A review of progress and opportunities to foster development of sustainability-related competencies in engineering education

ABSTRACT

Over the last decade and prompted by the United Nations (UN) 2030 Framework, significant engineering bodies have been calling for education directed towards achieving the UN Sustainable Development Goals (SDGs). In this paper, the authors reflect on progress to enable SDG knowledge and skills in engineering studies, overviewing key examples of efforts within the global professional engineering and education community, including Australia and the United States of America (the US). Acknowledging differences in language and guidance around the world, the authors discuss the need to provide clear and concise language regarding: 1) statements for desirable graduate attributes, 2) required knowledge and skill (i.e. competency) development, and 3) commentary/guiding elements and indicators. The paper concludes with recommending accreditation bodies and professional societies and colleges make use of current international review processes underway by the International Engineering Alliance (IEA) and the World Federation of Engineering Organisations (WFEO), to update accreditation and supporting documents to ensure graduates have capacity to deliver solutions for ‘thriving humanity and planet’ in the twenty-first century. The authors also challenge educators to review and renew their institution’s desired graduate attributes and program offerings to ensure curriculum develops capacity for achieving the UN SDG goals, targets and indicators.

KEYWORDS:

• Sustainability competencies
• United Nations Sustainable Development Goals
• competencies
• knowledge and skills
• accreditation
• rapid curriculum renewal

Acknowledgements

The authors gratefully appreciate the time and comments provided by Emeritus Professor Doug Hargreaves AM, and Emeritus Professor Elizabeth Taylor AO, who have assisted in documenting and contextualising the various initiatives underway internationally with regard to engineering education for sustainable development. The first author is indebted to the efforts of colleagues in The Natural Edge Project who spent 10 years producing seven engineering textbooks and hundreds of hours of online curriculum on engineering education for sustainable development. The second author acknowledges the thousands of individuals who have played a part in transforming the engineering education system in the US and internationally, and who have supported her lifelong crusade for professionals who can deliver development that also enables our future generations’ ability to thrive.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Cheryl Desha

Cheryl Desha has been working for the past 15 years in the higher education sector to build capacity for resilient and liveable cities. Her career goal is to empower decision-makers with information that fosters sustainable development - in the right form, at the right time, and in the right place. Within Griffith University she is the Theme Leader for the Digital Earth and Green Infrastructure research group within the Cities Research Institute, and Director, Engagement (Industry) with the School of Engineering and Built Environment. Externally she is also the education advisor on the national Energy Efficiency Council Board, and is an Editorial Board member of the journals Sustainable Earth and Infrastructure Asset Management.

Debra Rowe

Debra Rowe has a PhD (Business), MA (Psychology), MBA (Business, University of Michigan) and BA (Yale University). She currently serves as President of the US Partnership for Education for Sustainable Development, which catalyses national sustainability initiatives across business, education, community, government and faith sectors. Dr Rowe co-founded and directs the Higher Education Associations Sustainability Consortium; founded and facilitates the Disciplinary Associations’ Network for Sustainability, and is Senior Advisor to the Association for the Advancement of Sustainability in Higher Education. She has been professor of energy management and renewable energies for 39 years at Oakland Community College.

Doug Hargreaves

Doug Hargreaves was awarded an AAUT Citation for Outstanding contribution to student learning in 2015. In June 2014, he was awarded a Member of the Order of Australia for outstanding and significant contribution to engineering education and to the community. He has published over 200 scholarly papers, about 50 of which are related to engineering education. He retired from full-time work as an academic at the Queensland University of Technology in December 2014. He was National President of Engineers Australia with about 100 000 members in 2010, a position that clearly demonstrates his wide and accepted reputation in the profession. He is currently the Executive Officer for the Australian Council of Engineering Deans (ACED), a role that calls on his extensive range of contacts both nationally and internationally. His extensive knowledge and understanding of teaching and learning provides valuable insight into potential research projects in engineering but also in the areas of STEM [Science technology Engineering and Mathematics]. He is also on the Steering Group for the ACED project “Engineering 2035".