Embedding sustainability across the built environment curriculum and beyond

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dc.contributor.author Kelly, Mark
dc.date.accessioned 2021-07-30T10:57:48Z
dc.date.available 2021-07-30T10:57:48Z
dc.date.issued 2021-06-14
dc.identifier.citation Kelly, M. (2021) ‘Embedding sustainability across the built environment curriculum and beyond’, EESD2021: Proceedings of the 10th Engineering Education for Sustainable Development Conference, 'Building Flourishing Communities', University College Cork, Ireland, 14-16 June. en
dc.identifier.startpage 1 en
dc.identifier.endpage 15 en
dc.identifier.issn 2737-7741
dc.identifier.uri http://hdl.handle.net/10468/11619
dc.description.abstract This study will outline progress of an ongoing Teaching and Learning Engineering Innovation project in the Department of Building and Civil Engineering at the Galway-Mayo Institute of Technology, which has employed incremental diffusion approaches to embed sustainability as a core threshold concept across all degree programmes. Phase 1 involved undertaking a curriculum review of all programmes in the Department to identify opportunities to embed sustainability in programme and curriculum design, particularly focusing on constructively aligning learning outcomes, graduate attributes and competences to pedagogy and assessment strategies. This was followed by the design and piloting of a questionnaire survey, which was disseminated to all students within the department to identify pro-environmental attitudes, self-reported behaviours, social and moral norms etc. A reciprocal learning framework encompassing curriculum and pedagogical experimentation, ongoing collaborative industry research on resource efficiency and the circular economy, the ‘living lab’ campus and other initiatives associated with the Green Campus programme is under development in phase 2. This paper will present findings from a selection of experimental interventions tested in phase 1 with students on the B.Sc. in Construction Management and the B.Sc. in Quantity Surveying and Construction Economics where complexity, ‘wickedness’, reflexivity, personal and professional identities and possible futures were debated and discussed. This is informing the development of an educational framework to facilitate a transition within the Department to move from learning ABOUT sustainability (accommodative) using narrow ‘bolt-on’ discipline-specific approaches to learning FOR sustainability (reformative) where the campus operations, curriculum and institute policy begin to be reconceptualised to capacity-building learning AS sustainability (transformative) (Sterling et al., 2013) through experiential learning communities of practice that aim to bring about whole institutional change. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.relation.ispartof EESD2021: Proceedings of the 10th Engineering Education for Sustainable Development Conference
dc.relation.uri https://www.eesd2020.org/
dc.relation.uri http://hdl.handle.net/10468/11459
dc.rights © 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject Engineering education en
dc.subject Sustainability en
dc.subject Green campus en
dc.subject STEEP framework en
dc.title Embedding sustainability across the built environment curriculum and beyond en
dc.type Conference item en
dc.internal.authorcontactother Edmond P. Byrne, Engineering, University College Cork, Cork, Ireland. +353-21-490-3000 Email: e.byrne@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Accepted Version en
dc.description.status Peer reviewed en
dc.internal.conferencelocation Cork, Ireland en


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© 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License Except where otherwise noted, this item's license is described as © 2021, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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