Creating environmentally conscious engineering professionals through attitudinal instruction: A mixed methods study
Creating environmentally conscious engineering professionals through attitudinal instruction: A mixed methods study
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通过态度指导培养具有环保意识的工程专业人员：混合方法研究
DOI：
10.1016/j.jclepro.2021.125957
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Zui Cheng
中科院分区：
文献类型：
--
作者：
Shamila Janakiraman;S. Watson;W. Watson;Zui Cheng
环境责任已经从控制工业生产的排放和废物发展到现在包括物流、产品和工艺。公司已经变得有环保意识，以履行企业责任，确保可持续发展，增加了对环境工程专业人员的需求。工程教育不应局限于满足雇主，行业和市场的需求，也不应孤立于学科范围内。本研究探讨了一位教授在环境可持续性工程课程中实施的教学策略，使他的学生成为批判性思考者，他们可以创造可持续的产品，方案和解决方案。这种混合方法的单一案例研究采用了积极的偏差的方法来确定这种最佳实践的情况下，教授应用态度学习的原则，在一个非侵入性的方式，也就是说，没有试图直接和有力地改变态度。根据这项研究，这使学生能够批判性地检查所呈现的内容，在情感上与他们重视的问题联系起来，对他们的学习拥有所有权，并做出决定并对他们的行为负责。由于可持续发展项目是多学科的真实的世界，不良结构的问题解决纳入学期的团队项目表明，学生学会了在不同的团队工作，并了解团队的动态。这些技能预计将转移到学生未来的工程职业生涯中，在那里他们可以展示更广泛的管理，多学科和沟通技能，以及社会，经济和环境责任。
Environmental responsibilities have evolved beyond controlling the emissions and wastes of industrial production to now incorporating logistics, products and processes. Corporations have become environmentally conscious to satisfy corporate responsibilities and to ensure sustainable development, increasing the demand for environmental engineering professionals. Engineering education should not be restricted to satisfying the demands of employers, industry and the marketplace or be isolated within disciplines. This study examined the instructional strategies implemented by a professor in his environmental sustainability engineering course to make his students critical thinkers, who can create sustainable products, programs and solutions. This mixed methods single case study adopted a positive deviance approach to identify this best practices case where the professor applied attitudinal learning principles in a non-intrusive way, that is without trying to change attitudes directly and forcefully. This allowed students to critically examine presented content, connect emotionally to issues they valued, take ownership of their learning, and make decisions and take responsibility for their actions, according to this study. Since sustainability projects are multi-disciplinary in the real world, ill-structured problem solving incorporated in semester-long team projects showed that students learned to work in diverse teams and understood team dynamics. These skills are expected to be transferred into students’ future engineering professional careers where they could demonstrate broader management, multidisciplinary, and communication skills, in addition to social, economic and environmental responsibilities.