RMIT University. School of Property, Construction & Project Management
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1 RMIT University 1
2 5 th International Conference of Education, Research and Innovation (iceri) Madrid, Spain November 2012 Sustainability Education in the Engineering and Built Enviroment Curriculum: The Case for Asia-Pacific Assoc Prof Usha Iyer-Raniga Dr Mary Myla Andamon School of Property, Construction and Project Management RMIT University November 2012
3 Outline of presentation Built Environment The case for Asia-Pacific Integration and innovation in sustainability education Impact of the built environment ProSPER.Net Project Education for sustainability in the built environment Transforming sustainability knowledge Workshop findings: Learning outcomes Workshop findings: Pedagogical methods Development and framework for the guide Future directions and imperatives 3
4 Overview: Impact of the built environment Final energy consumption by buildings in Asia Source: Asia / World Energy Outlook 2006 (The Institute of Energy Economics Japan, 2006) 4
5 Projected buildings related CO 2 emissions (IPCC) Projections under rapid economic growth in developing nations Source: Residential and commercial buildings, Climate Change 2007: Mitigation. Contribution of Working Group III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change (Levine, et al., 2007, p392) 5
6 Major cities and centres in the Asia-Pacific Region 6
7 The role of higher education United Nations University - Institute of Advanced Studies Promotion of Sustainability in Postgraduate Education and Research Alliance Working together Postgraduate and undergraduate curricula Strong education and research programs Aspiring innovators in Sustainable Development and related fields 7
8 ProSPER.Net Project: The case for Asia-Pacific Integrating sustainability education into existing engineering and built environment curriculum Objectives Integrate sustainability thinking and practice into engineering and built environment curricula Identify key priorities for inclusion in the professional development program Contextualise the priorities within global and local policy commitments for sustainability in the built environment Source: World Monitor Info : Asia and the Pacific Region (2007) 8
9 ProSPER.Net Project: The case for Asia-Pacific Integrating sustainability education into existing engineering and built environment curriculum Outputs of the project Desktop literature review What is currently being included/integrated and how is this taking place? Participant involvement Current programs and course offerings in the built environment curricula Core activity: workshop (Ho Chi Minh City, Vietnam) Bring together participants participatory action research 9
10 ProSPER.Net Project: The case for Asia-Pacific Universities: Asian Institute of Technology (Thailand) Tongji University (China) University of the Philippines (Philippines) National Institute of Advanced Studies in Architecture (India) Universiti Sains Malaysia (Malaysia) Universitas Gadjah Mada (Indonesia) International University, Vietnam National University HCM (Vietnam) University of Tokyo (Japan) RMIT University (Australia). Industry: World Green Building Council Vietnam Green Building Council Sino-Pacific Construction Consultancy Co. Ltd (Vietnam) Vietnam Centre for Research and Planning on Urban and Rural Environment Vietnam Institute for Architecture and Urban-Rural Planning (VIAP) Vietnam Ministry of Construction (MOC). 10
11 ProSPER.Net Project: The case for Asia-Pacific Highlighted issues Curriculum design and structure; Capacity building for academics in transforming sustainability knowledge; Sustainability pedagogies; Pedagogical implications in the engineering and built environment disciplines; Learning outcomes student experiences; Industry input students as employable graduates; and Challenges to professionals in the field of built environment, their institutional structures and boundaries. 11
12 Education for sustainability in the built environment Learning about sustainability versus Learning for sustainability Source: A National Review of Environmental Education and its Contribution to Sustainability in Australia: Frameworks for Sustainability. (Tilbury & Cooke, 2005, p16) 12
13 Educational responses education about education for Sustainable education Innovative Interdisciplinary Participative Holistic designed learning + attendant learning Source: Education for sustainability: the role of capabilities in guiding university curricula (Sterling & Thomas, 2006, p355) 13
14 Transforming sustainability knowledge fundamental change of purpose or, at very least, an additional key purpose of education. embedding, embodying and exploring the nature of sustainability as intrinsic to the learning process nurturing critical, systemic and reflective thinking; creativity; self-organisation; and adaptive management rather than education about sustainability, or education for particular sustainable development outcomes. not prescriptive, but indicative and purposeful. goes beyond liberal humanist traditions in education through synergy with systemic and sustainability core values, concepts and methodologies. Challenges the limiting effects of characteristics of the dominant mechanistic paradigm, such as top-down control, centralisation, managerialism, instrumentalism and the devaluing of humanities and arts. based on systemics rather than systematics emphasis is on systemic learning as change, rather than systematic control in response to change. Source: An analysis of the development of sustainability education internationally: evolution, interpretation and transformative potential. (Sterling, S., 2004, p57-58) 14
15 Sustainability Education: Integration and Innovation Integration of sustainability in higher education Source: An analysis of the development of sustainability education internationally: evolution, interpretation and transformative potential. (Sterling, S., 2004, p58) 15
16 ProSPER.Net Workshop: Findings Learning outcomes and anticipated attributes From academics From industry 1 Genuine concern Motivation to make change 2 Discipline / competence / Life-cycle thinking sustainability 3 Good team player Open to other disciplines 4 Right attitude Environmental / social / economic implications of their work 16
17 ProSPER.Net Workshop: Pedagogical Methods Development and changes to built environment curriculum How educators will make the change How to engage industry Change teaching content Continuing professional education Research collaboration Open lectures / seminars open to all in the university rather than just within the program Sharing / networking lessons learned Research collaboration Best practice examples / case studies used where possible Form partnerships: students and industry through conferences such as with Green Building Councils, etc. Dialogue / discussions with industry Getting industry speakers Invite industry to: student presentations, faculty presentations Dialogue / discussions with other university staff / officials Accreditation considerations Organise activities with industry (e.g. conferences, seminars, etc.) Keep looking for funding Send graduates to individual companies Lobbying politicians Mentoring Alumni tracking surveys Advisory boards Adjunct professors Feel good stories / testaments 17
18 Curriculum guide Development and framework for a curriculum guide: focus primarily on the built environment and construction sector point to sustainability education in the built environment emphasise integration of sustainability thinking and practice nurture key role of related professions in sustainable developments. Adapted from: Strategies and Actions for Sustainable Construction (CIB, 1999, p21) 18
19 Curriculum guide Structure: Section 1: outlining priorities; contextualising priorities and strategies for capacity building Section 2: guiding principles for teaching and learning issues; learning aims and outcomes; transformative approaches monitoring and feedback loops Section 3: Curriculum dissemination and distribution Adapted from: Strategies and Actions for Sustainable Construction (CIB, 1999, p21) 19
20 Future directions and imperatives Sustainability as knowledge process practice paradigm Key to professional education pedagogical implications learning outcomes industry input challenges to professionals in the engineering and built environment field 20
21 Thank you. Further information: 21
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