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Article history:
Received 6 February 2014
Received in revised form
17 December 2014
Accepted 16 January 2015
Available online 29 January 2015
Most efforts to reform engineering curricula to focus on sustainable development have to date been at
the level of individual, senior, often elective, courses. Although sophisticated arguments have been
mounted about the need for broad curriculum reform, there are few exemplars of such initiatives in
undergraduate engineering education. This article reports on a curriculum reform process in chemical
engineering at the University of Cape Town, and examines closely the new rst core course that signals
the introduction of this new curriculum. The new curriculum has borrowed from forerunners in this
endeavour a slightly reduced theoretical core, intertwined with an accompanying project strand running
throughout the four years of the program. Departing from traditional curricula, the new rst year course
incorporates a natural foundations strand that introduces nature not just as source of raw materials, or
as imposing limits on engineering prowess, but also as mentor and model. Sustainability problems are
interpreted as systematic violations of nature's grand cycles and contrasted with development needs
particularly in relation to provision of water and energy. By the end of the course, >95% of students rated
their knowledge of environmental and sustainability issues as good or excellent, whilst 80% conrmed
this in the nal examination. This article thus demonstrates the feasibility of reforming core undergraduate engineering curricula to incorporate a focus on sustainable development, from the rst year of
study onwards.
2015 Elsevier Ltd. All rights reserved.
Keywords:
Engineering education
Curriculum reform
Sustainable development
Complexity
1. Introduction
The signicance of the educational arena for advancing the goals
of sustainable development, signalled in this journal by a now well
cited article (Crofton, 2000), is rmly established in the literature.
Higher education is recognised as a key site for change, and there
have been numerous studies which audit the status quo across
whole institutions and across a wide range of programmes (for
example, Lozano et al., 2010; Xiong et al., 2013; Khalili et al., 2015).
What is clear across these studies is that sustainable development
has established a relatively rm footing in the high level rhetoric
with which universities motivate their purpose in society, but that
its location on the ground in teaching and curriculum is patchy.
Engineering education is a key locus for this work, and from the
outset numerous commentators (see again, for example, Crofton,
2000) have expressed the desirability for engineers to be
* Corresponding author.
E-mail address: Harro.vonBlottnitz@uct.ac.za (H. von Blottnitz).
http://dx.doi.org/10.1016/j.jclepro.2015.01.063
0959-6526/ 2015 Elsevier Ltd. All rights reserved.
301
302
Table 1
Approaches to complexity in our old and new curricula.
1995 curriculum
2014 curriculum
Unit (nested &
recurring in modules)
Theory
Practice
Unit (once-off)
Year 1
Year 2
Year 3
Project
Year 4
Integrated assessment
303
Table 2
Coverage of Sustainable Development topics (in bold) relative to the whole course, as indicated by numbers of sessions.
Content summary for CHE1005W
Theory (12 per module; each
with a mini-tutorial)
No
No
No
Process Design
Natural Foundations
Mass balances
Energy Balances
Systems of units
Process Analysis
Total
5
13
21
3
2
4
48
Economic Analysis
Environmental Analysis
Unit Conversion
Social Impact
Learning Community
Modelling and Computing
Safety
Identity Formation
Communication
Total
3
8
4
1
2
11
2
10
5
46
Flowsheeting
Environmental Analysis
Economic Analysis
Maths in Context
Social Impact
Modelling and Computing
Communication
Total
8
8
4
11
4
12
13
60
304
chosen as context for the rst two modules of the course, to reinforce one of the theoretical learning fundamentals, viz. condence
to work with volumes and concentrations. Energy formed the
context for the second semester modules. Water and energy were
also chosen because of their signicance in world issues relevant to
the profession (IChemE, 2007, 2013). The selection of these examples (all taken from our rst two modules) is simply to demonstrate
how we integrated sustainable development into the context of
teaching engineering and should not be taken to indicate the scope
across our whole course.
4.1. Natural foundations theory
Ex nature utilitas is the motto of the South African Institute of
Chemical Engineering; an increasingly problematic engineering
understanding of nature. This is the point of departure for the natural foundations theory in the 1st year course, immediately introducing the alternative paradigms of nature imposing limits and
nature as model and mentor (Isenmann, 2003). Mostly though, this
part of the course makes use of the four system conditions for sustainability (TNS, 2013) to provide a basis for critical thinking about
process engineering activities in production, consumption and
decomposition in the industrial economy. Table 3 shows an example
of each explored in the context of the hydrological cycle.
As straightforward as this framework may seem, when used in
test questions it readily exposes supercial learning attempts or
gaps in students' general knowledge. By way of example, a surprising number of students mistook natural gas for a renewable
source of energy in a test question probing an understanding of
System Condition 1. Instances such as these provided feedback
opportunities to improve understanding of the sustainable development material in the course.
4.2. Practice: the ability to write about sustainability
The practice strand in the curriculum allows for development of
eight identied engineering skills, including writing, economics,
environment,
health,
safety,
communication,
teamwork,
computing, and drawing. We signal the importance placed on
developing the skill of writing early on, and nd the natural
foundations theme a useful context for this, as shown by the
example in Box 1. Writing assignments are kept short, to enable fast
turnaround, using tutor marking and lecturer moderation. Working
in small groups (of 3, as shown in Box 1) further allows for peer
feedback as the joint submission is prepared.
4.3. Project: water reuse or desalination
The project work occupies four of the six weeks of each module.
It is the vehicle both for applying theory and for developing skills.
Table 3
Examples used to structure thinking about water and sustainability.
Breach of sustainability condition
Box 1
Writing example on the 3rd afternoon in the project for Module 1.
Box 2
Instructions for the final session of the Module 2 project.
In this session you will prepare for the final report on this
project, which will take the form of an oral presentation by
the whole group.
305
Box 3
Question 2 (making up 1/3rd) of the June test.
Fig. 2. Student performance on two questions in the primary nal examination. The
marks in the original nal examination are shown for those students who passed the
course after reassessment.
306
Box 4
Student view in a book review of John McNeill's Something new
under the sun.
Understanding that there is now more to the chemical
engineering profession - a new and significant environmental dimension unprecedented in human history, I understood the true purpose of why natural foundations was
implanted in the CHE1005W course.
Box 5
Student view in a book review of David Fig's Uranium Road.
Overall this book made me realise that any idea that I come
up with as a chemical engineer one day to make a change in
our country may not be backed up by the public and in that
case I would have missed the mark as an engineer.
and a signicant proportion of the class were not present when the
survey was conducted.
With reference to Fig. 3, it appears though that some respondents may have somewhat overestimated their knowledge: a
closer analysis of the results shown in Fig. 2 above shows that only
80% of those passing the course obtained 60% or better (good) for
the natural foundations question in the nal examination. The 44%
who achieved 75% or better (excellent) on that question, on the
other hand, is somewhat higher than the 38% in the survey rating
themselves as excellent.
6. Discussion and conclusion
This article has presented an overview of a reformed undergraduate chemical engineering curriculum with a central focus on
sustainable development. To illustrate how sustainable development is incorporated into the teaching of core chemical engineering, detail is given of the rst year core course. Across the teaching
of theory and practice and into project work and assessment, key
issues in sustainable development provide context for chemical
engineering design and analysis. Although this article has focused
mainly on this one course, we need to stress that this differs from
much of the ESD literature describing individual courses as the
latter are typically senior, often elective, courses. The signicant
contribution of this article is the demonstration of the feasibility of
introducing sustainable development into a core chemical engineering curriculum, starting from the beginning of the rst year of
study, supported by up to date modes of pedagogy and assessment.
Preliminary observations from this experience of curriculum
innovation are the following:
1) It is possible to add complexity at the entrance level. The use of
recurring and legible curriculum elements is important in this
regard. Repeating the same pattern of theory, practice, project
and assessment four times over has helped to allow complex
learning processes to unfold with much less anxiety.
2) The inclusion of topics in natural foundations in the new rst year
course has opened the class discourse considerably. This aspect of
the course expects students to look critically at the outcomes of
the modern resource-based economy. Some students initially
expressed difculties with this theme, but the vast majority
expressed condence about their environment and sustainability
knowledge towards the end, and 80% responded well or very well
to the nal exam question on this topic.
3) The inclusion of a project strand from the very rst module
provided additional teaching and learning challenges, but also
further opportunities for engagement and stimulation, especially with regard to the inclusion of sustainable development
issues. It was enabled by strong references to contemporary
sustainable development challenges, as well as the use of
computer resources in the project work.
This new rst year course is now well established and the rst
year intake of 2014 at UCT will proceed into a new second year
which follows a similar curriculum design for the core chemical
307
Fig. 3. Student self-assessment of their awareness of environmental and sustainability issues 2012 (103 responses from 120 students) vs 2013 (61 responses from 125 students).
engineering course. The signicant achievement of this new programme is the inclusion of sustainable development in a mainstream undergraduate engineering offering, and, especially
following recent policy statements from the IChemE (2007, 2013)
referenced above, we expect to see similar developments elsewhere, at least in chemical engineering.
Acknowledgements
We acknowledge the research funding of the Project for
Enhancement of Research Capacity (PERC) at UCT and The Carnegie
Corporation of New York, which supported some of the postgraduate
research informing this work. The contributions of all members of the
curriculum working group of the Chemical Engineering Department
of the University of Cape Town are gratefully acknowledged, but in
particular those of Hilton Heydenrych and Jochen Petersen who
contributed important stimuli to the elements and structure of the
new curriculum. Additionally, we are grateful for the enthusiasm,
openness and exibility of the tutoring team of the inaugural
CHE1005W course. And of course also to our rst class, who engaged
deeply with the course and were always willing to give us feedback!
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