New directions in renewable energy education

Jennings, P.J.

doi:10.1016/j.renene.2008.05.005

Cited by 200 publications

(140 citation statements)

References 4 publications

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“…Sustainability informed practice would align with the latter mode, thereby bringing engineers into new, less familiar territories and into contact with other professions and stakeholders, and ultimately more in concert with the needs of society (Mitchell, 2000;Batterham, 2003;Symkowiak, 2003;Chau, 2007;Conlon, 2008;Jennings, 2009;Allenby et al, 2009). In this way the engineer can draw upon much more than just dispassionate objectivity; they can harness the additional store of "intuition, feelings and passion" that only comes thorough making both "physical and emotional connections" with the issue at hand, thereby achieving a degree of "dynamic objectivity" (McIsaac and Morey, 1998).…”

Section: Perceived and Actual Societal Roles And Responsibilities Of mentioning

confidence: 99%

Chemical engineering in an unsustainable world: Obligations and opportunities

Byrne

Fitzpatrick

2009

Education for Chemical Engineers

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Section: Perceived and Actual Societal Roles And Responsibilities Of mentioning

confidence: 99%

Chemical engineering in an unsustainable world: Obligations and opportunities

Byrne

Fitzpatrick

2009

Education for Chemical Engineers

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“…There are several initiatives to promote the sustainability of engineered systems and energy efficiency, while still improving the quality of life, looms more immediate. Not only accreditation boards and professional organizations but many corporations are concerned with sustainable development to reduce costs and liabilities and to create products that help improve the quality of life (Crew and Mitchell, 2002, Clift, 2006, Felder and Brent, 2004, Mulder, 2006, Hommberd et al 2008, Jennings, 2009, Desha et al, 2009, Belu, 2009). Unfortunately, not too many universities are offering courses or training related to the sustainability, energy efficiency, green design, green manufacturing and renewable energy.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Sustainability and Green Design Concepts into Engineering and Technology Curricula

et al. 2016

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Human society is facing an uncertain future due to the present day unsustainable use of natural resources and the growing imbalance with our natural environment. Sustainability is an endeavour with uncertain outcomes requiring collaboration, teamwork, and abilities to work with respect and learn from other disciplines and professions, as well as with governments, local communities, political and civic organizations. The creation of a sustainable society is a complex and multi-stage endeavour that will dominate twenty first century. Sustainability has four basic aspects: environment, technology, economy, and societal organization. Schools with undergraduate engineering or engineering technology programs are working to include sustainability and green design concepts into their curricula. Teaching sustainability and green design has increasingly become an essential feature of the present day engineering education. It applies to all of engineering, as all engineered systems interact with the environment in complex and important ways. Our project main goals are to provide the students with multiple and comprehensive exposures, to what it mean to have a sustainable mindset and to facilitate the development of the passion and the skills to integrate sustainable practices into engineering tools and methods. In this study we are describing our approaches to incorporating sustainability and green design into our undergraduate curricula and to list a variety of existing resources that can easily be adopted or adapted by our faculty for this purpose. Our approaches are: (1) redesigning existing courses through development of new curricular materials that still meet the objectives of the original course and (2) developing upper division elective courses that address specific topics related to sustainability, green design, green manufacturing and life-cycle assessment.

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“…Zografakis et al [12] defined the energy attitudes that occur in different levels of education, by recording the behaviors of students and their parents related to the energy, and stated the contributions of such behaviors in the energy education. Jennings [13] defined the courses on renewable energy science, renewable energy engineering, renewable energy policy and planning and renewable energy technician education and discussed the education of researches who worked in cooperation with the renewable energy industry. Kecebas and Alkan [14] discussed ways to conduct formal and informal education and the importance of RE education.…”

Section: Introductionmentioning

confidence: 99%