Solomon, J. T., & Poozesh, S., & Song, H., & McNeal, K. S., & Beckingham, L. E., & Lazar, K. (2023, June), Building High-Level Environmental Behavior into HBCU Engineering  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43277

\bibitem{asee_peer_43277}
  Solomon, J. T., \& Poozesh, S., \& Song, H., \& McNeal, K. S., \& Beckingham, L. E., \& Lazar, K. (2023, June), \emph{Building High-Level Environmental Behavior into HBCU Engineering}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43277

John T. Solomon, Sadegh Poozesh, Hang Song, Karen S. McNeal, Lauren E. Beckingham, and Kelly Lazar.  "Building High-Level Environmental Behavior into HBCU Engineering".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://strategy.asee.org/43277 Internet.  09 Jun, 2024

\bibitem{asee_peer_43277}
  John T. Solomon, Sadegh Poozesh, Hang Song, Karen S. McNeal, Lauren E. Beckingham, and Kelly Lazar.
  "Building High-Level Environmental Behavior into HBCU Engineering".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://strategy.asee.org/43277 Internet.  09 Jun, 2024

@INPROCEEDINGS{asee_peer_43277
author = "John T. Solomon, Sadegh Poozesh, Hang Song, Karen S. McNeal, Lauren E. Beckingham, and Kelly Lazar"
title = "Building High-Level Environmental Behavior into HBCU Engineering"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/43277}
number = {10.18260/1-2--43277}
}

TY  - CPAPER
AB  - This paper explores links between engineering students' environmental awareness and their intended environmental behavior at different levels in a prominent HBCU. Through extensive surveys, students' higher-level behavior and knowledge sustainability, manifested by their willingness and preparedness to pursue careers in the industries developing sustainable resources, has been explored. To maximize the high-level behavior and sustainability competencies, a pedagogical system with a comprehensive pool of interventions has been developed and implemented in a senior-level mechanical engineering course. The essential goal of the intervention is to understand the role that the instructional approach plays in changing undergraduate students' knowledge, attitudes, willingness, and perceived preparedness to pursue professional careers in green energy industries (GEIs). The relationship between student demographic factors such as race/ethnicity, gender, parental education, and socioeconomic status on these outcome variables were also assessed in this study.

 The following research questions guided both the surveys and intervention strategies: 

1) What are students' knowledge and attitudes about sustainability, and their willingness and perceptions to pursue a career in GEIs? 
2) How do employed educational tools impact student sustainability knowledge, attitudes, willingness, and perceptions about their preparedness to enter the target fields? 

In this paper, we report the survey data and details of the intervention strategies, which are intended to develop scalable educational approaches and guidelines for building high-level environmental behavior in the next-generation diverse renewable energy workforce. 



AU  - John T. Solomon
AU  - Sadegh Poozesh
AU  - Hang Song
AU  - Karen S. McNeal
AU  - Lauren E. Beckingham
AU  - Kelly Lazar
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Building High-Level Environmental Behavior into HBCU Engineering
UR  - https://strategy.asee.org/43277
DO  - 10.18260/1-2--43277
ER  -