Establishing mixed method research design guidelines in health impact assessment investigations

In the last decade local policymakers and community health officials have been using a Health Impact Assessment (HIA) strategy to assess the health impacts of their policy decisions. The HIA research design is founded on the mixed method research approach (integration of quantitative and qualitative data slices within a single investigation) to get as comprehensive assessment as possible of the expected impacts. The HIA literature has yet to provide any guidelines on how community health investigators should conduct a mixed-method HIA research. We conducted a content analysis of 100 HIAs executed around the world published between 1999 and 2011 and analysed their research methodologies. Observations generated from the analysed HIAs were used to establish an ‘HIA mixed method model’ by which a series of mixed-method design guidelines were used to help community health researchers improve the analytical capabilities in their future HIA investigations.     

Development of a quality assurance review framework for health impact assessments

The use of health impact assessments (HIAs) has rapidly increased over the last two decades and has been undertaken to evaluate the health implications of many new projects across the globe. In July 2017, Wales became the first country to legislate for broad approach HIAs, i.e. it considers not only environmental health effects but the social determinants of health, well-being and inequalities. Although the introduction of statutory HIA will ensure the use of HIAs, experts have expressed concerns that legislative measures could lead to poor-quality HIAs and associated reports. This paper outlines the development process and analytical reflections of a quality assurance (QA) review framework for HIAs. The framework has been developed over a 2-year period which allowed the collective intellectual capital behind it to evolve in response to practice-based learning. A standardised form of QA for all types and levels of HIA will provide greater clarity regarding the required criteria for conducting and completing an HIA and ensuring this takes place in a robust, interdisciplinary and inter-sectoral manner. Therefore, this QA review framework should fit into existing HIA practice and complement other tools such as best practice guidance to sustain the global reputation of HIA.     

Use and effectiveness of health impact assessment in the energy and natural resources sector in the United States, 2007 – 2016

Decisions made in the energy and natural resources sector can affect public health. This report reviews the characteristics and assesses the effectiveness of health impact assessments (HIAs) conducted in this sector. A total of 30 HIAs conducted in 14 states in the United States were identified using a targeted literature search. Five HIAs illustrative of the different source and sub-sector categories, and with identifiable impacts on decision-making processes were selected for review. An existing conceptual framework (Wismar) was used to assess the effectiveness of the five selected HIAs on decision-making related to non-renewable energy, renewable energy, mining, and energy conservation. The 30 HIAs were performed for a variety of projects and assessed health impacts ranging from metabolic disorders to community livability. Eight of the 30 reports were incorporated into environmental impact assessments. All five selected HIAs were generally effective and raised awareness of the health effects of the projects being assessed; four were directly effective and led to changes in final project decisions. Their variable effectiveness may be related to the extent of community engagement and consideration of equity issues, differences in the details and quality of monitoring and evaluation plans devised as part of the HIA process, and whether the outcomes of monitoring and evaluation are reported.     

Public understanding of risk in health impact assessment: a psychosocial approach

Development projects inevitably pose risks to the health of humans and the planet. Health impact assessment (HIA) practitioners increasingly evaluate the mental health effects of development but have rarely considered those caused by public understanding of risk (‘risk perception’) itself a determinant of health. This paper proposes a new psychosocial model of public understanding of risk in response to the literature on perceived high risk developments. It exemplifies the psychosocial process that occurs when people respond to industrial threats to health. In doing this, it draws upon literature from psychology, social science and public health. The model is foregrounded in the context of psychosocial health in HIA. The paper also reviews the health and well-being effects that may result. Overall, it is argued that the philosophical and moral underpinnings of HIA compel practitioners and developers to understand the formation and ongoing development of public understandings of risk in light of the cultural, demographic, temporal and other contextual factors shaping them in unique development contexts where HIAs are undertaken, and how understandings of risk actually affect community health. We encourage them to propose mitigation measures and solutions that accord with the values of Planetary Health.     

New Curriculum Reforms in a Geological Engineering Program

Recent curriculum revisions to the geological engineering program at Queen's University at Kingston in Canada have led to a more streamlined program incorporating modern engineering education practices. Following a carefully designed program philosophy, the emphasis in the core curriculum changes through the entire four‐year program in three progressive stages, from the acquisition of knowledge, to integration and analysis, and finally to synthesis and design. This is reflected in an increased concentration of mathematics and basic science courses in first and second year, engineering science courses in third year, and engineering design courses (capstone courses) in fourth year. Two tools which concisely illustrate the course curriculum and curriculum content are: (1) the flow sheet, which can contain a wealth of information, such as showing linkages between courses (e.g. how upper‐level courses can build on lower‐level courses through course prerequisites), the timing of various courses, courses taught within the home department (vs. other departments), and courses taught by professional engineers; and (2) the ternary phase diagram, which is a quantitative method of displaying engineering content within individual courses or an entire program and can clearly show patterns and trends in curriculum content with time. Such tools are useful for academic engineering programs which may have to undergo an accreditation review and are readily adapted to any other engineering fields of study. Other engineering elements woven throughout the program include strong interactions with professional engineering faculty, the use of student teams, enhanced communication skills, and exposure to important aspects of professional engineering practice such as engineering ethics and law. To ensure that the curriculum is kept current and relevant, formative evaluation instruments such as questionnaires are used in all years of study, and are also sent to recent graduates of the program. External reviews of the revised program have been positive, indicating that the program goals are being achieved.     

Bringing health impact assessment to the Mongolian resource sector: a story of successful diffusion

Following the 2009 signing of the stability agreement between the Mongolian Government and Canadian mining company Turquoise Hill Resources (formerly known as Ivanhoe Mines), researchers from Simon Fraser University secured funding from the Canadian Institutes for Health Research to conduct applied knowledge translation (KT) research that introduces health impact assessment (HIA) to Mongolia's rapidly emerging resource sector. HIA is a highly regarded informed decision-making tool that helps to identify, assess and mitigate (or promote) potential positive and negative human health impacts of policies, projects and programs. We engaged in a series of knowledge synthesis, KT and dissemination activities with key public and private sector stakeholders as well as community representatives. Our goals were to develop consensus on a socially and culturally appropriate approach to equity-focused HIA, draw on this consensus to develop a contextualized HIA toolkit, build local HIA capacity based on this toolkit, strengthen the HIA regulatory environment and provide evidence-based support for efforts to institutionalize HIA in the resource sector. These efforts have resulted in the inclusion of HIA in the environmental impact assessment law of Mongolia, and the focus has now shifted from KT to further supporting HIA institutionalization and practice.     

Unified Engineering: A Twenty Year Experiment in Sophomore Aerospace Education at MIT

Unified Engineering is the two-semester subject teaching the aerospace sophomore core curriculum at MIT. It contains material from four traditional single semester, single discipline courses. The paper summarizes the history of the course and presents its current structure including the teaching staff involved, textbooks used, and the overall organization. Some of Unified's unique features are the identification of linkages between disciplines, the encouragement of teamwork, emphasis on real-world engineering, and support for the department's implicit curriculum. Students perceive Unified as a course that imposes a high workload, teaches them a very large amount of material, and encourages strong bonds with their classmates in the department. The interaction of senior faculty, junior faculty, graduate teaching fellows, and undergraduate teaching assistants, all in one course, provides educational benefits for the entire teaching staff.     

The Future of Safety and Health in Engineering Education

Despite calls for the integration of safety into engineering curricula and the establishment of ABET requirements for safety-related instruction, few engineering colleges have instituted formal course offerings focusing on safety and health. Impediments include the lack of room for additional coursework in the standard curriculum, the perceived unavailability of qualified faculty and instructional materials, and a widespread conviction among faculty and administrators that safety is not critical to an engineering education. Attempts to address this need by developing special instructional safety modules or enrolling students in full-semester safety courses have met with limited success. An alternative approach is to use safety-related examples and case studies to portray conventional engineering principles. Rather than separating safety instruction into a distinct course or modules, this approach would present safety principles as a fully-integrated part of traditional engineering practice. To make this idea a reality, appropriate examples and cases will need to be developed and disseminated. In addition, industry involvement, government backing, and financial support is required.     

The Role of Spatial Reasoning in Engineering and the Design of Spatial Instruction

Many believe that spatial reasoning and visualization contribute to success in engineering. To investigate this view, we a) studied how students in engineering and engineers in professional practice solved spatial reasoning problems, b) designed and implemented spatial strategy instruction, and c) characterized the impact of spatial instruction on engineering course performance. In the span of 4 years, over 500 students have used our spatial strategy instruction that includes hands-on activities, innovative computer courseware, and problem-solving assessments. We studied 153 students in an introductory engineering course. Overall, students made significant progress in spatial reasoning. In addition, gender differences in the ability to generate orthographic projections on the pre-test disappeared on the post-test. Spatial reasoning ability was a significant predictor of overall course grade, and strong spatial skills were necessary for success on the course exams. Spatial strategy instruction helps students build a repertoire of approaches for engineering problem solving and contributes to confidence in engineering, especially for women. We recommend starting instruction on spatial strategies used by practicing engineers in introductory engineering courses and building on these skills throughout the curriculum.     

Senior/Sophomore Co-Class Instruction: Teaching Interpersonal Management Skills in Engineering

As society becomes increasingly technology-oriented, there is a growing demand for engineers and scientists to take a greater role in decision-making processes. The future success of our engineering graduates will increasingly depend on not only solid training in scientific and engineering principles, but also a more rigorous education in interpersonal management skills (IPMS). Co-class instruction of sophomore and senior engineering students provides an efficient educational structure to incorporate IPMS education into an existing engineering curriculum. Co-class instruction provides opportunities for senior students to experience direct subordinate supervisory technical management, develop project management skills, formally evaluate personnel performance and improve faculty/student contact. Younger students gain opportunities to see how their engineering education is applied and gives them an opportunity to network with graduating students. Co-class instruction did not significantly increase instructor workload, but does require that one instructor teach both sophomore and senior classes concurrently. Given the similarity in engineering curriculum structure, this method should be easily applicable to a wide range of engineering disciplines. Results indicate that students are highly receptive to co-class instruction, with excellent feedback.     

Course Assessment Plan: A Tool for Integrated Curriculum Management

As we enter the 21^st Century in engineering education, a common desire exists to improve curriculum structure, integration and assessment. Much has been written and discussed concerning the process for assessing and/or revising a program curriculum. Studies are beginning to show the positive effects of well‐integrated curricula where assessment methods are applied consistently. There has also been much written to support individual course assessment and revision. What is missing in many instances is a credible link between program‐level curriculum management and course assessment. At the United States Military Academy (USMA) at West Point, an integrating tool within the academy's assessment model, called a Course Assessment Plan, has been developed and refined. The course assessment process and the resulting written documentation provide an essential link between a program curriculum and its constituent courses. The plan's process, content, and an example outcome are the major focus of this paper.     

The Effects of Personality Type on Engineering Student Performance and Attitudes

The Myers‐Briggs Type Indicator® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit all of them.     

Sangatronics: a national electronics training programme forZimbabwe

Sangatronics is a nationwide program to provide practical electronics instruction for students taking advanced level physics. It comprises five-day courses at a youth camp, where an intensive combination of theory, experiment and recreation has proved effective for over 2000 students. The locally-produced electronics kits and course notes are described in the paper, together with an evaluation of the project     

Environmental engineering education at the Middle East Technical University, Ankara, Turkey

The Environmental Engineering (ENVE) Department was established at the Middle East Technical University (METU) as a graduate program in January 1973. It began offering undergraduate programs in 1978. The department today has 12 faculty members and about 250 students. Numerous courses both on Environmental Sciences and on Environmental Technology are offered at the graduate and undergraduate level. This paper summarizes the curriculum development and missions of the ENVE Department at METU. Also, the basic characteristics of the undergraduate and graduate program are reviewed from the point of view of sustainable production.     

Writing Across the Chemical Engineering Curriculum at the University of North Dakota

In order to prepare engineering graduates with the written and oral communication skills needed in their professional careers a coordinated writing across the curriculum (WAC) program has developed in the chemical engineering department at the University of North Dakota. The students practice and develop their skills with writing assignments in both lecture and laboratory courses from the first-year level through the fourth-year capstone design course. The coordinated approach, especially in the four-semester laboratory sequence, allows the students to develop their skills by building on communication experiences in previous courses. The WAC program at UND including writing and public speaking assignments is described.     

Hands‐On,Minds‐On Electric Power Education*

ABET Engineering Criteria 2000 has encouraged changes in engineering education. The deregulation of the electric power industry is also causing changes in the types of jobs power engineers take upon graduation. This paper describes efforts by power faculty at Kansas State University to provide students more hands‐on active learning experience with power systems and machinery. A summary of the power curriculum is provided. The courses affected include an energy conversion course required of all electrical engineering students, and a new power laboratory course required of students taking the electric power option. Examples of student assignments are provided. Observations and discussion of the in‐class experiences are provided. The paper describes work done and in progress to convert the traditional power courses into studio‐type courses in which instruction can flow from lecture to laboratory to computer demonstration formats with ease. Future plans for the project are also discussed.     

Collaborating with a Medical School to Assess Occupational Health and Safety Content in an Engineering Curriculum

A research center in the College of Medicine assisted the Biosystems and Agricultural Engineering Department in the assessment of occupational health and safety instruction in the undergraduate agricultural engineering curriculum. An interdisciplinary team developed a questionnaire to explore three facets of health and safety instruction: 1) content and placement in the curriculum, 2) reasons for teaching occupational health and safety, and 3) adequacy of teaching resources. The questionnaire was pilot tested using agricultural engineering faculty and technicians from a large land grant university. Responses to the questionnaire revealed strengths and weaknesses in the curriculum regarding occupational health and safety instruction. The questionnaire will be expanded and further tested with a broader subject base. This cooperative effort demonstrates that medical schools can be a valuable resource to engineering schools who are looking for ways to improve occupational health and safety instruction in their curricula.     

Hands‐On CFD Educational Interface for Engineering Courses and Laboratories

This study describes the development, implementation, and evaluation of an effective curriculum for students to learn computational fluid dynamics (CFD) in introductory and intermediate undergraduate and introductory graduate level courses/laboratories. The curriculum is designed for use at different universities with different courses/laboratories, learning objectives, applications, conditions, and exercise notes. The common objective is to teach students from novice to expert users who are well prepared for engineering practice. The study describes a CFD Educational Interface for hands‐on student experience, which mirrors actual engineering practice. The Educational Interface teaches CFD methodology and procedures through a step‐by‐step interactive implementation automating the CFD process. A hierarchical system of predefined active options facilitates use at introductory and intermediate levels, encouraging self‐learning, and eases transition to using industrial CFD codes. An independent evaluation documents successful learning outcomes and confirms the effectiveness of the interface for students in introductory and intermediate fluid mechanics courses.     

Flight Test Engineering—An Integrated Design/Laboratory Course

Recognizing the need for more design opportunities as well as practical field experience in the undergraduate curriculum, the Department of Aerospace Engineering, Mechanics & Engineering Science at the University of Florida has introduced a course entitled “Flight Test Engineering.” Students are organized into teams which conduct a series of four flight test experiments including one involving an original design project. The course promotes interdisciplinary interaction in our curriculum and is supported by a variety of other courses in our department by contributions of assistance in data analysis, equipment calibration, wind-tunnel testing of equipment mounts, software development, and systems integration. As part of their original design project, students generate written technical documents and drawings and present oral reports to the Federal Aviation Administration to receive approval for installation of their equipment in the aircraft.     

HIA practices in Nigeria

Health impact assessment (HIA) provides useful information on existing health services, their capabilities and the health status of the local communities, which is otherwise often unavailable. In Nigeria, HIA is usually applied to projects and, by exposing existing health inequities in project communities, provides the necessary tool for development proponents to act to provide or improve health services and to implement health promotion activities. Based on HIA experience in Nigeria, this paper highlights the deficiencies in national legislation with regards to HIA/EIA (environmental impact assessment) integration and a number of learning points are discussed. First, a complete health baseline is critical to the understanding of project impacts; analysis must be broad-based, considering existing health determinants. Second, community stakeholders and proponents may modify the implementation of health mitigation measures and should be seen as collaborators in the assessment process. Third, strong HIA recommendations can influence project design. A greater participation of the health sector in EIA is required to enhance HIA utilization.