dc.contributor.author | Sheehan, Madoc | |
dc.contributor.author | Schneider, Phil | |
dc.contributor.author | Desha, Cheryl | |
dc.date.accessioned | 2018-10-30T04:17:03Z | |
dc.date.available | 2018-10-30T04:17:03Z | |
dc.date.issued | 2012 | |
dc.identifier.issn | 1109-4028 | |
dc.identifier.doi | 10.1039/c1rp90068d | |
dc.identifier.uri | http://hdl.handle.net/10072/254950 | |
dc.description.abstract | Sustainability 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.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | RSC Publications | |
dc.relation.ispartofpagefrom | 112 | |
dc.relation.ispartofpageto | 119 | |
dc.relation.ispartofissue | 2 | |
dc.relation.ispartofjournal | Chemistry Education Research and Practice | |
dc.relation.ispartofvolume | 13 | |
dc.subject.fieldofresearch | Curriculum and pedagogy not elsewhere classified | |
dc.subject.fieldofresearchcode | 390199 | |
dc.title | Implementing a systematic process for rapidly embedding sustainability within chemical engineering education: A case study of James Cook University, Australia | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
dc.description.version | Accepted 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.hasfulltext | Full Text | |
gro.griffith.author | Desha, Cheryl J. | |