Sustainability engineering curricula

Azapagic, A., Perdan, S. and Shallcross, D. (2005). How much do engineering students know about sustainable development The findings of an international survey and possible implications for the engineering curriculum. Ewropeaw Journal of Engineering Education, 30(1), 1-19, March 2005. 

J0igensen, U., Valderrama, A., MatMesen, B. V., Remmen, A. (2013). How is sustainability incorporated into the engineering curriculum The case of DTU tuid AAU. Conference paper for the 8th SDEWES conference in Dubrovnik. 

This book is about Sulph(on)ation Technology in its technical entirety, aiming at superiority in final product quality, raw material utilisation, sustained plant reliability and safety, minimisation of liquid effluent and gaseous emissions it is about the total quality of the operation. It will be of value to engineers and chemists who are, or will be, involved in the practical daily operation of sulphonation plants or R D activities. The book can also be used as a tool for the teacher in preparing final year projects in a chemical engineering curriculum. 

Leydens, J., Lucena, 1. (2009). Listening as a missing dimension in humanitarian and sustainable community development efforts The engineering curriculum as a potential learning inhibitor. IEEE Transactions on Professional Communication, 52(4), 359-376. 

The next speaker in this session was Dr. Cliff Davidson from Carnegie Mellon University s Environmental Institute. Davidson divided his talk into four topic areas (1) skills and attitudes that future engineers will need (2) environment across the curriculum initiative (3) case studies in green engineering and (4) center for sustainable engineering A three-university consortium comprising Carnegie Mellon, University of Texas at Austin, and Arizona State University. 

A study curriculum is defined by study courses. They should be defined as learning-sustainable units respecting previous education experience. Courses are subdivided in lessons accompanied with appropriate practical exercises. The course constraction is primary allocated at universities. But, regarding specifics of embedded engineering education, industry needs and experiences should be also incorporated in the definition of study courses. This influence of industrial experiences is especially important for incorporation of soft skills (teamwork, project management)... 

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