Incorporating Sustainability and Green Engineering into a Constrained Civil Engineering Curriculum
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Authors
Pickenpaugh, Monica
Christ, John
Heiderscheidt, Jeffrey
Phelan, Thomas
Pocock, James
Stanford, Matthew
Seely, Gregory
Suermann, Patrick
Twesme, Troy
Issue Date
2014-08-05
Type
Article
Language
en_US
Keywords
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Abstract
Revised Bodies of Knowledge, constituent input, and student demand are motivating the incorporation of sustainability concepts in traditional engineering curricula. While a variety of methods are in development, ranging from introductory engineering courses to capstone experiences to graduate-level treatment, the addition of new topics in an already constrained curriculum is creating a dilemma for many engineering programs. This work presents an example of how sustainability concepts were incorporated in a traditional civil engineering program administered within a constrained four-year curriculum. Using a variety of the treatments recommended in the literature, United States Air Force Academy civil and environmental engineering students learn and apply sustainability concepts at multiple points and in various frameworks during their four-year programs. Student feedback coupled with learning assessments suggest this framework may provide a more generally applicable model for incorporating sustainability concepts within engineering curricula, with particular focus on the civil and environmental engineering disciplines.
Description
Citation
Publisher
ASCE