Search for: All records

This paper presents four years (2021-2024) of data from a study that aims to understand engineering students' environmental awareness and pro-environmental behavior at different levels in a prominent HBCU. Through extensive surveys developed as part of this project, students' ecological knowledge and higher-level environmental behavior were explored. In this context, the study also investigated their willingness and preparedness to pursue careers in the industries developing sustainable resources. With a focus on imparting these qualities, a pedagogical system with a comprehensive pool of interventions has been designed and implemented in a senior-level mechanical engineering course. The paper summarizes the survey development process and the data that explores the impact of the intervention on students' ecological knowledge, behavior, attitudes, and job decisions. The study indicates that early academic interventions can shape students' environmental attitudes and behavior and help prepare a diverse renewable energy workforce for the future. 

This study meticulously probes the evolution of engineering undergraduates' attitudes and skills related to renewable energy and sustainability over two years at two institutions in the Southeastern United States. Data were intensively collected in two phases – fall 2022 and spring 2024 – amassing over 250 initial and upwards of 200 follow-up responses. This rigorous effort culminated in over 150 complete and matched datasets subjected to detailed examination. A bespoke, five-part survey was employed to capture the complex spectrum of students' attitudes. Our analytical approach incorporated ANOVA; these results indicated minimal group variances across most survey dimensions, hence suggesting a uniformity in perceptions. Paired sample tests brought to light a minor, but statistically significant increase in sustainability-related knowledge. The educational methods employed included hands-on projects, seminars, and group assignments focused on various aspects of renewable energy and sustainability. These incremental yet impactful changes highlight the potential of precise educational strategies to effectively mold student perspectives towards sustainability. By integrating solid statistical techniques and delving into the broader educational implications, this study provides valuable insights into the refinement of a sustainability-centered engineering curricula. 

This work-in-progress paper presents data from ongoing research that studies engineering students' environmental awareness and pro-environmental behavior at different levels in a prominent HBCU. Through extensive surveys developed as part of this project, students' environmental knowledge and higher-level environmental behavior, manifested by their willingness and preparedness to pursue careers in the industries developing sustainable resources, have been explored. With a focus on imparting these qualities, a pedagogical system with a comprehensive pool of interventions has been designed and implemented in a senior-level mechanical engineering course in the HBCU. The paper summarizes the survey development process and explores the impact of the intervention on students' ecological knowledge, behavior, attitudes, and job decisions, which will help develop strategies for preparing the next-generation, diverse renewable energy workforce. 

This study meticulously probes the evolution of engineering undergraduates' attitudes and skills related to renewable energy and sustainability over two years at two institutions in the Southeastern United States. Data were intensively collected in two phases – fall 2022 and spring 2024 – amassing over 250 initial and upwards of 200 follow-up responses. This rigorous effort culminated in over 150 complete and matched datasets subjected to detailed examination. A bespoke, five-part survey was employed to capture the complex spectrum of students' attitudes. Our analytical approach incorporated ANOVA; these results indicated minimal group variances across most survey dimensions, hence suggesting a uniformity in perceptions. Paired sample tests brought to light a minor, but statistically significant increase in sustainability-related knowledge. The educational methods employed included hands-on projects, seminars, and group assignments focused on various aspects of renewable energy and sustainability. These incremental yet impactful changes highlight the potential of precise educational strategies to effectively mold student perspectives towards sustainability. By integrating solid statistical techniques and delving into the broader educational implications, this study provides valuable insights into the refinement of a sustainability-centered engineering curricula. 

This work-in-progress paper explores links between engineering students' environmental awareness and their intended environmental behavior at different levels in a prominent HBCU. Through extensive surveys developed as part of this project, students' higher-level behavior, manifested by their willingness and preparedness to pursue careers in the industries developing sustainable resources, has been explored. To maximize the high-level behavior and sustainability competencies, a pedagogical system with a comprehensive pool of interventions has also been developed and implemented in a senior-level mechanical engineering course. In this paper, we report the initial survey response data and details of the intervention strategies, which are intended to develop scalable educational approaches and guidelines for building high-level environmental behavior in the next-generation diverse renewable energy workforce. 

This work-in-progress paper explores links between engineering students' environmental awareness and their intended environmental behavior at different levels in a prominent HBCU. Through extensive surveys developed as part of this project, students' higher-level behavior, manifested by their willingness and preparedness to pursue careers in the industries developing sustainable resources, has been explored. To maximize the high-level behavior and sustainability competencies, a pedagogical system with a comprehensive pool of interventions has also been developed and implemented in a senior-level mechanical engineering course. In this paper, we report the initial survey response data and details of the intervention strategies, which are intended to develop scalable educational approaches and guidelines for building high-level environmental behavior in the next-generation diverse renewable energy workforce.