Environmental Science, Technology and Decision Making

这个课程开发项目的总体目标是为广泛的工程和理工科本科学生准备环境问题教学材料和课程。课程将包括：a)可纳入个别学科课程的模块，b)包含文本的独立课程的完整课程。项目的具体组成部分有以下目标：1。开发教材，使用基于项目的方法来理解影响环境决策的科学、工程和政策原则。材料将包括：a)使用决策内容的案例研究，b)现实环境问题的团队项目，c)强调决策的角色扮演练习。2. 在两个机构演示、教授和评估这些材料：这两个机构是罗斯霍尔曼理工学院（RHIT）和卡内基梅隆大学（CMU）。课程和学生小组将包括：所有土木工程大三学生的必修课程，作为环境工程的第一次介绍（在RHIT）；在CMU辅修环境工程的理工科学生；同时，为环境研究的未成年人开设一门核心课程（来自CMU所有专业的学生，包括美术、人文社会科学、科学和工程）。3. 评估这种基于项目的教学方法的效果。该演示将包括学生对学习方法和兴趣的好处的详细评估，未来此类课程所需的改变，以及对未来职业/生活可能产生的影响。形成性和总结性评估将在项目期间进行。我们还将对参加示范课程的学生（毕业后2年和5年）进行课前和课后评估，并在毕业后继续进行评估。将利用一个涉及一些教员的试验性讲习班作为这项评价的一部分。4. 编写本课程所用方法的手册以供传播。除了课程材料外，我们还将编写一本方法手册，包括使用团队项目和合作学习、概念图和影响图。这将在试点教师研讨会期间使用和修改

The general objective of this curriculum development project is to prepare material and a curriculum for teaching environmental issues to a wide range of undergraduate engineering and science students. The curriculum will include: a) modules that can be incorporated into individual disciplinary courses, and b) a complete curriculum for a self-contained course including a text. The specific components of the project have the following objectives: 1. To develop teaching material that uses a project-based approach to understand the principles in science, engineering and policy that affect environmental decision-making. The materials will include: a) case studies using decision-making contents, b) team projects of realistic environmental issues, c) role-playing exercises that emphasize decision-making. 2. To demonstrate - teach and evaluate - the materials at two institutions: These institutions are Rose Hulman Institute of Technology (RHIT) and Carnegie Mellon University (CMU). The courses and student groups will include: a required course for all civil engineering juniors as a first introduction to environmental engineering (at RHIT); science and engineering students pursuing an environmental engineering minor (at CMU); and, a core course for environmental studies minors (students from all majors, including fine arts, humanities and social sciences, science and engineering at CMU). 3. To evaluate the outcome of this project-based teaching approach. This demonstration will include detailed evaluations by students as to benefits of the approach for learning and interest, changes needed for future courses of this kind, and what the possible effects may be on future careers/lives. Both formative and summative evaluations will be conducted during the project. We will also conduct evaluations pre-course, and post-course, and continue the evaluations after graduation for those students who took the demonstration courses - 2 years, and 5 years after graduation. A pilot workshop involving a few fa culty will be used as part of this evaluation. 4. To prepare a handbook of the methods used in this curriculum for dissemination. In addition to the curricular materials, we will prepare a handbook of methods including the use of team projects and cooperative learning, concept maps and influence diagrams. This will be used and revised during the pilot faculty workshop