Journal Paper Publications

2009

Desha, C., Hargroves, K., and Smith, M. (2009) ‘Addressing the Time Lag Dilemma in Curriculum Renewal towards Engineering Education for Sustainable Development', International Journal of Sustainability in Higher Education , Vol 10 No 2, pp184-199.

Abstract:

Purpose – The authors present the case for engineering departments to undertake rapid curriculum renewal towards engineering education for sustainable development (EESD), to minimise the department's risk exposure to rapidly shifting industry requirements, government regulations and program accreditation. The paper then outlines a number of elements of rapid curriculum renewal.

Design/ Methodology/ Approach – The authors begin by proposing that Higher Education Institutions face a ‘time lag dilemma', whereby the usual or ‘standard' curriculum renewal (SCR) approach to embed new knowledge and skills within the curriculum may take too long, lagging behind industry, regulatory, and accreditation shifts. The authors then outline a proposed rapid curriculum renewal (RCR) approach. The authors present a number of preliminary ‘elements of rapid curriculum renewal' formulated from a literature review of numerous existing but largely ad hoc examples of curriculum renewal within engineering and other discipline areas, together with the authors' experience in trialling the elements.

Findings – T he authors conclude that a strategically implemented process of curriculum renewal to EESD can help a department address its risk exposure to likely and impending shifts in industry, regulations and accreditation. A number of examples of implementing ‘elements of rapid curriculum renewal' are emerging and this literature can inform a strategic approach to curriculum renewal.

Practical Implications – The authors aim to highlight the potential risks and opportunities for engineering departments as they consider ‘how far' and ‘how fast' to proceed with curriculum renewal for EESD, along with providing an overview of a range of options for implementation.

Originality/ Value – This paper fulfils an identified information/resources need.

Keywords – Time Lag Dilemma, curriculum renewal, EESD

Paper Type – Viewpoint

Desha, C., and Hargroves, K. (2009) ‘Surveying the State of Higher Education in Energy Efficiency, in Australian Engineering Curriculum', Journal of Cleaner Production, Elsevier, doi:10.1016/j.jclepro.2009.07.004.

Abstract:

This paper presents the method and results of a survey of 27 of the 33 Australian universities teaching engineering education in late 2007, undertaken by The Natural Edge Project (hosted by Griffith University and the Australian National University ) and supported by the National Framework for Energy Efficiency. This survey aimed to ascertain the extent of energy efficiency (EE) education, and to identify preferred methods to assist in increasing the extent to which EE education is embedded in engineering curriculum. In this paper the context for the survey is supported by a summary of the key results from a variety of surveys undertaken over the last decade internationally. The paper concludes that EE education across universities and engineering disciplines in Australia is currently highly variable and ad hoc . Based on the results of the survey, this paper highlights a number of preferred options to support educators to embed sustainability within engineering programs, and future opportunities for monitoring EE, within the context of engineering education for sustainable development (EESD).

2007

Desha, C., and Hargroves., K. (2007) ‘Education for Sustainable Development Curriculum Audit (E4SD Audit): a curriculum diagnostic tool for quantifying requirements to embed sustainable development into higher education – demonstrated through a focus on engineering education', World Transactions on Engineering and Technology Education, UICEE, Vol 6 No 2.

Abstract:

There is an emerging global consensus across a range of professions that significant change is required in preparing graduates to play a role in facilitating the societal transition to sustainable development in the coming decades. However a literature review on curriculum renewal and embedding sustainability within higher education curriculum shows that this process is actually quite fragmented, sporadic and ad hoc . Indeed, there is a lack of strategic guidance on how an education program might make a transition to ‘education for sustainable development', or with regard to the timeframe within which a transition might be possible. This paper introduces a strategic and systematic audit process called the ‘E4SD Audit' that has been developed by The Natural Edge Project to address these issues; a curriculum diagnostic tool that quantifies requirements for embedding sustainable development into higher education. The paper sets the audit context within the need for rapid curriculum change in engineering education, however it is widely applicable. An overview of the ‘E4SD Audit' process is provided, together with a short example of how it might proceed. The paper concludes with comments on considerations for facilitating the audit and supporting the implementation of recommendations.

Stephens, R., Desha, C, and Hargroves, K. (2007) ‘The Philosophy and Practice of Water Sensitive Urban Design – is it Consistent with a Whole System Approach?', BEDP Environment Design Guide.

Abstract:

This paper provides a critique of the Water Sensitive Urban Design (WSUD) paradigm by discussing its congruence with an established sustainable design principle called Whole System Design. It was found that WSUD is congruent with the Whole System Design approach as a philosophy, but not in practice. Future improvement of WSUD practice may depend on the adoption of a front-loaded, teamwork-based design and planning process that is embedded in the principle of Whole System Design.

2005

Desha (Paten), C., Palousis, N., Hargroves, K., and Smith, M. (2005) 'Engineering Sustainable Solutions Program - Critical Literacies for Engineers Portfolio, Putting Sustainability as a ‘Critical Literacy’ into Mainstream Engineering Curricula', International Journal of Sustainability in Higher Education, Vol 6 No 3, pp265-277.

Abstract:

While a number of universities in Australia have embraced concepts such as project/ problem based learning and design of innovative learning environments for engineering education, there has been an lack of national guidance on including sustainability as a critical literacy ' into all engineering streams. This paper was presented at the 2004 International Conference on Engineering Education in Sustainable Development in Barcelona , Spain , outlining a current initiative that is seeking to address the ‘critical literacy' dilemma. The paper presents the positive steps taken by Australia 's peak engineering body, the Institution of Engineers Australia (Engineers Australia), in considering accreditation requirements for university engineering courses and its responsibility to ensure the inclusion of sustainability education material. It then describes a current initiative called the “Engineering Sustainable Solutions Program - Critical Literacies for Engineers Portfolio” (ESSP-CL), which is being developed by The Natural Edge Project in partnership with Engineers Australia and UNESCO ( Engineering Sciences and Technology Division of Basic and Engineering Sciences, Natural Sciences Sector) . It is the intention that the ESSP-CL will be a valuable resource to universities, professional development activities or other education facilities nationally and internationally. Parts of the first draft of the ESSP-CL have been trialled at Griffith University , Queensland , Australia by Cheryl Paten with first year environmental engineering students, in May 2004. A summary of the feedback from the trial is also contained in this paper. Further trials are now proceeding with a number of other universities and organisations nationally and internationally.