Infusing sustainability principles into manufacturing/mechanical engineering curricula

Kumar, Vishesh; Haapala, Karl R.; Rivera, Julio L.; Hutchins, Margot J.; Endres, William J.; Gershenson, John K.; Michalek, Donna J.; Sutherland, John W.

doi:10.1016/s0278-6125(06)80011-7

Cited by 56 publications

(41 citation statements)

References 5 publications

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“…We should be accountable to our colleagues, to prepare and equip students for later courses in their degrees. And within the field of the Built Environment, we have a profound responsibility to exhort respect and stewardship for the natural world and its communities and ecosystems (Kumar 2005). Into this mix we must add the development of skills and confidence to respond to the 'wicked', even diabolical, problems of the twenty-first century (Crowley and Walker 2012).…”

Section: Pedagogy Curriculum Learning and Teachingmentioning

confidence: 99%

Weaving complexity and accountability: approaches to higher education learning design (HELD) in the built environment

Hegarty

Holdsworth

2015

Environ Dev Sustain

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The role of built environment professionals-planners, construction and project managers and property professionals-is to develop efficient cities improving social, environmental and economic outcomes. Professional practice that strikes a balance between the built and natural environment requires graduates with multidisciplinary skill sets, dictating the need for cross-disciplinary practice in undergraduate study. If we want alternative approaches to development, we must nurture professional capabilities that allow for a change in the way we see and act. In the light of this, we seek to enfranchise the many stakeholders engaged in the professional education programs offered in higher education. Higher education plays a central role in the development of professionals with the ability to recognise and mitigate the environmental impacts of traditional practice. This paper presents how courses in two Schools at RMIT, Global, Urban and Social Studies and Property, Construction and Project Management, have developed a transferable framework through which environmental capabilities may be embedded into undergraduate education. It explores the role higher education plays in the development of graduate capabilities and presents a conceptualisation of processes to realise this, through the Higher Education Learning Design Framework for development, and renewal, of traditional courses. The paper offers with a detailed exposition of the HELD framework against two courses. We explore this framework in relation to knowledge themes, professional and generic skills and assessment design.

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Section: Pedagogy Curriculum Learning and Teachingmentioning

confidence: 99%

Weaving complexity and accountability: approaches to higher education learning design (HELD) in the built environment

Hegarty

Holdsworth

2015

Environ Dev Sustain

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“…The EfS literature is now rich with examples of various research and implementation projects, at the program and curricula levels, where the concrete forms of such literacy have been realised (Down 2006;Fenner et al 2005;Kumar et al 2005;Moore et al 2005;Nicolaides 2006). Studies have been done to map practices in EfS and discover what academics think about sustainability and its particular manifestation in their discipline or field (Reid and Petocz 2006).…”

Section: Implications For Efs In Universitiesmentioning

confidence: 99%

“…Persuading our colleagues to join a critical mass of academics engaged in quality improvements in TTL has been a fraught and often unsuccessful project, meaning so much of the work done is piecemeal and 'siloed', lacking a holistic integration which is such a crucial determinant in terms of implementing sustainability, and in underscoring the unique role of universities in our community. Many EfS writers have highlighted the need to integrate our content and learning activities in order to reflect the systems thinking which we need to demonstrate; students need to see and experience a life cycle scenario, situated for the real impacts they will experience in professional settings (Fenner et al 2005;Gudz 2004;Kumar et al 2005;Moore 2005). Equally, the great American tertiary educator, Ernest Boyer, pleaded for a whole scholarship of integration, to finally confront and break down the calcified boundaries that separate otherwise convergent activities in universities (Boyer 1990).…”

Section: Implications For Efs In Universitiesmentioning

confidence: 99%

Shaping the self to sustain the other: mapping impacts of academic identity in education for sustainability

Hegarty

2008

Environmental Education Research

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Academic and disciplinary modes of identity are arguably the constituent elements of scholarly cultures (Hall 2002;Shulman 2004). Such elements are a crucial 'point of entry' for change projects. Many change projects inherently involve the imposition of constraints and demands for change on academics. This paper seeks to explore the implications of constructed academic identity for change projects with a focus on education for sustainability. How does the personal sense of the role of academic contribute to the cultural challenge we face in seeking to implement change projects (for sustainability) in higher education?Higher education (HE) is under constant and intense scrutiny across the western world. The responsibilities commonly believed to be owned by universities mean that many sectors of society have a view about the activities which should be prioritized by universities and consequently, by individual academics. This has resulted in many change projects in universities which inherently involve imposing constraints and demands on academics for different behaviour. Much of the change sought has been only partially successful, or resisted.Academic and disciplinary modes of identity are arguably the constituent elements of scholarly cultures (Hall 2002;Shulman 2004). This paper seeks to explore the implications of constructed academic identity for change projects, with a focus on education for sustainability (EfS), and research in sustainability in higher education. Through a theorization and critical engagement I seek to explore some learning from change management in HE in the light of recent developments in EfS, utilising models of academic identity and scholarly community as determinant factors. I will consider some of the contradictions within, and blockers to, EfS which emerge from the culture and traditions of universities and of scholarly self-concept. The breadth and complexity of EfS makes it unique in its interface with HE, especially in relation to the urgency of its concerns.The paper will consider the complex relationship of EfS and academia, through an examination of various constructs of academic selfhood, followed by a discussion of the discourse of values and beliefs, which I argue emerges from unresolved tensions in the social construction of academic identity. The role of disciplines in identity formation will be explored, as both blocker and driver to EfS projects. Finally, I offer some points of entry for the process of situating EfS through teaching and learning initiatives and the cultural power of the notion of 'communities of practice'.The definition of the term sustainability which informs this paper and which I bring to the notion of 'education for sustainability' (EfS) and research in sustainability in higher *

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“…In particular, to address the deficiency in engineering curricula for training engineers versed in analyzing and solving technical challenges, while being cognizant of relevant economic, environment, and social issues, sustainable manufacturing must be integrated as a curricular specialization through the development of scaffolded (instructor-supported) learning materials (Kumar et al, 2005;Jawahir et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

A Pedagogical Module Framework to Improve Scaffolded Active Learning in Manufacturing Engineering Education

Mirkouei

Bhinge

McCoy

et al. 2016

Procedia Manufacturing

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Recent interest in improving pedagogical approaches in science, technology, engineering, and mathematics (STEM) fields has stimulated research at many universities. Several educational methodologies are reviewed in the context of manufacturing and through the lens of sustainability. It is found that there is a need to identify and understand the STEM educational challenges, and to assess the usefulness of existing methodologies using case-based analyses. In particular, this research aims to support student learning in manufacturing engineering through real-time process evaluations. A pedagogical framework is presented that can assist engineering educators in developing learning modules in support of this goal. The framework encompasses four steps: define the learning outcomes, create instructional resources, create active learning resources, and create a summative assessment mechanism. The framework emphasizes engagement of manufacturing engineering students in psychomotor learning, which remains a challenge due to the high cost of instructional laboratories. The framework is applied to develop a participatory pedagogy for manufacturing courses through the use of computer numerical control of manufacturing operations, and real-time monitoring, visualization, and data analysis of machine energy use. The framework is demonstrated for upper-level undergraduate and graduate manufacturing engineering courses at two universities (i.e., Computer-Aided Design and Manufacturing at Oregon State University and Precision Manufacturing at University of California, Berkeley). It is found that the framework can effectively support learning module development in manufacturing engineering education.

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Infusing sustainability principles into manufacturing/mechanical engineering curricula

Cited by 56 publications

References 5 publications

Weaving complexity and accountability: approaches to higher education learning design (HELD) in the built environment

Weaving complexity and accountability: approaches to higher education learning design (HELD) in the built environment

Shaping the self to sustain the other: mapping impacts of academic identity in education for sustainability

A Pedagogical Module Framework to Improve Scaffolded Active Learning in Manufacturing Engineering Education

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