TUES Type 1: A Sustainability Toolbox for Engineers

这个TUES 1型项目正在创建一个可持续发展工具箱，并评估传统和非传统教学法的组合，用于培训工程师成为能够在道德上和胜任地将护理转化为可持续世界的行动的变革推动者。 该项目评估六个教学策略（干预措施）内的护理方法的道德，四个在大二的水平和两个在高级设计水平。 越来越多的非传统方法来教授可持续性的关键组成部分是：（a）使用戏剧化的视频，在情感上吸引和激励学生的可持续性问题和（B）使用在线技能建设教程，明确准备学生解决“邪恶”的问题，需要更高层次的认知技能来制定和解决。PACT（促进，会计，补偿和目标）的方法来设计可持续发展被纳入，使学生可以将他们的可持续发展的意识和责任转化为有意义的行动，无论设计的类型和目的。 这些战略是围绕消费电子产品制定的，消费电子产品的生命周期仍然是一个不可持续的、广泛扩散的消费野兽，在现代世界几乎没有放缓的迹象。 与工程课程的许多其他方面不同，评估可持续发展领域的批判性思维或解决问题的能力不足以评估学生是否受过良好的训练。 相反，学生必须使用这些高层次的思维技能，往往是非结构化的一系列复杂的，交织的问题，位于一个有效的转化为行动的照顾。 通过围绕教学可持续性精心设计的一系列干预措施和评估，该项目提供了对什么样的教学方法最有效地提高学生对技术和可持续性交叉点上常见的“邪恶”问题的学习的见解。培训工程师的重要性不仅是要意识到，而且要适当地负责，并有足够的能力关心可持续性问题（和就此采取行动）具有广泛的社会影响。 开发的干预措施和策略有可能被其他工程领域采用/调整。 通过解决一个重要的社会问题，如可持续发展，并显示工程师在解决这个问题的重要作用，一些学生可能会更吸引工程作为一种职业，更有可能留在该领域。 此外，将可持续性与技术联系起来的干预措施可用于增强工程作为直接造福社会的职业的形象，从而使工程能够更广泛地吸引K-16途径各个阶段的学生。

This TUES Type 1 project is creating a sustainability toolbox and evaluating a combination of traditional and non-traditional teaching pedagogy applied toward training engineers to be change agents capable of ethically and competently converting care into action for a sustainable world. This project evaluates six teaching strategies (interventions) within an ethics of care approach, four at the sophomore level and two at the senior design level. Key components of increasingly non-traditional approaches to teaching sustainability are: (a) the use of dramatized video to emotionally engage and motivate students in problems of sustainability and (b) the use of online skill building tutorials that explicitly prepare the student to solve "wicked" problems that require higher order cognitive skills to formulate and address. The PACT (Promoting, Accounting, Compensating, and Targeting) approach to designing for sustainability is incorporated, so that students can transform their awareness of and responsibility for sustainability into meaningful action, regardless of the type and purpose of design. The strategies are oriented around consumer electronics, whose life cycle remains an unsustainable, widely proliferating beast of consumption that shows little sign of slowing in the modern world. Unlike many other facets of the engineering curriculum, evaluating critical thinking or problem solving in the area of sustainability is not enough to assess whether a student is trained well. Instead, the student must use these high-level thinking skills in often unstructured series of complex, interwoven problems that are situated in an effective transformation of care into action. Through a carefully designed series of interventions and assessments oriented around teaching sustainability, this project offers insight into what teaching approaches work best for improving student learning about the "wicked" problems typically found at the intersection of technology and sustainability.The importance of training engineers not simply to be aware but also to be appropriately responsible and sufficiently competent in caring about (and acting on) sustainability issues has broad societal impacts. The developed interventions and strategies have the potential to be adopted/adapted by other engineering fields. By addressing an important social issue such as sustainability and showing the important role of engineers in solving this problem, some students might be more attracted to engineering as a career and be more likely to remain in the field. In addition, interventions that connect sustainability to technology can be used to enhance the image of engineering as a career that directly benefits society, thereby enabling engineering to appeal more broadly to students at all stages in K-16 pathways.