Center for Educational Research
3141 Chestnut Street, Bossone 512
Philadelphia, PA 19104
In this present paper, we present a particular implementation to the introductory environmental engineering class and the conclusions from the evaluations through questionnaires in two consecutive years. The specific implementation involved the introduction of biological and physicochemical wastewater treatment units to students through multi-educational methods and their evaluations/opinions regarding their effectiveness. The multi-educational methods included: 1) class lecture, 2) reading textbook, 3) fieldtrip to one of NYC's Water Pollution Control Plants, and 4) virtual fieldtrip with multi-media presentation in CU's Driscoll Auditorium. Additionally, the students' evaluations and opinions about various aspects of the overall class experience (through a more extensive questionnaire) are also presented. Students positively appreciated exposure to different educational methods, regardless of their own personal preferences. Their self-awareness of progress in learning throughout the course was also enhanced. A discussion follows on the benefits of using the results of what was mainly a summative assessment for developing a formative, CQI strategy for environmental engineering at Cooper Union, consistent with ABET 2000 and the educational objectives of the Civil Engineering Department.
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