Positioning students to understand urban sustainability strategies through vertical integration

Years 1 through 3

Mohamed Elzomor, Kristen Parrish, Chelsea Mann

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

1 Citation (Scopus)

Abstract

Commonly-adopted engineering pedagogy tends to be lecture-based, and places students in a passive and predominantly secondary role [1]. Research in the field of engineering education also highlights the ineffectiveness of such strategies and strongly advocates that faculty adopt advanced education strategies that actively engage learners. Citing medical education as an example, engineering education research suggests problem-based learning and vertical integration as two key strategies that will assist in facilitating the active engagement of learners. This pedagogical implementation presents the progress from years one through three of an NSF TUES (Transforming Undergraduate Education in STEM) project that assesses the effectiveness of a vertically integrated problem-based learning (PBL) framework developed and implemented at "Arizona State University". The authors' framework integrates a lower-division construction management course, Construction Materials, Methods and Equipment (CON 252) and an upper-division civil engineering course, Urban Infrastructure Anatomy and Sustainable Development (UIA 507). The courses both address sustainability, and that provides a theme for vertical integration activities. The goal of introducing sustainability concepts is two-fold: to enhance undergraduate students' interest in and understanding of sustainability by engaging them in real-world sustainability projects; and to provide students with necessary knowledge for advancing a career in sustainability within Civil and Construction Engineering and Management (CCEM). This pedagogy summarizes the progress and accomplishments of the project during years one through three by documenting the lessons learned each year, in addition to the evolution of the vertical integration PBL framework. The development and improvement of the vertical integration PBL framework depended on periodically collecting feedback from students and instructors to be able to analyze and amend the framework.

Original languageEnglish (US)
Title of host publication2016 ASEE Annual Conference and Exposition
PublisherAmerican Society for Engineering Education
Volume2016-June
StatePublished - Jun 26 2016
Event123rd ASEE Annual Conference and Exposition - New Orleans, United States
Duration: Jun 26 2016Jun 29 2016

Other

Other123rd ASEE Annual Conference and Exposition
CountryUnited States
CityNew Orleans
Period6/26/166/29/16

Fingerprint

Sustainable development
Students
Engineering education
Education
Medical education
Civil engineering
Feedback
Problem-Based Learning

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Elzomor, M., Parrish, K., & Mann, C. (2016). Positioning students to understand urban sustainability strategies through vertical integration: Years 1 through 3. In 2016 ASEE Annual Conference and Exposition (Vol. 2016-June). American Society for Engineering Education.

Positioning students to understand urban sustainability strategies through vertical integration : Years 1 through 3. / Elzomor, Mohamed; Parrish, Kristen; Mann, Chelsea.

2016 ASEE Annual Conference and Exposition. Vol. 2016-June American Society for Engineering Education, 2016.

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

Elzomor, M, Parrish, K & Mann, C 2016, Positioning students to understand urban sustainability strategies through vertical integration: Years 1 through 3. in 2016 ASEE Annual Conference and Exposition. vol. 2016-June, American Society for Engineering Education, 123rd ASEE Annual Conference and Exposition, New Orleans, United States, 6/26/16.
Elzomor M, Parrish K, Mann C. Positioning students to understand urban sustainability strategies through vertical integration: Years 1 through 3. In 2016 ASEE Annual Conference and Exposition. Vol. 2016-June. American Society for Engineering Education. 2016
Elzomor, Mohamed ; Parrish, Kristen ; Mann, Chelsea. / Positioning students to understand urban sustainability strategies through vertical integration : Years 1 through 3. 2016 ASEE Annual Conference and Exposition. Vol. 2016-June American Society for Engineering Education, 2016.
@inproceedings{67dbf4bff5144dafa1f7403c6b37d5df,
title = "Positioning students to understand urban sustainability strategies through vertical integration: Years 1 through 3",
abstract = "Commonly-adopted engineering pedagogy tends to be lecture-based, and places students in a passive and predominantly secondary role [1]. Research in the field of engineering education also highlights the ineffectiveness of such strategies and strongly advocates that faculty adopt advanced education strategies that actively engage learners. Citing medical education as an example, engineering education research suggests problem-based learning and vertical integration as two key strategies that will assist in facilitating the active engagement of learners. This pedagogical implementation presents the progress from years one through three of an NSF TUES (Transforming Undergraduate Education in STEM) project that assesses the effectiveness of a vertically integrated problem-based learning (PBL) framework developed and implemented at {"}Arizona State University{"}. The authors' framework integrates a lower-division construction management course, Construction Materials, Methods and Equipment (CON 252) and an upper-division civil engineering course, Urban Infrastructure Anatomy and Sustainable Development (UIA 507). The courses both address sustainability, and that provides a theme for vertical integration activities. The goal of introducing sustainability concepts is two-fold: to enhance undergraduate students' interest in and understanding of sustainability by engaging them in real-world sustainability projects; and to provide students with necessary knowledge for advancing a career in sustainability within Civil and Construction Engineering and Management (CCEM). This pedagogy summarizes the progress and accomplishments of the project during years one through three by documenting the lessons learned each year, in addition to the evolution of the vertical integration PBL framework. The development and improvement of the vertical integration PBL framework depended on periodically collecting feedback from students and instructors to be able to analyze and amend the framework.",
author = "Mohamed Elzomor and Kristen Parrish and Chelsea Mann",
year = "2016",
month = "6",
day = "26",
language = "English (US)",
volume = "2016-June",
booktitle = "2016 ASEE Annual Conference and Exposition",
publisher = "American Society for Engineering Education",

}

TY - GEN

T1 - Positioning students to understand urban sustainability strategies through vertical integration

T2 - Years 1 through 3

AU - Elzomor, Mohamed

AU - Parrish, Kristen

AU - Mann, Chelsea

PY - 2016/6/26

Y1 - 2016/6/26

N2 - Commonly-adopted engineering pedagogy tends to be lecture-based, and places students in a passive and predominantly secondary role [1]. Research in the field of engineering education also highlights the ineffectiveness of such strategies and strongly advocates that faculty adopt advanced education strategies that actively engage learners. Citing medical education as an example, engineering education research suggests problem-based learning and vertical integration as two key strategies that will assist in facilitating the active engagement of learners. This pedagogical implementation presents the progress from years one through three of an NSF TUES (Transforming Undergraduate Education in STEM) project that assesses the effectiveness of a vertically integrated problem-based learning (PBL) framework developed and implemented at "Arizona State University". The authors' framework integrates a lower-division construction management course, Construction Materials, Methods and Equipment (CON 252) and an upper-division civil engineering course, Urban Infrastructure Anatomy and Sustainable Development (UIA 507). The courses both address sustainability, and that provides a theme for vertical integration activities. The goal of introducing sustainability concepts is two-fold: to enhance undergraduate students' interest in and understanding of sustainability by engaging them in real-world sustainability projects; and to provide students with necessary knowledge for advancing a career in sustainability within Civil and Construction Engineering and Management (CCEM). This pedagogy summarizes the progress and accomplishments of the project during years one through three by documenting the lessons learned each year, in addition to the evolution of the vertical integration PBL framework. The development and improvement of the vertical integration PBL framework depended on periodically collecting feedback from students and instructors to be able to analyze and amend the framework.

AB - Commonly-adopted engineering pedagogy tends to be lecture-based, and places students in a passive and predominantly secondary role [1]. Research in the field of engineering education also highlights the ineffectiveness of such strategies and strongly advocates that faculty adopt advanced education strategies that actively engage learners. Citing medical education as an example, engineering education research suggests problem-based learning and vertical integration as two key strategies that will assist in facilitating the active engagement of learners. This pedagogical implementation presents the progress from years one through three of an NSF TUES (Transforming Undergraduate Education in STEM) project that assesses the effectiveness of a vertically integrated problem-based learning (PBL) framework developed and implemented at "Arizona State University". The authors' framework integrates a lower-division construction management course, Construction Materials, Methods and Equipment (CON 252) and an upper-division civil engineering course, Urban Infrastructure Anatomy and Sustainable Development (UIA 507). The courses both address sustainability, and that provides a theme for vertical integration activities. The goal of introducing sustainability concepts is two-fold: to enhance undergraduate students' interest in and understanding of sustainability by engaging them in real-world sustainability projects; and to provide students with necessary knowledge for advancing a career in sustainability within Civil and Construction Engineering and Management (CCEM). This pedagogy summarizes the progress and accomplishments of the project during years one through three by documenting the lessons learned each year, in addition to the evolution of the vertical integration PBL framework. The development and improvement of the vertical integration PBL framework depended on periodically collecting feedback from students and instructors to be able to analyze and amend the framework.

UR - http://www.scopus.com/inward/record.url?scp=84983364810&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84983364810&partnerID=8YFLogxK

M3 - Conference contribution

VL - 2016-June

BT - 2016 ASEE Annual Conference and Exposition

PB - American Society for Engineering Education

ER -