Engineering Education for Sustainable Development: The European Project Semester Approach

Contribution: An analysis of the extent to which sustainability is present in the syllabi, project briefs, report templates, and student final reports of the three Iberian European project semester (EPS) providers, over a five-year period. Background: EPS is a one-semester capstone project framework that adopts project-based learning and multicultural, multidisciplinary teamwork. Educating engineers for sustainable development requires fostering critical and ethical thinking and a desire for equity, solidarity and preservation of natural resources, and cultural and genetic diversity. Existing engineering capstone design programs emphasize solving real world problems, hands-on training, and soft skills, but few focus on sustainability aspects of engineering design. The three Iberian EPS providers adopt project-based learning and teamwork methodologies, promoting the development of transversal skills and addressing sustainability in a multicultural and multidisciplinary background. Intended Outcomes: To show that the three Iberian EPS providers follow these recommendations and contribute to raising students' awareness of sustainable development. Application Design: The proposed sustainability learning assessment method collects evidence from syllabi, project briefs, report templates, and final reports to extract faculty and student perspectives. The sustainability-related terms collected were processed into word cloud format, allowing a simple and intuitive interpretation of students' understanding of sustainability, and in co-occurrence network format, to understand if sustainability has a pervasive or confined presence within the reports. Findings: Iberian EPS faculty and students are aware of the social, economic, and environmental impact of their projects, in terms of quality of life, social responsibility, the use of resources, and environmentally friendly technology.info:eu-repo/semantics/publishedVersio

Technical analysis and promotion strategy

PFC del programa Erasmus EPS elaborat a Technical University of LodzTreball desenvolupat dins el marc del programa 'European Project Semester'

Chemical Engineering European Project Semester: una proposta internacional per l'ensenyament d'Enginyeria Química

Universitaris espanyols són conscients de la necessitat d'introduir una dimensió internacional en el seu currículum. S'ha creat una nova alternativa al programa ERASMUS que bé podem anomenar "internationalization at home". En el grau d'Enginyeria Química de la Universitat de Cantabria es proposa un nou programa Chemical Engineering European Project Semester (CE-EPS). Consta de tres assignatures més d'un treball en equip que serà l'inici del Projecte Final. Totes aquestes activitats es desenvoluparan en anglès, en un entorn internacional. El programa s'ha implantat per primera vegada durant el curs acadèmic 2013-2014 amb la participació de 8 alumnes espanyols i 2 estrangers. Tots els participants ha finalitzat amb èxit els estudis

Chemical Engineering European Project Semester: una propuesta internacionalizadora para la enseñanza de la Ingeniería Química

Los universitarios españoles son conscientes de que deben introducir una dimensión internacional en su currículo. Se plantea una alternativa al programa ERASMUS + denominada "internacionalización en casa". En el Grado en Ingeniería Química (GIQ), de la Universidad de Cantabria se ha puesto en marcha el Chemical Engineering European Project Semester (CE-EPS), que permite la realización de tres asignaturas en inglés así como un trabajo en grupo que servirá de base para la elaboración del trabajo fin de Grado (TFG) en un entorno íntegramente en inglés. El programa se ha implantado por primera vez durante el curso 2013-2014 con la participación de 8 alumnos españoles y 2 extranjeros. Todos los participantes han finalizado satisfactoriamente sus estudios