Enabling sustainable thinking in undergraduate engineering education

Deborah N Huntzinger, Margot J. Hutchins, John S. Gierke, John W. Sutherland

Research output: Contribution to journalArticle

80 Citations (Scopus)

Abstract

In this paper we address the need for curricular changes that foster sustainable thinking and review a number of engineering curricular changes at selected universities, drawing comparisons to medical and other fields. For each engineering program, we examined the level at which sustainability concepts and active-learning methods were integrated into its curricula. A majority of the universities examined "bolted-on" various components of sustainability or student-centered learning into their existing programs. Only one university examined has made significant efforts to redesign engineering education in terms of sustainability and pedagogy. A number of barriers hindering the re-orientation of engineering curricula toward "sustainable" engineering are discussed.

Original languageEnglish (US)
Pages (from-to)218-230
Number of pages13
JournalInternational Journal of Engineering Education
Volume23
Issue number2
StatePublished - 2007
Externally publishedYes

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Engineering education
engineering
Sustainable development
Curricula
sustainability
Drawing (graphics)
education
university
curriculum
learning method
Students
learning
student

Keywords

  • Intellectual development
  • Problem-based learning
  • Sustainability

ASJC Scopus subject areas

  • Engineering (miscellaneous)
  • Education

Cite this

Enabling sustainable thinking in undergraduate engineering education. / Huntzinger, Deborah N; Hutchins, Margot J.; Gierke, John S.; Sutherland, John W.

In: International Journal of Engineering Education, Vol. 23, No. 2, 2007, p. 218-230.

Research output: Contribution to journalArticle

Huntzinger, Deborah N ; Hutchins, Margot J. ; Gierke, John S. ; Sutherland, John W. / Enabling sustainable thinking in undergraduate engineering education. In: International Journal of Engineering Education. 2007 ; Vol. 23, No. 2. pp. 218-230.
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