ISSN:0304-3797    

DOI:10.1080/03043799608923420

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

In most European schools of engineering, the students are not well prepared to integrate socio-economic and environmental issues efficiently into their future professional activities. It is argued that necessary changes include a more interdisciplinary and systems-oriented approach to the problems, as well as better training in communication skills. An example of an interdisciplinary seminar entitled ‘Ethics, technology, society and environment’ and developed by the author of this paper is presented with many details. This seminar is followed by second-year students in engineering. Finally, other suggestions are presented as possible ‘starters’ to the necessary changes in the schools of engineering.

ISSN:0304-3797    

DOI:10.1080/03043799608923421

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

In the 1960s, the role of engineering education was clear, whereas in the 1990s there is a search for a new rationale. These changes have been wrought by social concerns for the environment at both local and global levels. This trend will accelerate further, and both the rate of development of the trend and its implications have been underestimated. There is now a hope and expectation that technology, until now a contributor to environmental problems, can in the future play a large part in the reduction of these problems. While professional engineering organizations have addressed the problem at a policy level, implementation is a major difficulty. This is also true in education, despite efforts by some schools of engineering to adapt existing courses in an environmental direction. It is now clear that the changes needed are too fundamental and the rate of change too great to be dealt with adequately by adaptation. Basic questions of philosophy and capacity will have to be addressed by academia, engineering practice and major business.

ISSN:0304-3797    

DOI:10.1080/03043799608923422

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

During the last two decades, societal demands on engineering education to provide safe and environmentally benign technology have increased strongly. Delft University of Technology—and the Faculty of Chemical Engineering in particular—has been actively responding to these demands, when necessary by developing radically new educational programmes. The first educational programmes, started in the 1970s, integrated safety, health, the environment and often highly controversial ethical questions; these programmes are continuing. Typical of these programmes is a broadness of approach. Students receive training in the physical-chemical-biological fundamentals of risks posed by engineering, as well as social-philosophical aspects as they study controversial and value-laden contemporary issues, such as biotechnology, energy provision, and possible climate change. The Delft programmes, in many respects still unique and daring even today, have been in use for more than 20 years already and have been applied successfully to thousands of students. The recent advent of the concept of ‘sustainability’, however, requires new approaches. Sustainability greatly increases the spatial, temporal, biological and intellectual scale on which engineering criteria must be based: the entire planet, future generations, whole ecosystems, and philosophical and institutional aspects of our industrial civilization. These philosophical and institutional aspects include the social-economic-political systems of our society, and the values, norms and ethics on which these institutions are based. Incorporating such abstract, extremely complex normative and obviously controversial material into engineering education, and combining this with traditional technical knowledge, is no simple matter. However, this is precisely what the Delft programmes are striving to achieve. How the present programmes evolved and are working, and future developments comprise the subject of this paper.

ISSN:0304-3797    

DOI:10.1080/03043799608923423

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

This paper reports the development and implementation of a multi-disciplinary course called ‘sustainable development’ within engineering education at the University of Technology Eindhoven (TUE). In this course, students of different disciplines have to cooperate with each other in a project, with the aim of finding (more) sustainable solutions for an environmental issue or problem put forward by industry or (governmental) institutions (e.g. a zero-energy dwelling). The educational form is based on project-oriented education. The project group, which consists of six to eight students from at least three disciplines, is responsible for the results and the project. During their project, the students can rely on a tutor, who is primarily a process guide. Together with the principal, the tutor advises on whether or not the proposed working plan is realistic and can be realized within the given time of 160 h (two half-days over 20 weeks). At the end, the students have to present and defend their work before a committee, which consists of the tutor, the principal and a subject expert. Experience has shown that multi-disciplinary project work has been an excellent teaching method and addition to engineering education curricula, so improving not only knowledge but also interdisciplinary thinking and skills. Environmental issues need a multi-disciplinary approach, and this course bridges the gap between disciplines, so stimulating interdisciplinary work within engineering education.

ISSN:0304-3797    

DOI:10.1080/03043799608923424

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

Global scenarios for the next 30 years indicate increasing population, greater demand for higher standards of living, and more consumption, leading to increased air, water and land pollution; climatic change; and the depletion of and competition for natural resources. To avoid global catastrophes and conflicts, sustainable systems are required that integrate cultural and technological change. Engineers and technologists have a key role not only in developing sustainable technologies but also in promoting the cultural changes needed. High quality environmental education and training is essential if engineering professionals are to become pro-active rather than reactive, to influence the future. This paper describes examples of innovative educational and training systems, partnerships and networks with regional, national and international objectives.

ISSN:0304-3797    

DOI:10.1080/03043799608923425

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

The programmes of environmental education for engineers at Riga Technical University have been developed since 1980, but the concept of this education is still the subject of discussion. The recent restructuring of the programmes of environmental engineering education has occurred as a consequence of the specific needs of Latvia. The present situation in Latvia—the changes towards democracy and a free market economy—demands a deep understanding of sustainable development. From September 1996, the common compulsory course ‘Principles of environmental engineering’ will be added into the programmes of all eight faculties of Riga Technical University. Consequently, all the graduates—Bachelors, Engineers and Masters—will be able to implement knowledge of environmental science into other scientific fields, real technologies and technical projects.

ISSN:0304-3797    

DOI:10.1080/03043799608923426

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

The roles of chemical engineers and environmental engineers in the post-socialist society are discussed. Details of the environmental education system at Tallinn Technical University and within its Chemical Engineering Faculty are presented. The importance of teaching the basics of ecology and environmental technology, as well as cleaner technology for chemical engineers are emphasized. The list of specialized courses for chemical engineers interested in environmental problems for undergraduate and postgraduate studies is given and the content of some more important courses characterized. The possible changes to the study plan in connection with transferring to a 4-year BSc curriculum are discussed. The importance of continuing environmental education and cooperation between different universities in the field of environmental education is emphasized.

ISSN:0304-3797    

DOI:10.1080/03043799608923427

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

The requirements for engineering education are changing. Sound technical knowledge is still the basis of the engineering profession but multi-sectoral skills are becoming increasingly important. In the Baltic countries, increased environmental and socio-economic problems have made it clear that narrow curricula are not sufficient. Tampere University of Technology (Finland) and Tallinn Technical University (Estonia) have jointly organized postgraduate courses in water and environmental management. Much emphasis has been placed on economy, policy, management and environmental issues. When the participants come from several countries and their background education is not only engineering, very interesting and useful interdisciplinary discussions have been experienced.

ISSN:0304-3797    

DOI:10.1080/03043799608923428

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor

摘要:

The prime purpose of an educational institution is to prepare graduates for both industrial and research-oriented employment. In each case, the graduate must have a capacity for lifelong learning. The course content and process are interlinked parts of learning. Three standard questionnaires were used to assess how students learn. The ‘study process questionnaire’ (SPQ) showed that there was a significant proportion of surface learners but thai this percentage can be modified by adopting certain teaching methodologies. The ‘course experience questionnaire’ (CEQ) indicated that a good memory is not sufficient to pass examinations, but also showed that the workload was too heavy and that assessment methods tend to control the approaches to learning adopted by students. The ‘learning style inventory’ (LSI) showed that students have adapted their learning style to match course emphases. To accommodate the different types of learner, lecturers need to change their teaching paradigm from one where lecturers stand outside the students' learning context, to one where lecturers are intimately involved in the learning context.

ISSN:0304-3797    

DOI:10.1080/03043799608923429

出版商:Taylor & Francis Group    

年代:1996

数据来源: Taylor