Introducing sustainability assessment and selection (SAS) into chemical engineering education

Othman, Mohamad Rizza; Hady, Łukasz; Repke, J.‐U.; Wozny, Günter

doi:10.1016/j.ece.2012.05.003

Cited by 18 publications

(9 citation statements)

References 4 publications

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“…Research suggests that one of the methods of teaching sustainability to future engineers is to incorporate sustainability courses into the engineering education curriculum. Several researchers have proposed methods related to the integration of sustainability into undergraduate (Lehmann et al , 2008; Othman et al , 2012; Glassey and Haile, 2012; Olsen et al , 2018; Missimer and Connell, 2012; Svanström et al , 2012; Pargman and Eriksson, 2013; Lu, 2015; Aktas et al , 2015; Weatherton et al , 2015; Tsai, 2012; Price and Robinson, 2015) and postgraduate (Lehmann et al , 2008; Staniškis and Katiliūtė, 2016; Othman et al , 2012; Colombo and Alves, 2017; Olsen et al , 2018; Colombo et al , 2015; Aktas et al , 2015) education, which are discussed throughout the paper. However, discussion based on engineering education is rare in literature and also found reviews are constructed with a small number of papers (Thürer et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

Incorporating sustainability in engineering curriculum: a study of the Australian universities

Arefin

Nabi

Sadeque

et al. 2021

IJSHE

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Purpose Literature limited in scope regarding the incorporation of sustainability into engineering curriculum encouraged authors to look at the current approaches of universities to the integration of sustainability into university curricula. The purpose of this study is to evaluate the literature published and analyse the university secondary data (information published on the university websites and magazines and programme catalogues) to understand the current status of Australian universities regarding the integration of sustainability in engineering. Design/methodology/approach Articles and reports from different trustworthy sources have been analysed in this study. A text mining methodology was used to gather information from websites, magazines and programme catalogues. Findings Obtained information and data indicate that the universities are considering sustainability seriously with both internal and external stakeholders of universities working towards embedding sustainability in engineering curricula. Most of the Australian universities have successfully implemented sustainable engineering education and the rest are focussing on integrating sustainability into their engineering education curriculum. Originality/value This is the first review, which focusses on incorporating sustainability into the engineering education of Australian universities. However, considering current progress and also some drawbacks of the universities regarding the integration of sustainability into engineering curriculum, 15 future research questions have been developed, which should be considered to make the integration process more efficient and equip engineers who would be able to engage and tackle the environmental, personal, social and economic challenges of the twenty-first century.

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Section: Introductionmentioning

confidence: 99%

Incorporating sustainability in engineering curriculum: a study of the Australian universities

Arefin

Nabi

Sadeque

et al. 2021

IJSHE

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“…Civil and environmental engineering programs were most popular among the academic programs with sustainability transformation because of their disciplinary emphasis on environmental practices (Aurandt and Butler, 2011; Dancz et al , 2018; Stanford et al , 2013; Watson and Barrella, 2017; Weatherton et al , 2015; Wolcott et al , 2011). Chemical engineering programs were also noteworthy in their efforts to integrate sustainability into the curricula (Glassey and Haile, 2012; Jollands and Parthasarathy, 2013; Othman et al , 2012; Shing et al , 2016; von Blottnitz, 2006; Zadorsky, 2006).…”

Section: Introductionmentioning

confidence: 99%

Students’ attitude toward sustainability and humanitarian engineering education using project-based and international field learning pedagogies

Ngo

Chase

2020

IJSHE

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Purpose Environmental sustainability and social contexts are becoming increasingly important concepts. The infusion of sustainability and humanitarian engineering (HE) into the academic core curriculum is often challenging. This study aims to provide an understanding of students’ perceptions and attitudes toward the incorporation of active learning of sustainability and humanitarian concepts into engineering education. Design/methodology/approach A project-based sustainability course was developed and offered to engineering undergraduates. A HE international field experience was also provided to students as an extracurricular activity. Pre- and post-surveys were conducted to assess students’ perceptions and attitudes toward sustainability and HE project learning experience. An analysis of variance (ANOVA) was performed to determine the statistical significance of the results and demographic influences on students’ experiences. Findings Both project-based and international field learning experiences positively influenced the students’ perceptions of sustainable practices, social change and appreciation of the engineering profession. Multidisciplinary learning also helped students become more motivated, engage in sustainability-promoted activities and community work and improve their social interactions. Students gained practical engineering skills that they did not typically receive in traditional classroom settings and recognized the global and social responsibilities that are core to sustainable development education. Originality/value The study demonstrates a mixed undergraduate educational model in which students acquired sustainability concepts through a project-based engineering course and practiced social responsibility through international HE projects. The findings help engineering educators understand students’ perceptions toward sustainability and HE, providing insight into effective curriculum design and strategic inclusion of social responsibility in traditional engineering education.

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“…Currently sustainability is taught more in some engineering disciplines such as environmental, chemical and civil engineering 9 , but since sustainability needs to be considered in every activity that any engineer performs, it is imperative that all engineering students should have a strong background in sustainability, which makes it necessary to integrate sustainability into the existing courses throughout the engineering programs 10 . Integration of sustainability in engineering education is vital to understand the social and environmental implications of a modern technology that makes engineers to incorporate sustainability into their design 11 .…”

Section: Standalone and Integrationmentioning

confidence: 99%

Teaching Sustainability in an Engineering Graphics Class with Solid Modeling Tool

Paudel¹,

Fraser²

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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There is consensus about the need to teach sustainability, but also concern about how to accommodate these concepts into a crowded curriculum. Offering a separate course may not be a realistic choice due to resource or credit hour constraints. This paper investigates the capability of the sustainability component recently added to SolidWorks, which many universities use as a main Computer Aided Design (CAD) tool. We studied its usefulness in teaching sustainability concepts to engineering students. The study was performed in a Southern Colorado regional university over a period of two years involving eight sections of a first-year engineering graphics class consisting twenty four students each. In one course module, Life Cycle Assessment (LCA) was used to analyze the environmental impact of a cup holder. A sustainability report generated in SolidWorks accounts for the amount of Carbon Footprint, Water Eutrophication, Air Acidification and Total Energy Consumption. The base design scenario along with alternative options was evaluated to identify the environmental impacts and was compared to determine the most environmentally friendly options. To study the impact of this module on students, pre and post surveys were administered and the results suggested a significant improvement in sustainability learning and an increase in interest in sustainability. A similar approach could be used in other engineering programs with modifications depending upon the students' learning styles and educational background.

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Introducing sustainability assessment and selection (SAS) into chemical engineering education

Cited by 18 publications

References 4 publications

Incorporating sustainability in engineering curriculum: a study of the Australian universities

Incorporating sustainability in engineering curriculum: a study of the Australian universities

Students’ attitude toward sustainability and humanitarian engineering education using project-based and international field learning pedagogies

Teaching Sustainability in an Engineering Graphics Class with Solid Modeling Tool

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