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Integrating Sustainability Thinking in Science and Engineering Curricula

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Cover of 'Integrating Sustainability Thinking in Science and Engineering Curricula'

Table of Contents

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    Book Overview
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    Chapter 1 Preparing Teachers for Sustainable Development in Higher Education
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    Chapter 2 A Minor Programme on Sustainability for the Engineering Curriculum at the University of Chile
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    Chapter 3 Food for Thought: A University-Wide Approach to Stimulate Curricular and Extracurricular ESD Activity
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    Chapter 4 Sustainability and Employability: Alliances at the University of Bedfordshire
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    Chapter 5 The Environmental Sustainability of Brazilian Universities: Barriers and Pre-conditions
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    Chapter 6 Implementing a Sustainability Strategy: A Case Study from the University of Leeds
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    Chapter 7 It’s Contagious! Developing Sustainability Perspectives in Academic Life at a UK University
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    Chapter 8 A Strategic Framework for Developing Interdisciplinary Minors on Climate Change and Sustainability Policy: The CLIMASP-Tempus Example
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    Chapter 9 Sustainable Development Integration Strategies in Higher Education: Case Study of Two Universities and Five Colleges in Quebec
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    Chapter 10 Making Money and Saving the World: Empowering Students for Sustainability Through Social Enterprise
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    Chapter 11 Promoting Education for Sustainable Development at the University of Prishtina, Kosovo
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    Chapter 12 Increasing Global Environmental Literacy via Faculty Experiential Learning
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    Chapter 13 What Does the Concept of Responsibility Contribute to the Teaching of Sustainability in Universities?
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    Chapter 14 The Road Less (Sustainably) Traveled: A Case Study of Academic Travel at Franklin University Switzerland
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    Chapter 15 One Metaphor—Several Meanings: An Interdisciplinary Approach to Sustainable Development
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    Chapter 16 Campus Ecological Footprint Versus the Global Influence of Sustainability Related Campus Activities: How Do They Compare?
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    Chapter 17 Developing Action Strategies for Sustainable Living Amongst Employees
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    Chapter 18 An Instructor’s Experience: Implementing Sustainable Development in the Curriculum
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    Chapter 19 Sustainability into the University of Sao Paulo (USP), São Carlos Engineering School (EESC)—Brazil
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    Chapter 20 Quality Air Monitoring in a Brazilian University: The Use of Passive Samplers
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    Chapter 21 Embedding Environmental Sustainable Development Within Social Enterprise at the University of Northampton
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    Chapter 22 Improvements for a Sustainable Distance Education with the New UNED On-Site System for Virtualization of Exams: Malaga Region (Andalucía, Spain) as Case Study
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    Chapter 23 Overview of the Sustainability in Brazilian Information and Communications Technology Market
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    Chapter 24 Virtual Learning Environments for Transformation to Sustainability: A Case Study from the “South”
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    Chapter 25 The Deployment of Sustainability in the Higher Education Business Studies Curriculum: Centrality, Pervasiveness and Practical Teaching and Learning
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    Chapter 26 A Sustainable Development Management System for the University of Coimbra
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    Chapter 27 Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems
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    Chapter 28 Sustainability and Service-Learning: Creating a Rubric for Stewardship Across Courses
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    Chapter 29 University Networks in Italy and Their Intellectual Contribution to Implement Sustainable Development Issues in the CV
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    Chapter 30 What Are the European Legal Duties to Conserve Biodiversity in University Campuses?
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    Chapter 31 The Benefits and Challenges of Developing and Implementing an Environmental Management System Using a Participatory Approach: A Case Study of Manchester Metropolitan University, UK
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    Chapter 32 Introducing Sustainability Values: The Case of Ibri College of Applied Sciences (Sultanate of Oman)
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    Chapter 33 Social Feasibility in the Adoption of Renewable Energy: A Case Study of REGSA Project
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    Chapter 34 An Innovative Model of Student-Led Sustainability in Higher Education. Green Dragons, City University London Students’ Union
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    Chapter 35 Revealing Complexity in Educating for Sustainability: An Update on the Work of the Roundtable on Environment and Sustainability
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    Chapter 36 Embedding Sustainability Across the Curriculum via Collaboration: A Review of Progress in the University of the West of England
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    Chapter 37 Developing a Holistic Approach to Implementing Education for Sustainable Development Across a Higher Educational Institute: A Longitudinal Study of the University of the West of England, Bristol
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    Chapter 38 Environmental Education for Staff at the University of São Paulo, Brazil: Capillarity and Critical Environmental Education Put into Action
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    Chapter 39 Values, Behaviors, and Economic Outcomes: Sustainability in the Teaching of Economics
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    Chapter 40 Elaboration and Implementation of a Waste Management Policy at the University of São Paulo (USP)
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    Chapter 41 Incorporating an Ethos of Sustainability into the Conceptualisation and Development of an Academic Building: The Kings Cross Development in London
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    Chapter 42 Implementing a Holistic and Student Centered Outreach Programme Towards Integrated Sustainable Development of the Campus—A Case Study of a Residential School from South India
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    Chapter 43 Thinking Differently About Sustainability: Experiences from the UK Open University
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Title
Integrating Sustainability Thinking in Science and Engineering Curricula
Published by
Springer International Publishing, September 2014
DOI 10.1007/978-3-319-09474-8
ISBNs
978-3-31-909473-1, 978-3-31-909474-8
Editors

Leal Filho, Walter, Azeiteiro, Ulisses M., Caeiro, Sandra, Alves, Fátima

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The data shown below were collected from the profiles of 4 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 86 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Finland 1 1%
Turkey 1 1%
Colombia 1 1%
South Africa 1 1%
Unknown 82 95%

Demographic breakdown

Readers by professional status Count As %
Student > Master 18 21%
Student > Ph. D. Student 14 16%
Professor 12 14%
Researcher 10 12%
Student > Bachelor 7 8%
Other 14 16%
Unknown 11 13%
Readers by discipline Count As %
Engineering 12 14%
Environmental Science 12 14%
Business, Management and Accounting 11 13%
Social Sciences 8 9%
Arts and Humanities 7 8%
Other 24 28%
Unknown 12 14%