Engineering education has focused on the mathematical and scientific principles which underpin proper design. Technological capabilities have, in some instances, overcome society's ability to adapt behavior to new technologies. Sustainable systems should be engineered to address economic, environmental, and behavioral issues as well as technical issues. Developing education curricula that encourages students to consider all facets involved in sustainable systems has challenged engineering programs. A pilot course based upon the design of a sanitation facility for a school in Azové, Benin, was taught in the 2004-2005 academic year. The objective of the course was to create a meaningful project that would teach sustainability as part of the design process. Over 1,200 7th-to 10th-grade students at CEG in Azové lack access to clean water and basic sanitation facilities. A site visit to the CEG confirmed that water and sanitation were priorities of the school board and parents of the children. Students at Gonzaga University designed a water and sanitation system for CEG and learned about sustainability requirements for structures, hydraulics, and water and wastewater treatment. Upon implementation of the proposed design, exposure to pathogenic organisms is expected to decrease substantially. Students were encouraged to consider sustainability issues in design and problems associated with water and sanitation in the developing world. Incorporating sustainability lessons through design and peer presentation significantly improved the education in global awareness and sustainability as perceived by students and professionals.
There are over 800 seventh to tenth grade students at the College d'Enseignment Generale (CEG) School in Azové, Benin. Like most children in the developing world, these students lack access to clean water and basic sanitation facilities. These students suffer from parasitic infection and health ailments which could be directly offset with short term aid to supply water and medical aid. Promoting proper sanitation and providing the technology to implement water and wastewater treatment in the community will decrease childhood and maternal disease and mortality rates in Azové. However, these measures may take several years to implement and will require a significant investment in the infrastructure of the school. Is it ethical to spend 10,000 dollars towards the long-term goals of providing water and sanitation to the students of CEG Azové, compared to spending the same amount on short-term relief efforts? This paper addresses the ethical dilemma of dealing with immediate medical needs in developing countries while trying to implement sustainable technologies. The views and frustration of students working on the project are discussed, as they realize the monetary and short-term impacts on human health when implementing sustainable technologies. The opportunity costs associated with the education principles of sustainable development were also considered. The anticipated costs and health impacts in the short-term and long-term will be evaluated for a period of 1, 2, 5 and 10 years. Sustainable development requires a new way of thinking, and a long-term approach. These problems will require the dedication of a new generation of engineers, working hand-in-hand with local communities and governments, social scientists, economists, businesses, human rights organizations, other non-government organizations, and international development organizations. Design projects encourage the professional and ethical development of engineers through hands-on involvement in national and international development projects.
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