Cross Cutting Initiatives -Education

1. Cross Cutting Initiatives -Education William E. Kelly Professor of Civil Engineering The Catholic University of America

2. Sustainability in Engineering Education • The framework for US undergraduate engineering education for sustainability • ABET Criteria - see http://www.abet.org • ASEE Policy Statement - see http://www.asee.org/welcome/statements/sustain.cfm • National • International

3. ABET Criterion 4 • Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political • a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.

4. ABET Criterion 3 Engineering programs must demonstrate that their graduates have: (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues

5. ASEE Policy StatementSustainable Development Education • Importance of complementary general education • Faculty should use systems approaches…. • Case studies are needed • Graduating engineers must be prepared to practice sustainability

6. U.S. Engineering Schools • Case histories for teaching • Support/encourage faculty efforts in this area • Develop sustainability as an opportunity to increase U.S. engineering enrollments • Develop Visible Partnerships - industry, academe, government, professional societies to support and encourage sustainable engineering • Leverage technology for education and practice

7. National Opportunities • ABET Criterion - mandate • Address developed and developing economies • Develop case histories and teaching materials - real case histories from industry/government • Collaborate on materials under development by AIChE, ASCE, USEPA and others • Strategies to ensure sharing and working together • Develop linkages Engineering <-> Applied Science <-> Science <-> Social Sciences

8. National - International • Graduates working for transnational • Graduates working/volunteering for Government • Industry/government need for graduates better prepared to deal with globalization? • Building capacity in developing countries • U.S. role/leadership/image

9. International • Networks Linkages/Partnerships • Academic • faculty exchanges • student exchanges • research • Field e.g. water resources • Inter-American Water Resources Network • Universities Water Information Network (UWIN)

10. Capacity Building • Pipeline - building appropriate workforce in developing countries • near term • long term • Building educational infrastructure • appropriate • quality • recognition

11. Fresh Water Initiative/Opportunity? • Multidisciplinary • engineering, science, social sciences • U.S. research and education program at all levels - enormous capacity • Engage the academic community • Getting together to get it done - U.S. has the capacity!

12. Some Questions • Ways to promote sustainability in engineering education • Ways to engage faculty/students • nationally • internationally • Ways to develop facilitate partnerships • national • international • Role of Internet • Distance learning • Student experiential learning