Redesign of a sustainability experiential learning module for transferabil-ity and portability

Abstract

In order to teach to the engineering challenges of our global society we have adopted a modular approach to introduce sustainable engineering concepts to traditional civil engineering curricula. This paper highlights lessons learned from the creation, packaging, and distribution of a module that teaches Restore and Improve Urban Infrastructure, one of the fourteen Grand Challenges of Engineering issued by the National Academy of Engineering (NAE). The Sustainable Metrics (SusMet) module is a hands-on activity that engages students in disassembly of a green product and critically reviews the factors that make the product green through the process of discussion and physical disassembly. The SusMet module was packaged for adoption by a wide range of engineering instructors. The complete module package contains: a summary of learning objectives and module activities, lecture slides and notes, recommended readings, detailed description of the experiential learning activity, an assignment, and a pre-and post-module cognitive assessment. The module package was shared though the developers' networks and within the last year was placed online for free download on our engineering education website (STEMed.engineering.asu.edu). Since then, the module has spread to several classrooms across the country and has been used into two senior-level, interdisciplinary design courses to educate both civil engineers as well as students majoring in sustainability. Since the activity itself requires expensive chairs that can be cumbersome to move around large campuses, the module's transferability and widespread adoption is slightly hindered. This paper presents the decision matrix used to evaluate replacements for the chair to enhance the transferability and portability of this active and experiential learning module.