June 24, 2017
June 24, 2017
June 28, 2017
Minorities in Engineering, Liberal Education/Engineering & Society, Civil Engineering, and Community Engagement Division
There are 17 Sustainable Development Goals (SDGs), comprised of 169 targets and measured by 230 indicators, that cover a myriad of development areas including food, water, sanitation, energy, governance, and climate change, and more. Engineers interested in contributing to the SDGs need to be able to understand not only each goal in depth but also their integrated nature. This paper first emphasizes the importance of: (i) incorporating the SDGs in engineering education; (ii) making engineers aware of their contribution to the SDGs; and (iii) encouraging them to embrace a new systems-thinking mindset to understand how SDGs interact in an integrated manner. The second part of this paper proposes an engineering analytical cross-impact analysis approach to quantify the interactions among the SDGs and organize and prioritize the goals that could most impact the others. Our analysis shows that focusing on SDGs 4 (Education), 6 (Water, Sanitation, and Hygiene), 7 (Energy), 11 (Cities) but especially 12 (Consumption), 16 (Governance), and 17 (Partnerships) will influence the other goals and aid in their success. It was also found that focusing on eliminating poverty (SDG 1), counter-intuitively, worsens poverty, since it inhibits the other goals on which poverty depends.
Zelinka, D., & Amadei, B. (2017, June), A Methodology to Model the Integrated Nature of the Sustainable Development Goals: Importance for Engineering Education Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27479
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