Guide Section 1:

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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