The contribution of university curricula to engineer ing education for sustainable development

GAIA - Ecological Perspectives for Science and Society

Volumn 19, Issue 1, 2010, Pages 44-51

  Kastenhofer, Karen ^a   Lansu, Angelique ^b   Van Dam Mieras, Rietje ^c   Sotoudeh, Mahshid ^a  

^a ERICH SCHMID INSTITUTE OF MATERIALS SCIENCE   (Austria)

^b OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

^c LEIDEN UNIVERSITY   (Netherlands)

Author keywords

Engineering education; Inter and transdisciplinary skills; Learning modes; Sustainable development; Technoscience; Transboundary competencies

Indexed keywords

EID: 77952994535     PISSN: 09405550     EISSN: 26255413     Source Type: Journal    
DOI: 10.14512/gaia.19.1.10     Document Type: Article

References (38)

1. ABET, Inc. 2009. Criteria for accrediting engineering programs effective for evaluations during the 2010-2011 accreditation cycle. Baltimore, MD: ABET, Inc.
2. Ajzen, I. 2002. Perceived behavior control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology 32: 665-683.
3. Arbuthnott, K. 2009. Education for sustainable development beyond attitude change. International Journal of Sustainability in Higher Education 10/2: 152-163.
4. Barth, M., J. Godemann, M. Rieckmann, U. Stoltenberg. 2007. Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education 8/4: 416-430.
5. Beder, S. 1989. Towards a more representative engineering education. International Journal of Applied Engineering Education 5/2: 173-182.
6. Brey, P. 2009. Converging technologies and ethics of the good life. Paper present ed at the 16th International Conference of the Society for Philosophy and Technology. Enschede, NL, July 8-10.
7. Carew, A. L. 2004. Reflective and post-normal engineering: Models of sustainable engineering practice and their implications for undergraduate teaching and learning. PhD Diss., University of Sydney.
8. Carew, A. L. 2005. Enabling transdisciplinary engineering practice through targeted problem-based learning. Paper presented at the 4th ASEE/AaeE Global Colloquium on Engineering Education. Sydney, September 26-29. www.aaee.com.au/conferences/papers/2005/Abstract/Abstract-310.pdf (accessed August 3, 2008).
9. Dahlgren, M. A., G. Öberg. 2001.Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education. Higher Education 41: 263-282.
10. De Graaff, E. 2006. Psychological aspects of learning and teaching in engineering education. Paper presented at the 35th International IGIP Symposium in cooperation with IEEE/ASEE/SEFI. Tallinn, EE, September 18.
11. De Kraker, J., A. Lansu, R. van Dam-Mieras (Eds.). 2007. Crossing boundaries. Innovative learning for sustainable development in higher education. Frankfurt on the Main: VAS.
12. DeWerk, G., Y. Cruz, J. Rei, A. de Eyto. 2006. Shaping sustainable professionals. The need to adapt learning processes by involving students, the steps that have to be taken. In: Engineering education in sustainable development. Edited by C. Subai, D. Ferrer-Balas, K.F.Mulder, P.Moszkowicz. Lyon, FR: SAP. 1-8.
13. EESD (Engineering Education in Sustainable Development). 2004. Declaration of Barcelona. http://eesd08.tugraz.at/pics/declaration-of-barcelona- english.pdf (accessed August 3, 2008).
14. El-Sayed, J. 2001. Industrial-academic integration takes learning out of the classroom. Paper presented at the SEFI Annual Conference 2001. Copenhagen, September 12-14.
15. Felder, R.M., R. Brent. 2003. Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering Education 92/1: 7-25.
16. Felder, R.M., J. Spurlin. 2005. Applications, reliability and validity of the Index of Learning Styles. International Journal of Engineering Education 21/1: 103-112.
17. Funtowicz, S.O., J. R. Ravetz. 1992. Three types of risk assessment and the emergence of post-normal science. In: Social theories of risk. Edited by S. Krimsky, D. Golding. London: Praeger. 251-273.
18. Grün, G. 1994. Bedingungen und Ergebnisse der Wissenschaftssozialisation im Biologiestudium. Das Hochschulwesen 3: 136-141.
19. Heijs, W. 2006. Household energy consumption. Habitual behavior and technol ogy. In: User behaviour and technology development. Shaping sustainable relations between consumers and technologies. Edited by P.-P. Verbeek et al. Dordrecht, NL: Springer. 149-157.
20. Howe, F. 2008. Task-oriented learning. In: Handbook of technical and vocational education and training research. Edited by F. Rauner, R.Maclean. Dordrecht, NL: Springer. 536-543.
21. Jansen, L. 2010. Technical universities need a stronger focus on education in sustainable development. Interview with Leo Jansen, Professor emeritus, Delft University of Technology, The Netherlands. GAIA 19/1: 40-43.
22. JointQuality Initiative. 2004. Shared "Dublin" descriptors for short cycle, first cycle, second cycle and third cycle awards. A report from a Joint Quality Initiative informal group. www.jointquality.nl/content/ descriptors/CompletesetDublin Descriptors.doc (accessed January 31, 2010).
23. Kelly, P. 2006. Letter from the oasis: Helping engineering students to become sustainability professionals. Futures 38: 696-707.
24. Lansu, A. 2006. How to become competent for sustainable development. Paper presented at the EESD (Engineering Education in Sustainable Development)Conference. Lyon, FR, October 4-6.
25. Maag Merki, K. 2008. Cross-curricular competencies. In: Handbook of technical and vocational education and training research. Edited by F. Rauner, R.Maclean. Dordrecht, NL: Springer. 517-523.
26. Meijers, A.W.M., C.W. A.M. van Overveld, J. C. Perrenet. 2005. Criteria for academic Bachelor's and Master's curricula. Eindhoven, NL: Eindhoven University of Technology.
27. NAE CEE (National Academy of Engineering Committee on Engineering Education). 2004. Project prospectus for the engineer of 2020. www.nae.edu/ Programs/Education/Activities10374/Engineerof2020/Engineerof2020 Prospectus.aspx (accessed January 29, 2010).
28. Nichol, E., J. Sillitoe. 2006. How do engineering educators understand sustainability? Paper presented at the EESD (Engineering Education in Sustainable Development)Conference. Lyon, FR, October 4-6.
29. Schön, D. 1983. The reflective practitioner: How professionals think in action. London: Temple Smith.
30. Schwartz, S. H., J. A. Howard. 1981. A normative decision-making model of altru ism. In: Altruism and helping behaviour. Edited by J.P. Rushton, R.M. Sorrentino. Hillsdale, NJ: Erlbaum. 189-211.
31. Segalàs, J., D. Ferrer-Balas, M. Svanström, U. Lundqvist, K.F.Mulder. 2009. What has to be learnt for sustainability? A comparison of bachelor engineer ing education competences at three European universities. Sustainability Science 4/1: 17-27.
32. Shephard, K. 2007. Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education 9/1: 87-98.
33. Sipos, Y., B. Battisi, K. Grimm. 2008. Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education 9/1: 68-86.
34. Smith-Doerr, L. 2006. Learning to reflect or deflect? U.S. policies and graduate programs' ethics training for life scientists. In: The new political sociology of science. Edited by F. Scott, K. Moore. Madison, WI: University of Wisconsin Press. 405-431.
35. Sotoudeh, M., K. Kastenhofer. 2008. Alphabet of inter-and trans-disciplinary engineering work and education in sustainable development. Paper present ed at the EESD (Engineering Education in Sustainable Development) Conference. Graz, AT, September 23. http://lamp.tu-graz.ac.at/̃rns/eesd08/ printpdf.php?paperid=65247&type=fullpaper&preview=1 (accessed January 29, 2010).
36. Splitt, G. 2002. Environmentally smart engineering education: A brief on a para digm in progress. Journal of Engineering Education 91/4: 447-450.
37. Van den Bergh, J., A. Ferrer-i-Carbonell, G. Munda. 2000. Alternative models of individual behaviour and implications for environmental policy. Ecological Economics 32/1: 43-61.
38. Wynne, B. 1988. Unruly technology: Practical rules, impractical discourses and public understanding. Social Studies of Science 18: 147-167.