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Embedding sustainability in capstone engineering design projects

机译：将可持续性纳入顶点工程设计项目

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The pace of change in education curriculums is growing exponentially due to numerous legislative arrangements and changes. Carbon tax, carbon pollution reduction schemes, emissions trading legislation are paving the way for environmental accountability in engineering industry. Engineering education moves into the twenty first century charged with an environmental agenda due to response to wider changes in society. Educators are regularly modifying curriculum content to embrace sustainability in learning outcomes. However this crosses over between a number of multi-disciplinary, multidimensional study areas that include philosophy and ethics. Consequently a major challenge for educators is to encourage engineering students whose primary focus is purely technical to include sustainability viewpoint in their designs. Unlike technical or financial evaluations where measures are either empirical or numerical estimates, sustainability position includes criteria in economic, natural, social, technological and time indicators. For the most part sustainability evaluations are content and competency driven and rely sometimes on rather intangible and proximal criteria. These criteria form the basis of assessment for measuring the sustainability of a design. The purpose of this article is to present various criterion, and indicators available to evaluate sustainability in engineering designs feasibility assessments. The paper presents the application of sustainability design criteria in the context of capstone design projects by way of applying social, economic, ecological, technological and time SEETT framework. These criteria form the basis of sustainability education embedment in engineering capstone design projects. Finally this paper argues the thesis that Sustainability feasibility studies and assessment in capstone engineering design projects are of grave importance for the success of the new frontier.
机译：由于众多的立法安排和变革，教育课程的变革步伐呈指数增长。碳税，减少碳污染计划，排放交易立法为工程行业的环境责任制铺平了道路。由于对社会的广泛变化的反应，工程教育进入了二十一世纪，肩负着环境议程。教育工作者会定期修改课程内容，以使学习成果具有可持续性。但是，这跨越了包括哲学和伦理学在内的多个多学科，多维研究领域。因此，对于教育工作者来说，主要的挑战是鼓励以纯粹技术为主要目标的工程专业学生在其设计中纳入可持续性观点。与技术或财务评估不同，度量是经验评估或数字评估，可持续性地位包括经济，自然，社会，技术和时间指标中的标准。在大多数情况下，可持续性评估是由内容和能力驱动的，有时依赖于相当无形和近端的标准。这些标准构成了评估设计可持续性的评估基础。本文的目的是介绍各种可用于评估工程设计可行性评估中的可持续性的标准和指标。本文通过应用社会，经济，生态，技术和时间SEETT框架，介绍了可持续性设计标准在顶点设计项目中的应用。这些标准构成了将可持续性教育嵌入工程顶点设计项目的基础。最后，本文提出了一个论点，即在顶石工程设计项目中进行可持续性可行性研究和评估对新前沿的成功至关重要。

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