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Engineers Changing the World: Education for Sustainability in Romanian Technical Universities—An Empirical Web-Based Content Analysis. SUSTAINABILITY 2020. [DOI: 10.3390/su12051983] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Without a doubt, we are living in interesting times, characterized by both continuous economic development and improved standard of living, but also uncertainty, increased pollution, and environmental degradation, which means that, now, more than ever, global and consistent action is needed in order to create a more sustainable future. In this context, education in general and higher education in particular, face both, a significant challenge and a substantial role due to their formative function both in terms of mindset and practical tools. The main objective of our research was to explore the way technical universities in Romania have integrated into their curricula courses that aim at shaping sustainability competencies in engineering students. The study was carried out based on an exploratory empirical content analysis of the technical universities’ curricula, in order to identify the courses, including sustainable development (SD)-related topics. The analysis covered 255 bachelor programs and 394 master programs with a total of 25,920 courses, both mandatory and optional. The results revealed that there are differences in approaching sustainability education between the universities and also faculties within the universities included in the sample, revealing a rather siloed approach.
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Ketchman K, Dancz CLA, Burke RD, Parrish K, Landis AE, Bilec MM. Sustainable Engineering Cognitive Outcomes: Examining Different Approaches for Curriculum Integration. JOURNAL OF PROFESSIONAL ISSUES IN ENGINEERING EDUCATION AND PRACTICE 2017. [DOI: 10.1061/(asce)ei.1943-5541.0000324] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Affiliation(s)
- Kevin Ketchman
- Graduate Research Assistant, Dept. of Civil and Environmental Engineering, Univ. of Pittsburgh, Pittsburgh, PA 15261
| | - Claire L. A. Dancz
- Postdoctoral Research Fellow, Glenn Dept. of Civil Engineering, Clemson Online, Clemson Univ., Clemson, SC 29634
| | - Rebekah D. Burke
- Graduate Research Assistant, School of Sustainable Engineering and the Built Environment, Arizona State Univ., Tempe, AZ 85287
| | - Kristen Parrish
- Assistant Professor, School of Sustainable Engineering and the Built Environment, Arizona State Univ., Tempe, AZ 85287
| | - Amy E. Landis
- Professor, Glenn Dept. of Civil Engineering, Clemson Univ., Clemson, SC 29634
| | - Melissa M. Bilec
- Associate Professor, Dept. of Civil and Environmental Engineering, Univ. of Pittsburgh, Pittsburgh, PA 15261 (corresponding author)
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Haselbach L, Langfitt Q. Incorporating Prerecorded Environmental Lifecycle Assessment Modules in a Classroom Setting. JOURNAL OF PROFESSIONAL ISSUES IN ENGINEERING EDUCATION AND PRACTICE 2017. [DOI: 10.1061/(asce)ei.1943-5541.0000299] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Affiliation(s)
- Liv Haselbach
- Associate Professor, Dept. of Civil and Environmental Engineering, Washington State Univ., Pullman, WA 99164
| | - Quinn Langfitt
- Ph.D. Candidate, Dept. of Civil and Environmental Engineering, Washington State Univ., Pullman, WA 99164 (corresponding author)
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