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WALL  \nGeorgia Institute of Technology Atlanta, GA  \nCAROLINE NOYES  \nGeorgia Institute of Technology Atlanta, GA  \nAND  \nMICHAEL RODGERS  \nGeorgia Institute of Technology Atlanta, GA  \nABSTRACT  \nAs engineering programs have begun to infuse sustainability into their undergraduate curricula, assessment tools are needed to further inform these reform efforts. The goal of this project was to demonstrate the use of a new rubric to examine students’ abilities to engage in sustainable design. The rubric includes 16 sustainable design criteria and rating scales to capture student performance and instructor/sponsor requirements. Three judges used the rubric to evaluate 40 capstone design projects completed between 2002 and 2011 by civil and environmental engineering seniors at a large, research intensive university. Results indicate that sustainable design performance in the capstone course changed little over 10 years, despite efforts to integrate sustainability into the curriculum. Students tended to address those criteria that were explicitly required of them by instructors or external project sponsors, which were related to social sustainability more than other sustainability dimensions. As a result, more explicit integration of sustainable design requirements into capstone courses may be needed to ensure that students understand the importance of, and are able to practice, developing designs in a sustainable manner.  \nKey words: Sustainable design, design rubric, civil engineering  \nADVANCES IN ENGINEERING EDUCATION  \nA Rubric to Analyze Student Abilities to Engage in Sustainable Design  \nINTRODUCTION  \nDesign is a fundamental component of the engineering profession (Dym et al. 2005) and engineering education (Crismond and Adams 2012) . In fact, design is often thought of as“what engineers do”(Dym et al. 2005, p. 104) . Many definitions of engineering design have been presented. For instance, Skerlos, Morrow, & Michalek describe it as “a creative decisionmaking process that aims to find an optimal balance of trade-offs in the production of an artifact that best satisfies customer and other stakeholder preferences”(2006, p. 468) . Dymet al. characterize design as “a systematic, intelligent process in which designers generate, evaluate, and specify concepts for devices, systems, or processes whose form and function achieve clients’ objectives or users’ needs while satisfying a specified set of constraints”(2005, p. 104) . These definitions highlight the need for engineers to simultaneously understand and accommodate numerous constraints and objectives, a skill that is essential to the practice of sustainable engineering.  \nSustainable Engineering Design  \nDue to alarming global trends (e. g. , rising resource consumption and environmental degradation), there have been calls for engineers to take a more sustainable approach to the design process (Bhamra and Lofthouse 2007, Wallace 2005, Thomas 2012, Mueller Price et al. 2012) . After all, it is engineers who are responsible for the design phase of projects when critical decisions related to sustainability are made, such as “cost, appearance, materials selection, innovation, performance, environmental impact, and perceptions of quality”(Bhamra and Lofthouse 2007, pg. 37) . Sustainable engineering has emerged as a new field aimed at integrating and balancing economic, environmental, and social systems during development (Mihelcic et. al. 2003); yet, there is a need for practitioners from all engineering disciplines to promote sustainability through sustainable design (Clough 2004) .  \nSustainable design is not ","cbCaijLZJJZcU9xW","https://ap.wps.com/l/cbCaijLZJJZcU9xW","pdf",857034,25,"English","# Abstract\n# Introduction\n## Sustainable Engineering Design\n## Sustainable Engineering Education","[{\"question\":\"What was the purpose of the project described in the abstract?\",\"answer\":\"To demonstrate a new rubric that examines students’ abilities to engage in sustainable design as engineering programs incorporate sustainability into undergraduate curricula.\"},{\"question\":\"How is the rubric structured?\",\"answer\":\"It includes 16 sustainable design criteria with rating scales that capture student performance and also reflect instructor or sponsor requirements.\"},{\"question\":\"What did the evaluation of capstone projects show?\",\"answer\":\"Sustainable design performance changed little over 10 years. Students tended to focus on criteria explicitly required by instructors or external sponsors, especially those tied to social sustainability.\"}]","A Rubric to Analyze Student Abilities to Engage in Sustainable Design | PDF",1792065781,63]