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)提供资金的。这项授予普渡大学的工程教育研究奖将雇用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。尽管将可持续发展纳入整个工程课程的计划得到广泛支持，但几乎没有可用的资源来衡量这种努力的效力。工程教育领域和实践将受益于制定一个严格的概念框架，以便对新兴的可持续性课程倡议进行扎实的评估。专家和新手关于可持续性的观点之间的联系将有助于对两者进行创造性的调查，也就是说，它将提炼专家的概念并澄清新手的误解。通过突出工程学、可持续发展和社会之间的明确联系，这项工作将有助于突出工程学专业的更广泛层面。因此，如果工程学变得对更多的人更具吸引力，那么准备从事具有挑战性的可持续发展工作的工程学毕业生数量预计将会增加。

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.