Month: March 2013

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Navigate:  <Framework> | <Section 1> || <Section 2> || <Section 3> Section 4 – Curriculum dissemination and distribution Objective: Identify a platform for curriculum dissemination and distribution 4.1. Exemplars – models of curricula and programs (engineering and built environment) Best…

Navigate:  <Framework> | <Section 1> || <Section 2> || <Section 4> Section 3 – Built environment curriculum content Objective: Outline a program design format and content using a civil engineering program as case study Case study: Civil Engineering course (4-year/5-year…

Navigate:  <Framework> | <Section 1> || <Section 3> || <Section 4> Section 2 – Built environment curriculum design and structure Objective: Outline a program design format and content using a civil engineering program as case study Case study: Civil Engineering…

Navigate:  <Framework> | <Section 2> || <Section 3> || <Section 4> Section 1 – Framework for engineering and built environment sustainability education Objective: A common framework for developing curriculum for engineering and built environment programs 1.1. Sustainability thinking in engineering…

[gview file=”https://prospernet.ias.unu.edu/wp-content/uploads/2013/03/Copy-of-ProSPER.Net_Guide_Ver1.xls”] Framework: The strategies and actions outlined in the document Agenda 21 on Sustainable Construction (CIB, 1999) illustrates the learning process of continual improvement of sustainable practices in the built environment sector. This course of action (Figure 1) underpins…