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 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.

Environmental engineering education in North America

2000 ◽  
Vol 41 (2) ◽  
pp. 9-16 ◽  
Author(s):  
P. L. Bishop
Keyword(s):  
North America ◽  
Curriculum Development ◽  
Engineering Education ◽  
Environmental Engineering ◽  
Engineering Curriculum ◽  
Engineering Degree ◽  
Current Curriculum

The field of environmental engineering is rapidly evolving, and environmental engineering education programmes have been forced to try to keep pace. Keeping up with all of these changes has been difficult for many university programmes, particularly those that do not have a separate environmental engineering curriculum. As a result, many universities are establishing separate environmental engineering degree programmes or even creating a separate Department of Environmental Engineering. This paper describes current curriculum development activities in North America and efforts to accredit these programmes. It also describes the structure and operation of the Association of Environmental Engineering and Science Professors (AEESP), an organization in North America that is dedicated to improving environmental engineering education.

The Progressive Use of Projects in an Engineering Degree Course

1993 ◽  
Vol 21 (4) ◽  
pp. 373-379 ◽  
Author(s):  
K. S. Hurst ◽  
R. D. James ◽  
M. Raines
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Project Work ◽  
Important Ingredient ◽  
Engineering Applications ◽  
Course Planning ◽  
Engineering Degree ◽  
The University ◽  
Design And Manufacture

The University of Hull established the Department of Engineering Design and Manufacture in the later 1970s in response to an increasing awareness of the need to change the pattern of engineering education. An important aspect of the degree-course planning was the recognition of the importance of project-based activity in the formation of effective engineers. From the outset industrial collaboration was seen as an important ingredient and much of the project work described here reflects this philosophy. Although the main purpose here is to describe the nature and role of this project work, an overview of the four-year Special Honours Degree course, with its emphasis on Engineering Applications is provided.

Environmental engineering education for developing countries: framework for the future

2004 ◽  
Vol 49 (8) ◽  
pp. 1-10 ◽  
Author(s):  
Z. Ujang ◽  
M. Henze ◽  
T. Curtis ◽  
R. Schertenleib ◽  
L.L. Beal
Keyword(s):  
Developing Countries ◽  
Engineering Education ◽  
Appropriate Technology ◽  
Environmental Engineering ◽  
Engineering Degree ◽  
Basic Sanitation ◽  
Financial Framework ◽  
Main Component ◽  
Almost All ◽  
Near Future

This paper presents the existing philosophy, approach, criteria and delivery of environmental engineering education (E3) for developing countries. In general, environmental engineering is being taught in almost all major universities in developing countries, mostly under civil engineering degree programmes. There is an urgent need to address specific inputs that are particularly important for developing countries with respect to the reality of urbanisation and industrialisation. The main component of E3 in the near future will remain on basic sanitation in most developing countries, with special emphasis on the consumer-demand approach. In order to substantially overcome environmental problems in developing countries, E3 should include integrated urban water management, sustainable sanitation, appropriate technology, cleaner production, wastewater minimisation and financial framework.

scholarly journals Embedding Sustainability Competences into Engineering Education. The Case of Informatics Engineering and Industrial Engineering Degree Programs at Spanish Universities

2019 ◽  
Vol 11 (20) ◽  
pp. 5832 ◽  
Author(s):  
Rafael Miñano Rubio ◽  
Diego Uribe ◽  
Ana Moreno-Romero ◽  
Susana Yáñez
Keyword(s):  
Engineering Education ◽  
Ethical Issues ◽  
Environmental Issues ◽  
Industrial Engineering ◽  
Degree Programs ◽  
Strategic Integration ◽  
Exploratory Investigation ◽  
Spanish Universities ◽  
Engineering Projects ◽  
Final Degree

The incorporation of sustainability in universities finds the greatest barriers in the field of teaching. The curricula do not usually cover all dimensions of sustainability as most of the experiences are isolated and they do not reach all students. Within a larger study, an exploratory investigation has been carried out on how sustainability competences are being integrated into the programs of both Informatics Engineering and Industrial Engineering degrees of 25 Spanish universities. The main findings suggest that existing courses in the domain of the humanities and engineering projects, as well as the final degree project, are very appropriate areas for developing a holistic and reflective approach. Likewise, there is a lack of environmental issues in Informatics Engineering, and ethical issues do not usually appear in Industrial Engineering courses. In general, there is no systematic and strategic integration along the degree programs. However, inspiring practices have been identified to propose lines of action and a curriculum model to embed sustainability into engineering education coherently and effectively. In addition, some reflections on drivers, opportunities, and challenges to achieve it are presented.

Gender and belief factors on attitude towards Social and Environmental Accounting (SEA)

2009 ◽  
Vol 6 (2) ◽  
pp. 51
Author(s):  
Salina Abdullah ◽  
Ern Chen Loo
Keyword(s):  
Natural Resources ◽  
Undergraduate Students ◽  
Environmental Issues ◽  
Environmental Accounting ◽  
Future Generations ◽  
Business And Society ◽  
Four Dimensions ◽  
Sustain Ability ◽  
The Relationship

Research on social and environmental accounting (SEA) has mainly concentrated on disclosure of SEA by corporate bodies, where investigations on ones attitude towards SEA are rarely discussed. SEA is a medium that develops relationships between business and society, community and nature. In addition, SEA involves a concept of sustain ability; where natural resources need to be sustained for the needs of future generations (Alhabshi et al., 2003). SEA also tries to recognise the role of accounting in sustainable development and the use of environmental resources. There are arguments that the young generations today are not fully aware of preserving these natural resources as well as handling social and environmental issues wisely. This perhaps link closely to their belief and cultural background. Hence, this paper examines the influence of gender and belief factors on the undergraduate students’ attitude towards SEA. Four dimensions of belief (fixed ability, quick learning, simple knowledge and certain knowledge) proposed by Schommer (2005) were adapted to analyse how belief factors have influence on their attitude towards SEA. An independent sample t-test was used to examine the relationship between gender and students’ attitude towards SEA. Spearmen’s correlation was employed to show the relationship between belief and attitude towards SEA. The results revealed that gender differences did not show influences on their attitude towards SEA. It was found that there is a significant relationship between belief and students’ attitude towards SEA. Students who believe on the importance of SEA tend to report positive attitude towards SEA. Perhaps findings of this study may provide some information on the SEA education and further be incorporated in the syllabus.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

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