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The use of organic residue - based amendments for the restoration of polluted soils is a common practice that allows to improving soil properties and reincorporating plant nutrients to the natural biogeochemical cycles, in addition to waste valorizating. However, there are few field trials evaluating the long-term effect of this practice on soil properties. The objective of this work is to monitor the evolution of soil physical properties in mine soils restored with organic amendments in combination with two plant species (phytomanagement), Salix viminalis or Agrostis capillaris. In the non-treated soil the physical properties were very desfavourable for plant growth, with coarse textures, high density, low porosity and low capacity of water retention. Phytomanagement techniques improved aggregation, reduced both soil compaction and density, and increased both porosity and water retention capacity, recovering characteristics similar to f the surrounding natural soils., El uso de enmiendas orgánicas formuladas a partir de residuos en la restauración de suelos contaminados es una práctica habitual que permite, además de valorizar residuos, mejorar las condiciones de desarrollo vegetal y reincorporar nutrientes a los ciclos biogeoquímicos naturales. No obstante, hay pocos ensayos de campo que permitan evaluar el efecto a largo plazo de esta práctica sobre las propiedades del suelo. El objetivo de este trabajo es hacer un seguimiento de la evolución de las propiedades físicas del suelo en estériles de mina restaurados mediante la aplicación de enmiendas orgánicas en combinación con la plantación de distintas especies vegetales (fitogestión), Salix viminalis o Agrostis capillaris. Las condiciones físicas del suelo eran muy desfavorables para el creicimiento vegetal en los suelos de mina sin tratar, que presentaban texturas gruesas, elevada densidad, baja porosidad y baja capacidad de almacenamiento de agua. Las técnicas de fitogestión mejoraron la agregación, redujeron la compactación y la densidad del suelo, y aumentaron su porosidad y la capacidad de retención de agua, recuperando características similares los suelos naturales del entorno.

El uso de enmiendas orgánicas formuladas a partir de residuos en la restauración de suelos contaminados es una práctica habitual que permite, además de valorizar residuos, mejorar las condiciones de desarrollo vegetal y reincorporar nutrientes a los ciclos biogeoquímicos naturales. No obstante, hay pocos ensayos de campo que permitan evaluar el efecto a largo plazo de esta práctica sobre las propiedades del suelo. El objetivo de este trabajo es hacer un seguimiento de la evolución de las propiedades físicas del suelo en estériles de mina restaurados mediante la aplicación de enmiendas orgánicas en combinación con la plantación de distintas especies vegetales (fitogestión), Salix viminalis o Agrostis capillaris. Las condiciones físicas del suelo eran muy desfavorables para el creicimiento vegetal en los suelos de mina sin tratar, que presentaban texturas gruesas, elevada densidad, baja porosidad y baja capacidad de almacenamiento de agua. Las técnicas de fitogestión mejoraron la agregación, redujeron la compactación y la densidad del suelo, y aumentaron su porosidad y la capacidad de retención de agua, recuperando características similares los suelos naturales del entorno., Revista de Ciências Agrárias, Vol. 45 N.º 4 (2022)

Integration of entrepreneurship in current engineering education emphasises the need for engineers to initiate and drive innovation processes that transform ideas into societal value. Learnings from the history of engineering and the at times unsustainable impact of technology on society have drawn attention to user requirements and the societal context of technological innovations. In addition to this view, entrepreneurial education underlines the need to move beyond reactively addressing user requirements and societal developments to proactively creating opportunities and realising their potential to change societal patterns and trajectories. Grand challenges, such as climate change and the recent COVID-19 pandemic, have indeed confirmed the need for such abilities. This paper argues that when integrating entrepreneurship in engineering education, the pedagogical approach to how we teach entrepreneurial engineering will inevitably have to be revisited. The study aims to explore the facilitation of entrepreneurial projects in a problem-based learning (PBL) environment. Design-based research (DBR) was conducted to codevelop and test guidelines and models for entrepreneurial PBL based on existing PBL approaches. In this process, ten facilitators of entrepreneurial PBL projects were continuously challenged to change their perspective from being facilitators to students and from being practitioners to reflective practitioners. In this paper, we especially report on the part of the study investigating the following question: What challenges do students experience when PBL becomes entrepreneurial? The paper concludes with insights into the nuances of entrepreneurial PBL and closes with a short discussion on the need for more research to ensure integration and not the addition of entrepreneurship in engineering education.

Engineering Education for Sustainable Development (EESD) has been on the agenda for decades in order for engineers to develop sustainable technology for future societies. Increased international attention to the signs of an overarching sustainability crisis have further increased the sense of urgency in order to movefrom sustainable discourse to actions – in industry as well as in educational systems. At Aalborg University, several actions have been taken in order to highlight the importance of sustainability in engineering and science education. As an example, in the beginning of the 1990s, all engineering students entering the University were placed in inter-disciplinary groups and faced with sustainability as a crosscutting semester theme. Likewise sustainability in different shades has been introduced as semester themes withinprogrammes initiating engineering and science students to identify, analyse, formulate and address sustainability challenges in science and engineering. Furthermore, sustainability issues have been introduced in workshops for students and staff, and sustainability has been an integrated perspective in thedevelopments of new prototypes and products in problem based projects. The challenges have however been to balance the focus on sustainability with more domain specific perspectives – to foster engineers with enough engagement and knowledge to contribute to a sustainable development in their everydaypractice, and knowing when to bring in sustainability specialist when needed. The comprehensiveness of the United Nations Sustainability Development Goals have recently underlined the need for combining the generic with the specific in meaningful ways in order to cope with the complexity of the sustainabilitychallenge. In this practice paper, we present an initiative to support staff in engineering and science to integrate sustainability in their educational practice. The online resources are organised in three stages of ambition supporting staff in: i) making students aware of the sustainability challenges in relation to theirstudy domain, ii) providing students with an entrance to know more about sustainability, and finally yet importantly iii) empower students to do more and take action in their project to contribute to a more sustainable development. As such, the on-line resources are presented as a way to frame education forsustainability for engineering and science students, as a stepping-stone for staff to appropriate EESD for specific programmes. Engineering Education for Sustainable Development (EESD) has been on the agenda for decades in order for engineers to develop sustainable technology for future societies. Increased international attention to the signs of an overarching sustainability crisis have further increased the sense of urgency in order to move from sustainable discourse to actions – in industry as well as in educational systems. At Aalborg University, several actions have been taken in order to highlight the importance of sustainability in engineering and science education. As an example, in the beginning of the 1990s, all engineering students entering the University were placed in inter-disciplinary groups and faced with sustainability as a crosscutting semester theme. Likewise sustainability in different shades has been introduced as semester themes within programmes initiating engineering and science students to identify, analyse, formulate and address sustainability challenges in science and engineering. Furthermore, sustainability issues have been introduced in workshops for students and staff, and sustainability has been an integrated perspective in the developments of new prototypes and products in problem based projects. The challenges have however been to balance the focus on sustainability with more domain specific perspectives – to foster engineers with enough engagement and knowledge to contribute to a sustainable development in their everyday practice, and knowing when to bring in sustainability specialist when needed. The comprehensiveness of the United Nations Sustainability Development Goals have recently underlined the need for combining the generic with the specific in meaningful ways in order to cope with the complexity of the sustainability challenge. In this practice paper, we present an initiative to support staff in engineering and science to integrate sustainability in their educational practice. The online resources are organised in three stages of ambition supporting staff in: i) making students aware of the sustainability challenges in relation to their study domain, ii) providing students with an entrance to know more about sustainability, and finally yet importantly iii) empower students to do more and take action in their project to contribute to a more sustainable development. As such, the on-line resources are presented as a way to frame education for sustainability for engineering and science students, as a stepping-stone for staff to appropriate EESD for specific programmes.

MAREENE is an international Master programme on Reliability based structural MAintenance for marine Renewable ENErgy, delivered at Université de Nantes (France). This Master programme is a one-year programme that completes a first year to deliver a Master degree. It is developed in collaboration with Aalborg University (AAU), Norwegian University of Science and Technology (NTNU) and the School of Mechanical & Materials Engineering of the College of Engineering and Architecture of University College Dublin (UCD). The programme curriculum is problem-based and project-organised (PBL), where small groups of students solve real and authentic problems within civil and marine engineering through a project of two ECTS per semester. Besides the project, students also have online courses, which provide technical knowledge and support their project work, namely in PBL and project management. Université de Nantes is running for the first time a Master engineering programme with a PBL curriculum, where both students and staff lack, or have limited, experience on how to manage and organise learning in a PBL environment. Therefore, the MAREENE programme includes a 15 h, fully online course on PBL and project management as part of the project module, the overall goal of which is to provide students the knowledge and tools needed to develop the skills and competences to carry out a problem-based project successfully. The course is student-centred, problem-oriented and focused on students’ experiences and needs. This paper describes the framework of the PBL online course, itslearning principles and evaluation. The course evaluation targeted students who participate in the course, and their responses were collected through a questionnaire distributed through Moodle. Results indicate that course structure, materials and assignments support student learning and have met their expectations from a moderate to a large extent. In addition, they also consider the course and topics addressed relevant, including for future projects they will be involvedin. MAREENE is an international Master programme on Reliability based structural MAintenance for marine Renewable ENErgy, delivered at Université de Nantes (France). This Master programme is a one-year programme that completes a first year to deliver a Master degree. It is developed in collaboration with Aalborg University (AAU), Norwegian University of Science and Technology (NTNU) and the School of Mechanical & Materials Engineering of the College of Engineering and Architecture of University College Dublin (UCD). The programme curriculum is problem-based and project-organised (PBL), where small groups of students solve real and authentic problems within civil and marine engineering through a project of two ECTS per semester. Besides the project, students also have online courses, which provide technical knowledge and support their project work, namely in PBL and project management. Université de Nantes is running for the first time a Master engineering programme with a PBL curriculum, where both students and staff lack, or have limited, experience on how to manage and organise learning in a PBL environment. Therefore, the MAREENE programme includes a 15 h, fully online course on PBL and project management as part of the project module, the overall goal of which is to provide students the knowledge and tools needed to develop the skills and competences to carry out a problem-based project successfully. The course is student-centred, problem-oriented and focused on students’ experiences and needs. This paper describes the framework of the PBL online course, itslearning principles and evaluation. The course evaluation targeted students who participate in the course, and their responses were collected through a questionnaire distributed through Moodle. Results indicate that course structure, materials and assignments support student learning and have met their expectations from a moderate to a large extent. In addition, they also consider the course and topics addressed relevant, including for future projects they will be involved in.

New trends and demands on engineering workplace call for more generic and employable competences such as communication, teamwork skills, problem‐solving skills, lifelong learning, and digital literacy. Engineering education institutions are pushed to change and integrate more student‐centred learningmethodologies in their curriculum, such as problem‐based, project‐organised learning (PBL). PBL enables engineering students to develop knowledge and competences aforementioned. Furthermore, PBL provides opportunities to increase and diversify the collaboration between universities and industry, fostering innovation. Industry case examples have been proved to increase student interest and motivation. However, this paper describes a step forward on that industry‐university collaboration level: involving companies in the project based learning experience. That is, involving the company in the tutoring andevaluation of a project developed by different groups of students. This could be understood as a dual training format more adequate for intermediate levels of bachelor degrees, when students are not mature enough to do a job in a company and get paid for it. This paper describes the experience of the Faculty of Engineering, Gipuzkoa (University of the Basque Country UPV/EHU, Spain) in supporting PBL integration in curriculum and in building industry collaboration. This paper descries the strategy Faculty of Engineering, Gipuzkoa (University of the Basque Country UPV/EHU, Spain) implemented with aim to develop a moreinnovative engineering education by re‐organising their courses around projects and in collaboration with companies. Furthermore, the faculty’s strategy is compressive, meaning that includes different strategies giving the students different learning experiences and contact with work place and employers in different moments of their education. New trends and demands on engineering workplace call for more generic and employable competences such as communication, teamwork skills, problem‐solving skills, lifelong learning, and digital literacy. Engineering education institutions are pushed to change and integrate more student‐centred learning methodologies in their curriculum, such as problem‐based, project‐organised learning (PBL). PBL enables engineering students to develop knowledge and competences aforementioned. Furthermore, PBL provides opportunities to increase and diversify the collaboration between universities and industry, fostering innovation. Industry case examples have been proved to increase student interest and motivation. However, this paper describes a step forward on that industry‐university collaboration level: involving companies in the project based learning experience. That is, involving the company in the tutoring and evaluation of a project developed by different groups of students. This could be understood as a dual training format more adequate for intermediate levels of bachelor degrees, when students are not matureenough to do a job in a company and get paid for it. This paper describes the experience of the Faculty of Engineering, Gipuzkoa (University of the Basque Country UPV/EHU, Spain) in supporting PBL integration in curriculum and in building industry collaboration. This paper descries the strategy Faculty of Engineering, Gipuzkoa (University of the Basque Country UPV/EHU, Spain) implemented with aim to develop a more innovative engineering education by re‐organising their courses around projects and in collaboration with companies. Furthermore, the faculty’s strategy is compressive, meaning that includes different strategies giving the students different learning experiences and contact with work place and employers in different moments of their education.

Higher Education Institutions are increasingly aware of the urgency of the global sustainability crisis and making efforts to prepare a new generation of students to rise to the challenge. New sustainability initiatives are appearing in numerous disciplines, from introducing sustainability contents to disciplinary courses, to overhauling entire curricula with an interdisciplinary, problem-based approach to environmental issues. However, little attention has been paid to the role of assessment in education for sustainability – creating a problem where students want to engage in rethinking the world of tomorrow, but feel constrained by outdated individual, disciplinary, recall-based examinations that do not promote effective engagement. We noticed this at Erasmus University College (EUC), a liberal arts institution in The Netherlands that uses the seven-step (a.k.a. “Maastricht”) approach to problem-based learning. Our previous research showed EUC students experienced despair about sustainability issues but did not feel empowered to act on it. In response, inspired by alternative sustainability scholars Donna Haraway, Anna Tsing, Cyril Dion, Pablo Servigne, Renée Lertzman and Stephen Sterling, we developed three new forms of assessment for a bachelor PBL course called “The Climate Crisis”. Our aim was to foster three key attitudes identified by these thinkers to help us through the sustainability crisis: collaboration, (self) reflection, and imagination. In this PBL practice paper, we present the modes of assessment that we developed: firstly, a collaborative documentary filming project about climate change in the Netherlands; secondly, a reflection diary which the students use as data to write a meta-reflection essay on their journey in coming to grips with climate change; finally, a world-building essay in which students use their imagination to contemplate the rest of their lives in a warming world. We conclude on a brief assessment the impact of these new assessment methods on students through an analysis of the end-of-course evaluations.