Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Abstract. Traditionally, first year engineering programs teach freshmen students the engineering fundamentals that will help them succeed in more advanced and specialized engineering courses. In this work-in-progress paper, the authors present the development of an instrument to measure sustainable development literacy in first year engineering students, and based on the outcomes of the survey, implement a strategy to train freshman-engineering students on the fundamentals of sustainable development. Since the United Nations Conference Declaration in the Human Environment in 1972, and the subsequent Declaration of Rio de Janeiro in 1992, the topic of Education in Sustainable Development has become increasingly important. In further events, The United Nations Educational Scientific and Cultural Organization (UNESCO), called for the Decade of Education for Sustainable Development from 2005 to 2015. This worldwide reflection is creating a new engineering education culture. Engineering educators are observing significant shifts in societal expectations of the engineering profession to help address immediate and longer-term sustainable development challenges. The World Commission on Environment and Development defined in 1987 sustainable development as “the technology development that meets the needs of the present for people without compromising the ability of future generations to meet their own technological needs”. Society, economy and environment are the three fundamental dimensions of sustainable development. This work-in-progress paper studies the process to introduce the sustainable development fundamentals in first year engineering programs. Embedding sustainable development thinking in design thinking incorporates new mentalities in engineering design towards a societal commitment to find an optimal balance of the fundamental dimensions of sustainable development. Additionally, systems thinking is seen as a powerful tool to help incorporate multidimensional analysis with complex interactions between the three fundamental dimensions in sustainable development. An assessment of this technique performed on a large body of first year engineering students is analyzed for future actions to improve the questionnaire, including suggestions from industry, academia and different social representative groups. The assessment shows the effectiveness of the pedagogical technique used.
Lara, J. R., & Weichold, M., & Linke, P. (2020, June), Work in Progress: Incorporating Sustainable Development Fundamentals in the First-year Engineering Program Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35651
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