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Engineers provide essential services to society, solving pressing challenges through technological inventiveness. Students new to engineering often cite the lure of creative problem solving as attracting them to the discipline. However, traditional engineering curricula typically focus on a narrow application of fundamentals for solving closed-ended problems. Too often, engineering programs do not encourage inventive expression in problem solving. Not surprisingly, the attrition rate for engineering programs is unusually high. Recently, engineering education has shifted its focus to new, more engaging practices that incorporate hands-on methods, boosting prospects for students to engage in creative problem solving. Because service learning provides opportunities for applied work, incorporating it into engineering education programs in can engage students positively and lower attrition rates. Moreover, since engineers are fundamentally involved with social improvement, then engaging students in activities that expand their understanding of the potential impact their skills may impart to a community is not only prudent but best practices. This paper explores two case studies of community-based service learning engineering projects, highlighting community partnerships, analyses and decision-making that helped drive designs and outcomes. It explores how both the communities and students benefitted, focusing notably on the influence these activities had on student understanding of their work, academic and/or professional direction and social consciousness. These are analyzed via longitudinal reporting of students incorporating lessons learned several years post-project. The service learning projects took place in marginalized communities in Denver and Costa Rica. In the Denver project, engineering students designed, built and installed low cost solar heaters into an area with poor housing stock. In Costa Rica, students built a solar water heater for a local school.

Water, is in Spain a scarce commodity and although we have an age-old water culture, with an emblematic Court, such as the "Tribunal de las Aguas de Valencia", hydraulic infrastructure, hydrological basin plans, legislation and hydraulic administration since the 20th Century, there are problems of scarcity, water quality and extreme events that often lead to conflicts between users and also among the responsible administrations for their management. Within this framework, it is of a great interest the training of technicians in matters related to planning, quality and integrated water resources management for sustainable development. In Argentina (especially in the NOA) and until a few years ago, water has not been considered as a scarce commodity. In addition to this, they do not have the history and culture of Spain on issues related to their management, planning and governance. Now, they have begun to establish laws and regulations, as well as, an Association of Consortia of Public Water Users, needing external advice. Therefore, it is necessary, to train technicians in water resources capable of working in areas related to their planning and sustainable management, with knowledge related to the quality required by users. These technicians could be integrated, both in the responsible water administrations', as well as, in private companies. The project that is the object of this paper is based on preparing a double master's degree, in which the training needs of the students graduated of Spanish and Argentina Engineering Schools are taken into account.

With rapid industrialization and technological development, India is facing adverse affects of unsustainable pattern of production and consumption. Education for sustainable development has been widely recognized to reduce the threat of environmental degradation and resource depletion. This paper used the content analysis method to explore the extent to which green curriculum has been incorporated in engineering education. The "green curriculum index" suggests that Indian technological education is following vertical integration, with low emphasis on horizontal integration of green curriculum resulting into non-sustained green culture and environmental behaviour among the students. Furthermore, higher educational institutions should understand and accept the relevance of sustainable development rather than responding to the legitimate formality for creating a low-carbon and green economy.

This paper describes the historical process of development of engineering sciences as a school discipline and as an academic subject. It aims to understand the evolution of contents and their structuration, mainly, of the industrial technology for men and of the home economics for women, from the Liberation to today. It contributes to analyze the history of technology education in the basic school and its positioning in the curriculum. This historical and didactic research focuses on the prescribed curriculum, analyzing official texts about contents (practical tasks, functional analysis, graphic tools, modelling...), the training and the certification of teachers, equipment and administrative organization. It identifies the concordances between the emergence of engineering sciences within the university, their development within the tertiary and secondary schools and the development of technology education within the basic education. This contextualized sociological and political history reveals the movement of the deprofessionalization and the despecialization of the current courses, the opportunities to take into account of the sustainable development, the relegation of producing, the priorities for scientific approaches, the integration of mechanics, electronics, automatics, energetics and numerical tools.

Both the concept of sustainable development and the nature of education for sustainable development (ESD) are highly contested. ESD can be construed as a part of sustainable development policy as governments attempt to bridge the "value-action gap" between what we know we should be doing (e.g. to combat climate change) and what we actually do. Alternatively sustainability can be construed as a "frame of mind"; within this paradigm ESD is seen as a way of bringing to the surface underlying values and beliefs through the exploration of contradictions and arguments. STEM (Science, Technology, Engineering and Mathematics) education is equally contested. At one end it is seen as a pre-vocational learning or even training to encourage students to pursue science and maths in particular en route to professional work in engineering and technology. "Successful" STEM is then measured in take-up of certain subjects Post-16 or at tertiary level, or in terms of attitudes towards engineering and technology. Conversely, STEM can be seen as an entitlement to learn in a different way, in which the boundaries between the component subjects of STEM become blurred and learners are encouraged to develop transferable skills "and" knowledge and the metacognitive skills that enable this transfer to be used creatively. In this paper the author examines how teachers can plan for a creative interaction between ESD within the "frame of mind" approach, and STEM education as a metacognitive entitlement. It argues that current curriculum reforms in England offer unprecedented opportunities for design and technology teachers to extend student engagement and learning beyond the prescribed Design and Technology (D&T) curriculum thereby enhancing creativity and critical reflection. Using sustainability contexts for STEM activities might provoke critical discourse within schools and their wider communities, thereby creating new opportunities for ESD. (Contains 1 figure and 1 footnote.)

Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and recognizing the pivotal role that engineers play in achieving the sustainable development goals. Therefore, sporadic engineering faculties worldwide have begun acknowledging and assessing issues related to sustainability in their curricula. As several methods have been employed to assess its inclusion, the aim of this paper is to review the various methods used to gauge how sustainability is incorporated in their respective engineering curricula. We carried out a systematic review of the literature regarding sustainability as assessed specifically in engineering curricula using the Scopus and ERIC databases. We applied PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology and, as a result, 30 papers were included. The results produced 14 methods with the articles highlighting existing limitations. Therefore, the authors recommend the combination of at least two of the methods to efficiently evaluate sustainability in engineering curricula. [ABSTRACT FROM AUTHOR]

The principles of sustainable development have been integrated in chemical engineering education by means of an environmental management system. These principles have been introduced in the teaching laboratories where students perform their practical classes. In this paper, the implementation of the environmental management system, the problems arisen, the proposed solutions and the obtained results are discussed. The main problems are related to the chronological order of the courses in the chemical engineering degree, the commitment of students and the proper management of wastes. The suggested solutions are a combination of preliminary theoretical explanations, the supply of adequate documents to students and the evaluation of their work from the principles of sustainable development. Results show that after the implementation of the system, it is possible to reduce the consumption of raw materials and resources, and the generation of wastes. Results also suggest an improvement in the skills, attitudes and values of the students according to the sustainable-development principles. (Contains 4 tables and 2 figures.)

This paper presents the positive experience of facilitating over 300 community-engaged engineering projects at an Irish higher-education institution. The projects are framed by a research orientation, a commitment to civic engagement, and building university–community partnerships, city–university partnerships, and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results. The paper highlights how well the outlined approach fits with the ideas of engaged scholarship and civic professionalism, and facilitates sustainable development. Students recognise the long-term value of engaging with community partners, understanding their future role in the community as engineers, reinforcing the idea that their work can respond directly to real needs in the community, while promoting the sustainability agenda at the same time. The approach presented in this study will not only enable the development of future models for embedding sustainability in engineering programs, but will also equip future engineers with transferable skills to ensure that sustainable development goes beyond university courses and is practiced every day. [ABSTRACT FROM AUTHOR]

With the understanding that the mining industry is an important and necessary part of the production chain, we argue that the future of mining must be sustainable and responsible when responding to the increasing material demands of the current and next generations. In this paper, we illustrate how concepts, such as inclusiveness and the circular economy, can come together in new forms of mining—what we call inclusive urban mining—that could be beneficial for not only the mining industry, but for the environmental and social justice efforts as well. Based on case studies in the construction and demolition waste and WEEE (or e-waste) sectors in Colombia and Argentina, we demonstrate that inclusive urban mining could present an opportunity to benefit society across multiple echelons, including empowering vulnerable communities and decreasing environmental degradation associated with extractive mining and improper waste management. Then, recognizing that most engineering curricula in this field do not include urban mining, especially from a community-based perspective, we show examples of the integration of this form of mining in engineering education in first-, third- and fourth-year design courses. We conclude by providing recommendations on how to make inclusive urban mining visible and relevant to engineering education. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to research the ways of integrating sustainable development into study programs of engineering faculties in an international context, as well as to analyse the current state of engineering education for sustainable development at the universities of the Republic of Serbia. Therefore, a desktop research, as well as an analysis of the engineering education curricula, have been conducted. The results of the research indicated to two possible approaches to the integration of sustainable development into the engineering curricula – in the form of special subjects dedicated to the problems of sustainable development in the engineering, or as an integrative approach which implies that sustainable development becomes an integral part of the entire curriculum. Subjects dedicated to sustainable development have been identified at all universities, but not at all faculties where engineers are educated in the Republic of Serbia, they are present at all levels of study (undergraduate, master, doctoral), as well as within applied, integrated and specialist studies, and by status they are most often elective. The results confirm that the engineering curricula open up towards the questions of sustainable development both in international context, and in higher education of the Republic of Serbia and as such, they can serve to the relevant ministries of education and science, universities and engineering faculties as a recommendation in which way to plan and design higher education of engineers in the future in order to provide overall support in the integration of sustainability into the engineering. [ABSTRACT FROM AUTHOR]

This paper discusses a framework for incorporating sustainable design/thinking as a new civil engineering course and experiences from the pilot offering. Important areas are outlined to aid all engineers in understanding sustainability in context with traditional engineering principles. Green-building rating systems were used to introduce the concepts of sustainability in buildings and infrastructure, highlighted by presentations from green-building professionals. By providing a better understanding of sustainability through education, civil engineers can provide proactive solutions to a growing global infrastructure. [ABSTRACT FROM AUTHOR]

It is widely recognized that sustainability should be incorporated into engineering education. To prepare students with sustainability knowledge and techniques, engineering educators need to develop appropriate class contents and effective teaching techniques. Based on experience from developing and teaching a sustainability course within the construction management program in the civil engineering department, this paper discusses the process of identifying sustainability knowledge areas, course planning, and lessons learned from the class. The paper also includes main class topics as well as students’ feedbacks, both of which may serve as a starting point for continuous improvement of sustainability education in construction. [ABSTRACT FROM AUTHOR]

This study was designed to understand the everyday experiences influencing the self-efficacy of a group of engineering students preparing for the TECO Green Tech International Contest. It also aimed to understand whether participants' self-efficacy levels fluctuated under the influences of these experiences. The paper takes a qualitative approach using focus group discussion, journaling, and one-to-one interviews as data gathering tools. Our study confirms previous theoretical assumptions and empirical findings that four sources of self-efficacy information are related to self-efficacy beliefs. In addition, the study also supports the role of collective efficacy and context in influencing engineering students' self-efficacy. During the first two weeks of the contest preparation period, participating students experienced a low sense of self-efficacy under the influence of perceived lack of knowledge and skills, contest pressure, doubt of team ability, and negative feelings. A couple of weeks prior to the contest, as the students draw inspiration from a growth in knowledge and skills, verbal feedback, and positive feelings, their self-efficacy was enhanced. Comparison with team members and trust in the advisor's credibility also strengthened their sense of self-efficacy. This research has the potential to inform the development of engineering undergraduates' contest self-efficacy. [ABSTRACT FROM AUTHOR]

Contextual factors for sustainable development such as population growth, energy, and resource availability and consumption levels, food production yield, and growth in pollution, provide numerous complex and rapidly changing education and training requirements for a variety of professions including engineering. Furthermore, these requirements may not be clearly understood or expressed by designers, governments, professional bodies or the industry. Within this context, this paper focuses on one priority area for greening the economy through sustainable development-improving energy efficiency-and discusses the complexity of capacity building needs for professionals. The paper begins by acknowledging the historical evolution of sustainability considerations, and the complexity embedded in built environment solutions. The authors propose a dual-track approach to building capacity building, with a short-term focus on improvement (i.e., making peaking challenges a priority for postgraduate education), and a long-term focus on transformational innovation (i.e., making tailing challenges a priority for undergraduate education). A case study is provided, of Australian experiences over the last decade with regard to the topic area of energy efficiency. The authors conclude with reflections on implications for the approach. [ABSTRACT FROM AUTHOR]

The Technology Innovation and Engineering Education (TIEE) is a proposed Unit/Center/Department concept model inside a college of engineering. The TIEE concept has been developed in particular taking in consideration the Gulf Cooperation Council (GCC) and/or Qatar contextual needs and National Vision in the transformation into a Knowledge Based Economy (KBE). The main purpose of such structure is to enable engineering colleges to better respond to these emerging needs of the GCC countries. In this paper, the concept of TIEE is provisioned as an abstract example of organizational structure development for other engineering education institutions that aim to play a key role in innovation and sustainable socio-economic development. The concept is derived from similar global examples and contextualized regionally; it is generic and can be deployed elsewhere with slight modifications. The TIEE concept is in particular vital for engineering institutions in the Middle East and North Africa as a vehicle for economic and technological development. The paper outlines the organizational structure of TIEE, together with its various programs and activities for implementing its stated vision, mission, and strategic objectives. Within this context, the paper also provides a thorough account on advances in engineering innovation, education, scholarship of engineering education, and developments of similar entities. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to investigate online problem-based learning (PBL) as a route to achieving sustainability education using sponsored projects. Design/methodology/approach – The Royal Academy of Engineering sponsored project at Manchester; to foster education in sustainability through inter-disciplinary problem-based approaches, has since been extended to other groups and to a broader array of issues. One of the limiting factors is the ease with which this approach can be taken in the case of large numbers of students and a commensurate requirement for large numbers of facilitators. The University of Keele, together with partners from the universities of Manchester and Staffordshire, was awarded National Teaching Fellowship Scheme funding to explore further the use of blended or online approaches, in order to overcome these limitations. The pilot unit already has a certain amount of support using the BlackBoard virtual learning environment (VLE) but this scenario is supposed to rely entirely on online working. At the time of writing, the evaluation of the pilot has not been completed but an online questionnaire was devised to monitor students' reactions to the online working and to ascertain whether they did in fact work entirely online or whether they chose to meet informally face-to-face. Difficulties encountered were both organizational (mostly relating to enrolment) and technical (this was a new version of BlackBoard and had a few teething troubles). Findings – This pilot project has demonstrated that a blended approach to PBL is feasible. There are some forms of resistance from students. The assessment was outcomes-driven rather than process-driven. This meant that it was not necessary for the academic staff to have access to all the discussions, thus acting as facilitators. There is a general theme that while learners found it possible to work effectively as a group online, they also found it more difficult. It is possible that the students were having to dedicate more time and effort to the use of the online system, which had an impact on their creativity and productivity. Research limitations/implications – In the case of the University of Manchester, the developments are being applied to a Masters-level course unit in Managing Humanitarian Aid Projects. This unit proceeds on the basis of five scenarios that students try to resolve in small groups and in the first pilot year one of these scenarios is being delivered on-line. Practical implications – The results of this pilot could be fed in to different stages of programme deployment to examine impact and explore possibilities with distance learning modules. Originality/value – This paper has looked at the effectiveness of nationally run, problem-based learning projects that are aimed at improving understanding, engagement and deployment on diverse learning environments to include VLEs. [ABSTRACT FROM AUTHOR]

The ASCE’s body of knowledge for the 21st century and vision for civil engineering in 2025 outline skills and capabilities necessary for civil engineers to create a sustainable world. An undergraduate course at Georgia Institute of Technology introduces undergraduates to a systems-sustainability approach to civil and environmental engineering, applying systems methods to analyze decisions over the life cycle of large-scale civil-engineered facilities. This paper discusses voluntary and systematic improvements introduced in the course over a 2-year period to develop research and information skills in the students. A workshop on information sources and skills was developed, offered and assessed over multiple semesters using a team-based course project. The term project requires students to select one or two large-scale civil-engineered facilities, evaluate them using the integrated systems-sustainability framework presented in the course, and develop a written report and oral presentation to present their work to their peers at the end of the semester. The paper discusses integration of the information and library skills workshops with the course and presents results that underscore the importance of formally cultivating research and information skills in civil engineering undergraduate students. [ABSTRACT FROM AUTHOR]

The sustainable development goals (SDGs) reflect the relevance that sustainability is gaining in our societies. Including sustainability-related topics in university curricula requires the revision of the contents, teaching/learning strategies and assessment techniques. Although engineering degrees are starting to introduce them, it may become complex to design significant educational experiences. This partly comes from the fact that sustainability is a highly multidisciplinary issue but, currently, the knowledge is compartmentalised into subjects. In this challenging scenario, concrete activities are required for students to better internalise sustainability issues. This work aims to present a methodology that guides academic staff to materialise the design of sustainability-related multidisciplinary activities. Since the designers of new activities may benefit from knowledge of similar experiences, this article describes one implementation throughout eight subjects within the Bachelor's degree on Industrial Electronics and Automation Engineering at UPV/EHU. The analysis and optimisation of the thermal comfort and energy consumption in the Faculty building became the common thread to design an educational itinerary that covers several subjects along all academic years of the degree, making use of active methodologies. The problem is analysed for every subject from different perspectives. Two questionnaires, carried out before and after the activities, were used for analysing the perception of the students after the activities. Results proved that the multidisciplinary project raised awareness about the SDGs and allowed students to visualise how to apply the acquired skills in problems close to their experience. As a result, more students considered sustainability as a possible future professional activity. [ABSTRACT FROM AUTHOR]

This paper presents ongoing research aimed at improving building sustainability education through the use of serious games. With the growth of the population worldwide and the increased demand on resources, there has been a growing emphasis on sustainable buildings. As architects, engineers and construction professionals are educated for the future, the complex area of building sustainability must be included in the curriculum; however, the literature shows no clear consensus on teaching methods or curriculum design. Growing evidence suggests that computer games could be effective tools in construction education as they can provide students with both theoretical and applied knowledge. In this paper we describe the development and initial evaluation of a serious game for learning sustainable building design principles and practices. The game is aimed at undergraduate students enrolled in Civil Engineering, Architecture and Building Construction Management programs. Findings from a formative study with 17 students and three faculty show that the game was perceived as usable, engaging and useful for learning/teaching building sustainability. Results of a summative study with 42 undergraduate students show that playing the game led to an increase in subjects' declarative knowledge by 22% and procedural knowledge by 37%. Compared with traditional learning methods, playing the game led to significantly higher procedural knowledge gains, whereas gains in declarative knowledge were not significantly higher. [ABSTRACT FROM AUTHOR]

Entering the first half of the 21st century, the engineering profession must embrace a new mission statement—to contribute to the building of a more sustainable, stable, and equitable world. In particular, the engineering profession needs to train a new generation of engineers who can better meet the challenges of the developing world and address the needs of the most destitute people on our planet. This paper presents a model of integrating humanitarian development into engineering education based on our experience with Engineers Without Borders-U.S.A. and the development of the Engineering for Developing Communities program at the University of Colorado at Boulder over the past eight years. We also review some like-minded programs in U.S. universities and discuss how such programs can be integrated into engineering education. [ABSTRACT FROM AUTHOR]

The chronic problems resulting from unsustainable production and consumption, as well as acute environmental problems from accidents and inadequate waste treatment, are continuing challenges for environmental engineering professionals. This paper explores the change in the role of educators from transferring knowledge to building the capacity of future engineers to meet these challenges. Progress in understanding and managing the interactions between the industrial, natural, and social systems for sustainable development is being made in a number of disciplines. Help in distilling this knowledge for environmental engineers can come from environmental process engineering (EPE) as a subdiscipline of chemical and environmental engineering. By applying the fundamentals of process engineering to environmental problems, EPE can help bundle together the diverse work from different environmental compartments. Many references to EPE can be found in university programs in Germany and the United States, but what is meant by EPE is not usually explicitly defined, and often refers to a collection of environmental unit operations. An expanded definition of EPE in the context of the current reform movements in engineering education is proposed. Trends in education and research in Germany and the United States are discussed within the framework of the societal and industrial transition toward sustainable development. [ABSTRACT FROM AUTHOR]

The need arises to equip engineering students with a wider horizon of concepts in terms of environmental, economic, and social attributes, for decision making of sensitive to sustainability issues. Pedagogic frameworks have to address a multidisciplinary analysis of sustainability. This paper addresses the rationale behind the recent integration of sustainability concepts into an undergraduate civil engineering curriculum in Hong Kong. Incentives and barriers for implementation of the curriculum are addressed. A team-based design project with a problem-based learning approach is highlighted. The initial results of stakeholder evaluations suggested that multidisciplinary skills developed during the learning process might contribute significantly to pertinent knowledge on sustainability. [ABSTRACT FROM AUTHOR]

The field of transportation engineering has become more sustainable as challenges of the twenty-first century continue. Sustainable mobility topics such as pedestrian and cycling travel, smart growth development, and transit-oriented design are being adopted and implemented. As a result, there is the need for higher-education curriculum on transportation engineering to adapt as well. Efforts to integrate sustainable and multimodal design into introductory transportation courses have emerged, as well as new courses in the transportation field. This paper describes the development and implementation of an upper-level course, Sustainable Transportation Planning, at Bucknell University. Course objectives, pedagogical tools, activities, and assessment methods are discussed in depth to provide insight into how other institutions can adopt a similar course. An emphasis is placed on active learning techniques and the need to balance the three components of sustainability (environment, economy, and society) into the course material. Courses such as this can expose students to transportation planning challenges and inspire them to pursue careers in sustainable transportation. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of three academic members of the University of Nottingham Open Online Course (NOOC) and Massive Open Online Course (MOOC) team, comprising an engineer (tutor), an engineering education specialist (facilitator) and a specialist in higher education pedagogy (convenor). The paper explores notions of what makes for effective teaching of sustainability within a multidisciplinary online context, and the extent to which this experience has impacted upon personal behaviours and attitudes to sustainability, from an Engineering Education for Sustainable Development (EESD) perspective. Team members’ experiences are further supported by findings from student and learner evaluations of the NOOC and MOOC courses. Key findings of the research include (a) Interdisciplinarity is a strength of the course (b) The course can lead to genuine change in the understanding of sustainability; (c) Teaching sustainability online is different; (d) Involvement in the course impacts upon teaching practices; (e) Cultural and disciplinary diversity within both the course team and the student cohort is a major contributor to the overall sustainable development learning experience in the NOOC/MOOC. It is hoped that the findings of the study will pave the way for engineering and non-engineering educators to explore the potential of integrating sustainability within the modules they teach, via online teaching and learning means. [ABSTRACT FROM AUTHOR]

Engineering education plays a pivotal role in cultivating the engineering capacity for sustainable development. Nonetheless, there has been no comprehensive review that examines sustainability as a distinct knowledge domain within engineering education. This review filled this gap by conducting a bibliometric review to document the research landscape, analyze the intellectual structure of the literature, and identify emerging research themes. The review sourced 2738 Scopus-indexed documents published between 1991 and 2022. Data analyses included descriptive statistics, co-citation analysis, and keyword co-occurrence analysis. The study identified consistent growth in research output and geographic diversity. Four predominant conceptual themes were identified in the literature: (1) Engineering Education Reform, (2) Engineering Competencies, Pedagogy, and Curriculum, (3) Curriculum Assessment and Benchmarks, and (4) Sustainable Technologies. Findings emphasize the need for defining precise engineering competencies related to sustainability, incorporating diverse teaching methods, and ensuring that sustainability learning outcomes align with changing industry norms, regulations, and accreditation criteria. The study also highlights a growing focus on the use of Industry 4.0 technologies as a means of achieving sustainability outcomes. The review underscores the need for sustained curriculum reform to successfully transform engineering education toward sustainability. [ABSTRACT FROM AUTHOR]

As the field of civil engineering evolves to address twenty-first century challenges, the demand for creative and innovative thinking rises. Engineering institutions around the nation have begun to integrate sustainability into the curriculum. Topics such as innovation and entrepreneurship are highly correlated with sustainability goals; however, many times they are viewed as market or management-driven principles. The Kern Entrepreneurship Education Network (KEEN) Program was established to transform the U.S. workforce through equipping graduate engineers with an entrepreneurial mindset. This program is based on KEEN student outcomes (KSOs), which can be incorporated into department level, as well as course level, curricula. This paper focuses on the integration of KSOs into a senior civil engineering capstone course through two course activities over two years. KEEN rubrics are used to assess student achievement of the KSOs focused on innovative thinking and productive collaboration. The assessment results indicate that there are existing strengths as well as future opportunities to enhance student performance of innovative thinking and open-ended problem solving--skills that are essential to promoting sustainable design and development. [ABSTRACT FROM AUTHOR]

With the understanding that the mining industry is an important and necessary part of the production chain, we argue that the future of mining must be sustainable and responsible when responding to the increasing material demands of the current and next generations. In this paper, we illustrate how concepts, such as inclusiveness and the circular economy, can come together in new forms of mining—what we call inclusive urban mining—that could be beneficial for not only the mining industry, but for the environmental and social justice efforts as well. Based on case studies in the construction and demolition waste and WEEE (or e-waste) sectors in Colombia and Argentina, we demonstrate that inclusive urban mining could present an opportunity to benefit society across multiple echelons, including empowering vulnerable communities and decreasing environmental degradation associated with extractive mining and improper waste management. Then, recognizing that most engineering curricula in this field do not include urban mining, especially from a community-based perspective, we show examples of the integration of this form of mining in engineering education in first-, third- and fourth-year design courses. We conclude by providing recommendations on how to make inclusive urban mining visible and relevant to engineering education.

The existing architecture, engineering, and construction (AEC) industry has a fragmented nature in which each team member works in isolation away from a whole-systems thinking. It is a challenge to produce sustainable buildings with systems optimization and multidisciplinary collaboration among different disciplines. It is therefore crucial to help AEC students learn how to exchange information and work in teams for effective design and construction of sustainable buildings. This paper presents a research study based on a senior level undergraduate course, taught at Michigan State University that utilizes a teamwork approach to teach sustainable built environment practices. The study tests the proposition that integrated student teams produce more comprehensive outputs for sustainable projects by using mixed methods of data collection and analysis: observations, interviews, and qualitative and social network analysis. The results showed that teams with a high degree of interaction and leadership provided creative sustainable solutions and had better articulation for every aspect of the project. [ABSTRACT FROM AUTHOR]

Engineering education addresses the development of professional competencies in undergraduates. In this context, the core set of professional competencies includes critical thinking and problem solving, effective communication, collaboration and team building, and creativity and innovation—also known as the four Cs—as well as socio-professional ethics and sustainable development—referred in this paper as the two Ss. While the four Cs were identified by the associates of the American Management Association based on the needs of the society, professional associations, and businesses; this paper proposes the two S extension to ensure that future engineers contribute to the well-being of individuals and the preservation of life on Earth. It proposes a tangible framework—the 4C2S—and an application method to analyse the contributions made by engineering capstone programmes to the development of these core competencies in future engineering professionals. The method is applied to an engineering capstone programme—the European Project Semester (EPS) offered by the Instituto Superior de Engenharia do Porto (ISEP)—and a specific project case—EPS@ISEP Pet Tracker project developed in 2013, constituting, in addition, a road map for the application of the 4C2S framework to engineering capstone programmes. The results show that EPS@ISEP complies with the 4C2S framework. [ABSTRACT FROM AUTHOR]

Abstract: Samuel(1991) in identifying problems associated with engineering education observed that the product of engineering education does not have an identifiable entity. Unlike professions such as medicine, law or accountancy it is difficult to associate the work of professional engineers with a defined discourse. However the perceptions of professional engineers as occupations that concern themselves with productive processes and wealth creations are increasingly augmented by views of engineering profession as one that is also concerned with environmental issues. This paper takes the view that commitment to sustainability of the end process of engineering work must serve as the ideological core of the engineering profession and therefore issues of sustainability provide the framework for engineering education. One way of enhancing the education of sustainability in engineering curricula is to raise sustainability issues in areas of engineering science. Another way is to integrate engineering subjects through service subject and weave sustainability issues as an aspect of engineering life. This paper takes the view that students’ sustainability consciousness can be raised through service subject such as materials. [Copyright &y& Elsevier]

Abstract In education for sustainable development (ESD), the inclusion and handling of a multitude of perspectives and the interconnectivity of different dimensions of the world are often targeted. Based on the assumption that concept maps can capture notions of this learning, concept maps generated by students were used to complement a large number of other empirical data from several years of a master level course module in engineering education with a specific focus on ESD. Multivariate data analysis (MVDA) was used to find correlations between the many different variables. Empirical data included data on the background of students, on their participation in different teaching and learning activities (TLAs), and on their performance in different types of assessment, including concept maps generated before and after the course. According to the concept map results, the students seem to develop, in general, a more balanced and systemic view during the course. The use of MVDA was helpful in revealing both expected and unexpected co-variations. Results show that previous experiences (student background) is an important factor behind high performance and that TLAs in the course are providing complementary knowledge. The main focus of this paper is on how the innovative approach of combining the use of concept maps and MVDA can provide useful understanding of possible correlations between student characteristics, their participation in TLAs and their performance in assessments in an ESD course. The use of concept maps was seen as useful in capturing important notions of ESD while the MVDA enabled quick analysis of the large data set. Highlights • Student data included concept map results (pre- and post-course) over 5 years. • Multivariate Data Analysis (MVDA) was used to analyze correlations. • The teaching helped students develop a more systemic and balanced view. • However, student background was also important. • MVDA was found useful for analysis and pedagogical reflection. [ABSTRACT FROM AUTHOR]

This paper describes the further development of a previously reported interactive model developed to enhance the understanding of the concept of sustainable development (SD) and the role of civil engineers among school children. The earlier model and associated teaching materials for a lesson based around a river valley flooding problem for small groups of 6th grade pupils were modified and trialed with a larger group of 8th grade pupils. Subsequently a further lesson using the same model framework was developed based around groundwater contamination from landfill leachate. This was trialed with small groups of both 6th and 8th grade pupils. A competitive element in landfill liner design was introduced into the lessons. The model and lessons received praise and were shown to achieve their aims of teaching SD in a memorable and practical context and explaining something of civil engineering, though the smaller group lessons were found to be much more successful than the larger group lesson. [ABSTRACT FROM AUTHOR]

Abstract: This paper presents the method and results of a survey of 27 of the 33 Australian universities teaching engineering education in late 2007, undertaken by The Natural Edge Project (hosted by Griffith University and the Australian National University) and supported by the National Framework for Energy Efficiency. This survey aimed to ascertain the extent of energy efficiency (EE) education, and to identify preferred methods to assist in increasing the extent to which EE education is embedded in engineering curriculum. In this paper the context for the survey is supported by a summary of the key results from a variety of surveys undertaken over the last decade internationally. The paper concludes that EE education across universities and engineering disciplines in Australia is currently highly variable and ad hoc. Based on the results of the survey; this paper highlights a number of preferred options to support educators to embed sustainability within engineering programs, and future opportunities for monitoring EE, within the context of engineering education for sustainable development (EESD). [Copyright &y& Elsevier]

Global failures to reach a sustainable development within present-day societies as well as recent breakthroughs within technoscience pose new challenges to engineering education. The list of competencies which engineers should have to rise to these challenges is long and divers, and often encompasses radically new attributes. The task of engineering education for sustainable development is to address these competencies and to prepare engineers for their active role in society. Besides, while competencies correspond to optional behavior, actual behavior must be accounted for as well to fulfill the requirements for a transition towards sustainable development. Such an approach calls for new modes of teaching and learning as well as for their meaningful integration in existing educational contexts. This paper presents the diversity of competencies needed, introduces a focus on actual performance, and identifies five appropriate modes of learning. The combination of these different modes (their prevalence, sequence, and balance) within university curricula is discussed referring to empirical examples. [ABSTRACT FROM AUTHOR]

Abstract: The introduction of sustainable development (SD) courses into engineering education has been a key goal for many technological universities, accreditation agencies and national and international university networks. This paper presents the results of a 5-year research project that analysed how SD competences were introduced into technological universities. To evaluate which pedagogical approach best facilitates SD learning, ten courses on sustainability from five European technological universities were analysed using conceptual maps as assessment tools. The findings show that: [•] Students initially perceived sustainability as mainly related to technology, which they consider should be able to resolve the environmental problems of the planet. They saw little relevance in the social and attitudinal aspects of sustainability. This misunderstanding was partially redressed by the course. [•] Courses that apply a more community-oriented and constructive, active learning pedagogical approach, increase students'' knowledge of SD. This paper presents the methodology and results of the research, as well as recommendations for the teaching of SD in technological universities. [Copyright &y& Elsevier]

Increasing awareness of sustainability has affected civil engineering education, making it more complex and demonstrating the connections to economic, social, and technological problems. Environmental consciousness in the Organization for Economic Cooperation and Development countries is growing, but in Greece the subject still tends to remain a marginalized and compartmentalized corner of educational systems. Environmental education means more than transmitting knowledge about the environment; it is also about educating for sustainable development. One of the main issues involved is changing people’s attitudes, values, behavior, and consumption patterns. University education in Greece aims to educate engineers so that besides acquiring theoretical knowledge they also learn to show personal responsibility and are motivated to act sustainably. Educating for sustainable development also entails the development of critical capacities and the necessary skills to be able to identify and formulate problems. This paper outlines the way in which a multidisciplinary approach to teaching sustainability has been embodied in the Civil Engineering Department at the University of Thessaly, Greece. More specifically, it describes a course to develop a comprehensive information technology-based learning resource comprising a set of multidisciplinary case studies and support material in order to aid engineering students in understanding the sustainability concepts and how solutions can be developed. [ABSTRACT FROM AUTHOR]

Abstract: This paper deals with teaching participatory backcasting to engineering students as part of the graduate specialisation in sustainability at TU Delft. A course is described using backcasting, sustainable future visions, a systems orientation, and interviews with stakeholders and multi-disciplinary project work. The essentials of backcasting are presented before an outline and results from the backcasting course are described. It is concluded that it has been possible to develop a ‘light’ version of participatory backcasting that can be taught to engineering students in a useful way during a course of 3 study credits (4 ects; European credit transfer system (ects): 1 ects equals 28 h (3.5 days) of study; the previously used studycredit equalled 40 h (5 days) of study). The paper also outlines some results of the Education for Sustainable Development (ESD) project at TU Delft. [Copyright &y& Elsevier]

Engineering graduates play an important role in sustainable development, digital and green transition, and thus entrepreneurship competences. The focus of this research was to assess and compare perceptions of engineering students and professors of students' entrepreneurship competences development through formal learning by attending non-entrepreneurship study programs, as well as to assess the response of the students when they were exposed to informal entrepreneurship learning. Research data were collected using online questionnaires based on the EntreComp framework. Regarding formal learning results of the research showed that students thought that the non-entrepreneurship courses they attended helped them to develop certain entrepreneurship competences. Entrepreneurship competences didn´t improve during the first year of the master's study program, and there was an improvement in some competences during the third year of the bachelor study program. This research showed that it was important to pay attention to informal entrepreneurship learning in the future, for the purpose of entrepreneurship competences development since students expressed a high level of satisfaction with such kind of learning. [ABSTRACT FROM AUTHOR]

This paper summarizes the state of knowledge in relation to advances in education for sustainable development focused on higher education and in generic competencies, reviewing some of the existing proposals in the literature and analyzing other university approaches. It has focused on the curricula, applying a participatory methodology based on surveys and expert consultation for the identification and selection of generic competencies related to sustainability in a civil engineering degree at Universidad Europea (Spain). From the literature review, 17 generic competencies were preselected. A set of five weighted transversal competencies and their acquisition level have been obtained through surveys to stakeholders and interviews with experts. Critical thinking, adaptation to change, decision making, problem solving, and multidisciplinary team-working were chosen in order of importance. Competence acquisition level was addressed as not easy to rate or it seems to be exigent for graduate students. Problem-based learning is also selected as the best choice for the development of these sustainability generic skills in the entire civil engineering degree. [ABSTRACT FROM AUTHOR]

In the last decade, a growing number of technical universities and engineering faculties have been promoting various initiatives aimed at integrating sustainable development in their activities. Despite the fact that the commitment of the academic staff has been widely recognised to have a key role in university change processes towards sustainable development, few studies have specifically analysed the characteristics of academics engaged in such processes. The present study provides an analysis and a profile of a group of academics, participating in a training programme on sustainable human development, granted by a European fund. The methods employed include a semi-structured survey, focusing on the academic activities and social outreach of the participants, complemented by a bibliometric analysis of their scientific production. The findings show: 1) an interdisciplinary profile of the academics, 2) an integration of sustainable development principles in all academic activities and 3) a promotion of those principles outside the university. It is emphasised that the commitment of this type of academics can facilitate a cultural change in engineering education, as well as more holistic transformations of universities towards sustainable development. The paper concludes by providing recommendations for leaders and policy makers of higher education institutions on the implementation of appropriate policies and mechanisms to facilitate faculty engagement in sustainable development. [ABSTRACT FROM AUTHOR]

With rapid industrialization and technological development, India is facing adverse affects of unsustainable pattern of production and consumption. Education for sustainable development has been widely recognized to reduce the threat of environmental degradation and resource depletion. This paper used the content analysis method to explore the extent to which green curriculum has been incorporated in engineering education. The green curriculum index suggests that Indian technological education is following vertical integration, with low emphasis on horizontal integration of green curriculum resulting into non-sustained green culture and environmental behaviour among the students. Furthermore, higher educational institutions should understand and accept the relevance of sustainable development rather than responding to the legitimate formality for creating a low- carbon and green economy. [ABSTRACT FROM AUTHOR]

Higher Education Institutions play a critical role in societies transition towards sustainable development, educating future professionals and decision makers. In the last few decades, a number of technical universities have devoted major efforts to integrating sustainable development into engineering curricula. There is still, however, an increasing need to further transform learning and training environments and build capacity of educators and trainers on sustainable development issues. Against this background, this paper assesses the role of online training courses, within continuing professional development strategies, in promoting sustainable human development in engineering degrees. It was built upon the implementation of a European initiative, the Global Dimension in Engineering Education, promoted by a transdisciplinary consortium of technical universities and non-governmental organisations. In terms of method, this study analyses two sets of quantitative and qualitative indicators to assess i) the perceived quality/relevance of the training proposals, and ii) the learning acquisition of participants. Quantitative indicators were complemented by a descriptive analysis of findings from a semi-structured survey. The results provide evidence that online learning can be an effective approach for continuing professional development of academics. The findings also suggest that participants perceived online courses’ contents and curricula, developed jointly by academics and practitioners of non-governmental organisations, as relevant and useful for integrating sustainability principles in teaching activities. To conclude, authors recommend the leaders of higher educational institutions to explore the integration of online courses addressed to faculty into university policy and strategies, as a way to promote professional development and the engagement of academics on sustainable development. [ABSTRACT FROM AUTHOR]

Under the umbrella of a departmental initiative termed CM Cares, faculty from Colorado State University have developed a service-learning course to teach and implement concepts related to sustainability in construction education. The course has met with significant success and received recognition from community partners, elementary to graduate students, faculty members, and department and university administration. Beyond the positive response to experiential learning and community action, this paper uses data from the second course offering to assess the course's effectiveness for teaching sustainability competencies. The writers implemented multiple techniques to collect data and assess perceived learning with regard to sustainability competencies. Techniques included surveys, reflection essays, and concept maps. Overall findings were mixed but suggest that significant learning about sustainability can occur using service-learning as a teaching technique in construction education despite (and perhaps because) students question the value of what they have learned and how to implement it. Specifically, students report increased appreciation of the challenges as well as benefits related to sustainability. The contribution of this paper is the successful application of community-based research constructs to a service-learning course case study to assess its effectiveness at developing key sustainability competencies. By documenting a successful case study, this paper supports future efforts to integrate sustainability into construction education, encourages further and similar course development, and provides a model for future service-learning assessment research. [ABSTRACT FROM AUTHOR]

In this paper we propose to consider the purpose of engineering education as opportunities to improve the quality of humankind’s life (in the framework of «sustainable development»). It is proposed coordination of teacher training at the Centers for Engineering Education IGIP for this purpose, as well as the need to address this preparation to the problems of engineering education in Russia.

Engineering design is considered an effective means for developing engineering technical skills. Normally, engineering design is conducted in teams and is a collaborative open-ended approach under constraints. This nature of engineering design involves engagement of several interpersonal, cognitive, and management skills or competencies such as teamwork, communications, decision making, problem solving, etc. While modern engineers are supposed to be technically competent, they need to posses a wide set of interpersonal, cognitive, and management competencies to function effectively in the workplace. Increasingly there has been more deployment of engineering design competitions (EDCs) in engineering education to address some gaps in current curricula system. In this study, the impact of a complex engineering design competition on developing 21st century competencies of engineering and technology talent is investigated. A mix of quantitative and qualitative methods in the approach to self-reporting perceptions were utilized. Data was collected through interviews from students and faculty, and through surveys from students. Triangulating quantitative and qualitative data from students and faculty indicate that the investigated EDC have positive impact on a large set of 21st century engineering and technology competencies, this has been consistent across groups of students from the EU, Middle East, and Asia, as well as across genders. This is one of the few available investigations that sheds light in further depth on the impact of engineering design on non-technical skills. [ABSTRACT FROM AUTHOR]

Engineering education plays a key role in the progress toward achieving the 17 Sustainable Development Goals (SDGs). However, engineering education faces many challenges worldwide, and the issues are becoming increasingly complicated because of the COVID-19 pandemic. To deal with these challenges and achieve the SDGs by 2030, governance that aligns engineering education and SDGs is badly needed. The International Center for Engineering Education (ICEE) has taken a series of governance actions to align engineering education and sustainable development. This research presents the contribution of these governance actions, analyzes the governance types and their relevance to the SDGs, and explores the key mechanisms of these governance actions and challenges. This research can provide useful information for the global community to understand China's participation in global engineering-educational governance and promote engineering education for sustainable development. [ABSTRACT FROM AUTHOR]

Today's engineers are not only expected to develop new products and technical solutions to everyday problems. Against the background of sustainable development (SD) they should also be involved in developing comprehensive long-term solutions for global interrelated socio-economic and environmental problems. These comprise poverty, climate change, energy supply, drinking water scarcity, and other features. Besides, even useful technologies that were developed for the improvement of the standard of living can have short- or long-term irreversible negative impacts on human life or the environment (e. g., cooling systems with non-explosive CFC gases were developed to improve safety at home and ended up being banned for their ozone-depletion potential). Therefore, engineers need to consider social and environ mental side effects as well as potential unintended impacts that could be caused by technological developments. Consequently, methods for inter- and transdisciplinary impact assessment (IA) should play a key role in engineering education (EE) right from the start. This paper points out some key questions for further research related to IA-relevant courses in EE. [ABSTRACT FROM AUTHOR]

The article presents an analysis of William E. Kelly's article on the essential subjects of sustainable development in the civil engineers' curricula. It mentions that the paper addresses sustainable development as the leading factor in the education of students. It suggests that general education should be applied and developed in the secondary schools to better equipping the students in college. It also features Kelly's contention regarding early education for the civil engineers.

Considering the increasing importance of sustainability in future professionals' education and the role played by engineers in society, this paper aims to analyze the key criteria that should be considered in models to evaluate the insertion level of sustainability into engineering education, considering the Brazilian context. For this, criteria reported in the literature were collected and evaluated by engineering professors. The respondents were asked to classify the criteria as "essential", "useful, but not essential", or "not necessary". Data collected were analyzed through Lawshe's method. From 15 criteria collected from the literature, 5 were not considered essential to evaluate engineering education for sustainable development (EESD), according to data analysis: C2 (establishment of global partnerships), C4 (encouraging students to volunteer through extracurricular activities), C9 (use of active learning approaches to problem solving to teach aspects related to sustainability), C10 (use of service-learning towards the local community for educational purposes) and C15 (use of sustainability concept in university installations). It was possible to verify that most of these criteria (C2, C4, C10, and C15) were not directly related to engineering curricula, being parallel activities. Regarding C9, active learning approaches can enhance attributes important for students in the context of sustainable development, but they are not goals of EESD. This research contributes to the development of evaluation models for engineering education in the Brazilian context and its findings can also be useful for studies in other countries. No similar study was found in the literature. [ABSTRACT FROM AUTHOR]

The main issue for engineering education is “contextual awareness”, i.e. the ability to view actions, problems, solutions and consequences in a broader context comprising scientific, technical, economic, legal, social or cultural aspects. Engineering education already deals, in varying degrees, with the environment, professional ethics and behaviours, matters of health and safety, as well as discipline – specific problems related to engineering processes and practices. The new objectives lie in the domain known as social responsibility and sustainable development. The QUESTE-SI (Quality system of European Scientific and Technical Education for Sustainable Industry) program initially focused on quality management in engineering education, but during the last two years it shifted to a different issue – the place of social responsibility and sustainability in engineering education. The Institute of Environmental Engineering at Kaunas University of Technology has been selected as a pilot institution for QUESTE – SI evaluation and accreditation process with the M.Sc. program “Environmental Management and Cleaner production” and PhD program “Environmental Engineering and Landscape Management”. The Self-Assessment reporting and external auditing/evaluation have been performed in four dimensions: (i) Organization of social responsibility and sustainability education at the university and institute level; (ii) Education and curriculum of the programs; (iii) Student involvement and cultural development; and (iv) Research & innovation at the institute level. A key point when defining and evaluating learning objectives is whether they include the ability to anticipate the consequences of decisions and to act appropriately (a proactive rather than reactive approach). The paper presents analyses of the selected programs, the methodology, self-evaluation and external auditing process, evaluation criteria and results of the QUESTE – SI evaluation. The complex evaluation and the case clearly show how the high education institution could become a model of sustainable operations, research and development, and sustainability culture. It means a well-defined short, medium and long-term institutional and department strategy for sustainability is needed. The strategy should focus on objectives, planning, implementation, and on results that serve as performance indicators. [ABSTRACT FROM AUTHOR]