The Integration of Environmental Educational Outcomes within Higher Education to Nurture Environmental Consciousness amongst Engineering Undergraduates
Higher education has an important role to play in
advocating environmentalism. Given this responsibility, the goal of
higher education should therefore be to develop graduates with the
knowledge, skills and values related to environmentalism. However,
research indicates that there is a lack of consciousness amongst
graduates on the need to be more environmentally aware, especially
when it comes to applying the appropriate knowledge and skills
related to environmentalism. Although institutions of higher learning
do include environmental parameters within their undergraduate and
postgraduate academic programme structures, the environmental
boundaries are usually confined to specific engineering majors within
an engineering programme. This makes environmental knowledge,
skills and values exclusive to certain quarters of the higher education
system. The incorporation of environmental literacy within higher
education institutions as a whole is of utmost pertinence if a nation-s
human capital is to be nurtured to become change agents for the
preservation of environment. This paper discusses approaches that
can be adapted by institutions of higher learning to include
environmental literacy within the graduate-s higher learning
experience.
[1] Disinger, J.F. and Roth, C.E. (1992). Environmental Literacy.
ERIC/CSMEE Digest. Columbus, OH: ERIC Clearinghouse for Science,
Mathematics and Environmental Education (ED 35120).
[2] Roth, C. E (1992). Environmental Literacy: Its Roots, Evolution and
Directions in the 1990s. Colombus, Ohio. ERIC Clearinghouse for
Science, Mathematics and Environmental Education
[3] Environmental Literacy Council. (2006). Retrieved on December 14,
2011 from http://www.enviroliteracy.org/article.php/449.html
[4] Jones, P., Selby, D., Sterling, S. (2010). Introduction. In P.Jones, D
Selby & S Sterling (Eds.), Sustainability Education: Perspectives and
Practice Across Higher Education. Earthscan: London
[5] Junyent, M., & de Ciurana, A.M.G. (2010). Education for sustainability
in university studies: a model for reorienting the curriculum. British
Educational Research Journal, 34 (6), 763-782.
[6] Ferrer-Balas, D., Bruno, J., de Mingo, M., & Sans, R. (2004). Advances
in education transformation towards sustainable development at the
Technical University of Barcelona. International Journal of
Sustainability in Higher Education, 5 (3), 251-266.
[7] Lozano, R. (2010). Diffusion of sustainable development in universities-
curricula: an empirical example from Cardiff University. Journal of
Cleaner Production, 18, 637-644.
[8] Crofton, F.S. (2000). Educating for sustainability: opportunities in
undergraduate engineering. Journal of Cleaner Production, 8, 397-405.
[9] Huntzinger, d.N., Hutchins, M.J., Gierke, J.S., Sutherland, J.W. (2007).
Enabling Sustainable Thinking in Undergraduate Engineering
Education. International Journal of Engineering Education, 23(2), 218-
230.
[10] Segalas, J., Ferrer-Balas, D., & Mulder, K.F. (2010). What do
engineering students learn in sustainability courses? The effect of the
pedagogical approach. Journal of Cleaner Production, 18, 275-284.
[11] Board of Engineers Malaysia. (2012).Engineering Accreditation Manual.
2012 Retrieved October 14th 2012 from
http://www.eac.org.my/web/document/EACManual2012.pdf
[1] Disinger, J.F. and Roth, C.E. (1992). Environmental Literacy.
ERIC/CSMEE Digest. Columbus, OH: ERIC Clearinghouse for Science,
Mathematics and Environmental Education (ED 35120).
[2] Roth, C. E (1992). Environmental Literacy: Its Roots, Evolution and
Directions in the 1990s. Colombus, Ohio. ERIC Clearinghouse for
Science, Mathematics and Environmental Education
[3] Environmental Literacy Council. (2006). Retrieved on December 14,
2011 from http://www.enviroliteracy.org/article.php/449.html
[4] Jones, P., Selby, D., Sterling, S. (2010). Introduction. In P.Jones, D
Selby & S Sterling (Eds.), Sustainability Education: Perspectives and
Practice Across Higher Education. Earthscan: London
[5] Junyent, M., & de Ciurana, A.M.G. (2010). Education for sustainability
in university studies: a model for reorienting the curriculum. British
Educational Research Journal, 34 (6), 763-782.
[6] Ferrer-Balas, D., Bruno, J., de Mingo, M., & Sans, R. (2004). Advances
in education transformation towards sustainable development at the
Technical University of Barcelona. International Journal of
Sustainability in Higher Education, 5 (3), 251-266.
[7] Lozano, R. (2010). Diffusion of sustainable development in universities-
curricula: an empirical example from Cardiff University. Journal of
Cleaner Production, 18, 637-644.
[8] Crofton, F.S. (2000). Educating for sustainability: opportunities in
undergraduate engineering. Journal of Cleaner Production, 8, 397-405.
[9] Huntzinger, d.N., Hutchins, M.J., Gierke, J.S., Sutherland, J.W. (2007).
Enabling Sustainable Thinking in Undergraduate Engineering
Education. International Journal of Engineering Education, 23(2), 218-
230.
[10] Segalas, J., Ferrer-Balas, D., & Mulder, K.F. (2010). What do
engineering students learn in sustainability courses? The effect of the
pedagogical approach. Journal of Cleaner Production, 18, 275-284.
[11] Board of Engineers Malaysia. (2012).Engineering Accreditation Manual.
2012 Retrieved October 14th 2012 from
http://www.eac.org.my/web/document/EACManual2012.pdf
@article{"International Journal of Business, Human and Social Sciences:64577", author = "Sivapalan and S. and Subramaniam and G. and Clifford and M.J. and Balbir Singh and M.S. and Abdullah and A", title = "The Integration of Environmental Educational Outcomes within Higher Education to Nurture Environmental Consciousness amongst Engineering Undergraduates", abstract = "Higher education has an important role to play in
advocating environmentalism. Given this responsibility, the goal of
higher education should therefore be to develop graduates with the
knowledge, skills and values related to environmentalism. However,
research indicates that there is a lack of consciousness amongst
graduates on the need to be more environmentally aware, especially
when it comes to applying the appropriate knowledge and skills
related to environmentalism. Although institutions of higher learning
do include environmental parameters within their undergraduate and
postgraduate academic programme structures, the environmental
boundaries are usually confined to specific engineering majors within
an engineering programme. This makes environmental knowledge,
skills and values exclusive to certain quarters of the higher education
system. The incorporation of environmental literacy within higher
education institutions as a whole is of utmost pertinence if a nation-s
human capital is to be nurtured to become change agents for the
preservation of environment. This paper discusses approaches that
can be adapted by institutions of higher learning to include
environmental literacy within the graduate-s higher learning
experience.", keywords = "Higher education, engineering education,
environmental literacy, Malaysia.", volume = "6", number = "12", pages = "3748-6", }