This project is developing and testing a new approach to teaching engineering and science students that leverages their interest in experiment and experience. Unlike a traditional liberal arts pedagogy involving reading about ethics, discussing the readings, and writing new analyses, this pedagogy uses games to position students in a series of potentially adversarial relationships that force them to confront some of the salient problems of sustainability, including environmental externalities, the Tragedy of the Commons, weak vs. strong sustainability and intra-generational equity. Recent tests allow students at different universities to play the games simultaneously using information communication technologies (ICT). In each game, students must ask themselves the questions related to moral cognition , "What are my obligations to my fellow students?” and moral conation, “What am I willing to risk in my own sense of well-being to meet these obligations?" We hypothesize that this approach will result in students that are actively engaged in learning exercises, and result in an improved ability to identify ethical problems, pose potential solutions, and participate in group deliberations with regard to moral problems.

This poster, first presented at the National Academy of Engineers Frontiers of Engineering Education workshop in Long Beach CA in Oct 2012, explains the necessity of developing engineering cognition, affection, and conation by completing the whole Kolb Learning Cycle. It emphasizes experience and reflection as essential, but overlooked, aspects engineering education with the potential to create transformation of the student.

While sustainability is increasingly recognized as an important ethical principle, teaching ethical reasoning skills appropriate for sustainability is problematic. Using non-cooperative game theory, we simulate problems of collective action where tension exists between individual interests and group benefit using grade points. Each of our ethics games brings students completely around the Kolb Learning cycle, which includes four stages:
       1. Abstract conceptualization.
       2. Active experimentation.
       3. Concrete experience.
       4. Reflective observation.
Our pedagogy is organized into game modules that start with a review of theory and relevant concepts in the form of assigned readings and lectures.

The City of Phoenix Street Transportation Department partnered with the Rob and Melani Walton Sustainability Solutions Service at Arizona State University (ASU) and researchers from various ASU schools to evaluate the effectiveness, performance, and community perception of the new pavement coating. The data collection and analysis occurred across multiple neighborhoods and at varying times across days and/or months over the course of one year (July 15, 2020–July 14, 2021), allowing the team to study the impacts of the surface treatment under various weather conditions.

Background:
Environmental heat exposure is a public health concern. The impacts of environmental heat on mortality and morbidity at the population scale are well documented, but little is known about specific exposures that individuals experience.

Objectives:
The first objective of this work was to catalyze discussion of the role of personal heat exposure information in research and risk assessment. The second objective was to provide guidance regarding the operationalization of personal heat exposure research methods.

Discussion:
We define personal heat exposure as realized contact between a person and an indoor or outdoor environment that poses a risk of increases in body core temperature and/or perceived discomfort. Personal heat exposure can be measured directly with wearable monitors or estimated indirectly through the combination of time–activity and meteorological data sets. Complementary information to understand individual-scale drivers of behavior, susceptibility, and health and comfort outcomes can be collected from additional monitors, surveys, interviews, ethnographic approaches, and additional social and health data sets. Personal exposure research can help reveal the extent of exposure misclassification that occurs when individual exposure to heat is estimated using ambient temperature measured at fixed sites and can provide insights for epidemiological risk assessment concerning extreme heat.

Conclusions:
Personal heat exposure research provides more valid and precise insights into how often people encounter heat conditions and when, where, to whom, and why these encounters occur. Published literature on personal heat exposure is limited to date, but existing studies point to opportunities to inform public health practice regarding extreme heat, particularly where fine-scale precision is needed to reduce health consequences of heat exposure.

Objectives: To provide novel quantification and advanced measurements of surface temperatures (Ts) in playgrounds, employing multiple scales of data, and provide insight into hot-hazard mitigation techniques and designs for improved environmental and public health.

Methods: We conduct an analysis of Ts in two Metro-Phoenix playgrounds at three scales: neighborhood (1 km resolution), microscale (6.8 m resolution), and touch-scale (1 cm resolution). Data were derived from two sources: airborne remote sensing (neighborhood and microscale) and in situ (playground site) infrared Ts (touch-scale). Metrics of surface-to-air temperature deltas (Ts–a) and scale offsets (errors) are introduced.

Results: Select in situ Ts in direct sunlight are shown to approach or surpass values likely to result in burns to children at touch-scales much finer than Ts resolved by airborne remote sensing. Scale offsets based on neighbourhood and microscale ground observations are 3.8 ◦C and 7.3 ◦C less than the Ts–a at the 1 cm touch-scale, respectively, and 6.6 ◦C and 10.1 ◦C lower than touch-scale playground equipment Ts, respectively. Hence, the coarser scales underestimate high Ts within playgrounds. Both natural (tree) and artificial (shade sail) shade types are associated with significant reductions in Ts.

Conclusions: A scale mismatch exists based on differing methods of urban Ts measurement. The sub-meter touch-scale is the spatial scale at which data must be collected and policies of urban landscape design and health must be executed in order to mitigate high Ts in high-contact environments such as playgrounds. Shade implementation is the most promising mitigation technique to reduce child burns, increase park usability, and mitigate urban heating.