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Felicity Bilow
Department of Civil and Environmental Engineering, Wallace H. Coulter School of Engineering, Clarkson University, Potsdam, NY 13699, USA

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Case report
Published: 29 August 2021 in Sustainability
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Engineering graduates must be prepared to support our world’s need for a clean and sustainable energy future. Complex problems related to energy and sustainability require engineers to consider the broad spectrum of interrelated consequences including human and environmental health, sociopolitical, and economic factors. Teaching engineering students about energy within a societal context, simultaneous with developing technical knowledge and skills, will better prepare them to solve real-world problems. Yet few energy courses that approach energy topics from a human-centered perspective exist within engineering programs. Engineering students enrolled in energy programs often take such courses as supplemental to their course of study. This paper presents an engineering course that approaches energy education from a socio-technical perspective, emphasizing the complex interactions of energy technologies with sustainability dimensions. Course content and learning activities are structured around learning outcomes that require students to gain technical knowledge as well as an understanding of broader energy-related impacts. The course attracts students from a variety of majors and grade levels. A mixed quantitative/qualitative assessment conducted from 2019–2021 indicates successful achievement of course learning outcomes. Students demonstrated significant gains in technical content knowledge as well as the ability to critically address complex sociotechnical issues related to current and future energy systems.

ACS Style

Jan DeWaters; Susan Powers; Felicity Bilow. An Introductory Energy Course to Promote Broad Energy Education for Undergraduate Engineering Students. Sustainability 2021, 13, 9693 .

AMA Style

Jan DeWaters, Susan Powers, Felicity Bilow. An Introductory Energy Course to Promote Broad Energy Education for Undergraduate Engineering Students. Sustainability. 2021; 13 (17):9693.

Chicago/Turabian Style

Jan DeWaters; Susan Powers; Felicity Bilow. 2021. "An Introductory Energy Course to Promote Broad Energy Education for Undergraduate Engineering Students." Sustainability 13, no. 17: 9693.

Journal article
Published: 03 November 2020 in Sustainability
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What do engineering students in 2020 need to know about energy to be successful in the workplace and contribute to addressing society’s issues related to energy? Beginning with this question, we have designed a new course for second-year engineering students. Drawing on the interdisciplinary backgrounds of our diverse team of engineering instructors, we aimed to provide an introduction to energy for all engineering students that challenged the dominant discourse in engineering by valuing students’ lived experiences and bringing in examples situated in different cultural contexts. An Integrated Approach to Energy was offered for the first time in Spring 2020 for 18 students. In this paper, we describe the design of the course including learning objectives, content, and pedagogical approach. We assessed students’ learning using exams and the impact of the overall course using interviews. Students demonstrated achievement of the learning objectives in technical areas. In addition, interviews revealed that they learned about environmental, economic, and social aspects of engineering practice. We intend for this course to serve as a model of engineering as a sociotechnical endeavor by challenging students with scenarios that are technically demanding and require critical thinking about contextual implications.

ACS Style

Gordon Hoople; Diana Chen; Susan Lord; Laura Gelles; Felicity Bilow; Joel Mejia. An Integrated Approach to Energy Education in Engineering. Sustainability 2020, 12, 9145 .

AMA Style

Gordon Hoople, Diana Chen, Susan Lord, Laura Gelles, Felicity Bilow, Joel Mejia. An Integrated Approach to Energy Education in Engineering. Sustainability. 2020; 12 (21):9145.

Chicago/Turabian Style

Gordon Hoople; Diana Chen; Susan Lord; Laura Gelles; Felicity Bilow; Joel Mejia. 2020. "An Integrated Approach to Energy Education in Engineering." Sustainability 12, no. 21: 9145.