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    Informing engineering education for sustainable development using ad deliberative dynamic model for curriculum renewal

    Access Status
    Fulltext not available
    Authors
    Desha, C.
    Hargroves, Charlie
    Date
    2011
    Type
    Conference Paper
    
    Metadata
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    Citation
    Desha, C. and Hargroves, C. 2011. Informing engineering education for sustainable development using ad deliberative dynamic model for curriculum renewal, pp. 441-450.
    Source Title
    Research in Engineering Education Symposium 2011, REES 2011
    ISBN
    9781627481847
    School
    Sustainability Policy Institute
    URI
    http://hdl.handle.net/20.500.11937/68133
    Collection
    • Curtin Research Publications
    Abstract

    Literature from around the world clearly suggests that engineering education has been relatively slow to incorporate significant knowledge and skill areas, including the rapidly emerging area of sustainable development. Within this context, this paper presents the findings of research that questioned how engineering educators could consistently implement systematic and intentional curriculum renewal that is responsiveto emerging engineering challenges and opportunities. The paper presents a number of elements of systematic and intentional curriculum renewal that have been empirically distilled from a qualitative multiple-method iterative research approach including literature review, narrative enquiry, pilot trials and peer-review workshops undertaken by the authors with engineering educators from around the world. The paper also presents new knowledge arising from the research, in the form of a new model that demonstrates a dynamic and deliberative mechanism for strategically accelerating for curriculum renewal efforts. Specifically the paper discusses implications of this model to achieve education for sustainable development, across all disciplines of engineering. It concludes with broader research and practice implications for the field of education research.

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