Teaching sustainability: Course, program and degree considerations

Abstract

In recent years within the United States, sustainability has gained importance in higher education, government agencies, business and industry, and in the general public's consciousness. The goal of meeting today's needs without harming future generations' ability to realize their potential is the hallmark of sustainable practices, and there is widespread interest from many disciplines and sectors in developing, enhancing, and integrating sustainability into aspects of products, services, and solutions. Thus, the need to equip students with the knowledge, skills, and perspectives to make contributions to sustainability initiatives and processes has never been greater. Sustainability can be taught in many disciplines, including, but not limited to: design, engineering, manufacturing, technology, and management. This paper outlines how sustainability can be taught in these areas, and how sustainability might be integrated into the curriculum from three perspectives: course, program and degree. At the course level, examples of how to integrate the concepts and applications of sustainability into existing material will be discussed. Program-level considerations for teaching sustainability will also be examined. The current situation and the demand for a sustainable knowledge in the workplace and how that might lead to a sustainable degree will be addressed. An inventory of green jobs and careers will be investigated and how sustainable courses, programs and degrees can support the future global workforce and address stakeholder's needs wants and expectations in a sustainable, low carbon world.

Full text

Teaching Sustainability: Course, Program and Degree Considerations
Patricia Fox1, Stephen Hundley1, David Jan Cowan2, Joe Tabas1, David Goodman3
1Computer Information and Leadership Technology Department, Indiana University-Purdue University Indianapolis, USA
2Design and Communication Technology Department, Indiana University-Purdue University Indianapolis, USA
3Engineering and Technology Department, Indiana University-Purdue University Indianapolis, USA
Abstract--In recent years within the United States,
sustainability has gained importance in higher education,
government agencies, business and industry, and in the general
public’s consciousness. The goal of meeting today’s needs
without harming future generations’ ability to realize their
potential is the hallmark of sustainable practices, and there is
widespread interest from many disciplines and sectors in
developing, enhancing, and integrating sustainability into
aspects of products, services, and solutions. Thus, the need to
equip students with the knowledge, skills, and perspectives to
make contributions to sustainability initiatives and processes has
never been greater.
Sustainability can be taught in many disciplines, including,
but not limited to: design, engineering, manufacturing,
technology, and management. This paper outlines how
sustainability can be taught in these areas, and how
sustainability might be integrated into the curriculum from
three perspectives: course, program and degree. At the course
level, examples of how to integrate the concepts and applications
of sustainability into existing material will be discussed.
Program-level considerations for teaching sustainability will
also be examined. The current situation and the demand for a
sustainable knowledge in the workplace and how that might lead
to a sustainable degree will be addressed. An inventory of green
jobs and careers will be investigated and how sustainable
courses, programs and degrees can support the future global
workforce and address stakeholder’s needs wants and
expectations in a sustainable, low carbon world.
I. WHY TEACH SUSTAINABILITY?
The global challenges relating to issues such as food,
water, environment, energy, health and so many more have
never been more prominent in the United States than they are
today. Engineers and technologist are problem solvers and
should be addressing these issues in sustainable ways. The
National Academy of Engineering (NAE) received a grant
from the National Science Foundation to form a committee
and gather information from engineers and engineering
educators on the grand challenges that face the world today.
Some of those challenges have been identified. To make
solar energy affordable and provide everyone with access to
clean water are just two of a list of 14 that were developed by
an appointed committee. [11] However, the NAE is looking
for input from engineers, engineering educators, scientist, and
researchers interested in sending in their ideas for this, as
well. The NAE is running a number of workshops on this
topic to further flush out the list. Whatever the final list of
global challenges becomes, it is clear that our current and
future engineering and technology students will need to be
educated in sustainable development skills knowledge and
skills in order to solve the problems of today and tomorrow in
sustainable manner.
Sustainable development is a contemporary issue for
everyone to embrace, especially engineers, engineering
technologist, architects, designers, manufacturers, etc.
Sustainable development is common practice in European
Union and many other developed countries; however, the
concept has not been mainstreamed into engineering
education within the U.S. Several engineering societies
within the U.S. have made declarative statements about their
commitments to sustainable development. In 2002, the
American Association of Engineering Societies, American
Institute of Chemical Engineering, American Society for
Mechanical Engineers International–Environmental
Engineering Division, National Academy of Engineering, and
the National Society of Professional Engineers made a
declaration to the World Summit on Sustainable
Development held in Johannesburg, South Africa, to commit
to creating a sustainable world.[7] In 1999, the American
Society for Engineering Education (ASEE) Board of
Directors approved the following statement,” ASEE believes
that engineering graduates must be prepared by their
education to use sustainable engineering techniques in the
practice of their profession and to take leadership roles in
facilitating sustainable development in their communities.”
[1] The National Academy of Engineering addresses
sustainable development issues by supporting research and
publishing reports on sustainability including: Sustainable
Federal Facilities: A Guide to Integrating Value
Engineering; Life Cycle Costing, and Sustainable
Development; Harnessing Ingenuity for Sustainable
Outcomes, Technology and Sustainable Development; and
Sustainable Development and Systems Engineering. The
American Society of Civil Engineers (ASCE), the American
Society for Engineering Education, and the American
Institute of Chemical Engineers (AIChE) joined together to
co-sponsor a forum on Sustainability whose mission was to
help promote the principles and practice of sustainability.[3]
While all of this is a good beginning, it falls short of having
sustainability taught in engineering education.
Germany is an excellent example of a country that
practices sustainability. For over thirty years, industry and
business have had numerous laws and regulations concerning
environmental issues and practices. Sustainability is even part
of the German culture. The subject of sustainability is taken
very seriously by the European Union (EU), it is the
government and industry’s response to climate change,
dwindling natural resources, and social responsibility.[4]
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According to Paul Hawkins, the author of the Ecology of
Commerce A Declaration of Sustainability, the single most
important damaging aspect to destroying the earth, in the past
and now, is the failure of a company to include the cost of
replacing the product or process it takes from the earth.[6] In
the EU and Germany these kinds of costs are routinely taken
into account along with the costs to society. The “triple
bottom line” has been the norm in German business for many
years. In 2000, a Forum for Sustainable Development of
German Businesses was started by 23 global companies to
integrate “econsense” an effective framework to strengthen
the exchange of information on sustainable development and
corporate social responsibility, and raise the levels of
competence in these important areas. Sustainability focuses
on balancing societal, environmental and economic
stewardship. [2]
II. INTEGRATING SUSTAINABLE CONCEPTS IN
COURSES
It is easy to imbed sustainable modules into existing
engineering, technology or management courses. Some
examples of these modules or topics are listed in Table 1.
TABLE 1. EXAMPLES OF SUSTAINABLE MODULES IMBEDDED IN COURSE
Discipline Examples of sustainable modules imbedded in courses
Architecture, Design, or
Manufacturing
Bio-mimicry related to sustainable design and product development and design using
recycled material
Engineering and Engineering
Technology
Renewable energy, wind turbine technology, solar energy technology, and energy
conservation practices in commercial, industrial, and residential environments
Architecture, Design, Civil Green design, green roofs and other construction-related sustainable design and computer
aided energy simulation
Manufacturing Sustainable development in manufacturing processes (e.g., new automotive painting
methods, healthy indoor air quality for workers, cradle-to-cradle concepts for materials
resource maximization)
Technology Analysis of new innovative technologies that support sustainable practices in specific
industries and organizations
Management, Leadership, Ethics Change management practices in creating, implementing, and nurturing a culture of
sustainable practices; green to gold concepts
Public Policy Building design codes, energy consumption, and recycling issues; new laws and
regulations - European Union regulations and LEED standards
The easy part is to identify a discipline and integrate
concepts and applications of sustainability into an existing
course. Many faculty are just not aware of what sustainability
is about or how it relates to their discipline. The difficult part
is to capture the attention of the faculty member and to make
them aware of sustainability concepts and practices in their
area and why it is important for solving problems today and
in the future.
A great example of how this can be handled on a campus
level is happening at Missouri State University (Springfield).
The 2008-09 public affairs theme for the campus is
sustainability. During the academic year the campus will
celebrate the sustainability theme in various ways. The theme
year events and discussions will conclude with a three day
conference with experts on sustainability, environment, and
economics. These experts from around the US and the world
will discuss sustainability in an open forum. The campus will
host a series of workshops that deal with incorporating
sustainability into the curriculum. Faculty who already
incorporate sustainability in their courses will work with
faculty who are new to the topic and are looking for ways to
incorporate sustainability into their own courses. At Missouri
State, sustainability is being developed as a cornerstone
principle for a course that all freshman will be required to
take. [10]
Another difficult area, according to Kevin Coyle, Vice
President Education and Training for the National Wildlife
Federation, is that by nature higher education is sharply
divided by disciplines that tend toward broad system oriented
thinking about societal and environmental problems and
therefore don’t see the relationship. He suggested, “You
almost need an ombudsman to say, are you paying attention
to this because that is related to this over here.”[10] In other
words, sustainability interconnects many disciplines. It is a
great way to collaborate with colleagues in other disciplines
and it breeds innovation. Many sustainable development
projects have given birth to new products and businesses.
There are opportunities for engineering and technology
faculty to attend National Science Foundation (NSF)
sponsored summer workshops to learn how to incorporate
sustainable modules into their current courses or to develop
an entire sustainable course. These workshops help faculty to
improve their courses, obtain funding for educational
innovations, and become part of a growing network of
educators in Sustainable Engineering. For the past two
summers, these workshops have been offered by the Center
for Sustainability, which is run by faculty from Carnegie
Mellon University, the University of Texas at Austin, and
Arizona State University.
III. SUSTAINABLE DEGREE PROGRAMS
With the rising cost of energy and issues of global
warming, businesses have joined students in demanding that
schools pay closer attention to issues of sustainable
development. Many business schools have MBA programs
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specifically dedicated to sustainability or concentrations in
this area. Albert H. Segars, Director of North Carolina’s
Center for Sustainable Enterprise says, “More students are
entering business with an eye toward making the world a
better place.” [9]
The same is happening in engineering and technology.
The dean of the College of Architecture at the University of
Arizona said that more students today are spending their
green on a greener education. His faculty are collaborating
with the School of Natural Resources to offer environmental
courses, a trend which seems to be holding true nationally.
“There is a sense of urgency that’s never been there before,”
Cervelli said, “and young people are looking to the future
with a sense of purpose. I haven’t seen anything like it since
the original Earth Day in the 1970’s, regarding the overall
environmental movement.” The School of Management at
Arizona University is also building sustainability into their
program. They will teach corporate social responsibility,
energy, and environment. The School of Engineering has
multiple degrees related to sustainability; Biosystems
Engineering, Hydrology, and Chemical Engineering. [9]
Faced with a growing demand for graduates
knowledgeable in sustainability, Oregon Institute of
Technology is adding sustainable courses to its current
Bachelor of Science Environment Degree. Students will be
taking courses in build environment, renewable energy, and
fuel cells technology to mention just a few, which will be
taught by engineering and engineering technology faculty.
The Director of the Environmental degree program said,
"OIT graduates in this program will not only be able to
identify key elements of complex programs, they will have
exposure to new sustainable technologies to help solve them."
[5]
IV. A SUSTAINABLE REPORT CARD
The National Wildlife Federation (NWF), Princeton
Survey Research Associates International, and NWF Campus
Ecology with numerous other co-sponsors support a
comprehensive national campus survey called, “Campus
Environment 2008: A National Report Card on Sustainability
in Higher Education.” The 2008 survey was the second in a
series on nationwide surveys that was designed to track
trends and advances in environmental stewardship,
sustainability activities and related curricular offerings in
higher education. The first survey was reported in 2001. All
50 states participated in the 2008 survey as well as 1,068
institutions, which is 27% of US colleges and universities
[10].
In the Forward, Kevin Coyle, Vice President, Education
and Training National Wildlife Federation, indicted that
comparisons of the 2001 data to 2008 data showed positive
changes occurring in the greening of campuses, however, it
also showed that between the years 2001 and 2008 the
amount of sustainable related education offered on campus
declined. Coyle goes on to conclude that the students of today
will lead our businesses, educational institutions and
government agencies. These students need a type of
education that will prepare them for a world of new and
cleaner forms of energy production, transportation,
agriculture, natural resources management, health care, new
technologies, etc. Kevin said, “To achieve this at the speed
required will call for serious new support including new
guidance and funding from federal and state governments,
and a complete rethinking of how we educate every degree
candidate from architecture and engineering to accounting
and even teaching itself.” [10]
The report indicated that from 2001 to 2008, the number
of programs to support faculty professional development on
environmental or sustainable topics had decreased. In 2001,
8% of students took a course related to the environment or
sustainable topic and in 2008 the percentage dropped to 4%.
The good news from the report was that there was a
commitment from university leaders to do more (setting and
reviewing sustainable goals, staffing sustainable programs,
and orienting students, staff, faculty) in the sustainable area.
The other bright note in the survey indicated that campus
leaders were much more likely to rank environmental and
sustainability programs among their highest priorities and
that competing priorities are no longer the obstacles that they
were in 2001. [10]
V. SUSTAINABLE GREEN CAREERS
Students who at least have some knowledge of
sustainability related to their discipline can be winners in
obtaining careers in the new green jobs market. Using the
University of Arizona as an example, students who learn
biosystems engineering apply engineering skills to plants and
animals; manage wastewater and ecosystems; and understand
water issues (i.e., erosion, fire sensitivity to drought). These
graduates work at consulting firms or for the state or federal
agencies (EPA). Students who learn hydrology and apply
chemistry, physics, and calculus to study surface and ground
water, water systems, reactions and hydrometeorology
graduate working at state or federal agencies, consulting
groups, and nature conservancies. Students who learn
business administration and the impact of energy and the
environment work at business or environmental consulting
agencies and government agencies. Architecture and
landscape students learn to build energy efficiency and water
conservation into design and materials. These graduates work
at sustainable private or public architectural firms. Students
who earn a degree in chemical engineering and learn about
water treatment, air pollution, hazardous waste treatment,
biodegradation of hazardous materials, and create
environmental impact statements. These graduates work for
NASA, various industries, and municipal, state, and federal
government agencies These are just a few examples of what
kind of current degrees supplemented with sustainable
courses, would allow graduates enough sustainable
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knowledge to gain positions in a “green or sustainable job’
upon graduation.[9]
VI. SUSTAINABLE DEGREES
In addition to offering separate courses in sustainability to
students, the University of Arizona offers two stand alone
degrees in sustainability. One is a Bachelor of Arts in
Sustainability. Students pursuing this degree choose to follow
one of four tracks; society and sustainability; policy and
governance in sustainable systems; international development
and sustainability; and sustainable urban dynamics. The other
sustainable degree is a Bachelor of Science in Sustainability.
Students pursuing the BS degree must choose from three
tracks: sustainable energy, materials and technology;
economics of sustainability; and sustainable ecosystems.
Both of these degrees are housed in a new School of
Sustainability.
Other universities that currently offer sustainable degrees
are St Petersburg College which offers a BS in Sustainable
Management and Appalachian State University which offers
four sustainable degrees; BA in Sustainable Development;
BS in Sustainable Development in Agroecology and
Sustainable Agriculture; BS in Sustainable Development in
Community, Regional and Global Development; and BS in
Sustainable Development in Environmental Studies.
Sustainable degrees are new and will be more common in
the next couple of years. Currently, the authors are working
on a BS in Sustainability, which will focus in three areas:
renewable energy, green building, and sustainable design. A
goal is to have students sit for the Leadership in Energy and
Environmental Design (LEED) exam and the Certified
Energy Manager (CEM) exam when they complete their
degree or sometime during their career. The degree will be
housed in a School of Engineering and Technology as a
Bachelor of Science in Sustainability. Faculty are
collaborating with two other schools on campus to develop
this degree program; the School of Science and the School of
Public and Environmental Affairs. Courses from the
environmental science and pubic and environmental affairs
departments will be utilized in the degree program. Within
the Technology side of the School, three departments are
collaborating to bring the degree forward. At this date the
degree has not been presented to the Chancellor for approval
as one of the first steps before embarking on the path of
numerous other approval points. The dean and department
chairs have approved the faculty to work on a document that
will be presented to the Chancellor, for his approval before
the real approval processes can begin. Currently, the faculty
are working with industry leaders to get their input and so far
it has been very positive. The right courses need to be offered
so that graduates will be employable in several green
industries when they graduate. Table 2 is a draft of the
proposed degree.
TABLE 2. DRAFT OF COURSES FOR BS IN SUSTAINABILITY
DRAFT Bachelor of Science in Sustainability
Existing Course Number or New Title of Course
No. of
Credit
Hours
FRESHMAN LEVEL COURSES
First Semester (15 Hours Required.)
NEW -TECH 2 Introduction to Sustainable Principals and Practices 3
ENG W131 Elementary Composition I 3
TECH 105 Introduction to Engineering Technology 1
GEOL-G 1 Climate Change 1
COMM R110 Fundamentals of Speech Communication 3
MATH 153 Algebra and Trigonometry I 3
Total 15
Second Semester (18 Hours Required.)
NEW -TECH 2 Industrial Waste Management 3
GEOL-G 2 Water Resources and Conservation 3
NEW= Geology Environmental Impact Assessment 3
MATH 154 Algebra and Trigonometry II 3
NEW TECH 2 Sustainable sites 3
H or SS Elective Humanities or Soc. Sc. Elective 3
Total 18
SOPHOMORE LEVEL COURSES
Third Semester (18 Hours Require.)
NEW- TECH 3 Building Information Modeling Simulation 3
MATH 221 Calculus for Technology 1 3
OLS 27400 Supervisory Management 3
TCM 220 Technical Report Writing 3
GEOL-G 3 Global Warming Science 3
Intro to Statistics IET 15000, Econ E270, CIT 1200, or stat 301 3
Total 18
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Fourth Semester (18 Hours Required.)
NEW -TECH-3 Economics and Leadership Aspects of Sustainability 3
NEW- TECH 3 Renewable Energy Technologies 3
NEW -TECH 3 Green Building -LEED 3
OLS 252 Human Behavior in Organizations 3
NEW- TECH/SPEA Cost Benefit Analysis of Sustainable Decisions 3
SPEA Environmental Health Technology- Managing Water and Waste 3
Total 18
JUNIOR LEVEL COURSES
Fifth Semester (18 Hours Required.)
NEW -TECH Green Building: Project Planning and Cost Estimating 3
NEW -TECH Energy Efficiency in Industry 3
NEW -TECH Technical Elective 3
New SPEA or PE Sustainable Lifestyles 3
IET 35000 Engineering Economy 3
H or SS Elective Humanities or Soc. Sc. Elective 3
Total 18
Sixth Semester (15 Hours Required.)
NEW- TECH Sustainable Building Systems 3
NEW- TECH 3 International, Industry and Case Study Perspectives in Sustainability 3
New TECH Technical Elective 3
SPEA -E451 Air pollution and Control 3
TCM 320 Written Communication in Science and Industry 3
Total 15
SENIOR LEVEL COURSES
Seventh Semester (6 Hours Required.)
NEW -TECH 3 Required Internship 3
NEW -TECH 3 Directed Studies in Sustainability 3
Total 6
Eighth Semester (15 Hours Required.)
NEW- TECH 4 Sustainable \Senior Project 3
NEW -TECH 3 Energy Storage and Conversion 3
NEW- TECH 4 Emerging Green Technologies 3
H or SS Elective Humanities or Soc. Sc. Elective 3
R386 Ethics of Consumption 3
Total 15
Total Credit Hours 122
Technical Electives
MET Co-generation and CHP systems 3
EECT Wind, Photovoltaic, Wave 3
EECT Solar, Geothermal. 3
EECT Biofuels, Hydrogen 3
AT,CEMT Sustainable Community Design 3
CIMT Sustainable IT 3
Environ Science Sustainable Ecosystems 3
SPEA Greening Healthcare 3
For the 2009-10, Indiana University-Purdue University
Indianapolis (IUPUI) will kick off a campus wide common
theme project. The book chosen for the common theme is,
Deep Economy, by Bill McKibben. The theme of
“sustainability” will be launched in September 2009 for two
years on the IUPUI campus and the surrounding community.
Committees have been planning all year for monthly events
related to the theme for the next academic year. There is a
golden opportunity for the faculty working on the BS in
Sustainability degree to promote and encourage students and
potential students about the program. As well, this is an
excellent opportunity for that same faculty to duplicate the
example at Missouri State University (Springfield) and hold
workshops for faculty on sustainability during this same
period.
VII. FUTURE TRENDS TOWARDS GREEN JOBS
A report on future Green Jobs was commissioned by the
United Nations Environment Program in conjunction with the
International Labour Organization, International Organization
of Employers and International Trade Union Confederation.
The 352 page report is titled, Green Jobs: Towards decent
work in a sustainable, low-carbon world. For purposes of this
paper an the report, green jobs are defined as those that
contribute substantially to preserving or restoring
environmental quality and in the areas agriculture,
manufacturing, research and development, administrative,
and service activities that contribute to preserving or restoring
environmental quality. Green jobs would also include jobs
that protect the ecosystems and biodiversity; reduce energy,
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materials, and water consumption through high efficiency
strategies; de-carbonize the economy; and minimize or
eliminate waste and pollution. [12]
Green jobs are rapidly being created as the economy
begins embracing sustainable and low-carbon practices. The
driving forces behind the development of green jobs are
businesses wishing to maintain cutting edge technology while
lowering their carbon foot print or becoming entirely carbon
neutral. The governments of the world support these
developments through initiatives including: subsidies, tax
reform, and carbon markets.
The authors of the Green Jobs Report found that the
global work force supports 300,000 workers in wind
technology and approximately 170,000 in solar photovoltaic
(PV). More than 600,000 workers are employed in solar
thermal development and approximately 1.2 million are
employed in developing biomass technology. Considering the
increase of interest in alternative energy, the future may see
worldwide employment soar as high as 2.1 million in wind
technology and 6.3 million in solar PVs by 2030, and
somewhere in the area of 12 million jobs in biofuel related
agriculture and industry. Estimates indicate strong potential
for large job creation in coming years. Installation and
maintenance of solar PV and thermal systems in particular
offer the most growth. [12]
The report indicates that a leading barrier to renewable
energy and energy efficiency growth in the U.S. is the
shortage of skills and training as noted by the U.S. National
Renewable Energy Laboratory. This was also the case in
Germany and Britain. These shortages will continue to drive
demand for educated workers in the new green economy,
placing the burden of educating and producing skilled
workers on the world’s universities. The level of education
necessary to be proficient in green technology requires
universities wishing to service their communities to expand
existing degree programs or possibly create new ones. In
order to provide employees for these green jobs, engineering
and technology schools need to respond with new courses
and programs that will fit industry’s need for this green
change. All levels of engineering and technology education
will be needed in this new green environment. Almost every
industry imaginable will be touched by sustainability trend.
Even in the State of Indiana, a state that ranks near the
bottom in wind energy usage, there is an 87 wind turbine
farm located in the northwestern section of the state near the
town of Earl Park. Who will install and maintain the
turbines? Community colleges have been the first to respond
to the call for green jobs in alternative energy. Highland
Community College in Freeport, Illinois announced their
program in alternative energy. The school is completing
details to offer a cooperative wind turbine program, which
includes an Associate Science degree. Perhaps these
graduates will fulfill the needs in Earl Park, Indiana. [13]
VIII. CONCLUSION
The theme for the World Engineering Convention, held in
Brazil December 2008, was “Engineering Innovation with
Social Responsibility.” Over 5,500 engineers from around the
world attended the meeting. The Key Note Speaker, Hans J.
Hoyer, representing the International Federation of
Engineering Education Societies (IFEES) addressed the
audience on “Global Competence and Mobility in
Engineering Education.” His talk was about the challenges
and obstacles faced by globalizing engineering preparation
and examples of recent organizational developments to create
socially responsible networks of engineering. Social
responsibility includes the knowledge of sustainability. [8]
It is the responsibility of engineering and technology
faculty to remain current in their discipline, which includes
the new knowledge of sustainability and how it relates to
their discipline. Faculty should be able to bring this
knowledge to their teaching, research and service.
Engineering and technology students must to be ready to face
global challenges today and tomorrow. They must understand
how to work and solve problems in a global world. Are you
prepared to teach your students how to solve global
challenges in a sustainable way?
REFERENCES
[1] ASEE, Statement on Sustainable Education by the American Society
for Engineering Education. Retrieved 2/28/09 World Wide Web.
http://www.asee.org/about/statementSustain.cfm,
[2] ECONSENSE, Forum for Sustainable German Business Retrieved
3/3/09 World Wide Web,
http://www.econsense.de/_ENGLISH/index.asp
[3] Engineers Forum on Sustainability. Retrieved 2/28/09 World Wide
Web http://www.asee.org/resources/organizations/aboutefs.cfm
[4] EU, The European Union Commission on the Environment. Retrieved
2/28/09 World Wide Web.
http://europa.eu.int/comm/environment/index_en.htm.
[5] Haight, A.; OIT expands degree with sustainable technology, The
Oregonian. January 5, 2009.
[6] Hawken, P.; “The Ecology of Commerce A Declaration of
Sustainability,” Harper Collins Publisher, New York. 1993. p. 13.
[7] IEEE, A Declaration by the US Engineering Community to the World
Summit on Sustainability.Retrieved 2/28/09 World Wide Web,
http://www.ieeeusa.org/policy/policy/2002/02June24.html, (2006).
[8] IFEES, International Federation of Engineering Education
Societies.Newsletter. February 2009.
[9] Killebrew, C.; UA course offerings are increasing green. Arizona Daily
Star, December 29, 2008.
[10] McIntosh, M., Gaalswyk, K., Keniry, L., and Eagan, D.; Campus
Environment 2008: A National Report Card on Sustainability in Higher
Education. National Wildlife Federation. 2008.
[11] NAE, National Academy of Science Grand Challenges for Engineering.
Retrieved 3/3/09 World Wide Web,
http://www.engineeringchallenges.org/cms/challenges.aspx
[12] Renner, M., Sweeney, S. and Kubit, J.; Green Jobs: Towards decent
work in a sustainable, low carbon world. United Nations Environmental
Program, World Watch Institute, Cornell University Global Labor
Institute. Report. September 2008.
[13] Schultz, F.; “Blackhawk Technical College hopes to turn blue collars
into environmental friendly color.” Gazetteextra.com. February 22,
2009.
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