Declarations for sustainability in higher education: becoming better leaders, through addressing the university system

Lozano, Rodrigo; Lukman, Rebeka Kovačič; Lozano, Francisco J.; Huisingh, Donald; Lambrechts, Wim

doi:10.1016/j.jclepro.2011.10.006

Cited by 916 publications

(726 citation statements)

References 20 publications

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“…The latter is especially true for curricula on sustainable development, where fostering transdisciplinarity and stakeholder collaboration (Lozano et al, 2011) and learning to cope with uncertainty and complexity at various levels of spatio-temporal scale are of vital importance.…”

Section: )mentioning

confidence: 99%

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Changing professional demands in sustainable regional development: a curriculum design process to meet transboundary competence

Lansu

Boon

Sloep

et al. 2013

Journal of Cleaner Production

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Within a region, public sector organisations, private sector organisations and knowledge institutions all have a stake in finding novel ways to face tomorrow's demands. In this paper we focus on the enhanced role of universities within the social network of our increasingly knowledge based society. The regional level of this study is the cross-border Rhine-Scheldt Delta and its knowledge network on sustainable

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Section: )mentioning

confidence: 99%

“…Page 9 / 26 development, the reality is that professionals and academics often find it difficult to articulate what they might need graduates to be capable of in the near future (Lozano et al, 2011).…”

Section: Transboundary Competencementioning

confidence: 99%

Changing professional demands in sustainable regional development: a curriculum design process to meet transboundary competence

Lansu

Boon

Sloep

et al. 2013

Journal of Cleaner Production

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“…The control of pests related to the sustainable farm growing is realized through a number of practices [4]:…”

Section: Sustainable Vegetables Farmmentioning

confidence: 99%

“…to building a framework favourable to sustainable development (SD); tutoring (tutor as mediator) and values/culture/ethics/norms (VCEN) [2][3][4][5]. Such a development in the training of well-trained agricultural staff (in particular producers of vegetable products) means that it should look for a synthesis of traditional practices (crop rotation, mixed cropping, etc.)…”

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confidence: 99%

Sustainable Development in Education of Horticulture in Bulgaria

Shaban¹,

Bistrichanov²,

Kadum³

et al. 2017

JAST-A

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Sustainable development in education of horticulture imposes involvement of new system in education of agricultural experts, in particular vegetable growers, such as ethical view off point to the reality of production, synthesis of traditional practices (crop rotation and mixed crops, etc.), the love to the land inherited from ancestors and modern scientific achievements from this perspective which will have a positive environmental effect over the agrarian ecosystems and the environment in general. From this perspective, lectures and practices should be based on the principles of integration of different systems and methods of production, which will include sustainable management of fertilizing and irrigation, energy use associated with production and integrated control of pests with sustainable application in the farms. These principles should be presented in a special section entitled "Sustainable Growing of Vegetables" which will form the basic knowledge related to the topic. They should be included in an appropriate place in the relevant sections for each vegetable crop, with the active participation of trained people. In order to overcome the specified problems and ensure sustainable development of the sector, it is necessary to provide well-trained people who know not only the traditional technologies used at present, but also the principles of sustainable agriculture as well, especially related with keeping natural resources to next generations.

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“…Similar to other universities around the nation, Chico State has included sustainability in its strategic plan for the future. 3 Specifically, the strategic plan seeks to "create environmentally literate citizens, who embrace sustainability" and are aware that "our individual and collective actions have economic, social, and environmental consequences." 4 Additionally, new ABET criteria included in 2017-18 accreditation cycle reviews emphasizes sustainability in both civil engineering and environmental engineering criteria.…”

Section: Introductionmentioning

confidence: 99%

Integrating Economic and Environmental Sustainability for Undergraduate Education

Cornejo¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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on the life cycle environmental impacts of wastewater management and resource recovery strategies. After obtaining his Ph.D., he conducted post-doctoral research at the University of Colorado at Boulder, investigating multi-criteria sustainability frameworks to aid decision-making for small drinking water treatment systems. Other research interests include greenhouse gas models for water reuse and desalination facilities; sustainability metrics for integrated resource recovery systems; and sustainable engineering education.c American Society for Engineering Education, 2017 Integrating economic and environmental sustainability for undergraduate education AbstractIncreasingly, engineers must approach problems considering economically viable, socially just, and environmentally sustainable solutions. This paper describes a new green engineering design course developed at California State University, Chico, which provides students with a sustainability framework to approach engineering problems considering the triple bottom (i.e., economic, social, environmental issues). Through a group project, students applied quantitative environmental and economic assessment tools (i.e., life cycle assessment software and life cycle cost analysis), decision-making strategies, and sensitivity analysis tools to evaluate real-world problems. Students' (n=86) abilities to understand and apply key concepts in the course were evaluated by examining overall performance in the class and performance on group projects. The majority of students performed well in the class (average = 84%, standard deviation = 7%) and on the final group project report (average = 90%, standard deviation = 4%). Future versions of this course could be improved by introducing LCA software earlier in the curriculum and integrating this course as a pre-requisite or co-requisite to a senior capstone. By teaching students an innovative approach to the conventional evaluation-of-alternatives, students were able to propose designs that minimize environmental impacts (e.g., carbon footprint) and provide economically feasible solutions simultaneously. Consequently, this paper highlights a viable teaching model for other universities integrate sustainability into their curriculum.

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Declarations for sustainability in higher education: becoming better leaders, through addressing the university system

Cited by 916 publications

References 20 publications

Changing professional demands in sustainable regional development: a curriculum design process to meet transboundary competence

Changing professional demands in sustainable regional development: a curriculum design process to meet transboundary competence

Sustainable Development in Education of Horticulture in Bulgaria

Integrating Economic and Environmental Sustainability for Undergraduate Education

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