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1、EngineeringEducationinSustainableDevelopment,Gothenburg,Sweden,September19-22,2010ExploringkeysustainabledevelopmentthemesthroughlearningactivitiesHeatherCruickshankRichardFennerCentreforSustainableDevelopment,DepartmentofEngineeringCambridgeUniversity,U.K.Abst
2、ractTheMastersprogrammeinEngineeringforSustainableDevelopmentatCambridgeUniversityexploresanumberofkeythemes,includingdealingwith:complexity,uncertainty,change,otherdisciplines,people,environmentallimits,wholelifecosts,andtrade-offs.Thispaperexamineshowthesecon
3、ceptsareintroducedandanalysestherangeofexercisesandassignmentswhicharedesignedtoencouragestudentstotesttheirownassumptionsandabilitiestodevelopcompetenciesintheseareas.Studentperformanceagainstthesetasksisdiscussedandstudentfeedbackisalsopresented,withafocusonh
4、owtheirawarenessofthethemesaremetthrougharangeofactivities.IntroductionAddressingsustainabledevelopmentissuesthroughpostgraduateprofessionalpracticeMastersprogrammesallowsthefreedomtomovebeyondbothcurriculumconstraintsandanemphasisonreductionistthinkingoftenfou
5、ndinengineeringcoursesattheundergraduatelevel.Firstdegreeprogrammeshavetendedtofocusonconveyingbasicengineeringscienceandgeneralprinciples,whilstatthepostgraduateleveltheapplicationofthoseprinciplescanbeexploredagainsttheconstraintsandcomplexitiesrepresentedbyt
6、hewiderissuesrelatingtosustainability.FiskandAhearn(2006)havesuggestedMastersleveleducationprovidestwoclearadvantages.First,studentsbringwiththemamaturityandrealismofoutlookoftenbasedontheirownexperiencesofworkingwithinengineeringorganizations.Secondlytheyareli
7、kelytotakeuppositionsofsignificantresponsibilitywhenleavingthecourse,beingemployedasleadersofengineeringprojectsorrecruitedspecificallytochangemanagementprocedurestowardsmoresustainableapproaches.FiskandAhearngoontosuggestthatsuchstudents“areabletochallengeassu
8、mptionsintheclassroomratherthandiscoveradisjunctionwithrealityonlywhentheytrytoapplyacquiredknowledgeinthefield”ThetaughtMPhilin“EngineeringforSustainableDevelopment”atCambr