Positioning Engineers for Urban Sustainability Transition Strategy Development

城市可持续发展转型战略发展的工程师定位

• 批准号: 1245205
• 负责人: Mikhail Chester
• 金额: $ 19.66万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-15 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245205&HistoricalAwards=false
• 关键词: Positioning; Engineers; Urban; Sustainability; Transition

Civil and construction engineering students must learn to deploy sustainable systems that balance economic, social, political, and community considerations, in addition to technical considerations in order to address America's declining infrastructure. A sustainable urban infrastructure-focused project-based learning (PBL) course framework for upper-division undergraduates is being developed that: (i) incorporates lower-division undergraduates through cross-course consultation to link sustainability concepts across multiple engineering undergraduate core courses; (ii) trains graduate students to lead teams of undergraduates in their research efforts, (iii) incorporates regional/city policy and decision makers to ground students in the economic, social, political, and technical considerations they will face; and (iv) creates a knowledge hub for other educators and researchers to access information about the project to implement the framework at their own universities, and to contribute to community building. The project is evaluating whether integrating sustainability concepts through PBL into existing undergraduate civil and construction engineering courses results in improvements in team-based problem-solving skills and whether collaborations between upper and lower division undergraduates in multiple courses improve students' ability to apply concepts taught in introductory courses to future courses.Using authentic urban sustainability problems reinforces the links among courses and levels within the undergraduate civil and construction engineering curriculum so that students have a stronger grasp of the competing constraints in sustainability problem solving. Students who have assessed sustainable engineering problems become aware of the multifaceted constraints when deploying sustainable infrastructure and are better equipped to balance the future needs of the country. Ultimately, this framework can be implemented in undergraduate engineering curriculum at other universities and has the potential to provide a template course structure for sustainable engineering education.

土木和建筑工程专业的学生必须学会部署可持续的系统，以平衡经济、社会、政治和社区方面的考虑，以及技术方面的考虑，以解决美国日益衰落的基础设施问题。正在为高年级本科生开发一个以可持续城市基础设施为重点的基于项目的学习（PBL）课程框架：(i)通过跨课程咨询将低年级本科生纳入其中，将多个工程本科核心课程的可持续性概念联系起来；（ii）培养研究生领导本科生团队进行研究工作；（iii）结合地区/城市政策和决策者，使学生了解他们将面临的经济、社会、政治和技术方面的考虑；（iv）为其他教育工作者和研究人员创建一个知识中心，以获取有关该项目的信息，以便在他们自己的大学实施该框架，并为社区建设做出贡献。该项目旨在评估通过PBL将可持续发展概念整合到现有的土木和建筑工程本科课程中是否能提高团队解决问题的能力，以及高年级和低年级本科生在多门课程中的合作是否能提高学生将入门课程中教授的概念应用于未来课程的能力。使用真实的城市可持续性问题加强了本科土木和建筑工程课程中课程和水平之间的联系，使学生更牢固地掌握可持续性问题解决中的竞争约束。评估可持续工程问题的学生在部署可持续基础设施时意识到多方面的限制，并更好地平衡国家未来的需求。最终，该框架可以在其他大学的本科工程课程中实施，并有可能为可持续工程教育提供模板课程结构。