This document outlines a project to develop a framework to assess sustainability knowledge in engineering undergraduate students. The project has three major phases: 1) coding of literature on sustainability principles, 2) interviews with undergraduate engineers, and 3) a workshop with experts from engineering and other fields. Initial findings include mapping statements of sustainability principles and coding themes from journal literature. Next steps include analyzing interview data and planning the expert workshop to help develop the assessment framework. The overall goal is to provide a tool to help integrate relevant sustainability content into engineering coursework.
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2010 FIE Work in Progress: Development of a framework to Assess Sustainability Knowledge (ASK) in engineering undergraduate students
1. 1
Work in Progress:
Development of a framework to
Assess Sustainability Knowledge (ASK)
in engineering undergraduate students
Ranjani Rao
Alice L. Pawley
Stephen R. Hoffmann
Matthew W. Ohland and
Monica E. Cardella
School of Engineering Education, Purdue University
2. 2
work in progress
Outline of the project
Motivation
Major phases
Initial findings: Literature coding
Next steps:
• Interview data
• Workshop planning
Questions
motivation
initial
findings
next
steps
3. 3
work in progress
Outline of the project
Motivation
Major phases
Initial findings: Literature coding
Next steps:
• Interview data
• Workshop planning
Questions
motivation
initial
findings
next
steps
4. motivation
4
NSF EEC IEECI-0935066
Motivation:
• increasing need for all engineers to be familiar
with sustainability-related concepts and
content.
• lack of consensus about sustainability
knowledge-base and content
• providing a tool for assessing sustainability
knowledge in general engineering courses may
help get relevant content into coursework.
initial
findings
next
steps
5. 5
3 phases - plan
initial
findings
next
steps
motivation
coding of literature
workshop with
experts
(engr + nonengr)
sustainability
assessment
framework
interviews with
undergraduate
engineers
6. 6
3 phases - progress
initial
findings
next
steps
motivation
coding of literature
interviews with
undergraduate
engineers
workshop with
experts
(engr + nonengr)
sustainability
assessment
framework
8. 8
initial findings
next
steps
Mapping “fundamental principles” statements:
initial
findings
motivation
Name
Context / publisher
Year
# of
principles
Ahwahnee (A)
Local Government Commission
1991
15
Barcelona (Bar)
From International Conference on Engineering Education for
Sustainable Development (EESD)
2004
15
Bellagio (Bel)
Assessment of progress toward sustainability: UN and IISD
1996
10
CERES (C)
Corporate Social Responsiblity
1989
10
Chameau (Ch)
GeorgiaTech CoE Dean, criteria of sustainable technologies
1999
10
Design for
Environment (DfE)
UNEP and CNRC, Industry/Manufacturing design
1995?
7
Earth Charter (EC)
UN Rio Earth Summit
2000
16
Green Chemistry
(GC)
American Chemical Society
1998
12
Green Engineering
(GE)
derivative of GC principles
2003
12
Hannover (H)
Design for sustainability
1992
9
Interface (I)
Commerce / corporate response to sustainability
?
7
ITESM (IT)
University / educational, learning outcomes
2005
12
Natural Step (NS)
Non-profit for corporate and societal response to SD
1989
4
Royal Academy of
Engineering (RA)
Engineering – sustainable development
2005
12
Sandestin (S)
Green Engineering (heavily CHE), meta
2003
9+
coding of literature
9. 9
initial findings
next
steps
Mapping “fundamental principles” statements:
initial
findings
motivation
Name
Context / publisher
Year
# of
principles
Ahwahnee (A)
Local Government Commission
1991
15
Barcelona (Bar)
From International Conference on Engineering Education for
Sustainable Development (EESD)
2004
15
Bellagio (Bel)
Assessment of progress toward sustainability: UN and IISD
1996
10
CERES (C)
Corporate Social Responsiblity
1989
10
Chameau (Ch)
GeorgiaTech CoE Dean, criteria of sustainable technologies
1999
10
Design for
Environment (DfE)
UNEP and CNRC, Industry/Manufacturing design
1995?
7
Earth Charter (EC)
UN Rio Earth Summit
2000
16
Green Chemistry
(GC)
American Chemical Society
1998
12
Green Engineering
(GE)
derivative of GC principles
2003
12
Hannover (H)
Design for sustainability
1992
9
Interface (I)
Commerce / corporate response to sustainability
?
7
ITESM (IT)
University / educational, learning outcomes
2005
12
Natural Step (NS)
Non-profit for corporate and societal response to SD
1989
4
Royal Academy of
Engineering (RA)
Engineering – sustainable development
2005
12
Sandestin (S)
Green Engineering (heavily CHE), meta
2003
9+
coding of literature
10. 10
initial findings
next
steps
Mapping “fundamental principles” statements:
• Traditional environmental sustainability goals
• Specific things to protect/improve
• Social/societal aspects
• Design criteria
• Business perspectives/values
Developed through conversations between two team members
looking at 15 “statement of principles” documents
initial
findings
motivation
coding of literature
15. Traditional sustainability focused
Specific things to protect/improve
Ethics/guiding beliefs
Social/societal impacts
Design criteria
Business perspectives/values
15
initial findings
next
steps
initial
findings
motivation
Engineering/technical:
Chameau
DfE
Green Chem
Green Engr
Royal Academy
Sandestin
coding of literature
18. 18
initial findings
next
steps
Coding archival journal literature
1. Super-engineer vs. traditional engineer
2. Sustainability in opposition to status quo in industry
3. Sustainability as “normal” vs. as “soft”
4. Engineers as problem definers vs. problem solvers
5. Conventional vs. modernity in engineering practice and education
6. Connections with diversity
7. Sustainability as a value (ethical dimension)
8. Interdisciplinarity vs. sustainability as a discipline
9. Technocratic vision of sustainability
initial
findings
motivation
coding of literature
19. 19
initial findings
next
steps
Coding archival journal literature
1. Super-engineer vs. traditional engineer
initial
findings
motivation
Increasingly, project and financial management is being included in engineering
education in order to enable engineers to successfully manage projects and move
upwards in their careers. This recognizes that engineers no longer play the role of
mere technicians but often are quickly required to move to a management role.” (1)
“The education that engineers will obtain through sustainability engineering will
provide them with a better understanding of systems and processes and the roles of
business and government within society. Moreover, it will also provide them with a
vision of the future and the ability to recognize important factors in achieving
sustainable goals. Such engineers have the capacity and capability to become leaders
of corporations and of government. Moreover society will need leaders who have
such visions if they are going to move towards sustainability. As a consequence,
engineers will also need training to understand the role of the leader and to learn
good leadership skills.” (2)
1. Boyle, C. (2004). Considerations on educating engineers in sustainability. . International Journal of Sustainability in Higher Education. 5/2,
147-155.
2. Svanstrom, M., Lozano-Garcia, F., Rowe, D. (2008). Learning outcomes for sustainable development in higher education. International Journal
of Sustainability in Higher Education, 9(3), 339-351.
coding of literature
20. 20
initial findings
next
steps
Coding archival journal literature
1. Super-engineer vs. traditional engineer
2. Sustainability in opposition to status quo in industry
3. Sustainability as “normal” vs. as “soft”
initial
findings
motivation
…it is clear that sustainability is, in fact, a prerequisite for good engineering design; it
is not a fad concept, but is instead an expression of core values of long-term
engineering that recognizes the increasing realization that the long-term and the
large-scale will be forgotten if not explicitly included in the design process.
We have termed this conception “normalized sustainability,” in order to convey to
students the viewpoint of sustainability as a normal part of the essence of
engineering and a standard part of the design process and not an added-on, uni-
disciplinary, or “special interest” concern. (3)
3. Cardella, M.E., Hoffmann, S.R., Ohland, M., Pawley,A. (2010). Sustaining sustainable design through “Normalized Sustainability” in a first year
engineering course. International Journal of Engineering Education, 26 (2), 366-377.
coding of literature
21. 21
next steps
Interview protocol
Interaction with experts:
• Facilitated electronic conversations
• Workshop with participants, curriculum
Framework development
next
steps
initial
findings
motivation
22. 22
next steps
Interview protocol
Setting the stage
1. What does the term “sustainability” mean to you?
2. How would you define the term sustainability in your own words?
3. What are key ideas that relate to the idea of sustainability”?
Past or current experiences with sustainability in their lives.
1. Describe an experience you have had or are having related to sustainability
in your personal life.
2. Describe an experience you have had or are having related to sustainability
in your coursework.
3. Describe an experience you have had or are having related to sustainability
in your design experience/s.
4. Describe an experience you have had or are having related to sustainability
in your co-op, internship, or other engineering work experience/s.
next
steps
initial
findings
motivation
interviews with
undergraduate engineers
23. 23
next steps
Interview protocol
Current conceptions of the place of sustainability in engineering or engineering
design
1. On a scale of 1-10 to what extent do you think sustainability has a place in
engineering? How about in engineering design specifically? Please explain.
2. Do engineers from all disciplines need to learn about sustainability? If so:
Which engineers? Specific disciplines?
3. What are key engineering concepts or ideas that relate to your earlier list
of key ideas related to sustainability?
4. Who among your engineering instructors has talked with you about
sustainability related to engineering? What did they tell you?
5. Who among your co-op supervisors or colleagues has talked with you
about sustainability in engineering? What did they tell you?
6. Who among your internship supervisors has talked with you about
sustainability in engineering?
7. What kind of training in sustainability do you anticipate in your future as an
engineer?
next
steps
initial
findings
motivation
interviews with
undergraduate engineers
24. 24
next steps
Interview protocol
Areas of knowledge and uncertainty related to environmental issues
1. How do you think the idea of sustainability relates to environmental issues?
2. What environmental issues do you think you might have to deal with in
your future, as a citizen?
3. What environmental issues do you think you might have to deal with in
your future as a practicing engineer?
4. What are environmental issues that other engineers (i.e. other than you, in
your future) need to think about?
5. What kind of training in environmental issues do you anticipate in your
future as an engineer?
Any other comments you'd like to make?
next
steps
initial
findings
motivation
interviews with
undergraduate engineers
25. 25
next steps
Interview analysis
• Open coding, axial coding
• Discourse analysis (Gee, 2005)
• Connection to literature frames (principles framework,
themes)
next
steps
initial
findings
motivation
interviews with
undergraduate engineers
26. 26
next steps
Interaction with experts:
• Facilitated electronic conversations
• Workshop with participants, curriculum
next
steps
initial
findings
motivation
workshop with experts
(engr + nonengr)
27. 27
next steps
Interaction with experts: inside and outside engineering
next
steps
initial
findings
motivation
LindaVanasupa
CalPoly SLO
workshop with experts
(engr + nonengr)
28. 28
next steps
Interaction with experts: inside and outside engineering
“Curriculum”
next
steps
initial
findings
motivation
Month
Topic
October
Invitations sent out; discuss scope
November
Philosophy of sustainability, top 3 articles that represent their
views (their own, others)
December
Interviews finished; start analysis
January
Where is sustainability education/engineering stuck? Where does
the current state of education miss the point, or focus on
counterproductive ideas?
Purdue synthesizing interviews, lit discussions, groups’ materials
February
Assessment:What needs to be assessed in this area?
(Not necessarily how)
March
First comments on synthesized framework
April
Purdue synthesizing interviews, lit discussions, groups’ materials
May
Face-to-face meeting to revise synthesized framework
Purdue group revise framework for publication by collective group
workshop with experts
(engr + nonengr)
30. 30
acknowledgements
Thanks to participants!
Thanks to advisors Ruth Streveler, David Radcliffe, Abigail Jahiel
and to research team.
This paper is based on work supported by the National Science
Foundation, under grant number EEC-0935066. Opinions,
findings, conclusions, and recommendations expressed in this
material are those of the authors and do not necessarily
represent the views of the National Science Foundation.
31. 31
from you...
Barriers you see/experience on integrating sustainability
into the curriculum
What characteristics would a compelling/useful tool
include for you to use it in your classroom?
next
steps
initial
findings
motivation
32. 32
contact us
Research team:
Ranjani Rao, rrao@purdue.edu
Alice L. Pawley, apawley@purdue.edu
Stephen R. Hoffmann, srh@purdue.edu
Matthew W. Ohland, ohland@purdue.edu
Monica E. Cardella, mcardella@purdue.edu
Website: http://feministengineering.org
33. principles reference information
33
Name
Reference information
Ahwahnee
http://www.lgc.org/ahwahnee/principles.html
Barcelona
2004 International Engineering Education for Sustainable Development conference; princples can be
found at website for 2008 EESD conference: http://eesd08.tugraz.at/pics/
declaration_of_barcelona_english.pdf
Bellagio
http://www.iisd.org/pdf/bellagio.pdf
CERES
http://www.ceres.org/Page.aspx?pid=416
Chameau
Cited and listed in Woodruff, Paul H., 2006,“Educating Engineers to Create a Sustainable Future,” J
Environ Engr – ASCE, 132(4), 434.Woodruff citation links to: Chameau, J.-L., 1999,“Changing a mind-
set, not just a problem-set: sustainable development in colleges of engineering,” Proc. 1999 Engineering
Deans’ Institute of ASEE: Ethics inTechnology and Social Responsibilities. Maui, HI.
Design for Environment
Secondary reference from 2003 ME 450 (Design III) class notes at U. of Michigan (Professor Robert
Dennis)
Earth Charter
http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html
Green Chemistry
Anastas and Warner, Green Chemistry:Theory and Practice, Oxford University Press
Green Engineering
Anastas, P.T., and J.B. Zimmerman, Environmental Science andTechnology, 2003, 37(5), 94A-101A.
Hannover
http://www.mcdonough.com/principles.pdf
Interface
http://www.interfaceglobal.com/Sustainability/Our-Journey/7-Fronts-of-Sustainability.aspx
ITESM
from Svanstrom, Lozano-Garcia, and Rowe (2008), Int. J. Sustainability in Higher Ed., 9(3), 339-351.
Natural Step
http://www.naturalstep.org/the-system-conditions
Royal Academy of Engineering
http://www.raeng.org.uk/events/pdf/Engineering_for_Sustainable _Development.pdf
Sandestin
Abraham, M.A., and Nguyen, N. (2003) Environmental Progress, 22(4), 233-236.
Washington Center
http://www.evergreen.edu/washcenter/resources/upload/Sustainability _Learning_Outcomes_2008.doc