There is a growing need to incorporate educational sustainable development (ESD) principles into engineering education. This paper identifies engineering competencies within the Faculty of Engineering at Notre Dame University - Louaize and the means to shift towards sustainability. ESD tools are used to carry the analysis, keeping in mind the Faculty of Engineering accreditation system ABET, incorporated as the Accreditation Board for Engineering and Technology, Inc., requirements. A survey of the current situation was conducted based on seven key areas: curriculum, research and scholarship, operations, faculty and staff development, outreach and service, student opportunities, administration, mission and planning. The survey revealed some weaknesses that the Faculty of Engineering needs to address for a successful implementation of sustainable practices. ESD is integrated in two selected engineering courses. At the beginning of the course, a questionnaire is used to assess the knowledge, behaviour and attitudes of students. Results show that students currently understand the importance of ESD, but they have a weak knowledge of the relationship between the environment and sustainable future and a bad understanding of sufficient living economy principle. The analysis showed also the need to introduce new courses of sustainability. Nevertheless, the proposed amendment to the curriculum ought to be carried in conjunction with the Faculty of Engineering accreditation system ABET. A wide dissemination of ESD throughout the entire engineering programme will help promoting sustainability. Besides, the infusion of ESD can be implemented within a common engineering course - a mandatory course for all engineering students following ABET amendment procedures.
Bekessy, S. A., Burgman, M. A., Yencken, D., Wright, T., Filho, W. L., Garden, D., & Rostan-Herbert, D. (2002, October). A summary of environmental practice in Australian universities. Paper presented at the National Conference of Sustainable Universities, Melbourne, Australia.
Chau, K. W. (2007). Incorporation of sustainability concepts into a civil engineering curriculum. Journal of Professional Issues in Engineering Education and Practice, 133(3), 188-191.
Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391-403.
RUCAS (Reorient University Curricula to Address Sustainability). (2011). Reorient university curricula to address sustainability. Retrieved May 2, 2012, from http://www.actforclimate.info/testarea/drupal/
Sibbel, A. (2009). Pathways towards sustainability through higher education. International Journal of Sustainability in Higher Education, 10(1), 68-82.
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning. International Journal of Sustainability in Higher Education, 9(1), 68-86.
ULSF (University Leaders for a Sustainable Future). (2009). Sustainability Assessment Questionnaire (SAQ) for colleges and universities. Retrieved February 2, 2012, from http://www.ulsf.org/programs_saq.html
UNESCO (United Nations Educational, Scientific and Cultural Organisation). (2006). Education for sustainable development toolkit. Paris: UNESCO Education Sector.
Wedel, M. K., Malmqvist, J., Arehag, M., & Svanstrom, M. (2008, June). Implementing engineering education for environmental sustainability into CDIO programs. Paper presented at the 4th International CDIO Conference, Hogeschool Gent, Belgium.