Understanding Sustainability Education Within Undergraduate Engineering at the University of Toronto
Notice bibliographique
Résumé
Educating engineering students for sustainable development and environmental stewardship is an important preparatory foundation for addressing global complex problems. However, the necessary knowledge and learning for sustainability in engineering education may not be sufficient to meet these challenges. The research in this dissertation is investigating how engineers are being equipped to be sustainably responsible in their personal lives and professional practice. This research is multi-disciplinary including engineering, environmental, and education concepts. The undergraduate engineering students and curriculum at the University of Toronto (UofT) are featured as case studies. UofT is appropriate as the institution trains one of the largest cohorts of engineers in Canada, offering opportunities for engineering students to contribute positively to sustainability as future engineers in Canada. The three substantive studies represent the personal, professional and blended aspects of sustainability for undergraduate engineering students. In Study 1 – The Complex Relationship between Carbon Literacy and Pro-Environmental Actions among Engineering Students – I investigated students’ pro-environmental knowledge and actions pertaining to emissions and the relationship between them. I developed a survey and life cycle assessment-based methodology to estimate carbon footprint. The results indicated an overall weak relationship, but believing an action has high impact was associated with lower carbon footprint. In Study 2 – Crafting a Definition of Sustainability for Engineering Education and using it to Assess Curriculum – I developed a framework to describe sustainability in engineering and methodology to assess curriculum, then evaluated content in the undergraduate engineering curriculum at UofT by performing a qualitative analysis and surveying instructors. The results indicated that sustainability pillars tend to be taught in isolation rather than integrated. In Study 3 – Changes in Engineering Students’ Sustainability Perceptions and Engagement through Reflective Statements – I analyzed students’ personal statements from a sustainability related course. The results indicated a more balanced view of sustainability at the end of the course and development of broader societal thinking. Together these studies form a body of work that can be used to assess sustainability and be used to inform or recommend future plans in undergraduate engineering education programs. In addition, the instruments and generalizable methods can be extended to other institutions.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
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 | 0,002 | 0,001 |
| 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 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 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 ».