Document Type




Publication Date



American Society for Engineering Education

Source Publication

2019 ASEE Annual Conference and Exposition


The pedagogy employed in a three-course environmental engineering sequence is investigated to determine the efficacy of enabling long-term improvement of knowledge and attitudes toward the environment. These three courses incorporate concepts of the five grand challenges released by the National Academy of Engineering and National Academy of Sciences and increase the breadth of knowledge for T-professionals. Previous studies of lengths from a few weeks to semester long courses evaluated the potential causality among various demographics and environmental knowledge and attitudes. The research presented herein contrasts and compares changes in environmental knowledge based upon a 12-question survey and changes in environmental attitude based upon a seven-question survey administered at the beginning and end of the environmental engineering sequence courses taught to over 200 students from a variety of disciplines. Survey results demonstrate that a positive increase (9.27%) in knowledge occurred from the start to the end of the first course and the elimination of statistical differences among numerous demographics such as sex and race. After 18 months of environmental education, an 8.6% increase in knowledge was retained compared to the initial knowledge where the female and non-white demographics increased the most but retained the least. Results regarding environmental attitudes suggest that a focus on learning about environmental issues decreased positive attitudes toward the environment, whereas focusing on solutions to environmental issues increased positive attitudes toward the environment. Evaluating changes or sustainment of improved environmental attitudes over three semesters demonstrates the potential for an environmental engineering education to have a multi-year impact on the values and environmental ethos of students across many disciplines.


Published version. 2019 ASEE Annual Conference and Exposition, No. 26444 (2019). DOI. © 2019 ASEE. Used with permission.

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