Issues of sustainability and pollution prevention in environmental engineering education

1998 ◽  
Vol 38 (11) ◽  
pp. 271-278 ◽  
Author(s):  
F. Gutiérrez-Martín ◽  
M. F. Dahab
Keyword(s):  
Engineering Education ◽  
Pollution Control ◽  
Environmental Science ◽  
Pollution Prevention ◽  
Environmental Engineering ◽  
Science And Engineering ◽  
Science And Education ◽  
Science And Engineering Education ◽  
University Of Nebraska Lincoln ◽  
The University

This paper discusses the concepts of sustainability and pollution prevention and their roles in environmental science and engineering education. It is argued that environmental engineering science and education must be re-oriented to focus primarily on pollution prevention technologies as a mechanism for attaining the goal of sustainability. While it is acknowledged that traditional pollution control will remain as an integral part of environmental science and engineering education, the paradigm shift (in favor of pollution prevention) must be completed in order for humanity to realize, albeit remotely, the goal of sustainability. The paper presents two case studies; at the University of Nebraska-Lincoln (USA) and at the Universidad Politécnica de Madrid (Spain) where efforts are being made to re-orient environmental engineering education to promote the concept of sustainability as the primary goal of environmental management.

Developments in Tertiary Environmental Engineering Education in Australasia

1978 ◽  
Vol 5 (4) ◽  
pp. 281-286
Author(s):  
J. D. Lawson ◽  
S. J. Mainwaring
Keyword(s):  
Engineering Education ◽  
Pollution Control ◽  
Postgraduate Education ◽  
Environmental Engineering ◽  
Air Pollution Control ◽  
Postgraduate Programme ◽  
Course Work ◽  
Interdisciplinary Nature ◽  
Undergraduate Experience ◽  
The University

This paper examines the concept of environmental education as it relates to engineering education. The main area of applicability is considered to be in the continuing and postgraduate education areas, although some environmental input into undergraduate degree programmes is thought to be desirable.The interdisciplinary nature of environmental problems necessitates a certain amount of formal coursework which should be coupled with a project to provide experience in solving real problems. The course-work should contain both broadening elements to introduce students to the relevance of disciplines outside their undergraduate experience and a specialization in a particular multidisciplinary area such as air pollution control or water resources engineering.The criteria for environmental programmes in engineering are developed with special reference to the new Environmental Engineering Postgraduate Programme at the University of Melbourne.

Future Directions in International Science Education

1997 ◽  
Vol 3 (1) ◽  
pp. 233-239 ◽  
Author(s):  
Patrick Holmes
Keyword(s):  
Science Education ◽  
Engineering Education ◽  
Science And Engineering ◽  
Future Directions ◽  
International Dimension ◽  
The World ◽  
Scientists And Engineers ◽  
Science And Engineering Education

The international dimension of science and engineering education is of paramount importance and merits serious consideration of the coherent skill set that is required to allow scientists and engineers more readily to transport themselves and their work to other locations in the world. 

Environmental engineering education in conjunction with or as Part of social sciences curricula

2000 ◽  
Vol 41 (2) ◽  
pp. 47-54 ◽  
Author(s):  
H.H. Hahn
Keyword(s):  
Social Sciences ◽  
Engineering Education ◽  
Business Administration ◽  
Natural Sciences ◽  
Environmental Engineering ◽  
Basic Question ◽  
Basic Training ◽  
The University ◽  
Engineering Programme ◽  
Environmental Infrastructure

Traditionally in Germany environmental engineering education took place within the context of a civil engineering programme. There were reasons for this: the beginning of much of what we understand today to be environmental works fell within the parameters of city engineering. There were and are advantages mostly in view of the necessary planning, construction and operation of environmental infrastructure. There are also disadvantages which become more and more pronounced as the field of environmental protection expands: the civil engineer frequently lacks basic training in disciplines such as biology and chemistry and carries a large and sometimes burdensome knowledge of other less relevant subjects. Thus, educators begin to look for alternatives. This paper deals with an alternative that was developed some ten years ago and therefore has proven viable and successful: at the University of Karlsruhe students may choose to major in environmental engineering within the context or on the basis of an economics and business administration curriculum. The basic question here is as to what extent the student masters the field of environmental engineering if he or she has predominantly a solid background in social sciences and very little in natural sciences. The paper will describe the curriculum in structure and intensity and evaluate the accumulated knowledge and suitability of these students in terms of actual environmental problems. This will be done in terms of examination performance parallel and/or relative to traditionally trained civil environmental engineers as well as in terms of topics successfully treated in Masters' theses. In conclusion, it is argued that such combination of curricula should not be confined to economic sciences and environmental engineering but also be planned for legal sciences and environmental engineering.

scholarly journals Development of Interdisciplinary Lessons Integrating Science and Engineering in Heterogeneous Teams: Education Students’ Attitudes

2016 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Aharon Gero
Keyword(s):  
Engineering Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Education Students ◽  
Science And Engineering ◽  
Theoretical Part ◽  
Interdisciplinary Teaching ◽  
Science And Engineering Education ◽  
Students Attitudes ◽  
Heterogeneous Teams

The course “Interdisciplinary Aspects in Science and Engineering Education” is a unique course designed to expose students of science and engineering education to the characteristics of interdisciplinary teaching and learning. The theoretical part of the course deals with the nature of science and engineering and the interaction between the two, various hierarchies describing the level of integration between disciplines, and possible strategies for developing interdisciplinary lessons. In the practical section, the participants develop, in heterogeneous teams of students from different academic backgrounds, an interdisciplinary lesson integrating science and engineering, and teach it to their peers. Using qualitative tools, the research described in this paper characterized the attitudes of 112 students towards developing an interdisciplinary lesson as part of a team. The findings indicate that the students identified both the difficulties involved in developing an interdisciplinary lesson as part of a team and the advantages inherent to teamwork. It was further found that the weight of the attitude component that recognized the contribution of teamwork to the development of interdisciplinary lessons was considerably higher than the weight of the component indicating the difficulties that involved teamwork.

Interactive Nano Visualization for Science and Engineering Education-Scanning Probe Microscope on the Web

1998 ◽  
Vol 4 (S2) ◽  
pp. 46-47
Author(s):  
B.L. Ramakrishna ◽  
A. Razdan ◽  
J. Sun ◽  
E. Ong ◽  
A. A. Garcia
Keyword(s):  
High School ◽  
Engineering Education ◽  
Surface Characterization ◽  
Scanning Probe Microscope ◽  
Atomic Scale ◽  
Scanning Probe ◽  
Science And Engineering ◽  
Probe Microscope ◽  
Science And Engineering Education ◽  
The Web

The integration of nano-science and technology concepts into upper-division high school and lower-division college curricula will require innovative educational approaches that will help students understand the structures and properties of matter on a scale below 100 nanometers, i.e., the nanoscale. This Interactive Nano-Visualization in Science and Engineering Education (IN-VSEE) project will create a consortium of university and industry researchers, community college and high school science faculty, computer scientists and museum educators with a common vision of creating an interactive World Wide Web (WWW) site to develop a new educational thrust based on remote operation of advanced microscopes and nanofabrication tools coupled to powerful surface characterization methods. The centerpiece of this project is the web-based operation of the revolutionary scanning probe microscope (SPM), which has evolved rapidly into a relatively simple, yet powerful, technique capable of imaging and manipulating materials at resolutions down to the atomic scale.

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