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Embedding of ESD in engineering educationExperiences from Chalmers University of Technology.
- Source :
-
International Journal of Sustainability in Higher Education . 2012, Vol. 13 Issue 3, p279-292. 14p. - Publication Year :
- 2012
-
Abstract
- Purpose – The purpose of this paper is to report on methods developed, within a three-year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work. Design/methodology/approach – The basic idea that methods and activities were built on was that the only way to achieve long-term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes. Findings – Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special "resource group" of experienced ESD teachers was available as support for programme directors and lecturers. Originality/value – The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university. [ABSTRACT FROM AUTHOR]
- Subjects :
- *CASE studies
*SUSTAINABLE development
*ENGINEERING education
Subjects
Details
- Language :
- English
- ISSN :
- 14676370
- Volume :
- 13
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- International Journal of Sustainability in Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- 83257473
- Full Text :
- https://doi.org/10.1108/14676371211242580