Sustainable engineering education in the United States

Sustainable engineering is a conceptual and practical challenge to all engineering disciplines. Although the profession has experience with environmental dimensions of engineering activities that in some cases are quite deep, extending the existing body of practice to sustainable engineering by including social and cultural domains is a significant and non-trivial challenge. Nonetheless, progress is being made, as a recent study undertaken by the Center for Sustainable Engineering in the United States demonstrates.

Debating ecological justice: implications for critical environmental education

This article will briefly discuss the implications of recognition of ecological justice in relation to environmental education (EE) and education for sustainable development (ESD). It is argued that the present conception of environment taught through EE and ESD negates the subjectivity of non-human species and ignores the ethical imperatives of ecological justice. Evocating environmental ethics, major directions integrating ecological justice into EE and ESD are proposed.     

Debating ecological justice:implications for critical environmental education

This article will briefly discuss the implications of recognition of ecological justice in relation to environmental education(EE) and education for sustainable development(ESD).It is argued that the present conception of environment taught through EE and ESD negates the subjectivity of non-human species and ignores the ethical imperatives of ecological justice.Evocating environmental ethics,major directions integrating ecological justice into EE and ESD are proposed.     

Future directions in air-quality science,policy, and education

On February 12-15, 2001, more than 200 scientists, engineers, decision makers, and educators participated in a conference on the "Future Directions in Air Quality Research: Ecological, Atmospheric, Regulatory/Policy, and Educational Issues." Important perspectives are summarized from the keynote addresses of noted scientists and educators, as well as managers in government, industry, and public interest groups. Observations and recommendations are provided to stimulate further thought about how to increase opportunities to make greater use of scientific knowledge in air-quality decision making and to ensure that decisions are effective, economically viable, health and ecologically sound, and socially acceptable. Recommendations are given regarding ways in which communications between scientists and policy makers should be structured so as to make appropriate and effective use of scientists and the knowledge they can provide in policy-making fora.     

Trends in environmental education for biodiversity conservation in Costa Rica

Costa Rica is internationally recognized for its abundant biodiversity and being a leader in the promotion of education strategies for biodiversity conservation. We interviewed staff from 16 institutions developing key environmental communication, education, and participation projects for biodiversity conservation in the country. Through content analysis, hierarchical cluster analysis and Chi-square tests, we examined the characteristics of the projects carried out by these institutions and developed a typology of four categories derived from six variables: primary audience, content, project purpose, location, scale, and facility. Then, we designed a conceptual model describing the integration of conservation and economic development in the educational projects. We found two key approaches related to this integration: vision of nature protection which aims to inform audiences of ecological concepts and focuses on schoolchildren and vision of sustainability which engages adult audiences and is management-oriented. Education for community-based environmental management may serve as a good example of educational projects which integrate conservation and economic development, implementing a vision of sustainability.     

Happiness as a harmonising path for bringing higher education towards sustainability

This paper is a reflection of an innovative project that complements existing higher education for sustainable development (HESD) approaches within universities by providing an alternative path to embed sustainable lifestyles within the student population. It presents the SLEUTH project; an initiative born out of the need to reduce energy consumption of students at university but that, due to its systemic design, transforms and goes beyond purely energy reduction and brings Happiness as an approach to build sustainable lifestyles. This is the distinct feature of this initiative, proposing it as adding value to existing HESD approaches. The paper describes and discusses the collaborative building process, implementation and results in detail. The experiences gathered during the project are used and analysed through ??participant observation??, ??documents??, ??questionnaires?? and ??theme-ing coding?? techniques as a means to understand the richness and diversity of the data resulting from a combination of formal and informal learning settings. Through empirical evidence, this analysis presents ??real life?? evidence to suggest, firstly the initiative??s design success, its impact on energy consumption and contribution to happiness and sustainable lifestyles. Secondly, a successful example for the contribution to existing HESD frameworks that move away from indoctrination and instead leans towards pro-activeness, self-organisation and voluntary collective action.     

Research and education for sustainability in a beekeeping project in sub-Saharan Africa

Support to small farmers is at the heart of the fight against poverty. However, the continuous provision of support poses a major challenge which greatly affects the sustainability of development-related projects. Using a research and education approach, in which beekeeping was introduced into the curriculum of two secondary schools, we tested the potential of knowledge transfer as a means of promoting beekeeping. In this paper, we show that, with an educational program tailored to the audience needs, knowledge transfer and self-start-ups ensure better sustainability than material support. We further discuss the implications of these results in the sustenance of beekeeping as a development-related activity.     

Environmental literacy in practice: education on tropical rainforests and climate change

Environmental literacy is a key concept to promote individual behavioral changes toward a more sustainable lifestyle to consciously react to environmental challenges such as climate change. Promoting knowledge, attitudes and behaviors provides a reasonable basis to prepare adolescents for their future. A recently proposed environmental literacy model comprises three-dimensional knowledge, environmental attitudes and pro-environmental behavior. The present study applies this model by implementing an intervention focusing on tropical rainforests and climate change in a botanical garden, combining student-centered activities with self-dependent learning. Data from 283 10th graders quantify individual knowledge, attitudes and behavior scores. Knowledge acquisition, a positive development of the Inclusion of Nature in One's Self concept and increasing pro-environmental behavior intentions were found by comparing an intervention group with a test–retest group. In conclusion, our botanical garden’s intervention evidently furthered appreciative tendencies and even encouraged environmental literacy.     

Graham Scholars Program: sustainability education through an interdisciplinary international case study

A course for upper division undergraduate students was developed in response to a request for a cross-disciplinary course in environmental sustainability with an emphasis on an international issue. The topic selected for the course focused on the energy needs for Chile and a proposal for five hydropower projects on the Baker and Pascua Rivers in the Patagonia area. Collaborations between the University of Michigan (USA) and the University of Concepción (Chile) to develop the course led to a plan to offer a parallel course at both universities, with the students of both courses participating in a site visit to Patagonia. The courses were structured to enhance learning through interdisciplinary team-based activities. The courses were taught in a seminar format, with invited lecturers to provide background information on technical, environmental, economic, social, and political issues surrounding hydropower development in general and the proposed projects in particular. The students combined this information with insights obtained during the site visit to prepare a variety of course products, notably an assessment of the concerns of the various affected stakeholder groups. Assessment of the course outcomes is discussed.     

The effectiveness of environmental education workshops for teachers,learners and schools in Malaysia

In Malaysia, various efforts have been introduced to increase the knowledge, skills and awareness of citizens to the benefit of the environment by means of a variety of programmes. However, uncertainty about the effectiveness of environmental education programmes and the way they contribute to sustainability still exists. This paper reports on an evaluation of the Kelab Pencinta Alam (KPA) (School Nature Clubs) programme organised by the Malaysia Nature Society and the Forest Research Institute of Malaysia. The Kellogg Logic Model was used as an evaluative instrument as the impact of the programme had to be determined. This was done through questionnaires to teachers and principals in KPA schools. School visits were also undertaken to evaluate workplace success and to validate the findings from the questionnaires. Overall, the evaluation showed a high level of success for the programme.     

Study abroad in support of education for sustainability: a New Zealand case study

This article presents a case study of an existing study abroad program to New Zealand interested in infusing sustainability themes into the curriculum. The review of the program is set in the context of United Nations Education for Sustainable Development goals and the role of sustainability in institutions of higher education. The author was an invited external observer and suggests that study abroad programs in support of sustainability education provide transformative learning experiences that invest in the well being of both people and places. Readers should send their comments on this paper to: BhaskarNath@aol.com within 3 months of publication of this issue.     

Action research and environmental education within a home-based setup to conscientise children towards littering

Environment, Development and Sustainability - Literature indicates that littering is a social environmental issue resulting from people’s actions towards the environment. This study was...     

Can education lower the environmental degradation? Bootstrap panel Granger causality analysis for emerging countries

Environment, Development and Sustainability - Environmental degradation, which became evident after the Industrial Revolution, is one of the most important problems to be solved in the twenty-first...     

Higher education institutions,SDG2 and agri-food sustainability: lessons from Chulalongkorn University and Thailand

Environment, Development and Sustainability - This paper examines higher education efforts linking United Nations Sustainable Development Goals (UNSDGs) and agri-food system sustainability given...     

Relations between innovation management and organisational sustainability: a case study in a Brazilian higher education institution

Environment, Development and Sustainability - The objective of this work was to analyse the relations between innovation management and organisational sustainability in a Brazilian higher education...