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The purpose of this paper is to research the ways of integrating sustainable development into study programs of engineering faculties in an international context, as well as to analyse the current state of engineering education for sustainable development at the universities of the Republic of Serbia. Therefore, a desktop research, as well as an analysis of the engineering education curricula, have been conducted. The results of the research indicated to two possible approaches to the integration of sustainable development into the engineering curricula – in the form of special subjects dedicated to the problems of sustainable development in the engineering, or as an integrative approach which implies that sustainable development becomes an integral part of the entire curriculum. Subjects dedicated to sustainable development have been identified at all universities, but not at all faculties where engineers are educated in the Republic of Serbia, they are present at all levels of study (undergraduate, master, doctoral), as well as within applied, integrated and specialist studies, and by status they are most often elective. The results confirm that the engineering curricula open up towards the questions of sustainable development both in international context, and in higher education of the Republic of Serbia and as such, they can serve to the relevant ministries of education and science, universities and engineering faculties as a recommendation in which way to plan and design higher education of engineers in the future in order to provide overall support in the integration of sustainability into the engineering. [ABSTRACT FROM AUTHOR]

Contribution: An analysis of the extent to which sustainability is present in the syllabi, project briefs, report templates, and student final reports of the three Iberian European project semester (EPS) providers, over a five-year period. Background: EPS is a one-semester capstone project framework that adopts project-based learning and multicultural, multidisciplinary teamwork. Educating engineers for sustainable development requires fostering critical and ethical thinking and a desire for equity, solidarity and preservation of natural resources, and cultural and genetic diversity. Existing engineering capstone design programs emphasize solving real world problems, hands-on training, and soft skills, but few focus on sustainability aspects of engineering design. The three Iberian EPS providers adopt project-based learning and teamwork methodologies, promoting the development of transversal skills and addressing sustainability in a multicultural and multidisciplinary background. Intended Outcomes: To show that the three Iberian EPS providers follow these recommendations and contribute to raising students’ awareness of sustainable development. Application Design: The proposed sustainability learning assessment method collects evidence from syllabi, project briefs, report templates, and final reports to extract faculty and student perspectives. The sustainability-related terms collected were processed into word cloud format, allowing a simple and intuitive interpretation of students’ understanding of sustainability, and in co-occurrence network format, to understand if sustainability has a pervasive or confined presence within the reports. Findings: Iberian EPS faculty and students are aware of the social, economic, and environmental impact of their projects, in terms of quality of life, social responsibility, the use of resources, and environmentally friendly technology. [ABSTRACT FROM AUTHOR]

Over the last decade and prompted by the United Nations (UN) 2030 Framework, significant engineering bodies have been calling for education directed towards achieving the UN Sustainable Development Goals (SDGs). In this paper, the authors reflect on progress to enable SDG knowledge and skills in engineering studies, overviewing key examples of efforts within the global professional engineering and education community, including Australia and the United States of America (the US). Acknowledging differences in language and guidance around the world, the authors discuss the need to provide clear and concise language regarding: 1) statements for desirable graduate attributes, 2) required knowledge and skill (i.e. competency) development, and 3) commentary/guiding elements and indicators. The paper concludes with recommending accreditation bodies and professional societies and colleges make use of current international review processes underway by the International Engineering Alliance (IEA) and the World Federation of Engineering Organisations (WFEO), to update accreditation and supporting documents to ensure graduates have capacity to deliver solutions for 'thriving humanity and planet' in the twenty-first century. The authors also challenge educators to review and renew their institution's desired graduate attributes and program offerings to ensure curriculum develops capacity for achieving the UN SDG goals, targets and indicators. [ABSTRACT FROM AUTHOR]

Universities throughout the world are realigning engineering education by integrating the impact and importance the profession has on humanity, society and the natural environment. Amongst western universities it is common practice for the engineering programs to have ethics and sustainability embedded within most professional practice courses. Western universities are now understanding the important role cultural, social and emotional intelligence play in producing holistic 21st century engineers. Universities are supporting and fostering fieldtrips to resource-constrained communities, exposing students to real-world problems and finding solutions not necessarily typical in western environments. This, to a certain degree, has helped promote the concept of the Humanitarian Engineer. However, many activities run the risk of disempowering communities and incorrectly promote neo-colonialism as a positive concept to students: the exact opposite of what universities should be striving to achieve. This paper explores the concept of voluntourism and the need for holistic and sustainable solutions for universities to produce culturally, socially and emotionally intelligent engineers with a strong depth of technical knowledge. The paper provides case studies of different programs, highlighting different methods of service-learning and community empowerment. The paper provides a framework to assess program suitability to produce holistic 21st century engineering graduates. [ABSTRACT FROM AUTHOR]

This study investigated best practices in teaching environmental responsibility to inventors and innovators. Because successful invention includes engineering, design, and business, best practices in all three disciplines were investigated, as well as connections among them. The investigation sought best practices in curriculum, delivery methods, and administrative leadership to maximize environmental responsibility in invention education. To find best practices, interviews of 25 instructors, administrators, and graduates from sustainable innovation and entrepreneurship programs were performed; a small literature review provided background and validation. Results found that for curriculum, there was no "silver bullet" but a wide spread of topics for different contexts; however, core topics included business knowledge, measurement of impacts, systems thinking, communication, and inclusion of social justice for broader sustainability. For delivery methods, project-based learning in interdisciplinary teams was a best practice, especially when partnering with industry or other external stakeholders. For leadership, faculty leading with strong administrative support was often praised, though other models were also described, and barriers were mentioned. Leadership best practices also included involvement of all aspects of institutions: faculty, administration, students, facilities, and operations. Image 1 •.Recommended curricula 1: business skills, impact measurement (including social). •.Recommended curricula 2: systems thinking (or critical thinking), communication. •.Recommended delivery: projects in interdisciplinary teams with external partners. •.Recommended administration: faculty leading with strong administrative support. [ABSTRACT FROM AUTHOR]

This research aims to evaluate the engineering students' perception regarding sustainability. For this, a survey was developed based on sustainability parameters from a detailed analysis of the Global Reporting Initiative (GRI) and the Brazilian Institute of Corporate Governance (BICG). The parameters were initially divided into seven groups: Financial and Productivity Aspects (FPA); Concern With Employees (CWE); Support for Local Communities (SLC); Ethical and Corporate Governance Issues (ECI); Environmental Aspects (ENA); Sustainable Aspects in the Operations Network (SON); Customers, Development of New Products and Services (CPS). The survey was conducted with engineering undergraduate students from two Brazilian universities. The data were analyzed through structural equation modeling technique, namely the PLS-SEM algorithm. The collected 162 answers enabled the validation of the model tested, and showed that the students, in general, do not consider SLC and CWE when they are analyzing sustainability. Additionally, the most important construct was the CPS. This is an exploratory study and we believe that these findings may contribute to expand the debate about the sustainability insertion in engineering courses, helping educators in their didactic activities. There were not found similar studies in the literature, which highlight the originality of the research. The statistical validation of the results and the contribution to expand the debate regarding sustainability in engineering education justify the value of this study. [ABSTRACT FROM AUTHOR]

Entrepreneurial mind-set, knowledge and skills to recognise opportunities and implement ideas are vital competences for achieving success in the midst of rapid global changes. The main purpose of the entrepreneurship education is to foster those competencies. The present paper focuses on the role of the university education in developing various entrepreneurship competences, and the share of entrepreneurs among the alumni. The aim is more specifically to examine the relationship between entrepreneurship education and entrepreneurship competence development in university and the later entrepreneurial activities of the engineering alumni. The analysis is based on a questionnaire survey of alumni entrepreneurship conducted in 2016 as a part of a programme 'Edu ja Tegu- Development of entrepreneurial education throughout all educational levels'. Chi-square tests, t-tests are used to compare the engineering alumni of Estonian University of Life Sciences with graduates from other fields. The overall share of entrepreneurs among the engineering alumni was 35.6%. The entrepreneurial activities were impacted by the time of graduation. It had also impact of whether the graduates had received entrepreneurship courses during their studies. In comparison with other alumni, the engineering graduates assessed that their university education helped them develop significantly better problem-solving skills, critical thinking, self- evaluation skills, ability to develop new ideas and solutions and leadership skills and obtained significantly less entrepreneurial and financial knowledge during their studies. However, in case of engineering alumni, entrepreneurship education did not have significant impact on their entrepreneurial activities and assessments of competences, thus indicating that other factors are in play. [ABSTRACT FROM AUTHOR]

According to the Encyclopadia Britannica, the establishment of the Royal Society of London for Improving Natural Knowledge (Royal Society), the "oldest national scientific society in the world," was on November 28, 1660. In 1818, the Institution of Civil Engineers (ICE), the first professional engineering body, was also set up in London. Ten years later King Georges IV granted ICE its Royal Charter. Throughout the past 200 years, the world, and Western societies in particular, have experienced deep social changes. The engineering profession has not been an exception, and today its ethos is much broader and complex than the roots and conditions that were found at its origins. What elements are required for professional self-awareness in 21st century engineers? Our goal here is to outline these potential characteristics of contemporary engineering. [ABSTRACT FROM AUTHOR]

To address complex problems in an increasingly globalized world, engineers must understand the ethical implications of their work on society. International service learning is one approach for engineers to gain this understanding. The purpose of this study is to investigate the benefits of international service learning on engineering ethics, more specifically macro-ethics, which is defined as an understanding of their impact on society through engineering. The quantitative study measured senior engineering students' macroethics understanding from a national sample of students enrolled in capstone design courses (n=2095). Students who participated in international service learning (ISL) through capstone and volunteer/work experience possess a greater understanding of macro-ethics compared to students without these types of experiences. Gender is also a contributing factor. Female engineering students possess an understanding of macro-ethics regardless of their ISL experience. Male engineering students with ISL experience have a greater understanding of macro-ethics compared to male engineering students without ISL experience. Male engineering students make up nearly 80% of engineering programs. The integration of ISL into engineering education can help these students develop an understanding of macroethics. Another approach is to recruit more women into engineering who seem to possess an understanding of macro-ethics without participating in ISL experiences. [ABSTRACT FROM AUTHOR]

This study explores the impact on students from engagement with a humanitarian engineering pathway embedded in the core of an undergraduate engineering degree. The pathway provides multiple engagements with humanitarian engineering including assignment topics, study abroad experiences and service-learning projects. A mixed-methods study over 18 months collected survey data from education initiatives concurrently with interviews with graduates at completion of their studies, to identify outcomes from student engagement. A set of seven outcome themes were identified including additional motivations for study, the development of professional skills, and an enhanced perception of employability. The research demonstrates the contribution of humanitarian engineering to the development of contemporary engineers as well as to support greater diversity and cultural change in engineering. However, challenges were identified particularly for work experience and career opportunities. The research proposes future work evaluating outcomes from multiple universities and graduates further in their careers, to develop a more complete picture of the impacts of humanitarian engineering. [ABSTRACT FROM AUTHOR]

Senior design and capstone courses are an integral part of any engineering curriculum around the world. These courses perhaps provide the only opportunity for students to apply the theoretical knowledge and technical skills they have acquired throughout the engineering degree. Moreover, they are often the (sole) environment in which students get some of the professional and transversal skills too. In addition, such courses present a great degree of nonuniformity since the students engage in projects of different nature (e.g., research oriented versus application oriented). Furthermore, not only do these courses prepare students for real-life engineering practice, they also serve as a major component in measuring program outcomes. The survey conducted over two decades ago by Todd et al. [item in the Appendix], which collected responses from 360 departments across 173 schools, highlighted many of the issues related with capstone courses that are still relevant today. Such issues include course format, different degrees of faculty involvement, and project completion requirements. Indeed, all points highlighted thus far emphasize the importance of adequately designing and assessing capstone design courses. [ABSTRACT FROM AUTHOR]

The engineering profession has been highlighted in the context of a growing need for professionals capable of addressing the pressing challenges of sustainability. The purpose of this study is to present innovative experiences in engineering education for sustainable development in Brazil. This research was conducted in three stages: first, innovative initiatives were mapped through document research, literature review, grey literature, and the press; second, 37 academics who created and/or participated in these initiatives were interviewed, including professors, program coordinators, department heads, engineering school directors, and university chancellors; and third, the initiatives were analyzed and discussed with a team of specialists. The initiatives can be categorized into two types: innovative actions, projects, and structures (i.e., isolated actions, institutional projects, and institutional structure) and engineering programs with innovative characteristics (i.e., innovative curricula and pedagogical approaches, and new organizational paradigms to support engineering schools). Key characteristics, conceptual foundations, examples, and contributions to the sustainable development goals are discussed for each type of initiative. Emerging topics related to engineering education for sustainable development were identified and related to real cases. A shift towards a sustainability paradigm in engineering education is dependent on university top management commitment and can be accelerated by integrating initiatives at multiple levels of the university system. [Display omitted] • Innovative EESD initiatives in Brazilian universities are mapped. • Interviewees held key positions in the main Brazilian engineering schools. • Contributions from EESD initiatives to achieve SDGs are discussed. • Emerging EESD-related topics are identified and linked to real cases. • A systems perspective on innovative EESD initiatives is presented. [ABSTRACT FROM AUTHOR]

Although UNESCO and the UN's Sustainable Development Goals have articulated the critical role of engineering in achieving sustainable forms of development, there remains the need to analyze the design, features, and nature of sustainability-focused initiatives in engineering education. To date, few studies have identified the main knowledge gaps in this sector of higher education. At the same time, there is no known research exploring student and graduate learning outcomes in particular contextual settings. To address these gaps, this article uses a realist scoping review to map and analyze how engineering education has approached sustainability in higher education institutions since the 1990s. Our study explores the approaches of curricula, teaching, and learning renewals promoted in higher education engineering programs identifying critical differences between the expected and actual learning outcomes. Key findings drawn from a range of international contexts include broad evidence that engineering education providers desire to approach sustainability from an integrative perspective. However, this approach typically demands more administrative resources to develop formal and hidden curriculum mechanisms. As a result, engineering education struggles to foster the associated intra- and inter-cultural learning characteristics expected within integrated sustainability education. Findings also suggest re-evaluating the connotation and senses of 'being and becoming an engineer', including social responsibilities in engineering education, to empower students as active agents of change. Implications for practice, policy, and curriculum development of nine approaches to engineering education for sustainability are also offered, alongside possibilities and priorities for future research. [Display omitted] • Shows how scoping reviews can enrich research on higher education for sustainability. • Identifies nine approaches to how engineering education has approached sustainability. • Discusses key mechanisms and contextual factors for each of the nine approaches. • Finds the 'triple bottom line' is prevalent and directed towards economic progress. • Illustrates why cultural perspectives need engaging to support sustainability goals. [ABSTRACT FROM AUTHOR]

For sustainable engineering to contribute to sustainability, curricular reforms are needed to train sustainability-conscious engineers. Examining student perceptions of sustainability education can provide insights for benchmarking the current quality of a curriculum and for identifying strategies for reforming a curriculum. Thus, the goal of this study was to examine student interest in, knowledge of, and experiences related to sustainability in civil and environmental engineering (CEE) at the Georgia Institute of Technology (Georgia Tech). A survey was developed and administered to students () enrolled in CEE capstone courses. The results indicated that although students are interested in sustainable development, there is potential for further enhancing sustainability learning. In addition, students reported that CEE courses strongly impacted their learning, which underscores the importance of curricular quality. Finally, although students were generally satisfied with CEE sustainability education, they cited the need for more guidance on integrating sustainability into the design process. Although this case study provides feedback to improve CEE sustainability education at Georgia Tech, it also serves as an example for other programs interested in evaluating their curricula from a student perspective. [ABSTRACT FROM AUTHOR]

The work provides guidelines for instructors who wish to incorporate green engineering concepts into a typical non-green engineering course without diluting course content or modifying the course syllabus by identifying 5 critical elements necessary to the successful integration of green engineering concepts into any traditional, design-oriented, non-green engineering course. The 5 critical elements result from the assessment of the incorporation of green engineering concepts into a traditional, design and analysis oriented heat transfer course offered to chemical engineering students in the fall semester of their junior year. This work not only incorporates the instructor's assessment of the newly greened course but also assessment of the same course by a student task force. This work includes portions of the instructor's assessment, the student task force's independent assessment of the course as well as the task force's assessment of the instructor's proposed modifications to the course. Even though this study focuses on green engineering as it relates to heat transfer, the assessment and suggestions are relevant to all non-green engineering courses that attempt to integrate green engineering topics. [ABSTRACT FROM AUTHOR]

Environmental responsibilities have evolved beyond controlling the emissions and wastes of industrial production to now incorporating logistics, products and processes. Corporations have become environmentally conscious to satisfy corporate responsibilities and to ensure sustainable development, increasing the demand for environmental engineering professionals. Engineering education should not be restricted to satisfying the demands of employers, industry and the marketplace or be isolated within disciplines. This study examined the instructional strategies implemented by a professor in his environmental sustainability engineering course to make his students critical thinkers, who can create sustainable products, programs and solutions. This mixed methods single case study adopted a positive deviance approach to identify this best practices case where the professor applied attitudinal learning principles in a non-intrusive way, that is without trying to change attitudes directly and forcefully. This allowed students to critically examine presented content, connect emotionally to issues they valued, take ownership of their learning, and make decisions and take responsibility for their actions, according to this study. Since sustainability projects are multi-disciplinary in the real world, ill-structured problem solving incorporated in semester-long team projects showed that students learned to work in diverse teams and understood team dynamics. These skills are expected to be transferred into students' future engineering professional careers where they could demonstrate broader management, multidisciplinary, and communication skills, in addition to social, economic and environmental responsibilities. • Course objective: Creating critical thinkers, problems solvers and team players. • Non-intrusive instruction (without trying to change attitudes directly and forcefully). • Attitudinal instruction focused on cognitive, affective, behavioral, and social learning. [ABSTRACT FROM AUTHOR]

This paper focuses on the need for sustainable energy engineering degrees and the problems found in establishing appropriate curricula contents. Proposals are made for developing adapted energy engineering degrees. Relevant contents are provided for these curricula, which should train engineers to deal with current and future problems. This need for updated curricula is established in view of the paradigm shift taking place in the energy sector, which includes a considerable increase in renewable energies and the need to radically address sustainability issues. A detailed description of potential contents is presented, which is supported by a critical review of the existing literature. Three parallel issues may lead to the identification of new contents. First, new contents may arise from the identification of changes in conventional energy engineering education. Such changes result from the increasing relevance of unconventional energy systems and of energy management issues. Second, new contents may arise from the need to include sustainability topics in engineering degrees. Third, new contents may become relevant when focusing on underserved regions and energy poverty niches, in view of the need for specific alternative technologies for those conditions. Once a detailed description of curricula contents is made, an analysis of a sample of current curricula in higher education institutions, based on the relative content weight of the main modules, is presented. The analysis shows a clear lack of consensus on the appropriate contents for energy engineering, an insufficiency of sustainability topics, and an absence, when dealing with underserved regions, of addressing the need for appropriate, affordable, and sustainable technologies. Certain proposals are made to address these problems. • Alternatives are discussed for coherent degrees on sustainable energy engineering. • Contents on fundamentals, renewables, management, and sustainability are discussed. • Content weights of a sample of current degrees are analyzed, showing poor coherence. • Current degrees lack contents on sustainability, management and even on renewables. • Affordable and sustainable solutions for energy poverty are seldom addressed. [ABSTRACT FROM AUTHOR]

This paper describes the results of recent research carried out with the UK energy sector to assess low-carbon related skills gaps and training requirements at the masters-level. Via iterative engagement across the industry, the characteristics of the market for new 'needs-driven' industry-focussed masters-level training offerings were defined. The results, taken together with the outcomes of a gap analysis of existing masters-level training, support the creation of a new framework for masters-level energy education that will more effectively meet the growing unmet need for such skills in the UK and beyond. The outcomes of the research indicate that flexibility in both delivery mode and curriculum content across both technical and non-technical disciplines is essential, along with improved supplier agility to rapidly develop new courses in evolving engineering specialisations. Without responding effectively to such demands from industry, we conclude that the advanced skills needed across the highly dynamic UK and global energy engineering sector will be in increasingly short supply. [ABSTRACT FROM AUTHOR]

Highlights from the article: In their analysis, the authors review educational data mining methods and algorithms to determine which can be used in predicting students' graduation factors. The authors specifically explore the relationship between classroom assessment practices and students' learning-orientation. The authors suggest that instructors should align their assessment practices with current learning theories and literature, recognize ways student internalize and interpret assessment, and develop a clear assessment strategy that promotes deep learning behaviours.

Recent natural events such as earthquakes in Japan and storm surge effects in New York have led to the growing interest in sustainable civil engineering. While sustainability topics, such as soil liquefaction and green building design, are typically included within civil engineering programs at the baccalaureate or graduate levels, topics in sustainability can be adapted for secondary school students as well. In addition, efforts to attract quality and diverse students into civil engineering have given rise to engineering camps aimed at secondary school students. This research focuses on the exploration of civil engineering sustainable module topics for secondary school students through the development of content as well as implementation of two case studies. Sustainability module topics are identified and instructional content (lesson objectives, key concepts, activities, experiments, and other pedagogical techniques) are proposed. Two modules are applied at the Bucknell Engineering Summer Camp program, targeting secondary school students. The module topics developed, as well as the case study results, can provide examples for how engineering educators throughout the country can introduce sustainable civil engineering as a way to encourage future civil engineering students. [ABSTRACT FROM AUTHOR]

A method to evaluate students' application of sustainability principles into engineering design and problem solving was developed. Students were presented with two challenge questions that each posed a scenario. Students responded to one question and their answers were scored using a rubric that combined both analytic and holistic scoring criteria to account for sustainability principles. The rubric was iteratively developed and met standard measures of reliability and validity. Based on responses from primarily civil and environmental engineering students at three institutions, it was found that male students, seniors, and participants in many diverse learning activities (extracurricular service, internships, undergraduate research, and engineering design courses) achieved higher rubric scores. Scores on the challenge questions did not correlate to students' interests in sustainable engineering, which were measured using a Likert-based survey. A challenge-question approach to formative assessment may enable instructors to adapt curricula to foster student learning of implicit sustainability issues in engineering. The rubric may be used with a diversity of content-focused challenge questions as a tool for assessing students' holistic, sustainability-focused approaches to engineering. [ABSTRACT FROM AUTHOR]