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Tytuł artykułu

Creating an Academic Program Focusing on Energy Management and Sustainability

Treść / Zawartość
Identyfikatory
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
The chapter describes the process for developing a new engineering program specializing in sustainable energy and power generation: Alternative Energy and Power Generation Engineering Track. The graduates of described program will have the critical knowledge and skills needed to begin their careers in nowadays industry shaped by the global sustainability Agenda 2030. Engineers should focus on economic, social and environmental aspects of their work. Desk research method is used. Chapter is based ABET requirement (USA). Program educational objectives were developed based on the needs on industry and in close cooperation with industry. Chapter is also focusing on the development of the program outcomes as well as the curricular content. Program requirements, specific track courses and recommended course planner are provided. Some suggestions and recommendation are also included.
Rocznik
Strony
323--331
Opis fizyczny
Bibliogr. 20 poz., tab.
Twórcy
autor
  • The Pennsylvania State University, USA
  • Northampton Community College, Monroe Campus, USA
  • Silesian University of Technology, Poland
Bibliografia
  • 1. ABET, https://www.abet.org/ (Accessed: 17 December 2019).
  • 2. Buchanan, W. and Bostwick, W. (1995) ‘Managing Declining Enrollments in Engineering and Technology, American Society for Engineering Education’, (ASEE) Annual Conference Proceedings, 2, pp. 2628-2631.
  • 3. Dudeck, K. and Grebski, W. (2008) ‘A New Vision for Engineering Technology Programs to Strengthen Recruitment and Retention’, Proceedings of American Society for Engineering Education (ASEE), Annual Conference.
  • 4. Epure, M. (2017) ‘University-business cooperation: adapting the curriculum and educational package to labor market requirements’, Proceedings of the International Conference on Business Excellence, 11(1), pp. 339-349.
  • 5. Ferrara, I. and Vavreck, A. (2008) ‘Meeting Enrollment Challenges in Engineering Technology at Penn State Altoona’, Proceedings of American Society for Engineering Education (ASEE), Annual Conference.
  • 6. Franco, I., Saito, O., Vaughter, P., Whereat, J., Kanie, N. and Takemoto, K. (2018) ‘Higher education for sustainable development: actioning the global goals in policy, curriculum and practice’, Sustainability Science, 14(6), pp. 1621-1642.
  • 7. Frenzel Jr., L. (2003) ‘The Disappearing Associate Degree Program in Electronics Technology’, American Society for Engineering Education, (ASEE) Annual Conference Proceedings, pp. 1439-1448.
  • 8. Gulikers, J., Brinkman, D. and Runhaar, P. (2019) ‘Using a rubric to grasp intercultural competence development in vocational education’, Journal of Vocational Education & Training, pp. 1-24.
  • 9. Martínez-Medina, R. and Arrebola, J.C. (2019) ‘Analysis of Sustainability Activities in Spanish Elementary Education Textbooks’, Sustainability, 1, pp. 1-14.
  • 10. Mota-Valtierra, G., Rodríguez-Reséndiz, J. and Herrera-Ruiz, G. (2019) ‘Constructivism-Based Methodology for Teaching Artificial Intelligence Topics Focused on Sustainable Development’, Sustainability, 11, pp. 1-18.
  • 11. Rampersad, G.C. (2015) ‘Developing University-Business Cooperation Through Work-Integrated Learning’, International Journal of Technology Management, 68(3-4), pp. 203-227.
  • 12. Salovaara, J.J., Soini, K. and Pietikäine, J. (2019) ‘Sustainability science in education: analysis of master’s programmes’ curricula’, Sustainability Science, p1-15.
  • 13. Sánchez-Carracedo, F., Moreno-Pino, F.M., Sureda, B., Antúnez, M. and Gutiérrez, I. (2019) ‘A Methodology to Analyze the Presence of Sustainability in Engineering Curricula. Case of Study: Ten Spanish Engineering Degree Curricula’, Sustainability, 11, pp. 1-27.
  • 14. Saraiva, T.S., Almeida, M., Bragança, L. and Barbosa, M.T. (2019) ‘Verification of the Adequacy of the Portuguese Sustainability Assessment Tool of High School Buildings, SAHSBPT, to the Francisco de Holanda High School, Guimarães’, Sustainability, 1, pp. 1-21.
  • 15. Sundermann, A. and Fisher, D. (2019) ‘How Does Sustainability Become Professionally Relevant? Exploring the Role of Sustainability Conceptions in First Year Students’, Sustainability,11, pp. 1-22.
  • 16. Tejedor, G., Segalàs, J., Barrón, Á., Fernández-Morilla M., Teresa Fuertes, M., Ruiz-Morales, J., Gutiérrez, I., García-González, E., Aramburuzabala, P. and Hernández À. (2019) ‘Didactic Strategies to Promote Competencies in Sustainability’, Sustainability, 11, pp. 2-24.
  • 17. Trevelyan, J. (2019) ‘Transitioning to engineering practice’, European Journal of Engineering Education, 44(6), pp. 821-837.
  • 18. Vargas, V.R., Lawthom, R., Prowse, A., Randles, S. and Tzoulas, K.: ‘Implications of Vertical Policy Integration for Sustainable Development Implementation in Higher Education Institutions’, Journal of Cleaner Production, 235(20), pp. 733-740.
  • 19. Waterman, K.P., Goldsmith, L. and Pasquale, M. (2019) ‘Integrating Computational Thinking into Elementary Science Curriculum: An Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning’, Journal of Science Education and Technology, pp. 1-12.
  • 20. Weng, S-S., Liu, Y. and Chuang, Y-C. (2019) ‘Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model’, Sustainability, 11, pp. 1-23.
Uwagi
Opracowanie rekordu ze środków MNiSW, umowa Nr 461252 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2021).
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-fa2b5e64-c30c-4709-a920-8d74db089caa
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