Integrating Sustainability Thinking in Science and Engineering Curricula: Innovative Approaches, Methods and Tools

617 Pages·2015·10.159 MB·English

by  Walter Leal Filho, Ulisses M. Azeiteiro, Sandra Caeiro, Fátima Alves (eds.)

World Sustainability Series
Walter Leal Filho
Ulisses M. Azeiteiro
Sandra Caeiro
Fátima Alves Editors
Integrating
Sustainability
Thinking in Science
and Engineering
Curricula
Innovative Approaches,
Methods and Tools
World Sustainability Series
Series editor
Walter Leal Filho, Hamburg, Germany
More information about this series at http://www.springer.com/series/13384
Walter Leal Filho Ulisses M. Azeiteiro
(cid:129)
á
Sandra Caeiro F tima Alves
(cid:129)
Editors
Integrating Sustainability
Thinking in Science
and Engineering Curricula
Innovative Approaches,
Methods and Tools
123
Editors
Walter Leal Filho Sandra Caeiro
HAW Hamburg FCT/UNL
Hamburg Universidade Aberta
Germany and CENSE
Lisbon
and Portugal
Manchester Metropolitan University Fátima Alves
Manchester Department of SocialSciences
UK and Management
Universidade Aberta
Ulisses M.Azeiteiro Porto
Department of Sciences Portugal
and Technology
Universidade Abertaand CFE
University ofCoimbra
Porto
Portugal
ISSN 2199-7373 ISSN 2199-7381 (electronic)
ISBN 978-3-319-09473-1 ISBN 978-3-319-09474-8 (eBook)
DOI 10.1007/978-3-319-09474-8
LibraryofCongressControlNumber:2014949354
SpringerChamHeidelbergNewYorkDordrechtLondon
©SpringerInternationalPublishingSwitzerland2015
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Preface
The book “Building Sustainability Thinking into Science and Engineering Cur-
ricula—InnovativeApproaches,MethodsandTools”isafurthervolumeofthenew
“World Sustainable Development Book Series” and contains some of the papers
presented at the “World Sysmposium on Sustainability in Higher Education”
(WSSD-U-2014) held in Manchester, UK, during 3–5 September, 2014.
If we want to build sustainability thinking into the science and engineering
curriculum,andhenceencouragestudentsinscienceandengineeringtothinkmore
about green issues and become more sensitive towards matters related to sustain-
ability,weneednewapproaches.Theonesusedtodatehavenotfullyworked,due
to a number of reasons. These include:
(a) Lack of due emphasis on sustainability in the curriculum of science and
engineering courses
(b) Lack of appropriate materials to support curriculum delivery
(c) Lack of training of the staff who should deliver sustainability issues in science
and engineering courses
(d) Limited availability of materials showcasing how it can be done
Thisbookismeanttoaddresstheaboveneeds,inanintegratedway.Consisting
of case studies, descriptions of practical experiences and empirical analyses, the
book is structured around two main parts:
(cid:129) Part I looks at matters related to curriculum innovation and the effectiveness of
current training and education programmes, showcasing some innovative meth-
ods and tools currently being used by universities all over the world in order to
include sustainability in the curriculum as a whole, but also of science, engi-
neering and other courses in particular.
(cid:129) Part II handles examples of good practice, where the handling of sustainablity
issues goes beyond the trivial, and engages on matters of strong social, political
and economic relevance. In particular, Part II refers to cross-cutting approaches,
v
vi Preface
outlining examples of successful programmes, including replicable case studies
and the examples of good practice which can convincingly show that the inte-
gration of sustainability issues in science, engineering and other courses is a
feasible goal.
Studentswillbenefitfromamoresustainability-focusedapproachinthescience
andengineeringcurriculuminanumberofways.Forinstance,theywilllearnhowto
usenatural,physicalandeconomicresourcesmoreefficientlyandmoreeffectively.In
addition,theywillbesensitisedabouttheneedtoseekmultipleviewswhenhandling
sustainabilitychallenges.Moreover,theywillbeinabetterpositiontorecogniseand
manage risks, so as to minimise adverse impacts of projects on people or environ-
ment.Finally,theywillbeencouragedtocontributetowardsbuildingasustainable
society,wherethey—asstudentsnowandprofessionalslater—willbeabletoplaya
keyrole.
We want to thank the authors for sharing their work, their know-how and their
expertisetoaworldaudience,andhopethemanyexperiencesamassedinthisbook
will help to support the work of sustainability lecturers, researchers and students
working in this very important field.
Autumn 2014 Walter Leal Filho
Ulisses M. Azeiteiro
Sandra Caeiro
Fátima Alves
Contents
Part I Curriculum Innovation
Preparing Teachers for Sustainable Development
in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Iolanda Bueno de Camargo Cortelazzo
A Minor Programme on Sustainability for the Engineering
Curriculum at the University of Chile . . . . . . . . . . . . . . . . . . . . . . . . 21
Luis S. Vargas and Claudia Mac Lean
Food for Thought: A University-Wide Approach to Stimulate
Curricular and Extracurricular ESD Activity. . . . . . . . . . . . . . . . . . . 31
Helen Puntha, Petra Molthan-Hill, Aldilla Dharmasasmita
and Eunice Simmons
Sustainability and Employability: Alliances at the University
of Bedfordshire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Diana Pritchard and Mark Atlay
The Environmental Sustainability of Brazilian Universities:
Barriers and Pre-conditions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Luciana Londero Brandli, Walter Leal Filho,
Marcos Antonio Leite Frandoloso, Eduardo Pavan Korf
and Denise Daris
Implementing a Sustainability Strategy: A Case Study
from the University of Leeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Louise Ellis and Jessica Martin
vii
viii Contents
It’s Contagious! Developing Sustainability Perspectives
in Academic Life at a UK University . . . . . . . . . . . . . . . . . . . . . . . . . 89
Stephen Scoffham and Nicola Kemp
A Strategic Framework for Developing Interdisciplinary
Minors on Climate Change and Sustainability Policy:
The CLIMASP-Tempus Example. . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Vassilios Makrakis and Nelly Kostoulas-Makrakis
Sustainable Development Integration Strategies
in Higher Education: Case Study of Two Universities
and Five Colleges in Quebec . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Véronique Bisaillon, Mourad Ben Amor and Alain Webster
Making Money and Saving the World: Empowering
Students for Sustainability Through Social Enterprise. . . . . . . . . . . . . 131
Kate Arnold
Promoting Education for Sustainable Development
at the University of Prishtina, Kosovo . . . . . . . . . . . . . . . . . . . . . . . . 139
Arlinda Beka and Adriano Ciani
Increasing Global Environmental Literacy via Faculty
Experiential Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Antje Danielson and Panagiota Kaltsa
What Does the Concept of Responsibility Contribute
to the Teaching of Sustainability in Universities? . . . . . . . . . . . . . . . . 169
Harold Goodwin
The Road Less (Sustainably) Traveled: A Case Study
of Academic Travel at Franklin University Switzerland. . . . . . . . . . . . 183
Brack W. Hale and Alison Vogelaar
One Metaphor—Several Meanings: An Interdisciplinary
Approach to Sustainable Development . . . . . . . . . . . . . . . . . . . . . . . . 197
Astrid Ouahyb Sundsbø, Benjamin R.K. Runkle, Sarah McMonagle,
Kerstin Jantke, Florian Lottermoser, Manuel Gottschick,
Sönke Häseler, Juan Miguel Rodriguez Lopez and Marcus Scheele
Campus Ecological Footprint Versus the Global Influence
of Sustainability Related Campus Activities: How Do They
Compare?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Tim Lang and Christopher Kennedy
Contents ix
Developing Action Strategies for Sustainable Living Amongst
Employees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Alexandra Mifsud
An Instructor’s Experience: Implementing Sustainable
Development in the Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Sima I. Mpofu
Sustainability into the University of Sao Paulo (USP), São Carlos
Engineering School (EESC)—Brazil. . . . . . . . . . . . . . . . . . . . . . . . . . 265
Yovana M.B. Saavedra, Fabio Neves Puglieri, Vitor Ranieri,
Rosane A. Aranda, Patrícia Silva Leme and Aldo Roberto Ometto
Quality Air Monitoring in a Brazilian University:
The Use of Passive Samplers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Eduardo Pavan Korf, Denise Daris, Luciana Londero Brandli,
Marcos Antonio Leite Frandoloso and Giulius Sebastian Soares Schwanz
Part II Best Practice
Embedding Environmental Sustainable Development Within
Social Enterprise at the University of Northampton . . . . . . . . . . . . . . 295
Simon Mark Pole
Improvements for a Sustainable Distance Education with the New
UNED On-Site System for Virtualization of Exams: Malaga
Region (Andalucía, Spain) as Case Study . . . . . . . . . . . . . . . . . . . . . . 309
M. Olga Guerrero-Pérez, Gustavo Román and Concepción Travesedo
Overview of the Sustainability in Brazilian Information
and Communications Technology Market. . . . . . . . . . . . . . . . . . . . . . 319
Bruna Grascyela Schaefer Paese and Márcia Cassitas Hino
Virtual Learning Environments for Transformation
to Sustainability: A Case Study from the “South”. . . . . . . . . . . . . . . . 335
Rudi Pretorius, Melanie Nicolau, Jaco Immelman, Anna de Jager,
Marié Nöthling and Anja du Plessis
The Deployment of Sustainability in the Higher Education
Business Studies Curriculum: Centrality, Pervasiveness
and Practical Teaching and Learning. . . . . . . . . . . . . . . . . . . . . . . . . 349
Clare Hagerup and Russell Woodward