TY - JOUR
T1 - Student Recognition, Use, and Understanding of Engineering for One Planet Competencies and Outcomes in Project-based Learning
AU - Larson, James
AU - Barnard, Wendy
AU - Carberry, Adam R.
AU - Karwat, Darshan
N1 - Funding Information:
Wendy Barnard is an Assistant Research Professor and Director of the College Research and Evaluation Services Team (CREST) at Arizona State University. Dr. Barnard received her Ph.D. from the University of Wisconsin-Madison, where she focused on the impact of early education experiences and parent involvement on long-term academic achievement. Her research interests include evaluation methodology, longitudinal research design, STEM educational efforts, and the impact of professional development on teacher performance. Currently, she works on evaluation efforts for grants funded by National Science Foundation, US Department of Education, local foundation, and state grants.
Publisher Copyright:
© American Society for Engineering Education, 2021
PY - 2021/7/26
Y1 - 2021/7/26
N2 - Addressing local-to-global crises at the intersection of environmental protection, climate change, sustainability, and social justice will require new skills and competencies in practicing engineers as well as the ability to learn from and work with non-engineers in society. Project-based learning (PjBL) provides one approach by which students can learn how to creatively tackle important open-ended problems in the world. We examine the impact of a second-year PjBL course within The Polytechnic School's (TPS) Engineering program at Arizona State University's on students' understanding of environmentally and socially responsible engineering. We used a survey approach to collect fixed and open-ended responses from 122 students. Collected data was analyzed through the lens of a newly developed framework called Engineering for One Planet (EOP). Our analyses show that the PjBL course had a moderate to large impact on student competencies that comprise the EOP framework. We believe the EOP framework can be considered as a guiding framework in designing courses and curriculum to better prepare students for future engineering work.
AB - Addressing local-to-global crises at the intersection of environmental protection, climate change, sustainability, and social justice will require new skills and competencies in practicing engineers as well as the ability to learn from and work with non-engineers in society. Project-based learning (PjBL) provides one approach by which students can learn how to creatively tackle important open-ended problems in the world. We examine the impact of a second-year PjBL course within The Polytechnic School's (TPS) Engineering program at Arizona State University's on students' understanding of environmentally and socially responsible engineering. We used a survey approach to collect fixed and open-ended responses from 122 students. Collected data was analyzed through the lens of a newly developed framework called Engineering for One Planet (EOP). Our analyses show that the PjBL course had a moderate to large impact on student competencies that comprise the EOP framework. We believe the EOP framework can be considered as a guiding framework in designing courses and curriculum to better prepare students for future engineering work.
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M3 - Conference article
AN - SCOPUS:85124555235
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 2021 ASEE Virtual Annual Conference, ASEE 2021
Y2 - 26 July 2021 through 29 July 2021
ER -