Curricula For A Sustainable Future: A proposal for integrating environmental concepts into our curricula
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Curricula For A Sustainable Future: A proposal for integrating environmental concepts into our curricula Linda Vanasupa and Frank G. Splitt* Materials Engineering Department, California Polytechnic State University, San Luis Obispo, CA 93407, [email protected] *McCormick School of Engineering and Applied Science, Northwestern University, Evanston, IL 60208, [email protected]
ABSTRACT The global scientific community recognizes the critical need for industries to develop and practice manufacturing techniques that minimize harm to our environment. In the National Science Board’s report Environmental Science and Engineering for the 21st Century, the National Science Foundation was urged to promote “Environmental research, education, and scientific assessment [as] one of NSF’s higher priorities.” Although there are a number of independent efforts to fold environmental issues in existing undergraduate curricula, no dominant method has emerged as a means of including these concepts. One of the difficulties in adjusting our materials science and engineering (MSE) curricula is the problem of how and what to include in an already full curriculum. In this paper, we propose a path for integrating environmental and sustainability concepts within the framework of existing curricula. We will suggest learning outcomes for each year of the MSE curriculum and offer examples. INTRODUCTION Stanford University’s recent establishment of its Institute for the Environment is but one of many signs that “this is the century when human beings must learn how to live on this planet in an environmentally sustainable way.”[1] The engineers of tomorrow will no doubt play a critical role in humanity’s success (or failure) to do so. One obvious challenge is that these future engineers are learning from engineering specialists, educated within an “infinite supply” model: our focus has been material performance, while questions, such as supply or environmental impact, are answered after the design work is done. In order for tomorrow’s engineers to derive more sustainable solutions, their curricula must contain the elements necessary for sustainable thinking. Several have proposed clear educational objectives for incorporating sustainable development concepts into the undergraduate curriculum [2,3,4,5]. Anastas and Zimmerman have identified 12 Principles of Green Engineering [6]. Indeed, the proposed 2005-2006 accreditation criteria for engineering programs in the United States calls on programs to directly address issues of sustainability and environment. However, in an already crowded engineering curriculum, it is difficult to envision where and how these concepts can fit. In this paper, we refine the recommendations of others into yearly goals and objectives for the undergraduate curriculum. Our hope is that these will serve as a starting point for programs to integrate these critical concepts and continue the global transformation toward sustainable development. We begin with a vision of the graduating engineer.
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