A review of progress and opportunities to foster development of sustainability-related competencies in engineering education. Issue 2 (3rd July 2019)

• Record Type: Journal Article
• Authors: Desha, Cheryl; Rowe, Debra; Hargreaves, Doug
• Is Part Of: Australasian journal of engineering education. Volume 24:Issue 2(2019)
• Page Start: 61
• Page End: 73
• Publication Date: 2019-07-03
• Subjects: Sustainability competencies -- United Nations Sustainable Development Goals -- competencies -- knowledge and skills -- accreditation -- rapid curriculum renewal; Engineering -- Study and teaching (Higher) -- Australia -- Periodicals; Engineers -- Training of -- Australia -- Periodicals; Engineering -- Study and teaching (Higher) -- Periodicals; Engineers -- Training of -- Periodicals; 620.0071094
• DOI: 10.1080/22054952.2019.1696652
• Languages: English
• ISSNs: 2205-4952

Abstract

ABSTRACT: Over the last decade and prompted by the United Nations (UN) 2030 Framework, significant engineering bodies have been calling for education directed towards achieving the UN Sustainable Development Goals (SDGs). In this paper, the authors reflect on progress to enable SDG knowledge and skills in engineering studies, overviewing key examples of efforts within the global professional engineering and education community, including Australia and the United States of America (the US). Acknowledging differences in language and guidance around the world, the authors discuss the need to provide clear and concise language regarding: 1) statements for desirable graduate attributes, 2) required knowledge and skill (i.e. competency) development, and 3) commentary/guiding elements and indicators. The paper concludes with recommending accreditation bodies and professional societies and colleges make use of current international review processes underway by the International Engineering Alliance (IEA) and the World Federation of Engineering Organisations (WFEO), to update accreditation and supporting documents to ensure graduates have capacity to deliver solutions for 'thriving humanity and planet' in the twenty-first century. The authors also challenge educators to review and renew their institution's desired graduate attributes and program offerings to ensure curriculum develops capacity for achieving the UN SDG goals, targets and indicators.