The role of sustainable development in the Environmental Engineering Education

2019 ◽  
Author(s):  
R. Bodane Kendrovics ◽  
K. Demeny
Keyword(s):  
Sustainable Development ◽  
Engineering Education ◽  
Environmental Engineering

scholarly journals Crisis and Water Services: How a 2007 Public Health Emergency in Finland Helped Shape Its Response to COVID-19

2020 ◽  
Vol 26 (1) ◽  
pp. 63-70
Author(s):  
Tapio S. Katko ◽  
Jarmo J. Hukka
Keyword(s):  
Public Health ◽  
Engineering Education ◽  
Well Being ◽  
Public Health Emergency ◽  
Environmental Engineering ◽  
Clean Water ◽  
Water Services ◽  
Sanitation Services ◽  
Sound Management

This paper aims at shedding light on the significance of water epidemics and their potential positive impacts on improving preparedness in water and sanitation services. We explore the water epidemic of Nokia in 2007 and preparedness-related reactions since then. The corona case confirms the fundamental role of clean water for well-being in communities, the need for sound management of water services to proactively promote public health, as well as the need for expanding conventional water and environmental engineering education and research to offer more holistic views.

scholarly journals Building a More Sustainable Society? A Case Study on the Role of Sustainable Development in the Education and Early Career of Water and Environmental Engineers

2018 ◽  
Vol 10 (8) ◽  
pp. 2605 ◽  
Author(s):  
Anu Vehmaa ◽  
Meeri Karvinen ◽  
Marko Keskinen
Keyword(s):  
Sustainable Development ◽  
Engineering Education ◽  
Core Competencies ◽  
Technical Problem ◽  
Working Life ◽  
Early Career ◽  
Environmental Engineering ◽  
Sustainable Society ◽  
Knowledge And Skills

Engineering education is critical for sustainability, given the key role that engineers have in shaping the development of our society. Yet, engineering studies have traditionally not been driven by sustainability-related knowledge and skills, but focused more on general computational skills and technical problem-solving. This has also been the case in our case study, which focuses on recent water and environmental engineering graduates in Finland. We studied the role that sustainable development has had in their education and early career through an extensive questionnaire and semi-structured interviews. The analysis was done in two ways: indirectly by comparing how well the key working life knowledge and skills recognized by the respondents correspond with sustainability-related skills, and directly by studying the graduates’ views towards the sustainable development and their possibilities to advance it in their work. The results show that although sustainability was not at the core of respondents’ studies, their key competencies correspond well with sustainability-related working life skills. The respondents also see that sustainable development has a central role in water and environmental engineering, although it is typically more visible at a strategic rather than a practical level. However, the results also indicate that several early-career engineers have deficient knowledge of sustainable development, and are therefore lacking the ability to fully connect the principles of sustainable development into their own expertise. Overall, the findings suggest that water and environmental engineers with their wide set of competencies have the potential to take on a larger role in building a more sustainable society. To ensure this, engineering education should emphasize the connection between the field and sustainable development and clearly link engineers’ core competencies with the skills required to promote sustainability.

Environmental engineering education in Spain

2004 ◽  
Vol 49 (8) ◽  
pp. 101-108 ◽  
Author(s):  
I. Rodríguez-Roda ◽  
F. Castells ◽  
X. Flotats ◽  
J. Lema ◽  
I. Tejero
Keyword(s):  
Engineering Education ◽  
Environmental Issues ◽  
Environmental Engineering ◽  
Future Perspectives ◽  
Paper Briefly ◽  
Graduate Course ◽  
Engineering Degree ◽  
Spanish Universities ◽  
Bologna Agreement

There is a growing demand for engineers and technologists who show multidisciplinary expertise to deal with environmental issues. As a result of this demand, most countries are adapting their old university programs on environmental engineering education. In Spain an official environmental engineering degree does not yet exist, but the Council of Universities is working to present a proposal, based on Bologna agreement concepts. The paper summarizes not only the future perspectives of environmental engineering education in Spain, but also the evolution of the approach during the last decades, which includes the role of the private initiative, the environmental sciences degree, and the intensification in different traditional engineering degrees. Finally, the paper briefly details and compares the syllabus developed in the only four Spanish universities where environmental engineering is offered as a non-official post-graduate course lasting two years.

Virtual reality - a role in environmental engineering education?

1998 ◽  
Vol 38 (11) ◽  
pp. 303-310 ◽  
Author(s):  
Adrian Barraclough ◽  
Ian Guymer
Keyword(s):  
Virtual Reality ◽  
Environmental Education ◽  
Engineering Education ◽  
Environmental Issues ◽  
Environmental Engineering ◽  
Environment Agency ◽  
The Uk

The need for environmental education at several levels in society is discussed. The paper describes the role of the Environment Agency in the UK and outlines its responsibilities with respect to education. A brief description of the concept of virtual reality is provided together with an overview of some available tools. The possible application and subsequent benefits of employing virtual reality techniques to education related to environmental issues is discussed.

scholarly journals Educating engineers for/in sustainable development? What we knew, what we learned, and what we should learn

2010 ◽  
Vol 14 (3) ◽  
pp. 625-639 ◽  
Author(s):  
Karel Mulder ◽  
Jordi Segalas-Coral ◽  
Didac Ferrer-Balas
Keyword(s):  
Sustainable Development ◽  
Engineering Education ◽  
Cultural Change ◽  
Project Based Learning ◽  
Academic Context ◽  
The Past ◽  
External Stakeholders ◽  
Development Engineering ◽  
Normative Content

In the past decade, several engineering universities, mainly in Europe, but also in Australia, North America, and Japan, have been addressing the issue of sustainable development. Engineering education in sustainable development has been discussed at many occasions. What questions have been addressed, what answers have been provided, and what are the main remaining topics for research into engineering education in sustainable development? What should engineers learn regarding sustainable development? How to trigger institutional change within engineering schools: top-down or bottom-up? How to trigger cultural change, how to win the hearts and souls of the faculty? Curriculum change: starting new programs or changing existing ones? The contribution of active learning and project based learning? The role of external stakeholders, external cooperation? How to measure sustainable development learning effects? Practice what you preach: how to green the campus, diminish resource consumption and sustainabilise procurement? How to teach normative content in an academic context? The paper, based mainly on the European literature on EESD of the last decade, discusses the answers that were provided and present an agenda for further research in EESD (This paper has mainly a European perspective. An overview of sustainable development engineering education in the U

The Role of Customary Law in Sustainable Development

2006 ◽  
Author(s):  
Peter Orebech ◽  
Fred Bosselman ◽  
Jes Bjarup ◽  
David Callies ◽  
Martin Chanock ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Customary Law

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

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