112 research outputs found
Sustainable development as a meta-context for engineering education
At the end of the first decade of the twenty-first century, there is unprecedented awareness of the need for a transformation in development, to meet the needs of the present while also preserving the ability of future generations to meet their own needs. However, within engineering, educators still tend to regard such development as an âaspectâ of engineering rather than an overarching meta-context, with ad hoc and highly variable references to topics. Furthermore, within a milieu of interpretations there can appear to be conflicting needs for achieving sustainable development, which can be confusing for students and educators alike. Different articulations of sustainable development can create dilemmas around conflicting needs for designers and researchers, at the level of specific designs and (sub-) disciplinary analysis. Hence sustainability issues need to be addressed at a meta-level using a whole of system approach, so that decisions regarding these dilemmas can be made. With this appreciation, and in light of curriculum renewal challenges that also exist in engineering education, this paper considers how educators might take the next step to move from sustainable development being an interesting âaspectâ of the curriculum, to sustainable development as a meta-context for curriculum renewal. It is concluded that capacity building for such strategic considerations is critical in engineering education
Sustainable Development as a Meta-Context for Engineering Education
At the end of the first decade of the twenty-first century, there is unprecedented awareness of the need for a transformation in development, to meet the needs of the present while also preserving the ability of future generations to meet their own needs. However, within engineering, educators still tend to regard such development as an âaspectâ of engineering rather than an overarching meta-context, with ad hoc and highly variable references to topics. Furthermore, within a milieu of interpretations there can appear to be conflicting needs for achieving sustainable development, which can be confusing for students and educators alike. Different articulations of sustainable development can create dilemmas around conflicting needs for designers and researchers, at the level of specific designs and (sub-) disciplinary analysis. Hence sustainability issues need to be addressed at a meta-level using a whole of system approach, so that decisions regarding these dilemmas can be made. With this appreciation, and in light of curriculum renewal challenges that also exist in engineering education, this paper considers how educators might take the next step to move from sustainable development being an interesting âaspectâ of the curriculum, to sustainable development as a meta-context for curriculum renewal. It is concluded that capacity building for such strategic considerations is critical in engineering education
Engineering education for sustainable development: A review of international progress
Since the late 1980s there have been increasing calls around the world for embedding sustainability content throughout engineering curricula, particularly over the past decade. However in general there has been little by way of strategic or systematic integration within programs offered by higher education institutions (HEIs). Responding to a growing awareness towards the issues surrounding sustainability, a number of professional engineering institutions (PEIs) internationally have placed increasing emphasis on policies and initiatives relating to the role of engineering in addressing 21st Century challenges. This has resulted in some consideration towards integrating sustainable development into engineering curricula as envisaged by accreditation guidelines. This paper provides a global overview of such accreditation developments, highlighting emerging sustainability competencies (or âgraduate attributesâ) and places these in the context of relevant PEI declarations, initiatives, policies, codes of ethics and guideline publications
Introducing the 21st Century Boulevard: A Post-Covid Response to Urban Regeneration of Main Road Corridors,
As city leaders contemplate the post-COVID-19 urban regeneration, Parisian
Boulevards from the 17th Century provide inspiration, from their combination
of mobility with pedestrian, nature and place-based qualities. This paper proposes a new concept called â21st Century Boulevardsâ to support local and regional authorities in achieving urban regeneration using such qualities together
with new technology. Four approaches are recommended to create 21st Century Boulevards: 1) enhancing road-based shared transit systems such as electric trackless trams; 2) embedding micro-mobility and autonomous shuttles
for end-of-trip integration at stations; 3) adopting new precinct-scale technologies that enable Net Zero outcomes for station precincts such as renewable
energy recharge hubs, and 4) implementing a smart cities-based demand management system. The human qualities of boulevards are outlined using new planning and design approaches. A key indicator of success would be to measure
the extent of a new parameter called the âBusker Factorâ. The integration of
new technology and new planning to achieve centuries-old urban qualities is
a regeneration opportunity with multiple benefits for the main roads of all
cities
A Peaking and Tailing Approach to Education and Curriculum Renewal for Sustainable Development
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 developmentâimproving energy efficiencyâand 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
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