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 Environmental technology education in Portugal: analysis and perspectives

2000 ◽  
Vol 41 (2) ◽  
pp. 23-29 ◽  
Author(s):  
A.G. Brito ◽  
L.F. Melo ◽  
F. Santana
Keyword(s):  
Technology Education ◽  
Environmental Engineering ◽  
Current Status ◽  
Engineering Profession ◽  
Present Communication ◽  
Environmental Technology

The scope of the present communication is the current status of environmental engineering in Portugal. The different approaches concerning the environmental engineering courses available at undergraduate levels as well as some post-graduation studies are described. Furthermore, an analysis based on strengths, weakness, opportunities and trend issues regarding the environmental engineering profession in Portugal is presented.

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.

International evaluation of current and future requirements for environmental engineering education

2004 ◽  
Vol 49 (8) ◽  
pp. 11-18 ◽  
Author(s):  
E. Morgenroth ◽  
G.T. Daigger ◽  
A. Ledin ◽  
J. Keller
Keyword(s):  
Engineering Education ◽  
Interdisciplinary Teams ◽  
Environmental Engineering ◽  
Current Status ◽  
Engineering Profession ◽  
Science And Society ◽  
Engineering Problems ◽  
Future Challenges ◽  
Fundamental Education ◽  
Environmental Requirements

The field of environmental engineering is developing as a result of changing environmental requirements. In response, environmental engineering education (E3) needs to ensure that it provides students with the necessary tools to address these challenges. In this paper the current status and future development of E3 is evaluated based on a questionnaire sent to universities and potential employers of E3 graduates. With increasing demands on environmental quality, the complexity of environmental engineering problems to be solved can be expected to increase. To find solutions environmental engineers will need to work in interdisciplinary teams. Based on the questionnaire there was a broad agreement that the best way to prepare students for these future challenges is to provide them with a fundamental education in basic sciences and related engineering fields. Many exciting developments in the environmental engineering profession will be located at the interface between engineering, science, and society. Aspects of all three areas need to be included in E3 and the student needs to be exposed to the tensions associated with linking the three.

scholarly journals FOSTERING SUSTAINABLE MINDSETS IN ENGINEERING EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 1597-1606
Author(s):  
Kamila Kunrath ◽  
Devarajan Ramanujan
Keyword(s):  
Engineering Education ◽  
Professional Practice ◽  
Engineering Students ◽  
Learning Opportunities ◽  
Sustainable Society ◽  
Structured Interviews ◽  
Related Factors ◽  
Production And Consumption ◽  
Current Production ◽  
Main Components

AbstractTransitioning to a more sustainable society requires that universities produce an increasing number of engineering professionals capable of redesigning current production and consumption systems. This calls for restructuring engineering curricula towards sustainability becoming an integral part of engineering education and professional practice. To this end, this paper investigates the intrinsic and extrinsic motivational aspects of professional identity that contribute to consolidating sustainable mindsets in engineering, considering education as its main route. Specifically, we focus on identifying significant personal and education-related factors that contribute to fostering sustainable decision-making and affect the development of sustainable mindsets in engineering students. In order to identify such factors, we conducted semi-structured interviews with a diverse set of students and professionals (N=12). A thematic analysis of survey transcripts present three main components that support the development of sustainable mindsets throughout engineering education: i) Personal commitment, ii) Learning opportunities, and iii) Internalization time.

Methodical approach to the assessment of the educational migration environment of the population of the Carpathian region

2019 ◽  
pp. 37-48
Author(s):  
Lyubov Semiv
Keyword(s):  
Institutional Conditions ◽  
Carpathian Region ◽  
Research Activities ◽  
Methodical Approach ◽  
Synthetic Indicator ◽  
Industry Collaboration ◽  
Migration Potential ◽  
Educational Migration ◽  
Main Components

The role and importance of the educational migration environment in activating migration movements of the population is described. The main components of the educational migration environment of the population are identified, and their features are outlined. Indicators have been proposed and the conditions for the formation of the educational migration environment of the population have been determined. It is proved that «freedom of knowledge movement» motivates students, teachers and researchers to combine educational and research activities with future employment abroad. The processes of educational migration in the form of cross-border education and academic mobility are presented. The concept of educational migration environment is defined and five main components of its formation are described: quantitative measurement of educational migration potential; quality of the academic environment; motivational conditions; opportunities for universities and industry collaboration in research; institutional conditions in the educational sphere. The list of indicators offered by the Ukrainian statistics is provided for quantitative representation of each component of the educational migration. Based on the method of multidimensional (cluster) analysis, the regional index of formation of educational migration environment is calculated. Using this method allows to move from the assessment of educational migration environment on 28 indicators to the construction of one synthetic indicator. Application of methodical approach allows to see the place of the region by the important parameters of development of the environment of educational migration of the population, to evaluate the attractiveness, opportunities and threats of formation of this environment in the regional dimension. It is proved that the «most favorable» environment in the Carpathian region has the Lviv region (4th place in Ukraine). Other regions of the Ukrainian Carpathians occupy in the ranking the lower places: respectively Ivano-Frankivsk (15th place), Chernivtsi (21st place), Transcarpathian region (24th place).

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.

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.

Bridging Psychology and Engineering: Undergraduate Conceptions of Human Systems Engineering

2020 ◽  
Vol 64 (1) ◽  
pp. 510-514
Author(s):  
Rod D. Roscoe ◽  
Samuel T. Arnold ◽  
Ashley T. Clark
Keyword(s):  
Engineering Education ◽  
Systems Engineering ◽  
Engineering Students ◽  
Introductory Courses ◽  
Knowledge And Beliefs ◽  
The People ◽  
Human Systems

Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses.

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