Building Leaders of a Global Society

Carrato, Peter; Haryott, Richard

doi:10.1061/(asce)1052-3928(2003)129:3(125)

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…Engineers and educators of engineers have been challenged to adhere to these goals in the 21st century (Duffell, 1997;Hill, 2000;Henry, 2002;Miller, 2002;Steinemann, 2003). Engineering educators have recognized that engineers must become more aware of their impacts in terms of global development and sustainability (Crofton, 2000;Carratto and Haryoff, 2003;Steinemann, 2003;Holtzapple and Reece, 2005). At the same time, engineers must also face constraints or limitations imposed by budget, time, personnel, material properties and availability, and manufacturability (Miller, 2002;Holtzapple and Reece, 2005).…”

Section: Introductionmentioning

confidence: 96%

“…At the same time, engineers must also face constraints or limitations imposed by budget, time, personnel, material properties and availability, and manufacturability (Miller, 2002;Holtzapple and Reece, 2005). Engineers entering the profession must master not only the fundamentals in their field, they also acquire an awareness of the global ramifications for specific projects (Barrentine, 1993;Horenstein, 2002;Carratto and Haryoff, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Learning Sustainability by Design

Striebig¹,

Jantzen²,

Rowden³

et al. 2006

Environmental Engineering Science

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Engineering education has focused on the mathematical and scientific principles which underpin proper design. Technological capabilities have, in some instances, overcome society's ability to adapt behavior to new technologies. Sustainable systems should be engineered to address economic, environmental, and behavioral issues as well as technical issues. Developing education curricula that encourages students to consider all facets involved in sustainable systems has challenged engineering programs. A pilot course based upon the design of a sanitation facility for a school in Azové, Benin, was taught in the 2004-2005 academic year. The objective of the course was to create a meaningful project that would teach sustainability as part of the design process. Over 1,200 7th-to 10th-grade students at CEG in Azové lack access to clean water and basic sanitation facilities. A site visit to the CEG confirmed that water and sanitation were priorities of the school board and parents of the children. Students at Gonzaga University designed a water and sanitation system for CEG and learned about sustainability requirements for structures, hydraulics, and water and wastewater treatment. Upon implementation of the proposed design, exposure to pathogenic organisms is expected to decrease substantially. Students were encouraged to consider sustainability issues in design and problems associated with water and sanitation in the developing world. Incorporating sustainability lessons through design and peer presentation significantly improved the education in global awareness and sustainability as perceived by students and professionals.

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Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Learning Sustainability by Design

Striebig¹,

Jantzen²,

Rowden³

et al. 2006

Environmental Engineering Science

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“…10 Producing global leaders in the 21 st century involves a seismic shift in the approach to educating engineers. 11 Alongside technical acuity and accuracy, the curriculum must inculcate the skills of open ended problem solving, 12 critical thinking, 13 and cultural awareness. 14 In other words, expanding the apex of the funnel.…”

Section: The Scope Of the Challengementioning

confidence: 99%

Creating A “Global Algorithm” For Engineering Education

Scheibler¹,

Williams²,

Mossbrucker³

et al.

2006 Annual Conference &Amp; Exposition Proceedings

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is the Pieper Family Endowed Chair in Servant-Leadership and Distinguished Lecturer in General Studies at the Milwaukee School of Engineering. He received a doctorate degree from Biola University in 1991 and has degrees in cultural anthropology and church history as well as theology and intercultural communications. He has books and articles on topics ranging from German folk customs to international business ethics, and has served as a consultant to the United Nations, the World Trade Organization, the Walt Disney Company, the International Olympic Committee, US government, and eight foreign nations.

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“…However, the mathematically-based signature pedagogy of engineering does not necessarily align with the signature of the engineering profession itself [6]. Therefore, as engineering education experiences increased demands to implement professional skill development within their curricula [11][12][13][14][15], faculty are pressed to integrate technical and professional competency development and leave the familiarity of engineering signature pedagogy while lacking the resource and training support to do so.…”

Section: Faculty Ways Of Knowing Valuing and Assessing Leadership In The Undergraduate Engineering Curriculum Backgroundmentioning

confidence: 99%

Faculty Ways of Knowing, Valuing, and Assessing Leadership in the Undergraduate Engineering Curriculum

Simmons¹,

Clegorne²,

McCall³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is a post-doctoral researcher in the Department of Engineering Education and the Myers-Lawson School of Construction at Virginia Tech. Her primary research interests include professional identity formation in undergraduate civil engineering students, grounded theory methods, and theory development. Her current work includes the exploration of professional identity formation in civil engineering students who experience disabilities and the ways in which this identity is influenced by students' academic relationships, events, and experiences. Dr. Groen holds B.S. and M.S. degrees in Civil Engineering from the South Dakota School of Mines & Technology.

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Building Leaders of a Global Society

Cited by 5 publications

References 1 publication

Learning Sustainability by Design

Learning Sustainability by Design

Creating A “Global Algorithm” For Engineering Education

Faculty Ways of Knowing, Valuing, and Assessing Leadership in the Undergraduate Engineering Curriculum

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