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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 and built environment
- Clarify definitions and sustainability terminology used within the context of built environment :
- Technical definitions: construction of built environment as site activities, comprehensive cycle of building projects
- Non-technical definitions: sustainable development – built environment as a sector of the economy, sustainable human settlements – construction of built environments as human settlements (physical structure, use patterns, social patterns, operational patterns)
- Define/clarify/outline knowledge base on sustainable built environments (efficiency, climate change adaptation, mitigation, etc.)
- Demonstrate where possible with practical examples/case studies
1.2. Priorities in the professional development program – establish requirements and issues (challenges) for
- Governments (local, regional and national) – policy-makers, bureaucrats, professionals
- Industry and private sector
- Communities
- Tertiary education institutions with engineering and built environment programs
- Nurture networks and encourage cross sectoral discussions
1.3. Contextualise priorities and requirements
- Global governing policies
- Local / community governing policies (including education policies)
- Industry marketplace (local, regional and national) –
- building industry
- design professions – architecture, engineering, planning, surveying, landscape architecture, interior design and urban design
- built environment professions – construction management, property management, construction economists, quantity surveying, cost planning
1.4. Strategies for capacity building
- Curriculum review
- audit of existing curricula; identify gaps and learning opportunities
- Networks and partnerships
- Identify network and partners within schools, departments and university
- Form national and international teaching and learning partnerships
- Promote inter-disciplinary teaching and research
- Strengthen links between teaching, research and community engagement
- Student involvement
- Engage and involve students in curriculum design and review; seek feedback
- Monitor attributes/learning outcomes post graduation
- Encourage on-the-job training
- Industry engagement and collaboration
- Contextualise knowledge via community based engagement case studies and projects
- Incorporate industry and community engagement programs/projects in courses
- Professional accreditation
- Cooperation with relevant professional associations
- Continuing education for educators
- Develop CPD courses, work-placements, training programs and resources
- Mentoring staff and students