Education for Sustainability: Experiences from Greece

Increasing awareness of sustainability has affected civil engineering education, making it more complex and demonstrating the connections to economic, social, and technological problems. Environmental consciousness in the Organization for Economic Cooperation and Development countries is growing, but in Greece the subject still tends to remain a marginalized and compartmentalized corner of educational systems. Environmental education means more than transmitting knowledge about the environment; it is also about educating for sustainable development. One of the main issues involved is changing people’s attitudes, values, behavior, and consumption patterns. University education in Greece aims to educate engineers so that besides acquiring theoretical knowledge they also learn to show personal responsibility and are motivated to act sustainably. Educating for sustainable development also entails the development of critical capacities and the necessary skills to be able to identify and formulate problems. This paper outlines the way in which a multidisciplinary approach to teaching sustainability has been embodied in the Civil Engineering Department at the University of Thessaly, Greece. More specifically, it describes a course to develop a comprehensive information technology-based learning resource comprising a set of multidisciplinary case studies and support material in order to aid engineering students in understanding the sustainability concepts and how solutions can be developed.     

A Civil Engineering Curriculum for the Future: The Georgia Tech Case

This paper presents the results of an undergraduate civil engineering curriculum revision at the Georgia Institute of Technology. The process of revision included a variety of important constituencies that provided important input into the adopted curriculum. The curriculum provides emphasis on civil engineering systems, technical communications, sustainability, and computer-based analysis and design. In addition, the paper discusses efforts to encourage students to pursue a masters degree and the use of distance learning technologies as a platform for instruction.     

Impact of Nanotechnology on Future Civil Engineering Practice and Its Reflection in Current Civil Engineering Education

Current civil engineering education should address the need to provide a broad vision, develop the higher-order skills of future civil engineers, enable them to adopt emerging technologies, and formulate innovative solutions to complex problems. This paper introduces relevant nanotechnology developments to convey the new vision and inspire creativity in civil engineering. It also presents a pedagogical framework for integrating nanotechnology education into a civil engineering curriculum and cultivating self-regulated learning and creativity skills for civil engineering students. The pedagogical framework includes the introduction of nanotechnology innovations and other relevant innovative technologies, and explicit instructions on cognitive strategies for facilitating and inspiring self-regulated learning and creativity. It is implemented with problem/project-based learning for a cocurricular project that requires self-regulated learning and creativity. This pedagogical framework provides a model for integrating emerging technology education and higher-order skill development into existing engineering curriculum. The outcomes from the implementation of the pedagogical framework are presented, and their further improvements are discussed.     

Student Learning in a Multidisciplinary Sustainable Engineering Course

An existing multidisciplinary course on sustainable engineering in developing societies was expanded to include sustainability issues and challenges faced in the developed world. The new course consisted of independent modules on general background, sustainability concepts and tools, sustainable water and waste systems, sustainable energy systems, sustainable agricultural and food systems, and sustainable building systems. The course included a semester-long project experience conducted in interdisciplinary teams. Projects were sourced from local businesses and institutions or from organizations involved in international development. Course evaluation included an end-of-semester self-assessment by students and an analysis of project reports. Thirteen out of 18 students surveyed (72%) agreed that their ability to consider techno-economic, environmental, and social aspects of sustainability was improved as a result of the course. An improved student understanding of aspects of sustainability and its measures was also evident in student project reports.     

Sustainability Education: Approaches for Incorporating Sustainability into the Undergraduate Curriculum

The objectives of this study were to describe two approaches to incorporating sustainability into the undergraduate engineering curricula and to list a variety of existing course resources that can easily be adopted or adapted by science and engineering faculty for this purpose. The two approaches described are (1)?redesigning existing courses through development of new curricular materials that still meet the objectives of the original course and (2)?developing upper division elective courses that address specific topics related to sustainability, such as manufacturing or life-cycle assessment, in depth. Case studies of three courses—Green Industrial Organic Chemistry, Environmentally Conscious Design and Manufacturing (Kettering University), and Sustainable Engineering (University of Oklahoma)—are presented. Assessment results from Green Industrial Organic Chemistry indicate that alternative curricular materials incorporating green chemistry can be used to meet the learning objectives of more traditional courses in organic chemistry, which are already required for many engineering majors. Environmentally Conscious Design and Manufacturing assessment data indicate that students increased their knowledge and application of industrial ecology topics as a result of taking the course. Preliminary assessment data from Sustainable Engineering indicate that students applied concepts of global resource reserves, sustainable growth and development, design for environment, and life-cycle assessment in their course work or employment approximately 1?year after finishing the course.     

Use of Outdoor Living Spaces and Fink’s Taxonomy of Significant Learning in Sustainability Engineering Education

Previous sustainability engineering education studies have suggested the importance of problem-based learning, project-based learning, team-based learning, and interdisciplinary learning. Place-based learning, interacting with outdoors, and building sustainable communities are also important aspects of sustainability education, yet relatively little has been published on how to use these pedagogical approaches in engineering education. The goal of this paper was to illustrate the implementation of all these pedagogical approaches in a graduate-level sustainability engineering education class. Fink’s taxonomy of significant learning and the University of Toledo’s Outdoor Classroom Garden provided the framework for this implementation. Throughout the semester, sustainability engineering students worked toward an engineering solution for how to water the University of Toledo’s outdoor classroom garden. They also estimated the life-cycle cost and environmental impacts of their proposed solutions. The garden project and the design of the course provided many different learning opportunities that might be absent in a traditional civil engineering class.     

Incorporating a Sustainability Module into First-Year Courses for Civil and Environmental Engineering Students

As articulated in the Bodies of Knowledge for Civil Engineering and Environmental Engineering, all civil and environmental engineering students should be introduced to the concept of sustainability. A sustainability module was added into two required first-year, 1-credit introductory courses, one for civil engineering and one for environmental engineering. Data from approximately 150 students were collected. Student attitudes about sustainability were evaluated using a written survey. There was greater initial knowledge of sustainability and positive attitudes toward sustainability among students enrolled in the environmental engineering course compared with those in the civil engineering course, but this did not translate into better performance on the related homework assignment. There was strong evidence that the inclusion of the sustainability module encouraged the students to consider sustainability in subsequent course assignments, even when not explicitly prompted to do so. This indicates that early emphasis of sustainability may affect the students’ concepts of its importance in civil and environmental engineering.     

Green Building and Sustainable Infrastructure: Sustainability Education for Civil Engineers

This paper discusses a framework for incorporating sustainable design/thinking as a new civil engineering course and experiences from the pilot offering. Important areas are outlined to aid all engineers in understanding sustainability in context with traditional engineering principles. Green-building rating systems were used to introduce the concepts of sustainability in buildings and infrastructure, highlighted by presentations from green-building professionals. By providing a better understanding of sustainability through education, civil engineers can provide proactive solutions to a growing global infrastructure.     

Incorporating Inquiry-Based Laboratory Experiment in Undergraduate Environmental Engineering Laboratory

From fall 1999 to spring 2003, an introductory environmental engineering course was revised to include an inquiry-based “open” experiment for enhanced student learning. The students designed and conducted experiments to address a problem of their choice. The students’ experimental topics covered air, water, and soil quality and remediation. At the completion of the experiment each student completed a questionnaire that assessed the efficacy of the open experiments in enhancing student learning; 109 student responses were subjected to statistical analysis. Examination of the survey revealed the students’ belief that the open experiment aided in their understanding of basic and applied environmental concepts. Females in particular indicated that the open experiment enhanced their learning of basic concepts. Neither group size nor selection criteria impacted how well students worked within their groups. By utilizing open-ended questions in the survey, a significant portion of student responses indicated that they enjoyed the experience.     

Outcome of 5 mm resection of one medial rectus extraocular muscle for recurrent exotropia

Linking natural and social sciences is required in engineering to communicate and solve problems. However, this linkage can be difficult to achieve in engineering education and difficult to reflect on in professional practice. Due to the difficulties, methods to bring social sciences into the engineering curriculum should be presented. This paper describes a project to construct a bridge in rural Guatemala. Engineers, students, and others volunteered to construct the bridge while learning about the culture. The study goal was to determine how the service activity supported social science and engineering education. Data including participant responses to written, free-response, and Likert scale questions were collected after project completion. The project was a positive experience for North American engineering participants in that they gained an increased understanding of professional and ethical responsibility. The experience enhanced the engineering profession, increased nonengineer’s appreciation of engineering, and supported educational items, such as increased understanding in engineering solutions in a societal context and the ability to function on a multidisciplinary team. Socioeconomic differences, food and diet, and the importance of infrastructure, for not only developing but also developed countries, is described. The bridge project also provides information regarding the positive, ethical work of engineers and serves as a pilot for developing new international engineering projects.     

Assessment of Communications and Collaborative Learning in Civil Engineering Education

Recently, employers have indicated that they are not totally satisfied with the individualistic approach of the average engineering graduate. This may be due to the fact that, today, in many companies, team goals, team contributions, and team rewards often supersede individual actions. In fact, some authorities believe that the development of critical thinking, collaborative learning, communication, and leadership skills is vital for engineering programs, as well as for students. The findings of this study suggest that students have accepted the concept of collaborative teaching and learning. As an example, the evaluation of student-teaching presentations was found to be above average with scores greater than “B” for all categories. In addition, comments indicate that a course utilizing the concepts of collaborative learning and teamwork was interesting and informative and could be of assistance to respondents in future endeavors. Studies also indicate that undergraduates prefer classroom discussion and problem solving, group interaction, teamwork, and the opportunity for student input rather than formal lectures. Also, the results suggest students perceive that they have mastered communication skills in their civil engineering classwork. For comparative purposes, the findings of this investigation can be utilized by other institutions and departments that may wish to study their curriculum.     

A∕E∕C Teamwork: A Collaborative Design and Learning Space

This paper describes an ongoing effort focused on combined research and curriculum development for multidisciplinary, geographically distributed architecture∕engineering∕construction (A∕E∕C) teamwork. It presents a model for a distributed A∕E∕C learning environment and an Internet-based Web-mediated collaboration tool kit. The distributed learning environment includes six universities from Europe, Japan, and the United States. The tool kit is aimed to assist team members and owners (1) capture and share knowledge and information related to a specific project; (2) navigate through the archived knowledge and information; and (3) evaluate and explain the product's performance. The A∕E∕C course offered at Stanford University acts as a testbed for cutting-edge information technologies and a forum to teach new generations of professionals how to team up with practitioners from other disciplines and take advantage of information technology to produce a better, faster, more economical product. The paper presents new assessment metrics to monitor students' cross-disciplinary learning experience and track programmatic changes. The paper concludes with challenges and quandaries regarding the impact of information technologies on team performance and behavior.     

Developing and Teaching a Course in “Applied Sustainability and Public Health in Civil Engineering Design” at Queen’s University, Kingston, Canada

This paper presents the writer’s pedagogical development and delivery of a new undergraduate course in applied sustainability and public health in civil engineering design in the Department of Civil Engineering at Queen’s University in Kingston, Canada. This innovative course introduces undergraduate civil engineering students to methods in sustainability indicators, life-cycle analysis, environmental input-output analysis, and risk analysis to evaluate the environmental impacts and public health impacts of civil engineering design. The paper discusses the learning objectives and course themes of preventive design, multicriteria decision making, and systems-level analysis. The course syllabus and the design project in which students were asked to design a water transmission pipeline and evaluate its environmental impacts are discussed in detail. An overview of the pedagogical methods and student evaluation tools employed in the course is given. An evaluation of learning outcomes and student impressions of the course suggest that topics on design for environment, sustainable development in an international context, and the interface between sustainability, engineering, and policy development should be included in future editions of the course.     

Problem-Based Learning in Structural Engineering Education

Structural engineering education has been based historically on specialization within the framework of a four-year undergraduate degree in civil engineering. Many practitioners, however, are concerned that modern civil engineering curricula are not meeting the needs of the structural engineering profession. The purpose of this paper is to contribute to the conversation about undergraduate education and the increased technical skills requested by the structural engineering profession. Problem-based learning is presented as a strategy for expanding the civil engineering curriculum to include concentrated study and a problem-solving experience, as well as engaging students in the process of learning how to learn. The paper reports on our experience in incorporating problem-based learning within a senior-year project. The conclusions discuss the challenges of extending this learning format to additional students.     

Development and Application of Competencies for Graduate Programs in Energy and Sustainability

Educational competencies represent learning objectives and are used to plan educational programs, develop curricula, and assess existing programs, among other functions. After reviewing the literature and offerings at more than 20 universities, the existence of a comprehensive set of educational competencies in the area of energy and sustainability was not identified. This paper motivates and presents model competencies for graduate education programs in the energy and sustainability area, which is called Energy for Sustainability (EfS). Energy for Sustainability follows from the perspective that the provision of energy is a key element in promoting the goals of sustainability. The nature and use of competencies in education planning and assessment is reviewed, and recommendations for model competencies for two EfS specialties, “Buildings and Urban Environments” and “Energy Systems and Policy,” are presented. Competencies are prioritized, and their use in developing new multidisciplinary master’s and doctoral programs at the University of Coimbra is discussed. The competencies promote a wide range of understanding and capabilities aimed at the technical, economical, social, and institutional factors needed to manage and transition current energy systems towards the goals of sustainability.     

Incorporating the Social Dimension of Sustainability into Civil Engineering Education

Social sustainability is often overlooked in favor of environmental and economic considerations in civil engineering (CE) education. To help address this issue, this paper presents two instructional approaches to introduce students to social sustainability by using a conceptual model derived from four dimensions of social sustainability: community involvement, corporate social responsibility, safety through design, and social design. In the first instructional approach, the instructor is the primary facilitator; in the second approach, the students become the experts, sharing their knowledge with their peers. Methods to assess student understanding of these dimensions, such as concept mapping, are proposed. By providing the conceptual model and methods to teach it, this paper is for the purpose of assisting those teaching the social dimensions of sustainability to CE students, who will gain an understanding of how their technical decisions affect social sustainability.     

Student Assessment of a Problem-Based Learning Experiment in Civil Engineering Education

This paper describes an experiment with problem-based learning (PBL), an instructional methodology used in response to the challenges posed by today’s professional education. Contrary to the conventional model that places an application problem after concepts or topics have been introduced, PBL uses the problem to initiate learning. Besides promoting the construction of knowledge, it may also contribute to the development of some skills and attitudes deemed important for engineers’ professional practice. This research, of a qualitative nature, intended to investigate how students evaluate this methodology and its potential to attain the educational goals set for the course. In order to answer the research question, the methodology was implemented in the civil engineering curriculum of a Brazilian public university. The results herein presented, deriving mainly from classroom observations and an end-of-course questionnaire, show that most of the students evaluate the methodology positively. Even considering the short duration of the course and its small number of credits, it may also have promoted the development of some skills and attitudes besides knowledge acquisition.     

Applying Concept Similarity to the Evaluation of Common Understanding in Multidisciplinary Learning

The success of an architecture, engineering, and construction (AEC) project largely depends on the effective collaboration of project participants. This characteristic of the industry requires that AEC education shall foster multidisciplinary collaboration skills of students. On the other hand, many AEC education programs have started using information and communication technologies (ICTs) to facilitate teaching and learning such as distance learning. One of the challenges in a computer-mediated learning environment arises from the need for computer systems to determine whether a common understanding regarding a certain subject is established among a group of students. To achieve this goal, ICT needs to be able to detect changes in the knowledge structure of students in order to provide better mediation. This paper presents a study on the development of a concept similarity measure that has less computational complexity than graph-based similarity analyses. The similarity measure is intended to determine the similarity of multiple knowledge structures [e.g., concept maps (CMAPs)] of students. The concept similarity measure is developed based on the feature-based method in which propositions associated with a concept are considered as features of the concept. Therefore, the similarity of concepts can be measured by comparing the propositions of the concepts. In addition, since concepts are the key component of a knowledge structure, the common understanding of students can be determined by measuring the similarity of concepts in the knowledge structure of the students. The proposed measure is evaluated by (1) comparing it with the Dice coefficient for analyzing two sets of concepts; (2) analyzing its performance in a generic case of four CMAPs; and (3) applying it to a case using “photovoltaic system” as an example. In this case, results are intuitively obvious so that calculation results can be corroborated by human judgment. Finally, the concept similarity measure is applied to derive the similarity of CMAPs in the case study. Based on the initial evaluations, this study shows that the proposed measure has demonstrated promising features for determining the similarity of multiple knowledge structures or the common understanding of students. However, when the number of knowledge structures increases, concept similarity analyses become more complicated because uncertain situations arise due to ambiguous human perception to propositions that are shared by multiple concepts. Future research is thus needed to understand and clearly define concept similarity in those situations. In addition, other studies are also identified for future research.     

Educating Engineers to Create a Sustainable Future

This paper was presented as the Simon W. Freese Lecture at the 2000 ASCE Annual Meeting in Kansas City, Kansas, July 24, 2000. It is obvious that an increasing global population with aspirations for a higher standard of living is significantly altering our natural systems. This affects the quality and quantity of life on earth. Technology is both partially the cause and a critical component of a future solution. Have engineering schools incorporated the topic of sustainability in meaningful ways? This paper attempts to answer this question. Findings are based on published literature and two questionnaires. The first survey went to environmental engineering faculty via the 724 Members of the Association of Environmental Engineering and Science Professors. Twenty two responses were received. The second questionnaire was sent to 600 U.S. based environmental professionals employed by Environmental Resources Management (ERM) as representatives of recent graduates. The paper concludes that the faculty believes that teaching principles of sustainability is important, even though many are generally ill informed, and that graduates should have a basic understanding, but they don’t. Although many colleges offer courses, only a few appear to be seriously incorporating sustainability concepts.