By Topic

Integrating developmental instruction in sustainability contexts into an undergraduate engineering design curriculum: Level one

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$33 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

2 Author(s)
Eric Pappas ; School of Engineering, James Madison University ; Olga Pierrakos

Developmental instruction in four sustainability contexts (environmental, social, economic, technical) in an engineering design curriculum offers a strong foundation and framework upon which to build an engineering program that teaches students the necessary methodologies for designing for sustainability. Instruction in sustainability contexts described in the current paper employs a developmental approach using Bloom's Taxonomy of Educational Objectives which is a way to classify instructional activities or questions as they progress in cognitive difficulty. Our objective in this paper and presentation is to detail an instructional methodology (and results of a case study assessment) that integrates sustainability instruction in four contexts into the first of our six-course design curriculum using a developmental approach.

Published in:

2010 IEEE Frontiers in Education Conference (FIE)

Date of Conference:

27-30 Oct. 2010