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Karlson ‘Charlie’ Hargroves

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1 Karlson ‘Charlie’ Hargroves
‘A STRATEGIC APPROACH TO EMBEDDING SUSTAINABLE DEVELOPMENT INTO ENGINEERING EDUCATION TO SUPPORT THE WATER INDUSTRY Welcome back from the break. Few quick questions - left over easter eggs opportunity: What is the Brundtland Report definition of Sustainable Development? List three key meetings on sustainable development in the last two decades. Briefly describe how the level of CO2 in our atmosphere is related to temperature. Give three examples of environmental surprise in recent global history. How much global development aid capital is currently spent on energy? Which area of the world is likely to hold most of the world’s mega- cities in 50 years time? Karlson ‘Charlie’ Hargroves Executive Director of ‘The Natural Edge Project’ Co-editor of ‘The Natural Advantage of Nations’








9 Population, sustainability, climate change and water
Cheryl Desha – TNEP Education Director/Griffith University Associate Lecturer

10 Shanghai has built more skyscrapers in the last 10 years then there are in the whole of New York! (Urban Eco-System)




14 Product Development Curve for the Australian Water Industry
Source: The Barton Group Australian Water Industry Roadmap



17                                                                                               Credit: Rob Ward and Chris Train (UK Environment Agency)




21 Credit: Jocke Berglund, Fotoflyget, Skandinavien

22 If you are thinking 1 year ahead, sow a seed.
If you are thinking 10 years ahead, plant a tree. If you are thinking 100 years ahead, educate the people. Chinese Tao patriarch Kuan Tzu, 500 BC

23 ‘The urgent challenge for higher education now is to include ecological literacy as a core competency for all graduates, whether they are in law, engineering or business’ Griffith University’s Vice Chancellor Ian O’Connor 2006 Earth Dialogues Conference Indeed there is a scarcity of documentation by higher education institutions anywhere in the world as to how sustainability will be systematically embedded into curriculum across the universities’ offerings

24 Example: Leadership in Australia
Engineers Australia Stage 1 Competency Standards PE2.2 Understanding of social, cultural, global, and environmental responsibilities and the need to employ principles of sustainable development Appreciation of the interactions between technical systems and the social, cultural, environmental, economic and political context in which they operate, and the relationships between these factors Appreciation of the imperatives of safety and of sustainability, and approaches to developing and maintaining safe and sustainable systems Ability to interact with people in other disciplines and professions to broaden knowledge, achieve multidisciplinary outcomes, and ensure that the engineering contribution is properly integrated into the total project Appreciation of the nature of risk, both of a technical kind and in relation to clients, users, the community and the environment professional engineers are required to take responsibility for engineering projects and programs in the most far reaching sense… including understanding the requirements of clients and of society as a whole; working to optimise social, environmental and economic outcomes over the lifetime of the product or program’ The UK SPEC is the standard for recognition of professional engineers and professional engineering technicians in the UK. Published by Engineering Council UK on behalf of the engineering profession. Came into force 1st March 2004

25 Example: Leadership in Australia
Engineers Australia Stage 1 Competency Standards PE2.3 Ability to utilise a systems approach to complex problems and to design and operational performance - Ability to engage with ill-defined situations and problems involving uncertainty, imprecise information, and wide-ranging and conflicting technical and non-technical factors - Understanding of the need to plan and quantify performance over the life-cycle of a project or program, integrating technical performance with social, environmental and economic outcomes - Ability to utilise a systems-engineering or equivalent disciplined, holistic approach to incorporate all considerations - Ability to conceptualise and define possible alternative engineering approaches and evaluate their advantages and disadvantages in terms of functionality, cost, sustainability and all other factors. The UK SPEC is the standard for recognition of professional engineers and professional engineering technicians in the UK. Published by Engineering Council UK on behalf of the engineering profession. Came into force 1st March 2004

26 The Time-Lag Dilemma Key Predictions in Problem Escalation:
- Drought and Water Shortage Depletion of Ground water Sea Level Rise over Time - Temperature Rise over Time 2007 +5 +10 +15 +20 +25 Transition Scenarios for ‘Education for Sustainable Development’ - Minimum Graduation Timeframes 1. Lock-Step Model: Planned, Strategic Roll-Out Approach Undergraduate (U/G) Postgraduate (P/G) Graduation Windows for: 2. Business as Usual Model: Ad Hoc Approach Time Lag Potential in developing Engineers with Sustainable Solutions Skills 3. Laggards Model: Delayed Transition Approach

27 Proposed Rapid Curriculum Renewal Elements
Awareness Raising Activities Scoping Workshops with Key Staff Sustainability Desktop Audit Curriculum – Existing Course Renewal (Integrated Approach) Curriculum - New Course Development/ Replacement (Flagship Approach) Outreach and Bridging (Recruitment/Professional Development) Integration with Campus Operations

28 Sustainability Desktop Audit:
Collaborative, Non-Confrontational, Pro-Active Approach to Curriculum Renewal, Addressing Accreditation Requirements An initial meeting with the audit team and senior management. An introductory session with Course Convenors to clarify the purpose and method of the audit. Semi-formal interviews with Course Convenors, to assess and classify all courses in the program of focus (using a Category Rating of 1-5). A collaborative mapping process with the Course Convenors, to identify opportunities and constraints for each course. A scoping of resource and timing requirements for existing course renewal and new course development/ replacement. The production of an audit report which contains a map of the current curriculum and recommendations and suggested content for curriculum renewal in each course.

29 Fundamental Principles/ Base Theory Application/ Practice
Table: Sample Assessment Summary – First Year Engineering Unit (Subject) Unit Name Fundamental Principles/ Base Theory Knowledge Application/ Practice Category Rating ENG1XXX Momentum, Mass & Heat Transfer √ clearly explained √ Appears suitable ~ Room for improvement 2 Engineering Structures Electrical Systems 1 Engineering Dynamics Engineering Materials 3 Computing for Engineers

30 Shanghai Century Publishing

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