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- All Subjects: Engineering
- Creators: Arizona State University
This study was conducted in order to better understand the ways in which social and environmental justice curriculum would suit engineers. In particular, it focuses on how social and environmental justice are valued in engineering and the internal and external barriers engineers face in pursuing it. The research first discusses the role of engineering in social and environmental justice, followed by common engineering ideologies and existing interactions between engineers and justice. The results in this paper presents the findings of qualitative data analysis of transcriptions of interviews conducted with engineers regarding social and environmental justice. The responses of interviewees were organized into different categories of value and obstacles were identified, analyzed, and discussed. The interpretations presented in this paper are tentative and are a part of an ongoing study that will be released at a later date.
Realtime understanding of one’s complete metabolic state is crucial to controlling weight and managing chronic illnesses, such as diabetes. This project represents the development of a novel breath acetone sensor within the Biodesign Institute’s Center for Bioelectronics and Biosensors. The purpose is to determine if a sensor can be manufactured with the capacity to measure breath acetone concentrations typical of various levels of metabolic activity. For this purpose, a solution that selectively interacts with acetone was embedded in a sensor cartridge that is permeable to volatile organic compounds. After 30 minutes of exposure to a range of acetone concentrations, a color change response was observed in the sensors. Requiring only exposure to a breath, these novel sensor configurations may offer non-trivial improvements to clinical and at-home measurement of lipid metabolic rate.

This study addresses the problem of particle image segmentation by measuring the similarity between a sampled region and an adjacent region, based on Bhattacharyya distance and an image feature extraction technique that uses distribution of local binary patterns and pattern contrasts. A boundary smoothing process is developed to improve the accuracy of the segmentation. The novel particle image segmentation algorithm is tested using four different cases of particle image velocimetry (PIV) images. The obtained experimental results of segmentations provide partitioning of the objects within 10 percent error rate. Ground-truth segmentation data, which are manually segmented image from each case, are used to calculate the error rate of the segmentations.

Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.




