Environmental education for all engineers

2004 ◽  
Vol 49 (8) ◽  
pp. 19-25 ◽  
Author(s):  
K. Jahan ◽  
J.W. Everett ◽  
R.P. Hesketh ◽  
P.M. Jansson ◽  
K. Hollar
Keyword(s):  
Environmental Education ◽  
Engineering Education ◽  
Engineering Students ◽  
Civil Engineering ◽  
Pollution Prevention ◽  
Environmental Engineering ◽  
Education For All ◽  
Successful Implementation ◽  
Engineering Program ◽  
Wastewater Quality

Environmental engineering education at universities is a rapidly changing field globally. Traditionally it has resided in the civil engineering program addressing water and wastewater quality, treatment, design and regulatory issues. In recent years environmental engineering has become a much broader field encompassing water, wastewater, soil pollution, air pollution, risk assessment, ecosystems, human health, toxicology, sustainable development, regulatory aspects and much more. The need to introduce environmental engineering/green engineering/pollution prevention/design for the environment concepts to undergraduate engineering students has become recognized to be increasingly important. This need is being driven in part through the US Engineering Accreditation Commission Accreditation Board for Engineering and Technology criteria 2000. Thus there has been a major shift in environmental engineering education and it no longer resides only within the civil engineering discipline. This paper focuses on the development of innovative curricula for a brand new engineering program at Rowan University that integrates environmental education for all engineers. A common course known as "engineering clinic" was developed for all engineering students throughout their eight semesters of engineering education. One of the clinic goals is to integrate engineering design and the environment. The program, in its seventh year, indicates successful implementation of environmental education in all four engineering disciplines in their course work and clinics.

scholarly journals The Influence of Student Organizational Activeness on Learning Achievement of Civil Engineering UNJ Students

CIVED ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. 140
Author(s):  
Dhea Islamiyanti Oktora ◽  
Rosmawita Dewi Saleh ◽  
M. Agphin Ramadhan
Keyword(s):  
Engineering Education ◽  
Random Sampling ◽  
Quantitative Method ◽  
Engineering Students ◽  
Civil Engineering ◽  
Sampling Technique ◽  
Stratified Random Sampling ◽  
Learning Achievement

This study aims to find out: (1) The activeness of UNJ Civil Engineering students in following organizations; (2) Learning achievement of the UNJ Civil Engineering students who participated in organization; (3) The influence of student organizational activeness on learning achievement of UNJ Civil Engineering students. This study used quantitative method. The population in this study were active students of the S1 Engineering Education of Building and D3 Civil Engineering class of 2017-2019 who participated in organizations in the UNJ environment by taking samples using the proportionate stratified random sampling technique. The results of this study are: (1) Civil Engineering Students of UNJ who join the organization are classified as very active with percentage of 63,64%; (2) Civil Engineering students of UNJ who participate in the organization have very satisfying learning achievement with percentage of 68,60%; (3) There is no influence between the activeness of the organization on the learning achievement of UNJ Civil Engineering students with a significant level of 0,504 > 0,05 and t-count of -0,670 < t-table of 1,980.

Experiences of Belonging in Engineering Undergraduate Education at Queen’s

2018 ◽  
Author(s):  
Amy Buitenhuis
Keyword(s):  
Engineering Education ◽  
Undergraduate Education ◽  
Engineering Students ◽  
Engineering Profession ◽  
Socialization Process ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
Canadian Context ◽  
Undergraduate Engineering Education

The purpose of this study is to explore the role that the engineering undergraduate degree plays in the socialization process of professional engineers.  I will look at how exclusion is normalized through undergraduate education.  To do this, I will analyze the history and content of the Iron Ring Ceremony. This ceremony has symbolic significance to engineering students as it marks the completion of the undergraduate degree. It is also a ceremony unique to Canada, which will provide insights into the engineering profession in the Canadian context. I will also conduct interviews with 12 graduates of the Queen's undergraduate engineering program to gain insights into how engineering undergraduate education plays a role in shaping engineering identities. I will use my findings regarding the Iron Ring Ceremony to understand feelings of belonging and patterns of exclusion and inclusion throughout undergraduate engineering education.

11.5.3 Systems Engineering Education for Civil Engineering Students

2008 ◽  
Vol 18 (1) ◽  
pp. 1380-1388 ◽  
Author(s):  
Sander van Nederveen ◽  
Christoph Maria Ravesloot ◽  
Karel Braat ◽  
Hennes de Ridder
Keyword(s):  
Engineering Education ◽  
Systems Engineering ◽  
Engineering Students ◽  
Civil Engineering

Environmental engineering education at Ghent University, Flanders (Belgium)

2004 ◽  
Vol 49 (8) ◽  
pp. 117-124
Author(s):  
K. Demeestere ◽  
J. Dewulf ◽  
C. Janssen ◽  
H. Van Langenhove
Keyword(s):  
Engineering Education ◽  
Engineering Students ◽  
Environmental Engineering ◽  
Current Status ◽  
Environmental Technology ◽  
Master Of Science ◽  
European Universities ◽  
Research Activities ◽  
Current Implementation ◽  
Main Components

Since the 1980s, environmental engineering education has been a rapidly growing discipline in many universities. This paper discusses the history, the current status and the near future of environmental engineering education at Ghent University. This university, with about 50% of the Flemish university environmental engineering students, can be considered as representative for the situation in Flanders, Belgium. In contrast to many other universities, environmental engineering education at Ghent University does not have its historical roots in civil engineering, but has been developed from the curricula organized by the former Faculty of Agricultural Sciences. As part of a reorganisation of the education and research activities at this faculty, a curriculum leading to the degree of “bio-engineer in environmental technology” was established in 1991. This curriculum covers a 5-year study and is constructed around 8 main components. Exchange of students with other European universities, e.g. within the Socrates framework, has become a prominent aspect of student life and education. This paper also briefly describes the employment opportunities of graduated bio-engineers in environmental technology. Finally, the current implementation of the bachelor's-master's structure, leading to a “master of science in environmental technology” degree is summarized.

scholarly journals The Impact of the Process of Academic Education on Differences in Landscape Perception between the Students of Environmental Engineering and Civil Engineering

Land ◽  
2020 ◽  
Vol 9 (6) ◽  
pp. 188
Author(s):  
Andrzej Greinert ◽  
Maria Mrówczyńska
Keyword(s):  
Rural Areas ◽  
Urban Areas ◽  
Technological Progress ◽  
Engineering Students ◽  
Civil Engineering ◽  
Environmental Engineering ◽  
Academic Education ◽  
Natural Landscape ◽  
The University ◽  
The Impact

As technical and technological progress takes place, there is dissonance between teaching good engineering and technological techniques and respect for the landscape. Engineering students are educated to act as initiators and performers of activities that change space. The purpose of this study is to answer question regarding how the engineering students recognize problems related to shaping the landscape. In the years 2012–2015, surveys were conducted in a group of 274 students of the University in their final year of environmental engineering and civil engineering studies, in order to find the main characteristics related to the problem. Students tended to assess the landscape in a manner determined by their education in natural science—emphasizing the division between the well-shaped natural landscape and the malformed anthropogenic one. There were differences between the groups of students—civil engineering students noticed the qualities of architectural objects and shaped greenery in their perception of the landscape in urban areas more often than the environmental engineering students did. There were no differences in the perception of the landscape in rural areas. The harmonious landscape was described as rural, modern, undeveloped and common. The landscape regarded as degraded was built-up and common. There were no changes in the perception of the landscape resulting from the educational profile among the environmental engineering students. The time has come to change methods of teaching the students of engineering and technical sciences about the landscape. This should result in an improvement in their perception of landscape phenomena.

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.

Environmental engineering education in Germany

1996 ◽  
Vol 34 (12) ◽  
pp. 183-190
Author(s):  
Theo G. Schmitt ◽  
Peter A. Wilderer
Keyword(s):  
Engineering Education ◽  
Historical Development ◽  
Civil Engineering ◽  
Time Frame ◽  
Dual System ◽  
Environmental Engineering ◽  
Specific Character ◽  
Study Programme ◽  
Educational Programmes ◽  
University Level

The paper describes Environmental Engineering education in Germany. The dual system of engineering education is outlined having scientific-oriented programmes at university level and application-oriented programmes at ‘school of engineers’ level. The historical development of Environmental Engineering and its main topics are described as well as its common integration in the study programme of Civil Engineering. The paper then focusses on the educational programmes for Environmental Engineering itself. The organisation in a preparatory module, a basic subject module and a specialized module is discussed. Topics, special courses and the time frame of the education programmes in Environmental Engineering are presented. The programmes of 3 selected universities, Hannover, Kaiserslautern and Cottbus, are described in greater detail and their specific character is outlined.

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.

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