Query: “Green engineering” And “Education”

title: Green Engineering Education in Chemical Engineering Curricula: A Quarter Century of Progress and Prospects for Future Transformations
abstract: Over the past 25 years, the inclusion of sustainability and green engineering content in chemical engineering curricula has increased significantly. Currently, most chemical engineering students have the opportunity to learn green engineering tools and principles through elective courses; the evolution to this current state of practice is described, along with the challenges associated with fully integrating Green Engineering and sustainability concepts and tools into the courses required of all chemical engineering students.

title: Engaging Students in Sustainability Education and Awareness of Green Engineering Design and Careers through a Pre Engineering Program
abstract: A framework for an active learning summer program for middle school students is presented along with survey instruments and pre and post program data regarding student attitudes and awareness of sustainable design issues and career motivation in the field. This summer program was designed to attract students, especially from underrepresented groups, into early motivating experiences in the engineering fields and to increase their awareness of concepts and careers in renewable energy, and green engineering design principles and technologies. Twenty four middle school students from a low social economic school district were provided the opportunity to experience many state of the art engineering technologies at the university's school of engineering and to learn from a diverse group of knowledgeable mentoring faculty. In the week long program, students were involved in hands on engineering and renewable energy activities appropriate to their age and knowledge.  Using projectbased learning, student teams participated as designers of their own green home models by integrating their learning of renewable energy use, conservation practices, and appropriate design and material selection. Pre and post surveys revealed increases in student awareness of general engineering and renewable energy concepts as well as increased interest in pursuing engineering careers.  This study revolves around the topics of sustainability education as well as green design. It is therefore appropriate to first begin with definitions of each term. According to UNESCO, Education for Sustainable Development (sustainability education) involves the inclusion of "key sustainable development issues into teaching and learning such as climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption." Education about green design and building is defined by the US Environmental Protection Agency as "the practice of creating structures and using processes that are environmentally responsible and resourceefficient throughout a building's life cycle from siting to design, construction, operation, maintenance, renovation and deconstruction." 2 Therefore, sustainability education has to do with teaching about using less energy and fewer resources, recycling, about buying locally and organically, designing and building with environmentally mindful or "green" approaches. Further, it is about guiding students of all ages to what Smith calls "changes in attitudes, beliefs, and dispositions related to what may be necessary to forge more sustainable societies." 3 Organizations such as the International Union for the Conservation of Nature (IUCN) and United Nations Educational, Scientific and Cultural Organization (UNESCO) have indicated the importance of environmental and sustainability education to overcome our global community's alarming environmental problems. In a related movement in environmental education, in 1972, the United Nations Conference on the Human Environment proclaimed environmental education P ge 26608.2 as essential for citizens of all ages in order to provide a basis for both enlightenment and "responsible conduct by individuals, enterprises and communities in protecting and improving the environment in its full human dimension" Research in K 12 sustainability education in engineering In the last few decades, there has been a renewed interest and value recognition of environmental and sustainable learning. Particularly relevant to this discussion is Pavlova's call for policy formulation, teaching and learning for sustainability education and teacher training as three essential areas of challenge in the inclusion of sustainability education in technology. Education researchers find that K 12 sustainability education is not only about increasing content knowledge but that results are influenced by instructional practices that are dynamic and actionoriented and affect engagement not only in science courses but also in social sciences and even in art. 7, 8, 9 Church and Skelton report on a survey study involving more than one thousand K 12 teachers and report that over 66% have employed a particular kind of sustainability curriculum in which sustainability was used as an interdisciplinary unit, a context for teaching core subjects, or as a stand alone subject. In a related sub study involving 55 high school teachers, Church and Skelton found that "almost all (96% of the teachers reported that the lessons taught using the contextual framework of climate change increased their students' critical thinking skills. Most (82% saw increased engagement in the classroom with this context, and 79% said the units "increased students' belief that they can make a difference on global issues" 10 It is clear that the benefits of carrying out sustainable education are considerable and integrating it with other content areas can result in powerful learning. Green engineering design in sustainability education and in this study Green engineering design can be defined as a combination of engineering, science and technology practices with environmentally acceptable methods and principles. Some green engineering design focuses on designing around environmental changes and adopting these environmental changes. Sustainability education can be implemented along with green engineer design with very young students. As stated above, it is important to provide environmental awareness and learning opportunities to younger generations and have them actively involved with green engineering activities. Implementing environmental learning and green engineering together in early stages such as at the middle school level can be crucial for understanding the importance of environmental issues as well as the concepts and possibilities for environmentally friendly design. 13 This study aims to understand how an intervention program that is based on the integration of sustainability education and green engineering design can impact student learning and career awareness. A summer camp is described as the setting where students learn about potential negative technological impacts upon our environment and how to prevent some of them by applying important green engineering design principles. The culminating design activity encourages the students to utilize green engineering design principles directly 14 by creating a small house model that: Is designed using system analysis and integrated environmental impact assessment tools. Students learned system design and implementation around environmental issues. Uses materials that improve natural ecosystems while protecting human health and wellbeing. P ge 26608.3 Uses materials that have a long lifecycle and less impact on environmental issues. Uses materials and energy that are considered safe. Uses reusable materials to minimize depletion of natural resources. Uses a design methodology to minimize waste. Uses a design based on local geography, aspirations and cultures. The garden and outside of the house is designed with consideration for local culture and matching local vegetation. Uses sustainable technology such as solar panels, wind turbines and LEED certified building materials. Is designed using a group of students not only to learn about green engineering and environmental issues, but also to actively engage and create their own solutions to some of these problems. Different water collection systems as well as roof designs were innovated by students. As described above, these middle school students learn green engineering design and new technologies using sustainability education to create a learning structure that will benefit not only them, but will also benefit future engineers and the environment. These activities and result from these activities will be presented in the next sections.  at Texas State University was founded in 2007. The undergraduate program offers three ABET accredited engineering degrees in electrical, industrial and manufacturing engineering. ISOE provides a strong educational experience via theory combined with practice in a class/lab atmosphere. Dedicated faculty and staff are directly involved in classes and labs, and each degree program culminates with a senior design or "Capstone" project, which is required for graduation. Capstone projects emphasize project management, technical deliverables, and multidisciplinary effort in team oriented, long term projects. As a result of the heavy emphasis on practical, applied, and experiential learning, students who graduate from ISOE are well prepared for careers in all aspects of engineering. The school has more than 800 engineering students. In addition to modern classrooms and computer labs, ISOE has fully equipped labs including a class 1000 Cleanroom, System Modeling and Renewable Technology (SMART) lab, the Center for High Performance Systems (CHiPS) Additive Manufacturing facilities, and Rapid Product Development (RPD) lab. The school of engineering keeps strong ties with the local community. One form of these ties is strong outreach program that is essential for the school and for Texas State University. Outreach programs are deployed in different forms from summer camps to on campus high school recruitment events and school tours. The team of faculty involved in the green design summer camp presented in this paper has extensive experience designing successful Science, Technology, Engineering and Mathematics (STEM) related short and long term camps for K 16 students. Examples are two National Science Foundation funded Summer Research Experiences for Undergraduates (REU) these ten week long residential summer pro

title: An Algae Based Curriculum for Globally Conscious Engineering Education
abstract: An algae based curriculum is being used to teach engineering fundamentals and concepts from the humanities such as ethics, gender and racial biases, discrimination, and public policy. The project involves hands on experiments with algae that relate to core concepts in engineering such as materials, energy, fluid mechanics, thermodynamics, water treatment, and green engineering. Each experiment requires data collection, analyses, and interpretation. Technical and reflective writings along with oral presentations are integrated with the course. Students are exposed to case studies through movies, readings, and documentaries that allow them to learn about ethics, race and gender issues, and public policy. The experiments of the curriculum give students the fundamental skills and knowledge necessary to tackle some of the world's most challenging issues and encourage interest in solving them. They also give students a broad knowledge base of humanities and global issues that are commonly not included in typical engineering courses.

title: Integrating Economic and Environmental Sustainability for Undergraduate Education
abstract: Increasingly, engineers must approach problems considering economically viable, socially just, and environmentally sustainable solutions. This paper describes a new green engineering design course developed at California State University, Chico, which provides students with a sustainability framework to approach engineering problems considering the triple bottom (i.e. economic, social, environmental issues) Through a group project, students applied quantitative environmental and economic assessment tools (i.e. life cycle assessment software and life cycle cost analysis) decision making strategies, and sensitivity analysis tools to evaluate real world problems. Students' (n=86) abilities to understand and apply key concepts in the course were evaluated by examining overall performance in the class and performance on group projects. The majority of students performed well in the class (average 84% standard deviation 7% and on the final group project report (average 90% standard deviation 4% Future versions of this course could be improved by introducing LCA software earlier in the curriculum and integrating this course as a pre requisite or co requisite to a senior capstone. By teaching students an innovative approach to the conventional evaluation of alternatives, students were able to propose designs that minimize environmental impacts (e.g. carbon footprint) and provide economically feasible solutions simultaneously. Consequently, this paper highlights a viable teaching model for other universities integrate sustainability into their curriculum.

title: An Edible Education in Sustainable Development: Investigating Chocolate Manufacturing in a Laboratory Based Undergraduate Engineering Course
abstract: Green engineering, sustainability, and sustainable development are topics of great import to all engineering disciplines. To introduce students to these topics, hands on experiments were developed for inclusion within a multi disciplinary freshman engineering course. In these experiments, students learned to produce chocolate truffles and, ultimately, challenged to analyze and optimize the sustainability of the process with a cradle to gate and social life cycle assessments. Student analyses incorporated waste management strategies, overall energy and material consumption calculations, carbon reduction strategies, the use of engineering software, and the importance of fair trade in this industry. Eighty nine freshman engineering students at Rowan University completed the experiments. Pre and post tests were used to evaluate the effectiveness of the course on increasing student knowledge of sustainability, of sustainable development, and of the impact engineers can have on socioeconomics. Preliminary results indicate that the course was effective in enhancing student knowledge and awareness of the social and environmental implications of chocolate manufacturing. A complete analysis and description are presented in this paper.

title: THE IMPORTANCE OF ECONOMICS, POLICY AND LAW WHEN ADAPTING AGRICULTURAL AND FORESTRY ENGINEERING DEGREE COURSES TO THE EUROPEAN HIGHER EDUCATION AREA
abstract: The implementation of the European Higher Education Area (EHEA) to the Spanish University Studies in Agronomy and Forestry Engineering, has entailed a process of Study Plans renewal, which has led to the approval of 48 different Bachelors in Agronomy and 14 in Forestry Sciences and Engineering, both of studies commonly known as "Green Engineering Bachelors" According to the Spanish White Book, five competences have been clearly detached by the University Graduates in Agronomy and Forestry, for considering them crucial to their future professional activity. These key competences are mainly linked to some specific areas, as it's the case of Business Organization and Management, Policy and Law. University Spanish Laws regulating the requirements for the new Studies in Green Engineering (CIN/323/2009 and CIN/324/2009 Regulation) have echoed this Graduates' appeal, establishing the Entrepreneurial Knowledge, as the main basic competence to be acquired by every student in the above mentioned bachelors, pointing, in particular, to the Institutional and Legal frame and Business Organization and Management learning. Moreover, other common and specific competences for both kind of studies (agronomic and forestry) are also considered of main interest, as it is the case of Economics, Sociology, or Agricultural and Forestry Policy. In this frame, the University Study Plans in Spain for such Bachelors have incorporated all these subjects, but through different courses, where the length, importance (as considered in ECTS) and typology (compulsory versus optional) vary from one to another Faculty. This paper aims to analyze this situation, summarizing the information available in the official webs of the Faculties teaching Agricultural and Forestry University Studies in Spain. Results show a great variety concerning the Spanish University formative offer for such Studies, which results in an important difference which refers to the number and typology of ECTS. Thus, in Agricultural University Studies, basic and compulsory credits range from 4 to 22,5, with optional credits being from 0 to 180, while in forestry, the range is 6 to 18 for basic and compulsory credits and 0 10,5 for optional credits. As well, 93% of the Study Plans include the performance of external practices as part of their learning offer, ranging from 4,5 to 24 credits, being compulsory in a 25% of the considered bachelors.

title: The portrait of a teacher from the innovative higher education students' viewpoint
abstract: The issue of quality engineering education aimed at resource efficiency and sustainable development worldwide is quite topical nowadays. One of the main components of the educational environment is a teacher, whose role has changed significantly over the past decade: from a translator to a facilitator. In addition, it is worth considering that students begin to play an increasingly active role in the educational process. They set requirements to the quality, contents and innovative techniques which facilitate the development of competencies. The survey "Ideal teacher at an innovative technical university" was conducted at National Research Tomsk Polytechnic University. This paper presents the comparative analysis of universal and professional competencies of "ideal" and "real" teachers based on the students' viewpoint. The portrait of a teacher, who is able and has enough facility to foster students' competitive skills to confront sustainable development challenges including "green engineering" through collaboration, was drafted.

title: Greening the curriculum at the University of Toledo School of green chemistry and engineering
abstract: This paper provides a brief overview of the formation, organization, and mission of the School of Green Chemistry and Engineering (SGCE) at the University of Toledo, and a description of SGCE efforts to introduce principles of green chemistry and green engineering into the undergraduate and graduate curriculum. This includes development of selected new courses and new academic programs such as a Minor in Green Chemistry and Engineering, a Professional Science Master's Degree in Green Chemistry and Engineering, and an online Master in Education and Science in Chemistry degree aimed at College Credit Plus credentialing of high school chemistry teachers in Ohio.

title: Alternative Lesson Design of Basic Chemistry Learning to Integrate Green Chemistry Principles as View of Scientific Character Values
abstract: This Actual global problem in this time is decreasing of environment quality. Some effort had been done to solve this problem as well as through education by designing lesson as an alternative to implement green chemistry principles. The aims of this study that discussed in this article were; 1) analyze the principles of green chemistry as wiew of scientific character values on basic chemistry subject, 2) develop learning design of basic chemistry subject by integrating green chemistry as wiew of scientific character values. The first stage by analyzing previous research use systematic review method. The previous studies were analyzed that related to green chemistry, green engineering, character education, and green education, as well as analysis of Basic Chemistry lecture document. In conclusion the lesson design show that; 1) the several of green chemistry principles can be integrated on Basic Chemistry lecture, were: waste prevention, efficiency of energy, renewable feedstock using, degradation design, real time analysis for prevention of pollution and always create the safer condition in chemicals using for to prevent accident; 2) Scientific character values with green chemistry insight are: honest, conscientious, curiosity, care for the environment, thrifty and creative. Implementation of the principles of green chemistry as view of scientific character values on Basic Chemistry subject can be implemented with alternative learning model such as Project Based Learning by giving the project tasks to the students. Keywords green chemistry, green education, learning design

title: An introductory course in green chemistry: Progress and lessons learned
abstract: This work provides a description of our experience with designing and implementing green chemistry elements in higher education. It addresses the problem of content and methodology in green chemistry education and provides models of innovative approaches in design and teaching practices. An introductory course, Pollution Prevention, Green Chemistry and Green Engineering, supported by a grant from Michigan Department of Environmental Quality, was designed at Grand Valley State University (GVSU) in Michigan, in 2008 and run for the first time in 2009, with 12 students. The positive response from the students who took the class coupled with increasing visibility of green chemistry initiative at the state level (MI Governor's Green Chemistry directive and Green Chemistry Round Table) led the GVSU administration to recognize the need of such a course and, after revision, to its inclusion into the Chemistry Department curriculum, under the designation "Introduction to green chemistry" CHM 111. This remains to be a sought after course for freshmen and upper level undergraduates interested in the issues of green chemistry who have no chemistry background in their education. Since 2011, the course ran twice a year with a total of 302 students to date (December 2017) From semester to semester, it underwent several modifications, in order to accommodate the most recent, up to date developments in green chemistry and green engineering. The repository of teaching materials created is growing continuously. The progress and lessons learned throughout the years in running this course are summarized here.