Abstract
This study reports the results of problem/design-based education offered by the Environmental Engineering Department of Istanbul Technical University (ITU) through an example of the senior-year Graduation Design Project (GDP), and the outcomes of introducing new environmental management considerations to environmental system design, and impacts of those on the senior-year Environmental Engineering undergraduate students. Overall outcomes of the study and the student entries gathered on risk assessment, uncertainty, sustainability, life-cycle-assessment, and resilience issues demonstrated that inclusion of those environmental management considerations to the senior-year GDP, as well as the new and improved approaches about handling the problem/design-based education, significantly broadened the perspective of the senior-year students at the onset of their profession.
Highlights
Founded in 1773 as the very first engineering academy of the country [1], Istanbul Technical University (ITU) is still among the leading engineering and technology universities in Turkey and at the region [2]
ITU is among the world universities with the highest number of accredited undergraduate programs with its 23 engineering undergraduate programs accredited by ABET EAC (Accreditation Board for Engineering and Technology, Engineering Accreditation Commission) [3]
New features of Graduation Design Project (GDP) adapted from ABET EAC (20152016 Program Criteria [4]) and further: coupling concepts and basic yet well-structured analyses of the following features to the senior-year GDP: risk assessment (RA), uncertainty, sustainability, life cycle principles, and project management
Summary
Founded in 1773 as the very first engineering academy of the country [1], Istanbul Technical University (ITU) is still among the leading engineering and technology universities in Turkey and at the region [2]. At ITU, we are perceiving our senior-year students as our colleagues of tomorrow and trying our best to equip them with the engineering, science and technology knowledge and tools that will be handy for those nextgeneration engineers and leaders in executing their profession, whose ultimate goal and responsibility are to contribute to the public meaningfully and efficiently and serve for a sustainable society resilient enough to face, combat, and live through the inevitable and fast changes of the modern times we are living in. With this umbrella perspective and approach to our profession and to our prospective colleagues, and in line with the renewed definitions and requirements of the Environmental Engineering Undergraduate curricula announced by ABET EAC [4], we have implemented couple of new modules (as of 2014-2015 Spring semester) to our senior-year Graduation Design Project (GDP) course to include considerations of risk assessment, uncertainty, sustainability, life-cycle principles, environmental impacts, project management, etc., which all serve for comprehensive delivery of the problem-based solution approach to our senior-year students, and for delivering the notions, point of views, and approaches to our “today’s students and tomorrow’s colleagues” for developing their ability to attain a broad-ranged perspective and a “from-cradle-tograve” approach in providing their prospective services as the next-generation engineers to serve for continuum of a resilient society
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