ADVANCING ENGINEERING EDUCATION TOWARDS DESIGN FOR SUSTAINABLE DEVELOPMENT AT THE UNIVERSITY OF MANITOBA: INITIAL ASSESSMENT
Notice bibliographique
Résumé
This study is part of an on-going project designed by the NSERC Chair in Design Engineering for Sustainable Development and Enhanced Design Integration at the Price Faculty of Engineering, University of Manitoba. In this paper, findings on how educators are advancing engineering education towards design for sustainable development at the University of Manitoba is presented. A faculty-wide-survey and a follow-up one-on-one conversation were used to gather information from educators on incorporating sustainable development design fundamentals, which were framed around the United Nations Sustainable Development Goals (UN-SDGs) in their undergraduate courses. The findings showed that the level of engagement with the current call to shift from the existing “traditional engineering systems” to one of sustainability is still in early stages. Educators who are actively engaging with the subject matter indicated that the level of difficulty of incorporating sustainable development design fundamentals into their courses depends on the nature of the course. Courses that are designed to address environmental and/or societal issues were perceived by educators as a natural fit. For technical courses, educators were intentional about integrating sustainable development design fundamentals. Yet, educators expressed difficulties due to lack of resources addressing sustainable development concepts relevant to the specific subject areas or lack of means to assess students’ work with respect to social equity and environmental stewardship. Consequently, there is a natural tendency towards the economic viability of designs with less emphasis on social equity and environmental stewardship. Also, educators suggested the need for capacity building to help better understand this paradigm shift and equip them to advance engineering education towards sustainable development. Based on the findings, the Chair organized a capacity-building workshop for educators on “Technological Stewardship” facilitated by the Engineering Change Lab to assess the opportunities of the engineering community and view their practice through this lens. The authors of this paper participated in the workshop and they have shared their gained perspectives on the subject.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».