Environmental Science, Technology and Decision Making

这一课程编制项目的总目标是为向广大本科工程和理科学生讲授环境问题编写教材和课程。课程将包括：a）可纳入个别学科课程的模块，以及 B）一个完整的课程，包括一个文本的一个自足的课程。 该项目的具体组成部分有以下目标：1。开发教学材料，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。这些材料将包括：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.在两个机构展示-教学和评估-材料：这些机构是罗斯·休曼理工学院（RHIT）和卡内基梅隆大学（CMU）。课程和学生团体将包括：所有土木工程大三学生的必修课程，作为环境工程的第一个介绍（在RHIT）;攻读环境工程未成年人的科学和工程学生（在CMU）;以及，环境研究未成年人的核心课程（来自所有专业的学生，包括美术，人文和社会科学，科学和工程在CMU）。 3.评估项目教学法的效果。该演示将包括学生对学习和兴趣方法的好处，未来此类课程所需的变化以及可能对未来职业/生活产生的影响的详细评估。在项目期间将进行形成性和总结性评价。我们还将进行评估课程前，和课程后，并继续对那些参加示范课程的学生毕业后的评估- 2年，毕业后5年。一个涉及几个部门的试点讲习班将作为评估的一部分。 4.编写一本关于这一课程所用方法的手册，以供分发。除了课程材料，我们将准备一本方法手册，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