Day One Sustainability

Autor/inn/en	Orr, John; Ibell, Timothy; Evernden, Mark; Darby, Antony
Titel	Day One Sustainability
Quelle	In: European Journal of Engineering Education, 40 (2015) 3, S.285-296 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.944105
Schlagwörter	Climate; Energy Conservation; Foreign Countries; Interdisciplinary Approach; Teaching Methods; Civil Engineering; Sustainable Development; Engineering Education; Role; Water; Food; Leadership; Federal Legislation; Curriculum Development; Architecture; Construction Materials; Industry; School Business Relationship; Universities; Program Descriptions; Physics; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Klima; Energieerhaltung; Energiespeicherung; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltige Entwicklung; Ingenieurausbildung; Rollen; Wasser; Lebensmittel; Führung; Führungsposition; Bundesrecht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Architektur; Baumaterial; Konstruktionsmittel; Industrie; University; Universität; Physik; Großbritannien
Abstract	Emissions reductions targets for the UK set out in the Climate Change Act for the period to 2050 will only be achieved with significant changes to the built environment, which is currently estimated to account for 50% of the UK's carbon emissions. The socio-technological nature of Civil Engineering means that this field is uniquely placed to lead the UK through such adaptations. This paper discusses the importance of interdisciplinary teaching to produce multi-faceted team approaches to sustainable design solutions. Methods for measuring success in education are often not fit for purpose, producing good students but poor engineers. Real-world failures to apply sustainable design present a serious, difficult to detect, and ultimately economically negative situation. Techniques to replace summative examinations are presented and discussed, with the aim of enhancing core technical skills alongside those required for sustainable design. Finally, the role of our future engineers in policy-making is discussed. In addition to carbon, the provision of water and food will heavily influence the work of civil engineers in the coming decades. Leadership from civil engineers with the technical knowledge and social awareness to tackle these issues will be required. This provides both opportunities and challenges for engineering education in the UK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01