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Competences in Sustainability in
Engineering Education
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1 Introduction
Definition: Competences represent a dynamic combination of cognitive and meta-cognitive knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values. Fostering competences is the object of educational programmes. Competences will be formed in various course units and assessed at different stages. (Tunning, 2007)
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Taxonomies:
Capacities: 1. Knowledge and understanding (To know)
2. Skills and abilities (To do)
3. Attitudes (To be)
4. Ethics and Values
Focus: 1. Generic
2. Specific
1 Introduction
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What competences in Sustainability do you think engineers may have when graduating?
2 Sustainability competences in Engineering
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Are those competences introduced in you current engineering curriculums?
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How can/should those competences introduced in your curriculum?
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Analysis:
1.National level: • UK Standards for engineering (UK)
• ABET (USA)
• Criteria for Academic and Master’s Curricula (The Netherlands)
2.International level: • Barcelona Declaration (2n EESD Conference)
• CDIO (Conceive-Design-Implement-Operate)
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Results:
Critical thinking is regularly mentioned explicitly (…is able to critically reflect...; .. “why” and “what if” reasoning…) and implicitly (…understand how their work interacts with society and the environment…) in sets of competences. The idea of mental processes of discernment, analysis and evaluation in an open-minded point of view is often highlighted.
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Results:
Systemic thinking is expressed as the idea that everything interacts with the things around it and that the world therefore consists of complex relationships. The need for having the competence to move beyond the tradition of breaking reality down into disconnected parts.
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Results:
Inter-trans-disciplinarity is also stated as important for SD taking into account both, the participation of different professionals to solve problems and stakeholder participation in technological processes.
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Results:
Values and ethics are at the core of the meta-cognitive sets of competences, they are shown as the main force to change attitudes to act personally and professionally for SD.
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Barcelona Declaration in EESD 2004:
today's engineers must be able to:
Understand how their work interacts with society and the
environment, locally and globally, in order to identify potential
challenges, risks and impacts.
Understand the contribution of their work in different cultural, social
and political contexts and take those differences into account.
Work in multidisciplinary teams, in order to adapt current technology
to the demands imposed by sustainable lifestyles, resource efficiency, pollution prevention and waste management.
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Barcelona Declaration in EESD 2004:
today's engineers must be able to:
Apply a holistic and systemic approach to solving problems and the
ability to move beyond the tradition of breaking reality down into
disconnected parts.
Participate actively in the discussion and definition of economic,
social and technological policies, to help redirect society towards
more sustainable development.
Apply professional knowledge according to deontological principles
and universal values and ethics.
Listen closely to the demands of citizens and other stakeholders and
let them have a say in the development of new technologies and infrastructures.
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• Study of SD generic
competences of Bachelor
engineering graduates
• Cognitive domain
– Knowledge and
understanding
– Skills and abilities
– Attitudes
• Level of learning
– Blooms’ taxonomy -
Cognitive learning
– Kratwhohl’s taxonomy -
Metacognitve learning
• 3 Case studies: Official ESD competences
documents
3 Example at DUT – Chalmers UT and UPC
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Knowledge and understanding
0
1
2
World current
situation
Causes of
unsustainability
Sustainability
fundamentals
Science,
Technology and
Society
Instruments for
sustainable
technologies
Blo
om's
Tax
onom
y
DUT
UPC
CUT
knowledge
comprehension
3 Example at DUT – Chalmers UT and UPC
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Skills and abilities
0
1
2
3
4
5
6
Sel f-learning Cooperation and
transdiscipl inari ty
SD Problem
solving
Systemic thinking Cri tica l thinking Socia l
participation
Blo
om's
Tax
onom
y
DUT
UPC
CUT
knowledge
comprehension
application
analysis
synthesis
evaluation
3 Example at DUT – Chalmers UT and UPC
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Attitudes
0
1
2
3
4
5
Responsibility -
Commitment - SD
challenge
acknowledgement
Respect - Ethics - Peace
culture
Concern - Risk
awareness
Krat
hwoh
l's T
axon
omy
DUT
UPC
CUT
receiving
responding
valuing
value organization
value complex
3 Example at DUT – Chalmers UT and UPC
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• Findings:
– Inter-trans-
disciplinarity
– Systemic Thinking
– Critical thinking
– Values and ethics
Cognitive
domain Key word Level of achievement
Knowledge
and
understanding
World current situation Comprehension
Causes of unsustainability Comprehension
Sustainability fundamentals Comprehension
Science, technology and society Comprehension
Instruments for sustainable technologies Knowledge
Skills and
abilities
Self-learning Application
Cooperation and transdisciplinarity Evaluation
SD Problem solving Synthesis
Systemic thinking Evaluation
Critical thinking Evaluation
Social participation Evaluation
Attitudes
Responsibility
Commitment
SD challenge acknowledgement
Valuing
Respect
Ethical sense
Peace culture
Organization
Concern
Risk awareness Value complex
3 Example at DUT – Chalmers UT and UPC
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4 UPC Sustainability Competence
UPC Generic competences:
Entrepreneurship and Innovation
Sustainability and social commitment
third language
Effective oral and written communication
Teamwork
Use of information resources
autonomous learning
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Definition
To know and understand the complexity of economic and social phenomena
typical of the welfare society,
ability to relate welfare with globalization and sustainability,
ability to use in a balanced and compatible approach techniques, technology,
economy and sustainability.
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Levels of competence Level 1: Systemically and critically analyze the overall situation, taking into
account the sustainability and sustainable human development in an
interdisciplinary approach, and recognizing the social and environmental
implications of the professional field.
Level 2: Apply sustainability criteria and codes of professional ethics in the
design and evaluation of technological solutions.
Level 3: Take into account the social, economic and environmental solutions
when applying and implementing projects consistent with human development
and sustainability.
4 UPC Sustainability Competence
S1 S2 S3 S4 S5 S6 S7 S8
Level 1 Level 1
Level 2 Level 2
Level 3 Level 3