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Embedding of ESD in engineering education: Experiences from Chalmers University of Technology

Magdalena Svanström (Institutionen för kemi- och bioteknik, Kemisk miljövetenskap) ; Ulrika Palme (Institutionen för energi och miljö, Miljösystemanalys) ; Maria Knutson Wedel (Institutionen för material- och tillverkningsteknik, Yt- och mikrostrukturteknik) ; Ola Carlson (Institutionen för energi och miljö, Elteknik) ; Thomas Nyström (Institutionen för produkt- och produktionsutveckling, Design and Human Factors) ; Michael Edén (Institutionen för arkitektur)
International Journal of Sustainability in Higher Education (1467-6370). Vol. 13 (2012), 3, p. 279-292.
[Artikel, refereegranskad vetenskaplig]

Purpose – The purpose of this paper is to report on methods developed, within a three-year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work. Design/methodology/approach – The basic idea that methods and activities were built on was that the only way to achieve long-term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes. Findings – Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special “resource group” of experienced ESD teachers was available as support for programme directors and lecturers. Originality/value – The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university.

Nyckelord: Curricula, Education, Education for sustainable development, Embedding, Engineering education, Group interaction, Individual interaction method, Integration, Sustainable development, Sweden, Universities

Denna post skapades 2012-07-11. Senast ändrad 2016-11-03.
CPL Pubid: 160381


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Institutioner (Chalmers)

Institutionen för kemi- och bioteknik, Kemisk miljövetenskap (2005-2014)
Institutionen för energi och miljö, Miljösystemanalys (2005-2017)
Institutionen för material- och tillverkningsteknik, Yt- och mikrostrukturteknik (2005-2017)
Institutionen för energi och miljö, Elteknik (2005-2017)
Institutionen för produkt- och produktionsutveckling, Design and Human Factors (2008-2017)
Institutionen för arkitektur (2005-2017)


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