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ERIC Number: EJ979336
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1467-6370
Sustainability in Chemical Engineering Curriculum
Glassey, Jarka; Haile, Sue
International Journal of Sustainability in Higher Education, v13 n4 p354-364 2012
Purpose: The purpose of this paper is to describe a concentrated strategy to embed sustainability teaching into a (chemical) engineering undergraduate curriculum throughout the whole programme. Innovative teaching approaches in subject-specific context are described and their efficiency investigated. Design/methodology/approach: The activities in chemical engineering include a week-long module introducing fundamentals of chemical engineering in the first year, a number of industrially relevant case studies within enquiry based learning (EBL) that have a great societal impact. Information regarding the transition towards EBL, the case studies on fuel cell effectiveness and sustainable plant design are provided in this contribution. Emphasis is placed on the methods of assessment of student learning, and evaluation of student preferences of delivery is included. Student focus groups and diamond ranking are used to evaluate the effectiveness of delivery. Findings: Focus groups and diamond ranking have confirmed that students appreciate that sustainable development is a key issue for future engineers to understand and the case study workshops are a realistic, enjoyable and effective teaching method. Originality/value: The paper describes the authors' efforts to embed sustainability into a curriculum from week 1 of chemical engineering curriculum, as well as providing input on sustainability into the curriculum of the remaining engineering disciplines. These approaches can be useful for other engineering higher education providers in ensuring effective sustainability education. (Contains 2 figures, 1 table and 5 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A