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Session Description

A progressive vision for transforming environmental engineering education. This session aims to present specific course implementations, tools, or methods used to enhance both cognitive and affective learning outcomes.

Moderated by

1. Dr. Ginger Scarbrough and Dr. Michelle Marincel Payne

Papers Presented

1. Application of Single-Point Rubrics in Introductory Environmental Engineering Projects: A Case Study [view paper]
   
   Dr. Stephanie Laughton (The Citadel)
2. Bridging the Green Skills Gap: Engaging Undergraduate Students as Changemakers in Engineering Education [view paper]
   
   Hadley Willman (Engineering for One Planet), Ms. Victoria Matthew (Engineering for One Planet), Dr. Andrew K. Schulz (Georgia Institute of Technology), Emma Telepo (Michigan State University), and Reese Emily Simancek (Affiliation unknown)
3. Beyond OILRIG: Impact of applied redox chemistry modules on cognitive and affective outcomes in a water and wastewater engineering course [view paper]
   
   Dr. Matthew J Scarborough (University of Vermont)
4. Evaluating the inclusion of environmental justice in the civil engineering curriculum: Does it motivate students to work against inequity and strive for environmental and social justice? [view paper]
   
   Dr. Annesh Borthakur (Saint Louis University)
5. Designing and Implementing Integrated Project Based Courses for First- and Second-Year Environmental Engineering Students [view paper]
   
   Dr. Kathryn Plymesser (Montana State University - Bozeman), Adrienne Phillips (Montana State University - Bozeman), Catherine M Kirkland (Montana State University - Bozeman), Amanda Hohner (Montana State University - Bozeman), Susan Gallagher (Montana State University - Bozeman), and Dr. Craig R Woolard P.E. (Montana State University - Bozeman)