Cross-Departmental Teaming Exercise as a Teaching Tool for Efficient Student Learning and Advancement of Science and Engineering

摘要

A cross-departmental learning activity was conducted at California Polytechnic State University between Civil and Environmental Engineering (CE) 587 - Geoenvironmental Engineering and Materials Engineering (MATE) 232 - Materials, Ethics, and Society students. Both classes separately received a devoted lecture module on the environmental implications of nanotechnology. The different perspectives on synthesis of nanomaterials were highlighted in the project with regard to material performance (MATE 232 students) and with regard to fate in the environment (CE 587 students). The students in CE 587 were asked to provide guidance and recommendations to groups of students in MATE 232 for developing environmentally friendly methods for the synthesis of silver nanomaterials. Each student group in MATE 232 was subsequently required to respond and address two of the recommendations provided by the students in CE 587. The students engaged in this teaming exercise used the knowledge they gained from the lecture module along with their own expertise towards synthesizing sustainable solutions for an emerging environmental issue. A report containing the student recommendations, the student responses, and faculty perspective was developed and provided to all participants. Through this exercise, students were able to understand the connection and significance of life cycle of material production (i.e., from product development to potential release to the environment). In addition, pre- and post-lecture assessments were conducted using quizzes and examinations to evaluate student learning of the environmental aspects of nanotechnology. The assessment questions were designed to align with various levels of Blooms's taxonomy of cognitive achievement. Results of the assessment indicated that less than 10% of the students correctly answered the pre-assessment questions compared to more than 75% of the students for the post-assessment questions. The efficacy and the outcomes of the activity were not impacted by the difference in student levels (graduate students in CE 587 and undergraduate students in MATE 232). Selected suggestions and responses developed in the teaming activity provided research questions that could contribute to the healthy growth of nanotechnology. Adopting cross-departmental teaming exercises as a tool in engineering education provides opportunities not only from a pedagogical standpoint but also as a potential mechanism for generating research investigations that can contribute to the advancement of science and engineering. The teaming activity can be adopted for use in similar courses at other institutions as well as adopted for other pairs of courses.