Environmental engineering education in conjunction with or as Part of social sciences curricula

2000 ◽  
Vol 41 (2) ◽  
pp. 47-54 ◽  
Author(s):  
H.H. Hahn
Keyword(s):  
Social Sciences ◽  
Engineering Education ◽  
Business Administration ◽  
Natural Sciences ◽  
Environmental Engineering ◽  
Basic Question ◽  
Basic Training ◽  
The University ◽  
Engineering Programme ◽  
Environmental Infrastructure

Traditionally in Germany environmental engineering education took place within the context of a civil engineering programme. There were reasons for this: the beginning of much of what we understand today to be environmental works fell within the parameters of city engineering. There were and are advantages mostly in view of the necessary planning, construction and operation of environmental infrastructure. There are also disadvantages which become more and more pronounced as the field of environmental protection expands: the civil engineer frequently lacks basic training in disciplines such as biology and chemistry and carries a large and sometimes burdensome knowledge of other less relevant subjects. Thus, educators begin to look for alternatives. This paper deals with an alternative that was developed some ten years ago and therefore has proven viable and successful: at the University of Karlsruhe students may choose to major in environmental engineering within the context or on the basis of an economics and business administration curriculum. The basic question here is as to what extent the student masters the field of environmental engineering if he or she has predominantly a solid background in social sciences and very little in natural sciences. The paper will describe the curriculum in structure and intensity and evaluate the accumulated knowledge and suitability of these students in terms of actual environmental problems. This will be done in terms of examination performance parallel and/or relative to traditionally trained civil environmental engineers as well as in terms of topics successfully treated in Masters' theses. In conclusion, it is argued that such combination of curricula should not be confined to economic sciences and environmental engineering but also be planned for legal sciences and environmental engineering.

Four-year undergraduate course in environmental engineering in Germany

2000 ◽  
Vol 41 (2) ◽  
pp. 55-59 ◽  
Author(s):  
J. Fettig ◽  
M. Miethe ◽  
K. Rathke
Keyword(s):  
Applied Science ◽  
Environmental Engineering ◽  
Environmental Sciences ◽  
Professional Career ◽  
Employment Sector ◽  
Educational Concept ◽  
Basic Studies ◽  
The University ◽  
Engineering Programme ◽  
Environmental Compartments

For ten years, the Division of Applied Science, University of Paderborn, has gained experience with a four-year undergraduate environmental engineering programme. Up to now, more than 400 graduates have successfully entered a professional career, proving that the educational concept is accepted by the employment sector, e.g. consultants, industry and authorities. Important aspects of this concept are the combination of civil engineering - as a core engineering field - with natural environmental sciences in the basic studies, the coverage of all environmental compartments in the main studies before specialisation in one area, and a strong practical component of the curriculum both inside and outside the university.

scholarly journals Advances In Mining Engineering Education: A Case For Learning Communities

2015 ◽  
Vol 5 (2) ◽  
pp. 48
Author(s):  
Michael Hitch
Keyword(s):  
Social Sciences ◽  
British Columbia ◽  
Engineering Education ◽  
Learning Communities ◽  
Curriculum Reform ◽  
Current View ◽  
Mining Engineering ◽  
University Of British Columbia ◽  
External Pressures ◽  
The University

Mining engineering involves the design, planning and management of operations for the development, production and eventual rehabilitation of resource extraction. These activities draw on a diverse set of skills. University of British Columbia mining engineers have traditionally been highly regarded for their strengths in the technical aspects of mining and mineral process but also for their understanding of the application of principles of sustainability and social responsibility. The current view of the UBC Mining curriculum demands the integration of aspects of environmental and social sciences shaping the future of tertiary engineering education. The solution is developing a curriculum that is focused on key learning objectives that are a reflection of all these external pressures. This paper examines the challenge of curriculum reform and the emergence of learning communities at the Norman B. Keevil Institute of Mining Engineering at the University of British Columbia, Canada.

The ACCEND program: a combined BS and MS program in environmental engineering that includes co-operative work experience

2004 ◽  
Vol 49 (8) ◽  
pp. 73-79 ◽  
Author(s):  
P.L. Bishop ◽  
T.C. Keener ◽  
A.R. Kukreti ◽  
S.T. Kowel
Keyword(s):  
Engineering Education ◽  
Teaching Methods ◽  
Work Experience ◽  
Learning Opportunities ◽  
Environmental Engineering ◽  
Practical Training ◽  
Engineering Programs ◽  
Career Opportunities ◽  
Innovative Program ◽  
The University

Environmental engineering education has rapidly expanded in recent years and new teaching methods are needed. Many professionals and educators believe that a MS degree in environmental engineering should be the minimum in order to practice the profession, along with practical training. This paper describes an innovative program being offered at the University of Cincinnati that combines an integrated BS in civil engineering and an MS in environmental engineering with extensive practical co-operative education (co-op) experience, all within a five-year period. The program includes distance learning opportunities during the co-op periods. The result is a well-trained graduate who will receive higher pay and more challenging career opportunities, and who will have developed professionalism and maturity beyond that from traditional engineering programs.

scholarly journals Razlike u otvorenosti i dijeljenju znanstvenih radova na Sveučilištu u Rijeci

Bosniaca ◽  
2020 ◽  
Vol 25 (25) ◽  
pp. 198
Author(s):  
Iva Vrkić ◽  
Ivana Hebrang Grgić ◽  
Jadranka Stojanovski ◽  
Ksenija Baždarić
Keyword(s):  
Social Sciences ◽  
Open Access ◽  
Natural Sciences ◽  
Social Sciences And Humanities ◽  
Open Platform ◽  
Scientific Papers ◽  
Academic Network ◽  
The University ◽  
High Degree ◽  
Scimago Journal Rank

Cilj: utvrditi razlike u otvorenosti i dijeljenju znanstvenih radova na Sveučilištu u Rijeci.Metode: Analizirani su znanstveni radovi autora Sveučilišta u Rijeci iz Hrvatske znanstvene bibliografije (CROSBI) u 4 područja (2017.–2019.) na uzorku od 210 radova. Kao metrički pokazatelj kvalitete časopisa korišteni su kvartili SciMago Journal Rank (SJR). Provjerena je prisutnost cjelovitog teksta u otvorenom pristupu u 3 vrste repozitorija (Repozitorij UNIRI – Dabar; ArXiv; Crosbi) i na društvenoj akademskoj mreži ResearchGate. Istraženo je postojanje razlika u stupnju sklonosti samoarhiviranju i dijeljenju radova s obzirom na područje znanosti.Rezultati: Znanstvenici iz područja prirodnih znanosti (N=55; 78;6%) i biomedicine i zdravstva (N=49; 70%) značajno više (P<0;001) objavljuju u časopisima u Q1 i Q2 kvartilama. Autori iz područja društvenih i humanističkih znanosti više objavljuju u Q3 i Q4 te časopisima izvan baze podataka Scopus (N=57; 81;4%). Udio radova u otvorenom pristupu (N=107; 51%) približno je jednak udjelu u zatvorenom pristupu (N= 103; 49%) (P=0;7825). Za samoarhiviranje i dijeljenje radova znanstvenici su koristili platformu ResearchGate (N=77); ArXiv (N=32); Repozitorij UNIRI (N=15) i Crosbi (N=9). Od svih područja znanosti; analiziramo li radove s visokim stupnjem sklonosti samoarhiviranju i dijeljenju; prednjače autori iz područja prirodnih znanosti (N=21; 60%).Zaključak: Najveći stupanj sklonosti samoarhiviranju i dijeljenju rada pokazuju znanstvenici iz prirodnih znanosti. Nije uočena povezanost između SJR kvartila časopisa i sklonosti autora da samoarhivira ili podijeli svoj rad na otvorenoj platformi.------------------------------------------------Differences in openness and sharing of scientific papers at the University of RijekaAim: to determine differences in openness and sharing of scientific papers.Methods: We have analysed scientific papers from the Croatian Scientific Bibliography (CROSBI) from University of Rijeka (Croatia) in 4 fields (2017–2019) on a sample of 210 papers. The SciMago Journal Rank (SJR) quartiles were used as a metric. We have checked the presence of the full text in open access in 3 types of repositories (Repository UNIRI-Dabar; ArXiv; CROSBI) and on social academic network ResearchGate. Tendency of self-archiving and sharing with regard to the field of science was investigated.Results: Scientists in the field of natural sciences (N=55; 78.6%); and biomedicine and health (N = 49; 70%) publish more (P <0.001) in Q1 and Q2 journals. Social sciences and humanities authors publish mostly in Q3 and Q4 journals and in journals not indexed in the Scopus database (N =57; 81.4%). The proportion of open access papers (N=107; 51%) is equal to closed papers (N=103; 49%) (P=0;7825). Scientists used ResearchGate platform (N=77); ArXiv (N=32); UNIRI Repository (N=15) and CROSBI (N=9) for the self-archiving and sharing of papers. High degree of tendency for self-archiving and sharing was observed in the field of natural sciences (N=21; 60%).Conclusion: The highest degree of tendency for self-archiving and sharing is shown by natural scientists. There was no correlation between SJR quartile and the author's tendency to self-archive or share his work on an open platform.

Environmental engineering education in Japan

2000 ◽  
Vol 41 (2) ◽  
pp. 17-22 ◽  
Author(s):  
T. Mino
Keyword(s):  
Engineering Education ◽  
Environmental Engineering ◽  
Graduate Level ◽  
Future Needs ◽  
The University

The curriculum in environmental engineering at undergraduate and graduate level at the University of Tokyo is described in detail as an example of environmental engineering education in Japan. The environmental engineering curricula of three major Japanese universities, namely, Hokkaido University, the University of Tokyo and Kyoto University, are compared. Future needs for environmental engineering education are discussed.

Developments in Tertiary Environmental Engineering Education in Australasia

1978 ◽  
Vol 5 (4) ◽  
pp. 281-286
Author(s):  
J. D. Lawson ◽  
S. J. Mainwaring
Keyword(s):  
Engineering Education ◽  
Pollution Control ◽  
Postgraduate Education ◽  
Environmental Engineering ◽  
Air Pollution Control ◽  
Postgraduate Programme ◽  
Course Work ◽  
Interdisciplinary Nature ◽  
Undergraduate Experience ◽  
The University

This paper examines the concept of environmental education as it relates to engineering education. The main area of applicability is considered to be in the continuing and postgraduate education areas, although some environmental input into undergraduate degree programmes is thought to be desirable.The interdisciplinary nature of environmental problems necessitates a certain amount of formal coursework which should be coupled with a project to provide experience in solving real problems. The course-work should contain both broadening elements to introduce students to the relevance of disciplines outside their undergraduate experience and a specialization in a particular multidisciplinary area such as air pollution control or water resources engineering.The criteria for environmental programmes in engineering are developed with special reference to the new Environmental Engineering Postgraduate Programme at the University of Melbourne.

Issues of sustainability and pollution prevention in environmental engineering education

1998 ◽  
Vol 38 (11) ◽  
pp. 271-278 ◽  
Author(s):  
F. Gutiérrez-Martín ◽  
M. F. Dahab
Keyword(s):  
Engineering Education ◽  
Pollution Control ◽  
Environmental Science ◽  
Pollution Prevention ◽  
Environmental Engineering ◽  
Science And Engineering ◽  
Science And Education ◽  
Science And Engineering Education ◽  
University Of Nebraska Lincoln ◽  
The University

This paper discusses the concepts of sustainability and pollution prevention and their roles in environmental science and engineering education. It is argued that environmental engineering science and education must be re-oriented to focus primarily on pollution prevention technologies as a mechanism for attaining the goal of sustainability. While it is acknowledged that traditional pollution control will remain as an integral part of environmental science and engineering education, the paradigm shift (in favor of pollution prevention) must be completed in order for humanity to realize, albeit remotely, the goal of sustainability. The paper presents two case studies; at the University of Nebraska-Lincoln (USA) and at the Universidad Politécnica de Madrid (Spain) where efforts are being made to re-orient environmental engineering education to promote the concept of sustainability as the primary goal of environmental management.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

Religion in the Age of the Anthropocene

2019 ◽  
Author(s):  
Arianne F. Conty
Keyword(s):  
Social Sciences ◽  
Climate Change ◽  
Natural Sciences ◽  
Human Beings ◽  
Risks And Benefits ◽  
Human Exceptionalism ◽  
The Earth ◽  
Contemporary Christian ◽  
Genesis 1 ◽  
Forms Of Life

Though responses to the Anthropocene have largely come from the natural and social sciences, religious responses to the Anthropocene have also been gaining momentum and many scholars have been calling for a religious response to complement scientific responses to climate change. Yet because Genesis 1:28 does indeed tell human beings to ‘subdue the earth’ monotheistic religions have often been understood as complicit in the human exceptionalism that is thought to have created the conditions for the Anthropocene. In distinction to such Biblical traditions, indigenous animistic cultures have typically respected all forms of life as ‘persons’ and such traditions have thus become a source of inspiration for ecological movements. After discussing contemporary Christian efforts to integrate the natural sciences and the environment into their responses to the Anthropocene, this article will turn to animism and seek to evaluate the risks and benefits that could ensue from a postmodern form of animism that could provide a necessary postsecular response to the Anthropocene.

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