Pedagogy and Evaluation of an Envision Case Study Module Bridging Sustainable Engineering and Behavioral Science
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 144, Issue 4
Abstract
Designing for sustainability demands systems thinking and problem-based learning focused on the types of ill-structured problems found in the real world. The approach detailed in this paper uses the Envision Gold–certified Historic Fourth Ward Park on the Atlanta BeltLine as the basis for a case study. The purpose is to convey how aspects of behavioral decision science, as well as stakeholder involvement and leadership, inform real-world design decisions. The module was taught in two classes at Virginia Tech ( and 43). Methods to evaluate learning include presurveys and postsurveys, free-response questions, frequency tables and word clouds, and evaluation of homework assignments using a defined rubric. The dominating themes from both classes before the module about barriers to sustainable infrastructure related to cost and time. After the module, many students understood the role that humans’ mental barriers such as choice overload, bounded rationality, and satisficing play in decision making for sustainability. The case study, teaching material, and homework assignment are available in both one-day and two-day modules for other faculty to use. This paper is meant to guide others developing and assessing case study modules, and to encourage more open-access educational materials about sustainable infrastructure.
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Acknowledgments
For the Historic Fourth Ward Park case, the authors thank Robby Bryant and Jen Ninete, team members who described the project via phone interviews and offered the Envision documentation and resources used to create the case study. This material is based in part on work supported by the National Science Foundation, through Grant No. 1531041. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
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Journal of Professional Issues in Engineering Education and Practice
Volume 144 • Issue 4 • October 2018
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©2018 American Society of Civil Engineers.
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Received: Sep 5, 2017
Accepted: Mar 29, 2018
Published online: Jul 9, 2018
Published in print: Oct 1, 2018
Discussion open until: Dec 9, 2018
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