1. Assessing
Sustainability
Knowledge
(ASK):
Development
of
a
framework
to
assess
engineering
undergraduate
students’
knowledge
of
sustainability
concepts
Alice
L.
Pawley,*
Ranjani
Rao,
Monica
E.
Cardella,
Stephen
R.
Hoffmann, †
Matthew
W.
Ohland
This
material
is
based
upon
work
School
of
Engineering
Education,
Purdue
University.
1300
Neil
Armstrong
Hall
of
Engineering,
701
W.
Stadium
Dr,
West
Lafayette
IN
47907
†Division
of
Environmental
and
Ecological
Engineering,
Purdue
University.
322
Potter
Engineering
Center,
500
Central
Drive,
West
Lafayette
IN
47907 supported
by
the
National
Science
Foundation
under
Grant
No.
*Please
direct
comments
to
apawley@purdue.edu. EEC-­‐0935066.
Abstract
1.
What
need
are
you
addressing? 2.
What
approach
are
you
using
to
address
this
need?
3.
What
are
the
potential
beneGits
of
your
work?
Who
are
4.
What
have
you
learned
so
far? 5.
What
are
the
products
of
your
research
so
far?
How
Engineering
students
will
need
to
have
expertise
in
We
are
using
a
composite
of
four
data
sources
to
develop
the
the
target
audiences?
We
are
working
to
create
an
initial
synthesized
framework
are
you
ensuring
they
will
have
an
impact?
sustainability
to
become
effective
engineering
professionals.
framework:
published
statements
of
sustainability
principles
The
target
audience
includes
traditionally-­‐trained
that
can
guide
faculty
untrained
in
sustainability
how
to
We
have
presented
at
2010
FIE
conference,
have
a
paper
in
However,
most
engineering
faculty
have
little
professional
and
peer-­‐reviewed
literature;
a
survey
of
engineering
course
engineering
faculty
teaching
traditional
core
engineering
assess
sustainability
knowledge
in
their
traditional
review
for
2011
ASEE,
and
will
present
at
the
2011
IEEE
training
in
sustainability,
and
may
lack
a
common
titles
and
descriptions
that
explicitly
mention
sustainability;
courses.
We
hope
our
work
will
help
these
faculty
develop
a
undergraduate
engineering
courses.
Our
initial
Pindings
International
Symposium
on
Sustainable
Systems
and
understanding
of
what
should
constitute
sustainability
interviews
with
undergraduate
engineering
students
about
sense
about
how
to
incorporate
sustainability
(including
indicate
that
our
framework
will
be
less
content-­‐oriented,
Technology.
We
are
preparing
manuscripts
for
JEE,
one
using
education
for
engineers.
This
research
proposes
a
sustainability;
and
conversations
with
experts
in
the
what
to
incorporate,
and
how
to
assess
it)
into
non-­‐ and
more
epistemological
in
focus,
than
we
had
expected,.
It
ecofeminism
as
a
theoretical
framework
for
understanding
framework
to
structure
and
assess
sustainability
sustainability
education,
environmental
studies,
and
environmentally
focused
courses,
to
help
all
engineering
may
be
less
important
for
students
learn
particular
technical
existing
sustainability
education
efforts,
and
a
second
knowledge
in
undergraduate
engineering
students. engineering
education
areas.
students
develop
a
basic
familiarity
with
sustainability-­‐ tools
and
skills,
and
more
important
they
have
a
shift
in
comparing
published
principles
of
sustainability
with
current
related
technical
content. mindset
towards
seeing
all
aspects
of
sustainability
as
core
to
course
material.
We
will
also
prepare
a
discussion
of
our
their
work,
and
begin
to
problematize
their
association
of
overall
framework
after
our
May
workshop,
and
in
engineering
with
the
production
of
new
"things." partnership
with
our
workshop
participants.
A.
Literature
coding
and
analysis B.
Content
analysis
of
sustainability
pand
descriptions
and
sustainability
principles
Content
analysis
of
course
titles
rinciples
and
engineering
course
information C.
Interviews
with
undergrad.
students
We
collected
a
comprehensive
body
of
literature
on
or
related
to
For
the
former,
we
compiled
a
list
of
XX
statements
(-­‐-­‐>),
then
coded
them
for
content
and
key
ideas.
The
initial
set
of
published
statements
of
principles
was
collected
through
a
An
additional
second
data
is
a
set
of
transcripts
from
interviews
sustainability
in
engineering
education:
Figure:
Left:
Course
title
and
STATEMENTS OF PRINCIPLES
ENGINEERING GOVT'L INDUST. EDUC.wide-­‐net
approach,
including
a
general
web
search
for
“principles
of
sustainable
undergraduate
engineering
students
about
what
they
think
sustainability
• searched
in
Web
of
Science,
then
searched
on
relevant
authors
to
description.
U
or
UG=undergrad;
FOCUS FOCUS FOCUS FOCUS
engineering,”
standard
literature
search
tools
with
similar
search
terms,
and
has
to
do
with
engineering.
We
are
in
the
process
of
getting
these
Green Engineering
G=graduate;
D=dual.
Green Chemistry
transcribed,
and
then
will
use
our
existing
set
of
content
and
theme
codes
Royal Academy
Design for Env.
find
new
authors,
new
references,
and
new
journals through
references
cited
in
our
broader
literature
review
on
sustainable
Earth Charter
!"!#$%&$'%(%#)*#+,-,!*$&.*%.,$!*/01.,!2
Natural Step
ENGINEERING COURSES
Each
box=1
course from
the
literature
coding
to
structure
their
analysis.
Ahwahnee
Barcelona
Hannover
• compiled
a
body
of
approximately
150
papers
relevant
to
the
Sandestin
engineering,
yielding
15
sets
(below)
and
sorted
into
four
contexts
(L).
In
total,
Chameau
Interface
Bellagio
ITESM
Ceres
WIDTH OF ONE COURSE --> <--
topic,
searching
comprehensively
the
Journal
of
Engineering
Right:
Published
statement.
the
fifteen
sets
included
160
individual
principles.
We
then
surveyed
half
of
the
#345676894:*,9;6389<=974:*,9>69==369>*?84:@
D.Workshop
with
sustainability
experts
GD U
Education,
the
International
Journal
of
Engineering
Education,
the
Each
box
represents
1
principle,
!"#$%&'(%)*+,+%&'("-.(/$"0%/(1$,)2("-.(/34"-5
G
60+4+-"%$'(4+-+4+7$'("-.8)9(4"-":$(;"<%$
G D
U
U
4 3 2 2 sets
of
principles
to
collect
emergent
broad
themes.
For
the
course
content
European
Journal
of
Engineering
Education,
and
the
International
except
where
noted. 1=$<+:-(#)95($-$9:&2$#>+,+$-%(%9"-<?)9%"%+)-("-.(.+<%9+@3%+)-
G D U 5 analysis,
data
presented
here
represents
only
courses
offered
within
the
1=$<+:-(#)95($-$9:&($#>+,+$-,&'(,)-<$9A"%+)-
G D U 2 Our
third
data
source
is
based
on
conversations
with
experts
in
the
Journal
of
Sustainability
in
Higher
Education.
G D U B<$()#(9$-$;"@0$(#$$.<%),C<("-.(9$<)39,$<(1-)-2$-$9:&5 respective
Colleges
of
Engineering
(or
equivalent-­‐title).
We
relied
on
published
Universities
included
G U D)003%+)-(?9$A$-%+)-
(either
print
or
web)
text
in
title
or
description
that
self-­‐identifies
as
sustainability
education,
environmental
studies,
and
engineering
We
conducted
a
grounded
theory
(Corbin
&
Strauss,
2008)
analysis
of
in
course
content
analysis
G D U B<$()#(9$-$;"@0$()9(-"%39"0($-$9:&(>0);<
E??9)?9+"%$(3<$(9"%$<(1$F:F'(#)9("<<+4+0"%+)-'(9$:$-$9"%+)-'(.$A$0)?4$-%()#()?%+)-<52 education
areas.
These
conversations
are
taking
place
over
spring
42
articles
chosen
from
a
large
database
of
over
150
articles.
Two
!A=B6C6B*%7=<@*78*D387=B7*83*%<A38;=
sustainability
related,
explicitly
using
one
or
more
of
the
terms
sustainability,
Arizona
State
University U
2011,
culminating
in
a
face-­‐to-­‐face
workshop
in
May
2011.
coders
open
coded
the
articles,
making
at
least
4
passes
over
each
California
Institute
of
Technology
G D UG G$<)39,$(,)-<$9A"%+)- 2 sustainable,
sustainable
engineering,
or
sustainable
development.
Related
terms
G D9)%$,%+)-()#(@+)<?/$9$("-.($,)0):+,"0(<&<%$4< Table 1: Summary and details about the formal statements of principles of sustainability.
California
Poly.
State
U.,
San
Luis
Obispo GU D9)4)%+)-()#(/34"-(;$0#"9$'(@"<+,(/34"-(-$$.<'("-.(H3"0+%&()#(0+#$ 2 (e.g.,
green
or
environmental)
are
not
included
in
the
analysis,
unless
the
authors
article
(first
as
an
overall
reading
of
each
article,
second
taking
detailed
D9)%$,%+)-()#($-A+9)-4$-%"0(#$"%39$<
California
State
Poly.
U.,
Pomona G 6-A+9)-4$-%"0(+4?9)A$4$-% of
the
texts
paired
those
terms
with
a
form
of
sustainability.
Use
of
the
memos
or
notes
on
each
article
both
at
the
global
level
as
well
as
the
Number of
Carnegie
Mellon
University D9)%$,%+)-()#(;"%$9(9$<)39,$< Braden
Allenby,
Jim
Mihelcic,
Reference
G D UG
principles
,7E6B@*495*?F6569>*'=:6=G@ other
definitions
of
word
sustain
and
its
forms
were
manually
excluded.
paragraph
by
paragraph
level,
third
in
discussion
with
the
other
coder,
Cornell
University
G U
U I-%$9:$-$9"%+)-"0($H3+%& 2
Arizona
State
University
of
and
fourth
to
recode
the
article
based
on
the
discussion).
After
reading
Georgia
Institute
of
Technology Published
formal
statements
of
principles
of
University South
Florida
Year
D$9<)-"0($.3,"%+)-"0(A"03$<( 2 2
G+:/%()#(,)2$*+<%$-,$(1$,)("-.(/34"-5("-.(,)29$<?$,% 3
Iowa
State
University sustainability
about
40
papers,
they
felt
they
had
reached
saturation
as
no
new
codes
James
Madison
University
U =$)-%)0):+,"0(?9+-,+?0$<()#($-:+-$$9+-:(?9)#$<<+)-
D$9<)-"0($%/+,"0(9$<?)-<+@+0+%&12+$<5 3
were
being
identified.
This
process
generated
10
themes
which
deal
Kansas
State
University U
!?+9+%3"0(+4?)9%"-,$
D9$,"3%+)-"9&(?9+-,+?0$
Focus on engineering and/or technical context of sustainability
Massachusetts
Inst.
of
Technology J.-L. Chameau, Dean, Keynote presentation on “Criteria of
with
broader
socio-­‐econo-­‐environ-­‐mental
contexts
in
which
I-%$9.$?$-.$-,$(1$,)("-.(/34"-5
J)-$<%&()#(?9",%+,$'("0+:-4$-%()#(?9+-,+?0$("-.(",%+)-
Georgia Tech College of sustainable technologies,” at ASEE 1999 10 [9]
Michigan
Technological
University
engineering
is
practiced
and
taught.
Missouri
Univ.
of
Science
and
Tech.
G D U
G U
!8B64:*495*!8B6=74:*$@A=B7@
=$4),9",&'(<),+"0($H3+%&'(K3<%+,$'("-.(/34"-(9+:/%< 4
Engineering Engineering Deans Institute
1. Sustainability
in
opposition
to
status
quo
in
industry;
North
Carolina
A&T D U
L0$"9(4)-+%)9+-:'(9$?)9%+-:'("-.(</"9+-:()#(+-#)94"%+)-
!%"C$/)0.$9($-:":$4$-%
2 United Nations Environment Programme
Andy
Lau,
Jean
MacGregor,
Design for Environment and Canadian Natural Resources Council, ~1995 7 [10]
2. The
super-­‐engineer
versus
the
traditional
engineer;
North
Carolina
State
University M?$-(,)443-+,"%+)-
L30%39"0("-.(0),"0(";"9$-$<< focus on industry and manufacturing design
Penn
State
Washington
Center
Ohio
State
University G U
for
Improving
the
3. Sustainability
as
normalized
or
soft;
Pennsylvania
State
University
60+4+-"%+)-()#(?)A$9%&
Principles of Green University
D/&<+,"0(<?",$<(.$<+:-$.(#)9(<),+"0(.+A$9<+%& 2
American Chemical Society 1998 12 [11] Quality
of
4. Engineers
as
problem
definers
or
problem
solvers;
Polytechnic
Univ.
of
Puerto
Rico U
=$<+:-(#)9()?$-(<?",$'(?3@0+,(<?",$
6-/"-,$(#)94"0($.3,"%+)-
2 Chemistry
Undergraduate
5. Convention
vs
modernity
in
engineering
practice
and
education;
Purdue
University Principles of Green Journal article, authors = P.T. Anastas and
D U
N)-2A+)0$-,$("-.(?$",$
O0)@"0+7"%+)-(";"9$-$<< Engineering J. B. Zimmerman
2003 12 [12] Education,
6. Connections
with
diversity
and
feminist
engineering;
San
Jose
State
University G U I-%$9",%+)-()#($-:+-$$9+-:("-.(<),+$%& Evergreen
State
Stanford
University G D U D"9%+,+?"%+)-(+-(?)0+,&24"C+-: Engineering for
Royal Academy of Engineering (UK) 2005 12 [13] College
7. The
idea
of
employability,
with
sustainability
making
an
engineer
Texas
A&M
University U ,9>69==369>*.=@6>9*0367=364 Sustainable Development
more
or
less
employable;
University
of
California,
Berkeley
J)0+<%+,(+-%$:9"%+)-("-.(.$<+:- 2 3 Expert conference on Green Engineering,
6,)-)4&()#(%9"-<+%+)-()#(#$$.<%),C(%)(?9).3,% 3 3 Sandestin Conference 2003 9+ [14]
heavily Chemical Eng.
John
Petersen,
Oberlin
College
8. Sustainability
as
a
value/ethic;
University
of
California,
San
Diego GDU
=$<+:-(#)9($-.2)#20+#$'(9$,&,0"@+0+%&'(.$:9"."%+)-'("-.8)9(.+<"<<$4@0&
P"9:$(<,"0$'(0)-:(%$94(+-%$9,)--$,%$.-$<<
4
2
Focus on governmental context of sustainability
Cynthia
Murphy,
john
Petersen
University
of
Central
Florida Center
for
Energy
9. Interdisciplinary
nature
vs
sustainability
as
a
discipline;
and P)-:2%$94(A"03$'(.39"@+0+%&'(9$3<"@+0+%&'("-.8)9(9$?"+9"@+0+%&
Oberlin
College
G
University
of
Colorado,
Boulder G D U P+#$2,&,0$(%/+-C+-: Ahwahnee Principles Local Government Commission 1991 15 [15] and
Environmental
10. Techno-­‐centered
view
of
sustainability.
I--)A"%+)-(8(4"K)9(,)-,$?%3"0(,/"-:$'(</+#%
University
of
Florida United Nationas, Assessment of progress
=$<+:-(#)9(4).30"9+%&("-.(>0$*+@+0+%&
=$<+:-(#)9(+-%$:9"%+)- Bellagio Principles 1996 10 [16] Resources,
We
refer
to
themes
as
polarities
when
they
present
themselves
as
University
of
Illinois,
Urbana toward sustainability
G L)-<$H3$-,$<()#(.$<+:-()-(?9).3,%(3<$ University
of
Texas-­‐
University
of
Michigan D U G+<C(9$.3,%+)- Earth Charter UN Rio Earth Summit 2000 16 [17]
concepts
that
are
in
opposition
that
yet
need
to
co-­‐exist.
In
the
axial
Q"0"-,$.(<)03%+)-<
Hannover Principles Design for sustainability 1992 9 [18]
Austin
University
of
Minnesota,
Twin
Cities 6##$,%+A$(?9)@0$4(.$>+-+%+)-
coding
phase,
we
grouped
ten
themes/polarities
into
sub-­‐groups,
University
of
Puerto
Rico,
Mayaguez Q$(;)9%/($*?$-.+%39$()#(0+4+%$.(%+4$'(9$<)39,$< Focus on industrial contexts of sustainability
made
sense
of
relationships
between
themes
within
sub-­‐groups
and
University
of
Texas,
Arlington G D U
'F@69=@@*D=3@A=B76;=@*495*H4:F=@
6,)-)4+,(A+"@+0+%&
CERES Principles Corporate Social Responsibility 1989 10 [19]
generated
three
meta-­‐themes
that
encompassed
the
smaller
themes.
University
of
Texas,
Austin U 6##$,%+A$(?0"--+-:'(4"-":$4$-%'("-.(+4?0$4$-%"%+)- 2 Individual company statement / corporate
=$>+-$.(:)"0<("-.()@K$,%+A$< Interface ? 7 [20] Linda
Vanasupa,
University
of
Washington 2
response to sustainability Tom
Seager,
We
use
an
ecofeministic
framework
to
understand
these
meta-­‐themes: Virginia
Tech
E??9$,+"%+)-()#(0+4+%"%+)-<
Non-profit for corporate and societal Calpoly-­‐SLO
L)-<%"-%(+4?9)A$4$-%
Natural Step 1989 4 [21] Arizona
State
1. Sustainability
as
ammunition
for
the
future
engineer,
or
the
Washington
State
University
G R"-":$4$-%(9$<?)-<+@+0+%&
G$#9"4$'(4)-$%+7$(?)003%+)-(9$<?)-<+@+0+%&
response to SD University
idea
that
sustainability
could
be
an
important
tool
in
the
skill
sets
Selection:
1)
among
the
20
largest
programs,
in
terms
of
S9+?0$(@)%%)4(0+-$
G$.$<+:-()#(,)44$9,$(<&<%$4
Focus on educational contexts of sustainability
total
number
of
undergraduate
engineering
students;
(2)
ITESM (Monterrey
of
the
future
engineer.
among
the
20
largest
programs,
in
terms
of
total
number
of
#E=<=@*A3=@=97*69*B8F3@=@I*JF7*987*A369B6A:=@ University / educational, learning outcomes 2005 12 [22]
G D U L0+4"%$("-.(,0+4"%$(,/"-:$ Institute of Technology)
Sub
themes:
a)
Super
engineer
versus
traditional
engineer;
b)
engineering
BS
degrees
awarded;
(3)
in
the
top
10
of
the
US
News
and
World
Report
ranking
of
the
best
undergraduate
DU N"%+)-"0(!$,39+%&
From International Conference on
U E??9)?9+"%$(=$<+:-
Convention
versus
modernity,
c)
Employability,
d)
Engineers
as
engineering
programs;
or
(4)
site
of
an
NSF
award
in
Engineering
Education
with
the
word
“sustain”
or
one
of
its
G D U Q3+0.+-:(=$<+:-(2(J+:/(D$9#)94"-,$(=$<+:- Barcelona Principles Engineering Education for Sustainable 2004 15 [23]
D U J34"-(D)?30"%+)-(=&-"4+,<
problem
definers
versus
problem
solvers,
e)
Sustainability
as
a
variations
in
the
project
title
or
summary. Development (EESD)
‘problem’
that
can
be
solved
by
technology;
About
the
RIFE
Group
2. Sustainability
(in)
disciplined?
5.
Framework
development:
under
construction! Through emergent coding, we then developed a series of specific codes that described the
principles, and organized them into the six themes. The first pass through the data established the the
Research
in
Feminist
Engineering
Group
(RIFE).
We
are
This
meta-­‐theme
emphasizes
the
ecofeministic
theme
of
inter-­‐ This
shoul