Using Concept Maps to Explore the Impacts of a Learning-Cycle-Based Sustainability Module Implemented in Two Institutional Contexts

Abstract

AbstractBecause engineers are responsible for the design phase of projects where decisions impacting sustainability are most effectively made, it is important to ensure that students are equipped with the necessary conceptual knowledge to engage in sustainable design. Consequently, undergraduate engineering curricula are being reformed to address sustainability-related concepts and topics. In addition, previous work has demonstrated that beyond curricular content, innovative pedagogical approaches are also important for enhancing student learning. The goal of this work was to examine the impact of a learning-cycle-based sustainability module on students’ conceptual understanding of sustainability in two varying institutional contexts. The module was integrated into the first course in the capstone design sequence at James Madison University, where sustainability was incorporated throughout the curriculum. The module was also integrated into a capstone design course at the Georgia Institute of Technology, ...