Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration: Years 1 through 3

Abstract

Mohamed grew up in Cairo, Egypt. Following college graduation in 2006 from American University in Cairo (AUC), he worked for several consultancy firms. He then joined a leading real estate corporation where he elevated to the post of a Deputy Project Manager for an office park project worth over hundred million USD. After completing his Masters of Engineering in Construction at the AUC, Mohamed could not bear the thought of leaving the School and so decided to change career gears from the industry to academia. Therefore, he pursued a Master of Science in Architecture degree focusing on design and energy conservation at the University of Arizona. Mohamed now is a second year Ph.D. student at Arizona State University. When not playing soccer, he spends his free time talking and reading about the sport. Prof. Kristen Parrish, Arizona State UniversityKristen Parrish is an Assistant Professor in the School of Sustainable Engineering and the Built Environment at Arizona State University (ASU). Kristen's work focuses on integrating energy efficiency measures into building design, construction, and operations processes. Specifically, she is interested in novel design processes that financially and technically facilitate energy-efficient buildings. Her work also explores how principles of lean manufacturing facilitate energy-efficiency in the commercial building industry. Another research interest of Kristen's is engineering education, where she explores how project-and experience-based learning foster better understanding of engineering and management principles. Prior to joining ASU, Kristen was at the Lawrence Berkeley National Laboratory (LBNL) as a Postdoctoral Fellow (2009-11) and then a Scientific Engineering Associate (2011)(2012) in the Building Technologies and Urban Systems Department. She worked in the Commercial Buildings group, developing energy efficiency programs and researching technical and non-technical barriers to energy efficiency in the buildings industry. She has a background in collaborative design and integrated project delivery. She holds a BS and MS in Civil Engineering from the University of Michigan and a PhD in Civil Engineering

Board # 33 : Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration: Years One through Four

“…These four implementations are the pilot approach, second implementation Spring 2015, the third implementation Spring 2016, and the fourth implementation Spring 2017. Previous ASEE papers (e.g., (ElZomor et al, 2016 present prior implementations. This section presents lessons learned from past implementations, highlighting the changes in approach and evaluation of the vertically-integrated PBL framework.…”

Coupling Haptic Learning with Technology To Advance Informal STEM Pedagogies

“…Although problems related to innovative pedagogies that train STEM students have been enhanced through for example vertically integrating courses that support students learning and trainings [3], there remain challenges associated with student engagement that has led to less STEM graduates in recent years. Therefore, it has become necessary to address student engagement by fully immersing learners in real world context to develop more challenging examples that relate their coursework to real life experiences [4]. Another concerning fact is that between 400 to 800 Million of today's jobs will be automated by 2030 [5], which means that technology will become a vital tool that students must master.…”

Assessing the Pedagogical Needs to Couple Front-end Planning Tools with Sustainable Infrastructure Projects

“…These tools helped students broaden their understanding of the scope of an actual engineering and construction project. Additionally, the authors of the study also introduced sustainability concepts into both courses through a PBL framework, allowing students to engage in real-world sustainability projects [25]. However, studies have seldom discussed the nexus between FEP and sustainability for infrastructure projects, and how an educational approach may prepare the future workforce with skills in such new practices.…”