Kristen Parrish",
year = "2018",
month = "7",
day = "1",
doi = "10.1061/(ASCE)EI.1943-5541.0000373",
language = "English (US)",
volume = "144",
journal = "Journal of Professional Issues in Engineering Education and Practice",
issn = "1052-3928",
publisher = "American Society of Civil Engineers (ASCE)",
number = "3",

}

TY - JOUR

T1 - Faculty Perspectives on Sustainability Integration in Undergraduate Civil and Environmental Engineering Curriculum

AU - Burke, Rebekah D.

AU - Antaya Dancz, Claire L.

AU - Ketchman, Kevin J.

AU - Bilec, Melissa M.

AU - Boyer, Treavor

AU - Davidson, Cliff

AU - Landis, Amy E.

AU - Parrish, Kristen

PY - 2018/7/1

Y1 - 2018/7/1

N2 - Engineering courses that incorporate sustainability provide students with tools to solve the pressing problems of our future and a meaningful way to connect with their education through introduction of the global, societal, and environmental issues in engineering. Despite this, disconnects exist between engineering programs across the country in their ability to merge sustainability into the schools' undergraduate curricula. Engineering faculty are integrating sustainability into curriculum, but many struggle with the best methods to update curriculum and to overcome the barriers to teaching these emerging topics. This paper elucidates and explores faculty perceptions about the importance of sustainability in civil and environmental engineering (CEE) education as well as methods for and barriers to its incorporation in CEE courses. Specifically, it presents results of a survey administered to faculty at two institutions as well as to attendees at an Association of Environmental Engineering and Science Professors (AEESP) preconference workshop. Findings show that most sustainability content is currently taught in the later years of undergraduate students' education while most faculty continue to employ traditional lecture-based teaching methods.

AB - Engineering courses that incorporate sustainability provide students with tools to solve the pressing problems of our future and a meaningful way to connect with their education through introduction of the global, societal, and environmental issues in engineering. Despite this, disconnects exist between engineering programs across the country in their ability to merge sustainability into the schools' undergraduate curricula. Engineering faculty are integrating sustainability into curriculum, but many struggle with the best methods to update curriculum and to overcome the barriers to teaching these emerging topics. This paper elucidates and explores faculty perceptions about the importance of sustainability in civil and environmental engineering (CEE) education as well as methods for and barriers to its incorporation in CEE courses. Specifically, it presents results of a survey administered to faculty at two institutions as well as to attendees at an Association of Environmental Engineering and Science Professors (AEESP) preconference workshop. Findings show that most sustainability content is currently taught in the later years of undergraduate students' education while most faculty continue to employ traditional lecture-based teaching methods.

UR - http://www.scopus.com/inward/record.url?scp=85046995765&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85046995765&partnerID=8YFLogxK

U2 - 10.1061/(ASCE)EI.1943-5541.0000373

DO - 10.1061/(ASCE)EI.1943-5541.0000373

M3 - Article

AN - SCOPUS:85046995765

VL - 144

JO - Journal of Professional Issues in Engineering Education and Practice

JF - Journal of Professional Issues in Engineering Education and Practice

SN - 1052-3928

IS - 3

M1 - 04018004

ER -