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• W183179436 abstract "The role of, and need for, higher education to create and promote a holistic approach to engineering is a key part of developing sustainability literacy amongst future engineers. Whilst development of sustainability literacy is a continuous educational and professional requirement of engineers, the first year of higher education is a particularly sensitive period. This paper examines three different but linked exercises used to encourage students to engage with the conflicting parameters and complexity present in civil engineering, whilst supporting the broader first year student experience. From the first exercise (learning from experience), students’ written, qualitative commentaries of an exploration of their campus locale showed an ability to not only identify stereotypical civil engineering issues such as construction trends over time, but set these against economic and social demands and impacts at a city-scale. The second exercise (practice-based learning) asked students to rank the importance of components of a sustainable community as a civil engineer, and then rank them separately as a citizen. The rank orders of importance were found to be reversed, highlighting the conflict and complexity present in community-scale civil engineering. In the third exercise (engineering by doing), ten groups of approximately ten students were led through a discussion around a systems approach to engineering and the impact of civil engineering infrastructure development. The groups were then challenged to identify infrastructure that, should we have the opportunity to “start again” on a new Earth-like planet (“Earth 2.0”), they would forego so as to avoid the negative impacts. Although no group succeeded in unanimously agreeing on some aspect of infrastructure they would not develop again, there were clusters of consensus and each group demonstrated an understanding of cost:benefit tradeoffs and compounded impacts of infrastructure development up to a global scale. These exercises provide students with an understanding of hard-to-measure boundary conditions, more informally “context”, that can surround the technical excellence at the heart of civil engineering systems. The exercises help both students and teachers to assimilate the concept of civil engineering complexity at a range of scales, and provide a reference point from which students can move forward to explore the concept of sustainability, particularly the need to consider social, economic, political, and technological issues as well as the natural environment. Finally, the exercises support an undergraduate student’s first year experience. Engineering Education for Sustainable Development, Cambridge, UK. September 22 – 25, 2013 2" @default.
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• W183179436 date "2013-01-01" @default.
• W183179436 modified "2023-09-27" @default.
• W183179436 title "Exploring first year undergraduates’ perceptions of conflicting parameters and complexity in civil engineering through three different learning experiences." @default.
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