Introduction to Public Health for Environmental Engineers: Results from a Three-year Pilot

Oerther, Daniel B.

doi:10.18260/1-2--30720

Cited by 3 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As reported in Table 2, the most significant difference for Jung Personality Type was observed in a strong preference for Judging over Perceiving (i.e., a total of 50 individuals versus 24). A similar trend has been regularly reported in courses in this Department (i.e., [8,9,10]). Therefore, based upon the trends in Jung Personality Type, the use of clear "lists of instructions" was an important part of the pedagogical approach to this course.…”

Section: Course Module Podcast Topic and Audience 1) Introduction To ...supporting

confidence: 86%

“…Therefore, as an approach to "environmental cleanup", the design of the Phelps County food system will include a mass/energy balance approach of food import, food Course Delivery. The pedagogical approaches used in this course -including blended learning, a flipped classroom, and modified mastery learning -have been described previously [8,9,10]. Briefly, course content was shared with students both in a face-to-face lecture as well as through online media, which is a style known as "blended learning".…”

Section: Coursementioning

confidence: 99%

See 1 more Smart Citation

Designing Local Food Systems: Results from a Three-Year Pilot

Oerther,

Hultine Massengale,

Oerther

2023 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

A redesigned course employing blended delivery, a flipped format, and modified mastery learning with a buffet approach to assign final grades was used to teach engineering design to approximately 25 dual-level (juniors, seniors, and first year graduate) students pursuing baccalaureate degrees in environmental, civil, or architectural engineering or a graduate degree in environmental engineering. The course replaced a traditional pedagogical format that used lecture-discussion augment with extended homework assignments and a semester-long design project, which focused on the content of designing a wastewater treatment plants. The redesigned course uses the engineering design process to improve the local food system, which includes aspects of sustainability and life cycle principles of water, carbon, and nutrients. Spanning the full impact of COVID-19 (spring semester 2020 initial disruption and movement to remote learning; spring 2021 online instruction; and spring 2022 a return to face-to-face instruction), this paper describes: a) details of course pedagogy; b) details of course content; and 3) outcomes from three course offerings over a period of three years to 84 students. Attributes of this course described in this article, include: 1) students completed lecture content mapped closely to the Environmental Engineering Body of Knowledge (EnvEng BoK) and the design criteria described by the Engineering Accreditation Commission (EAC) of ABET Inc.; 2) students prepared podcasts to teach design principles to specific audiences (i.e., high school students, peers, and public officials); and 3) students worked independently and in small groups to perform termlength design exercises. A unique aspect of this course included interdisciplinary involvement of faculty from environmental engineering, University extension, and nursing to provide both breadth in how to engage with communities for design (i.e., from a nursing perspective) as well as depth in how to understand and consider local food systems (i.e., from a University extension perspective).By the end of this units, students should:1) recognize the components of food systems 2) describe the process of completing a life cycle assessment 3) recall examples of LCA applied to food systems Key reference(s): 1) University of Missouri Extension. Introduction to local food systems. DM271. 3The three-fold objectives of this unit including: 1) introducing the historical and current definition of "food security"; 2) introducing the double burden of nutrition -undernourished while obese; and 3) how measurements of food and nutrition security can be applied across developing, low-and middle-income, and developed countries.By the end of this units, students should: 1) recognize the four pillars of food security 2) describe the double burden of malnutrition 3) recall examples of food and nutrition insecurity, local to global Key reference(s): 1) University of Missouri Extension. ( 2019). Missouri Hunger Atlas. 4The objective of this unit is to understand the relationship between...

show abstract

Section: Course Module Podcast Topic and Audience 1) Introduction To ...supporting

confidence: 86%

Section: Coursementioning

confidence: 99%

Designing Local Food Systems: Results from a Three-Year Pilot

Oerther,

Hultine Massengale,

Oerther

2023 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

“…And finally, the most significant difference for Jung Personality Type was observed in a strong preference for Judging over Perceiving (i.e., 33 individuals versus 10), which likely indicates a strong preference for "order" and "instructions". These trends have been reported previously for students in our department 38 , and based upon these trends in Jung Personality Type, the use of clear instructions (i.e., For Your Information, FYI.doc file) has been included as part of each course unit (i.e., Exhibit 1, above).…”

Section: Figuresupporting

confidence: 60%

Introduction to Environmental Modeling: Results from a Three-Year Pilot

Oerther¹

2019 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

Oerther is a licensed Professional Engineer (PE) in DC, MO, and OH. He is Board Certified in Environmental Engineering (BCEE) by the American Academy of Environmental Engineers and Scientist (AAEES), registered as a Chartered Engineer (CEng) by the U.K. Engineering Council, recognized as a Diplomate of the American Academy of Sanitarians (D.AAS), certified as an Environmental Health Specialist (CEHS) by the State of Missouri, registered as a Chartered Environmentalist (CEng) by the U.K. Society for the Environment, and recognized as a Certified Environmental Professional (CEP) by the Academy of Board Certified Environmental Professionals. Oerther's scholarship, teaching, service, and professional practice focus in the fields of environmental biotechnology and sustainable development where he specializes in promoting Water, Sanitation, and Hygiene (WaSH), food and nutrition security, energy efficiency, and poverty alleviation. Oerther's awards for teaching include the best paper award from the Environmental Engineering Division of ASEE, as well as recognition for excellence in teaching from the NSPE, the AAEES, and the Association of Environmental Engineering and Science Professors (AEESP). He participated in both the 2006 and the 2015 conferences of the National Academies Keck Futures Initiative (NAKFI) as well as the 2011 Frontiers of Engineering Education Symposium (FOEE) of the U.S. National Academies. Oerther is a four-time recipient of Fulbright, and he has been recognized with a Meritorious Honor Award by the U.S. Department of State. Due to his collaborations with nurses and healthcare professionals, Professor Oerther has been inducted as a Lifetime Honorary Member of Sigma Theta Tau, the International Honor Society of Nursing (STTI), and he has been inducted as a Lifetime Honorary Fellow of the American Academy of Nursing (FAAN) and the Academy of Nursing Education Fellows (ANEF). Oerther has also been elevated as a Fellow of the Society of Environmental Engineers (FSEE), the Royal Society of Arts (FRSA), the Royal Society for Public Health (FRSPH), and the Chartered Institute of Environmental Health (FCIEH).

show abstract

Engagement in Practice: Promoting Environmental Health Literacy to Raise Awareness of Antibiotic Resistance

Oerther

2023 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

The process of how to engage with communities (i.e., community engagement) is an important skill for engineers to acquire, and the skill is well suited to experiential learning (i.e., learning through doing). To educate engineers to perform community engagement, a module was developed and incorporated as part of three different engineering courses, namely: 1) science, technology, engineering, art, and math (STEAM) diplomacy (dual-level graduate and undergraduate, elective); 2) public health engineering (dual-level graduate and undergraduate, elective); and 3) biological principles of environmental engineering (graduate only, required course). These courses were offered at the Missouri University of Science and Technology and through Missouri Online distance education. The primary audience included students of environmental engineering as well as students of civil engineering and architectural engineering and students of nursing. The module included an overview of community engagement, gathering community information, co-identification of a problem and a solution, and testing the solution.While many forms of community engagement often aim to unearth problems and codesign solutions in a partnership between the researcher/scholar and the community/stakeholders, in this module the process of community engagement was preseeded with the problem that a lack of environmental health literacy among the general public is a significant contributor to the spread of antibiotic resistance (i.e., resistance to antibiotics spreads among communities where individuals lack awareness, scientific understanding, and access to ways to prevent the spread of resistant bacteria). The preseeded problem was offered by the United States Department of State as part of a Diplomacy Lab exercise. Thus, students engaged with representatives of the State Department in place of direct engagement with community members. As a pre-seeded solution to this problem, the State Department requested that students develop infographics. Subsequently, as part of additional community engagement, students used these infographics to educate individual community members about antibiotic resistance. Thus, by the strictest definition of "community engagement", this module represents a variation from the true sense of "best practice". None the less, over a period of eight years, a total of 130 students have participated in a variation of community engagement by completing this module incorporated into three different courses, which were offered a total of 17 different times.Lessons learned include: 1) although hesitant at first, many engineering students eventually recognized the benefit of community engagement to promote environmental health literacy; 2) developing infographics was a challenge for engineering students (i.e., specifically the creation of "graphics" was a challenge); and 3) the results of community assessment with student-designed materials were similar to the results reported in the general scientific literature suggesting that students of engineerin...

show abstract

Introduction to Public Health for Environmental Engineers: Results from a Three-year Pilot

Cited by 3 publications

References 7 publications

Designing Local Food Systems: Results from a Three-Year Pilot

Designing Local Food Systems: Results from a Three-Year Pilot

Introduction to Environmental Modeling: Results from a Three-Year Pilot

Engagement in Practice: Promoting Environmental Health Literacy to Raise Awareness of Antibiotic Resistance

Contact Info

Product

Resources

About