2024 ASEE Annual Conference & Exposition

Imparting High-Level Environmental Behavior Through Tailored Interventions

Presented at MECH - Technical Session 8: Sustainability and Interdisciplinary Learning

The US sustainable industry experienced significant expansion in recent years because of increased attention and importance on critical global energy security and climate change issues. This renewable energy sector growth should drive engineering education institutions to devise transformative pedagogical techniques to support the workforce requirement of the sustainable industry. Such programs must lay the groundwork for students to become familiar with various green technologies, associated ecological impacts, and fundamental engineering concepts and formulation approaches. However, the mechanisms of how students are informed about environmental challenges during their undergraduate studies in engineering and the link between students' environmental awareness and motivation to join sustainable industries upon graduation are not well-known. To explore and study the connection between environmental awareness and the intended environmental behavior of students in an HBCU (Historically Black College University) and a public research university, the objective of the present study is to test the following two hypotheses:

1. There is no connection between engineering students' environmental awareness and their willingness and preparedness to pursue careers in industries developing sustainable energy resources, named green energy industries, GEI.
2. There are actions by which rational environmental behavior forms in individuals at various degrees. Specific training and curricula throughout the undergraduate experience might directly impact their anticipated environmental behavior.

With NSF-IUSE grant support, extensive surveys were developed and used to test the first hypothesis, and tailored educational interventions that would create environmental behavior in students were used to test the second one. The survey developed and used in this study focuses on the following major tasks:
• Evaluate the connection between student environmental knowledge and attitudes with their high-level intended behavior (i.e., preparedness & willingness) to pursue ecological careers,
• Evaluate the gap between needed capabilities in sustainable industries and those perceived by students,
• Assess changes in students' environmental knowledge, attitudes, willingness, and perceived preparedness for a career in GEI because of educational interventions,

In this paper, we report the survey data from the last two years (2021 and 2022) from an HBCU and an R1 university and details of the intervention strategies used to impart high-level environmental behavior to engineering students who are the next-generation renewable energy workforce. The survey developed helps measure students' willingness and preparedness to join GEI and the impact of their Environmental behavior through the tailored interventions.

Authors

Dr. John T Solomon Tuskegee University [biography]

Dr. Solomon is a Tenured Full Professor in the Mechanical Engineering department of Tuskegee University (TU), AL. He received a Ph.D. from Florida State University (FSU) in 2010. Dr. Solomon's research interests include high-speed flow control, actuator development, experimental fluid mechanics, micro-scale flow diagnostics, and engineering education. He holds three US patents on high-frequency microactuator technologies developed for high-speed flow control applications. The National Science Foundation has supported Dr. Solomon's research through grants such as the Research Initiation Award, Excellence in Research (EiR), and Improving Undergraduate STEM Education (IUSE). He was selected as a summer faculty research fellow at NASA Jet Propulsion Laboratory, California Institute of Technology (Caltech), in 2019 and 2020. Dr. Solomon received the Faculty Achievement Award from Tuskegee University in 2023. Dr. Solomon has published and presented 50 technical papers in various journals and AIAA and ASEE conferences.
Mr. Hang Song Auburn University [biography]

Hang Song is currently affiliated with Auburn University, where he plays a pivotal role in the field of environmental research, particularly in the application of data mining and statistical analysis. With a keen focus on developing innovative methodologies, Hang has significantly contributed to the advancement of data-driven environmental studies.

In the paper titled "Imparting High-Level Environmental Behavior Through Tailored Interventions," Hang's expertise is showcased through the design and implementation of a comprehensive survey application. This tool is not only a testament to his technical prowess but also to his deep understanding of environmental behavior patterns.

Hang's proficiency in data mining and statistical analysis is further exemplified by his ability to extract meaningful insights from complex datasets. His work in this area is not just about handling large volumes of data but also about translating these data into actionable knowledge that can drive environmental change.

Throughout his career, Hang has consistently demonstrated a commitment to leveraging technology for environmental research. His innovative approaches to data handling and interpretation have made significant contributions to the understanding of environmental behaviors and interventions.

As a forward-thinking researcher, Hang continues to explore the intersection of technology, data science, and environmental studies, aiming to contribute further to this dynamic and increasingly crucial field.
Dr. Lauren E. Beckingham http://orcid.org/0000-0002-8433-9532 Auburn University
Karen McNeal Auburn University [biography]

Dr. McNeal conducts research in geoscience education investigating how people think and learn about the Earth. She conducts quantitative and qualitative methods to assess people's understanding, perceptions, and behavior about complex environmental systems. She has published 65 peer-reviewed articles and secured more than $25M in external funding.
Dr. Kelly Lazar http://orcid.org/0000-0001-6403-5649 Clemson University [biography]

Kelly Lazar is an Assistant Professor of Engineering and Science Education at Clemson University with a joint appointment in Environmental Engineering and Earth Sciences. Her research largely focuses on recruitment and retention of STEM students through the use of experiential learning opportunities such as virtual reality, field experiences, and undergraduate research opportunities. Her education includes a B.S. in Geology from North Carolina State University, a M.S. in Geological Sciences from East Carolina University, and a Ph.D. in Geological Sciences from The Ohio State University.

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