Environmental Education Research: Implications for Engineering Education

Hyde, R. A.; Karney, Bryan W.

doi:10.1002/j.2168-9830.2001.tb00602.x

Cited by 27 publications

(22 citation statements)

References 25 publications

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“…Their model draws on curriculum renewal theory, case study literature and more than 70 colleagues' curriculum renewal experiences in Australia and overseas. While the Desha and Hargroves' model emphasizes both internal and external collaboration, many of the initiatives described in the literature have an internal focus with faculty members being the prime contributors to curriculum renewal (Hyde and Karney, 2001;Fenner et al, 2005;Biswas, 2012). That internal focus is also inherent in the individual interaction method employed at a number of European Universities to embed sustainability in the curriculum (Holmberg et al, 2008).…”

Section: Introductionmentioning

confidence: 98%

“…It is less common for studies to employ a more rigorous experimental design with inclusion of a control group. Hyde and Karney (2001) used a survey instrument based on the NEP to test not only the engineering students who had been 'treated' with their curriculum change, but also a history class where sustainability was not integrated in the curriculum. Likewise Ryu and Brody (2006) included treatment and control groups in their study which found positive changes in the ecological footprints when students attended a graduate course on sustainable development.…”

Section: Introductionmentioning

confidence: 99%

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Implementing a holistic process for embedding sustainability: a case study in first year engineering, Monash University, Australia

Rose

Ryan

Desha

2015

Journal of Cleaner Production

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a b s t r a c tWhile there is clear recognition of the need to incorporate sustainable development into university curricula, there is limited research that examines how to achieve that integration or evaluates its impacts on student learning. This paper responds to these knowledge gaps through a case study of curriculum renewal that involved embedding sustainability into a first year engineering curriculum. The initiative was guided by a deliberative and dynamic model for curriculum renewal that brought together internal and external stakeholders through a structured sequence of facilitated workshops and meetings. That process identified sustainability-related knowledge and skills relevant for first year engineering, and faculty members teaching in the first year program were guided through a process of curriculum renewal to meet those needs. The process through which the whole of curriculum renewal was undertaken is innovative and provides a case study of precedent in the field of education for sustainability. The study demonstrates the contribution that can be made by a web-based sustainability portal in supporting curriculum renewal. Learning and teaching outcomes were evaluated through 'before and after surveys' of the first year engineering students. Statistically significant increases in student's self-reported knowledge of sustainability were measured as a result of exposure to the renewed first year curriculum and this confirmed the value of the initiative in terms of enhancing student learning. While applied in this case to engineering, the process to achieve integration of sustainability into the curriculum approach is likely to have value for other academic disciplines. Considering student performance on assignments and exam questions relating to sustainability would provide a stronger basis for future research to understand the impact of initiatives like this on student learning.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Implementing a holistic process for embedding sustainability: a case study in first year engineering, Monash University, Australia

Rose

Ryan

Desha

2015

Journal of Cleaner Production

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“…This outcome, one of six professional skills, expects engineering graduates to develop not only technical professional capability, but also to understand their practice within the context of sustainability, resource constraints, and globalization (Shuman, Besterfield-Sacre, & McGourty, 2005;Vanderburg & Kahn, 1994). Engineering curricula generally emphasize technical knowledge to solve environmental problems but there is also growing recognition of the importance of a student's level of environmental concern (Hyde & Karney, 2001).…”

Section: Introductionmentioning

confidence: 99%

Influence of an Environmental Studies Course on Attitudes of Undergraduates at an Engineering University

Kuo

Jackson

2014

The Journal of Environmental Education

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Studies suggest that at engineering universities, where the percentage of males and engineering majors is high, pro-environmental attitudes are likely to be weak and may not change. The 15-item New Ecological Paradigm (NEP) scale was used to measure differences in student attitudes before and after an environmental studies course. Results revealed students held more pro-environmental attitudes about the validity of the ecological crisis, the existence of resource constraints, and the delicacy of nature's balance after the course. Students did not shift their views regarding the domination of humans over the environment or their belief in human ingenuity to overcome resource limits. Engineering majors showed weaker endorsement of the NEP compared to non-engineering majors, but the increase in their endorsement after the course was statistically significant.

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“…However, a recent world-wide survey suggests that engineering students possess less-than-adequate knowledge regarding sustainability and while they have difficulties making the connection between sustainable development theory and real-world engineering, the students surveyed did acknowledge that sustainable development was important for engineers (Azapagic et al 2005). Therefore, engineers need to understand the broader social and cultural context in which they work, and to develop an environmental sensitivity (Hyde and Karney 2001). Hyde and Karney outline the ways in which engineering education needs to incorporate sustainability principles.…”

Section: Curriculum Integration Of Sustainability and Human Developmentmentioning

confidence: 99%

“…Hyde and Karney outline the ways in which engineering education needs to incorporate sustainability principles. A sense of responsibility and personal control plays a very important role, combined with the skills to "make future decisions for themselves" (Hyde and Karney 2001). Brunetti et al describe an approach where students worked on a project trying to resolve the environmental problems of a university campus.…”

Section: Curriculum Integration Of Sustainability and Human Developmentmentioning

confidence: 99%

From concept to commercialisation: student learning in a sustainable engineering innovation project

Schäfer

Richards

2007

European Journal of Engineering Education

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An interdisciplinary sustainable design project that combines membrane technology with renewable energy to provide water for remote communities and developing countries was offered to students for voluntary participation. Through continuous design stages and improvements on several prototypes, laboratory testing and several field trials in Australia, and interactions with industry partners and funding agencies, the project has offered very important experience to students and contributes significantly to graduate attributes that are difficult to gain during traditional coursework education. Such initiatives offer an exciting addition to the environmental engineering curriculum and can be adapted to various teaching frameworks and topic areas. In addition to acquiring technical skills, the students gained skills in the areas of team-work and interpersonal skills, project management, interdisciplinary skills, and confidence in interacting with non-engineers.A number of the students involved who have now graduated as well as peers were subsequently surveyed to evaluate student learning using critical incident questionnaires. One student felt that the involvement in the project was more important than the entire engineering degree. Students reported also a boost in confidence, motivation, inspiration, pride to be involved, high degree of engagement, especially during field trips. One drawback was negative team experiences, caused by students who thought they should have been selected as project managers. However, this was described by a student (now in the workforce) as a representation of later office politics and as a good opportunity to develop character strength. Poor communication, team building tools and lack of institutional support were additional issues needing addressing, as well as concerns from other academics that such activities could be to the detriment of other, more traditional, coursework-based learning activities. Significantly enhanced employment opportunities and extremely positive industry feedback were also noted. Industry emphasised the need for more project and time management skills.

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Environmental Education Research: Implications for Engineering Education

Cited by 27 publications

References 25 publications

Implementing a holistic process for embedding sustainability: a case study in first year engineering, Monash University, Australia

Implementing a holistic process for embedding sustainability: a case study in first year engineering, Monash University, Australia

Influence of an Environmental Studies Course on Attitudes of Undergraduates at an Engineering University

From concept to commercialisation: student learning in a sustainable engineering innovation project

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