Key Concepts for and Assessment of an Undergraduate Class that Engages Engineering Students in Climate Change Grand Challenge

Abstract:

Engineers must take a leading role in addressing the challenges of mitigating climate change and adapting to the inevitable changes that our world is facing. Yet climate change classes targeting engineering students are scarce. Technical education must focus on the problem formulation and solutions that consider multiple, complex interactions between engineered systems and the Earth’s climate system and recognize that transformation raises societal challenges, including trade-offs among benefits, costs, and risks. Moreover, improving engineering students’ climate science literacy will require strategies that also inspire students’ motivation to work toward their solution.

A climate science course for engineers has been taught 5 semesters as part of a NASA Innovations in Climate Education program grant (NNXlOAB57A). The basic premise of this project was that effective instruction must incorporate scientifically-based knowledge and observations and foster critical thinking, problem solving, and decision-making skills. Lecture, in-class cooperative and computer-based learning and a semester project provide the basis for engaging students in evaluating effective mitigation and adaptation solutions. Policy and social issues are integrated throughout many of the units.

The objective of this presentation is to highlight the content and pedagogical approach used in this class that helped to contribute to significant gains in engineering students’ climate literacy and critical thinking competencies. A total of 89 students fully participated in a pre/post climate literacy questionnaire. As a whole, students demonstrated significant gains in climate-related content knowledge (p<0.001), affect (p<0.001), and behavior (p=0.002). Mean post scores were above a ‘passing’ cutoff (70%) for all three subscales. Assessment of semester project reports with a critical thinking rubric showed that the students did an excellent job of formulating problem statements and solutions in a manner that incorporated a multidimensional systems perspective. These skills are sometimes foreign to technically focused, number crunching engineering students, but are critical for using their engineering skills and profession to address climate change mitigation and adaptation strategies.