Senior Civil Engineering Students’ Views on Sustainability and Resiliency

Abstract

where he is a member of the Electrical and Computer Engineering Department and IDoTeach, a pre-service STEM teacher preparation program. His work focuses on the transition from pre-college to university engineering programs, how exposure to engineering prior to matriculation affects the experiences of engineering students, and engineering in the K-12 classroom. He has worked as a high school science, mathematics, and engineering and technology teacher, as well as several years of electrical and mechanical engineering design experience as a practicing engineer. He received his Bachelor of Science degree in Engineering from Swarthmore College, his Master's of Education degree from the University of Massachusetts, and a Master's of Science in Mechanical Engineering and Doctorate in Engineering Education from Purdue University.

Evaluation of safe-to-fail flood solution alternatives and integration of safe-to-fail concept in AEC education to develop resilient coastal cities

“…With the growing demand to address climate change impacts, such knowledge is critical for the future engineering workforce to develop a resilient built environment. Very few studies have discussed educating students about resilient design solutions against flood disasters (Lopez del Puerto et al , 2019; Pagán-Trinidad et al , 2019; Salzman et al , 2018). Although these studies have adopted resilience concepts through different teaching approaches, there remains a gap in introducing the resilient urban design concept, SF, to AEC students and assessing their interest to learn such concepts.…”

Implementing the Engineering for One Planet Framework in a Civil Engineering Technology Program

“…Civil engineers, in particular, should demonstrate an understanding of sustainability to prepare them to address global challenges, promote ethical practices, meet industry trends, and exhibit problem-solving skills. Interviews with senior-level civil engineering students at a higher education institution revealed that they did not learn how sustainability was related to their coursework (Salzman et al, 2018). Accreditation agencies such as Accreditation Board for Engineering and Technology (ABET) incorporate sustainability-related student outcomes into their criteria requiring that students have "an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors" also students should have "an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts" (ABET, 2021).…”