IEECI: Assessing Sustainability Knowledge (ASK): Development of a Framework to Assess Undergraduate Students' Knowledge of Sustainability Concepts

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。这项授予普渡大学的工程教育研究奖将聘请研究人员开发一个概念框架，用于评估本科工程专业学生获得的可持续发展知识，并探索可持续发展概念清单的要素。 虽然将可持续性纳入整个工程课程的计划得到广泛支持，但可用于衡量这种努力的有效性的资源很少。 工程教育的领域和实践将受益于一个严格的概念框架的发展，允许接地评估新兴的可持续发展课程倡议。 专家和新手对可持续性的看法之间的桥梁将为双方的创造性调查提供信息，即，它将完善专家概念，澄清新手的误解。 通过突出工程，可持续性和社会之间的明确联系，这项工作将有助于突出工程专业的更广泛的层面。因此，如果工程学对更广泛的人群更具吸引力，那么为可持续发展方面具有挑战性的工作做好准备的工程学毕业生人数预计会增加。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This engineering education research award to Purdue University will employ researchers to develop a conceptual framework for assessing sustainability knowledge gained by undergraduate engineering students and to explore elements of a sustainability concept inventory. Although plans to integrate sustainability throughout engineering curricula are widely supported, there are few resources available to measure the efficacy of such efforts. The field and practice of engineering education will benefit from the development of a rigorous conceptual framework to allow for grounded assessment of burgeoning sustainability curriculum initiatives. The bridging of expert and novice perspectives on sustainability will inform the creative investigation of both, i.e., it will refine expert conceptions and clarify novice misconceptions. By highlighting the explicit link between engineering, sustainability and society, this work will serve to highlight the broader dimensions of the engineering profession. As a result, if engineering becomes more attractive to a wider fraction of the population, there would be an expected increase in number of engineering graduates prepared for challenging work in sustainability.