Competences in sustainability in engineering education

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Competences in sustainability in engineering education

  1. 1. 1www.upc.edu Competences in Sustainability in Engineering Education
  2. 2. 3www.upc.edu 1 Introduction Definition: Competences represent a dynamic combination of cognitive and meta-cognitive knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values. Fostering competences is the object of educational programmes. Competences will be formed in various course units and assessed at different stages. (Tunning, 2007)
  3. 3. 4www.upc.edu 1 Introduction Taxonomies:  Capacities: 1. Knowledge and understanding (To know) 2. Skills and abilities (To do) 3. Attitudes (To be) 4. Ethics and Values  Focus: 1. Generic 2. Specific
  4. 4. 5www.upc.edu 2 Sustainability competences in Engineering What competences in Sustainability do you think engineers may have when graduating?
  5. 5. 6www.upc.edu 2 Sustainability competences in Engineering Are those competences introduced in you current engineering curriculums?
  6. 6. 7www.upc.edu 2 Sustainability competences in Engineering How can/should those competences introduced in your curriculum?
  7. 7. 8www.upc.edu 2 Sustainability competences in Engineering Analysis: 1.National level: • UK Standards for engineering (UK) • ABET (USA) • Criteria for Academic and Master’s Curricula (The Netherlands) 2.International level: • Barcelona Declaration (2n EESD Conference) • CDIO (Conceive-Design-Implement-Operate)
  8. 8. 9www.upc.edu 2 Sustainability competences in Engineering Results:  Critical thinking is regularly mentioned explicitly (…is able to critically reflect...; .. “why” and “what if” reasoning…) and implicitly (…understand how their work interacts with society and the environment…) in sets of competences. The idea of mental processes of discernment, analysis and evaluation in an open-minded point of view is often highlighted.
  9. 9. 10www.upc.edu 2 Sustainability competences in Engineering Results:  Systemic thinking is expressed as the idea that everything interacts with the things around it and that the world therefore consists of complex relationships. The need for having the competence to move beyond the tradition of breaking reality down into disconnected parts.
  10. 10. 11www.upc.edu 2 Sustainability competences in Engineering Results:  Inter-trans-disciplinarity is also stated as important for SD taking into account both, the participation of different professionals to solve problems and stakeholder participation in technological processes.
  11. 11. 12www.upc.edu 2 Sustainability competences in Engineering Results:  Values and ethics are at the core of the meta-cognitive sets of competences, they are shown as the main force to change attitudes to act personally and professionally for SD.
  12. 12. 13www.upc.edu 2 Sustainability competences in Engineering Barcelona Declaration in EESD 2004: todays engineers must be able to:  Understand how their work interacts with society and the environment, locally and globally, in order to identify potential challenges, risks and impacts.  Understand the contribution of their work in different cultural, social and political contexts and take those differences into account.  Work in multidisciplinary teams, in order to adapt current technology to the demands imposed by sustainable lifestyles, resource efficiency, pollution prevention and waste management.
  13. 13. 14www.upc.edu 2 Sustainability competences in Engineering Barcelona Declaration in EESD 2004: todays engineers must be able to:  Apply a holistic and systemic approach to solving problems and the ability to move beyond the tradition of breaking reality down into disconnected parts.  Participate actively in the discussion and definition of economic, social and technological policies, to help redirect society towards more sustainable development.  Apply professional knowledge according to deontological principles and universal values and ethics.  Listen closely to the demands of citizens and other stakeholders and let them have a say in the development of new technologies and infrastructures.
  14. 14. 15www.upc.edu 3 Example at DUT – Chalmers UT and UPC • Study of SD generic • 3 Case studies: Official ESD competences competences of Bachelor documents engineering graduates • Cognitive domain – Knowledge and understanding – Skills and abilities – Attitudes • Level of learning – Blooms’ taxonomy - Cognitive learning – Kratwhohl’s taxonomy - Metacognitve learning
  15. 15. 16www.upc.edu 3 Example at DUT – Chalmers UT and UPC Knowledge and understanding comprehension DUT 2 UPC CUT Blooms Taxonomy knowledge 1 0 World current Causes of Sustainability Science, Instruments for situation unsustainability fundamentals Technology and sustainable Society technologies
  16. 16. 17www.upc.edu 3 Example at DUT – Chalmers UT and UPC Skills and abilities evaluation 6 DUT synthesis 5 UPC CUT analysis 4 Blooms Taxonomy application 3 comprehension 2 knowledge 1 0 Sel f-l ea rni ng Coopera tion a nd SD Probl em Sys temi c thi nki ng Cri tica l thi nki ng Soci a l tra ns di s ci pl i na ri ty s ol vi ng pa rtici pa tion
  17. 17. 18www.upc.edu 3 Example at DUT – Chalmers UT and UPC Attitudes DUT 5 value complex UPC CUT value organization 4 Krathwohls Taxonomy valuing 3 responding 2 receiving 1 0 Responsibility - Respect - Ethics - Peace Concern - Risk Commitment - SD culture awareness challenge acknowledgement
  18. 18. 19www.upc.edu 3 Example at DUT – Chalmers UT and UPC Cognitive Key word Level of achievement domain• Findings: World current situation Comprehension – Inter-trans- Causes of unsustainability Comprehension disciplinarity Knowledge and Sustainability fundamentals Comprehension – Systemic Thinking understanding Science, technology and society Comprehension – Critical thinking Instruments for sustainable technologies Knowledge – Values and ethics Self-learning Application Cooperation and transdisciplinarity Evaluation Skills and SD Problem solving Synthesis abilities Systemic thinking Evaluation Critical thinking Evaluation Social participation Evaluation Responsibility Commitment Valuing SD challenge acknowledgement Respect Attitudes Ethical sense Organization Peace culture Concern Value complex Risk awareness
  19. 19. 20www.upc.edu 4 UPC Sustainability Competence UPC Generic competences:  Entrepreneurship and Innovation  Sustainability and social commitment  third language  Effective oral and written communication  Teamwork  Use of information resources  autonomous learning
  20. 20. 21www.upc.edu 4 UPC Sustainability Competence Definition  To know and understand the complexity of economic and social phenomena typical of the welfare society,  ability to relate welfare with globalization and sustainability,  ability to use in a balanced and compatible approach techniques, technology, economy and sustainability.
  21. 21. 22www.upc.edu 4 UPC Sustainability Competence Levels of competence Level 1: Systemically and critically analyze the overall situation, taking into account the sustainability and sustainable human development in an interdisciplinary approach, and recognizing the social and environmental implications of the professional field. Level 2: Apply sustainability criteria and codes of professional ethics in the design and evaluation of technological solutions. Level 3: Take into account the social, economic and environmental solutions when applying and implementing projects consistent with human development and sustainability. S1 S2 S3 S4 S5 S6 S7 S8 Level 1 Level 1 Level 2 Level 2 Level 3 Level 3

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