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dc.contributor.authorSheehan, Madoc
dc.contributor.authorSchneider, Phil
dc.contributor.authorDesha, Cheryl
dc.date.accessioned2018-10-30T04:17:03Z
dc.date.available2018-10-30T04:17:03Z
dc.date.issued2012
dc.identifier.issn1109-4028
dc.identifier.doi10.1039/c1rp90068d
dc.identifier.urihttp://hdl.handle.net/10072/254950
dc.description.abstractSustainability has emerged as a primary context for engineering education in the 21st Century, particularly the sub-discipline of chemical engineering. However, there is confusion over how to go about integrating sustainability knowledge and skills systemically within bachelor degrees. This paper addresses this challenge, using a case study of an Australian chemical engineering degree to highlight important practical considerations for embedding sustainability at the core of the curriculum. The paper begins with context for considering a systematic process for rapid curriculum renewal. The authors then summarise a 2-year federally funded project, which comprised piloting a model for rapid curriculum renewal led by the chemical engineering staff. Model elements contributing to the renewal of this engineering degree and described in this paper include: industry outreach; staff professional development; attribute identification and alignment; program mapping; and curriculum and teaching resource development. Personal reflections on the progress and process of rapid curriculum renewal in sustainability by the authors and participating engineering staff will be presented as a means to discuss and identify methodological improvements, as well as highlight barriers to project implementation. It is hoped that this paper will provide an example of a formalised methodology on which program reform and curriculum renewal for sustainability can be built upon in other higher education institutions.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRSC Publications
dc.relation.ispartofpagefrom112
dc.relation.ispartofpageto119
dc.relation.ispartofissue2
dc.relation.ispartofjournalChemistry Education Research and Practice
dc.relation.ispartofvolume13
dc.subject.fieldofresearchCurriculum and pedagogy not elsewhere classified
dc.subject.fieldofresearchcode390199
dc.titleImplementing a systematic process for rapidly embedding sustainability within chemical engineering education: A case study of James Cook University, Australia
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2012 Royal Society of Chemistry. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorDesha, Cheryl J.


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