Open Access
Issue
MATEC Web Conf.
Volume 152, 2018
9th Eureca 2017 International Engineering Research Conference
Article Number 04003
Number of page(s) 11
Section Postgraduate Engineering
DOI https://doi.org/10.1051/matecconf/201815204003
Published online 26 February 2018
  1. Y. Sipos, B. Battisti, and K. Grimm, “Achieving transformative sustainability learning: engaging head, hands and heart,” Int. J. Sustain. High. Educ., vol. 9, no. 1, pp. 68–86, (Jan. 2008). [CrossRef] [Google Scholar]
  2. D. Ferrer-Balas, J. Bruno, M. De Mingo, and R. Sans, “Advances in education transformation towards sustainable development at the Technical University of Catalonia, Barcelona,” Int. J. Sustain. High. Educ., vol. 5, no. 3, pp. 251–266, (Sep. 2004). [CrossRef] [Google Scholar]
  3. I. Thomas, “Critical Thinking, Transformative Learning, Sustainable Education, and Problem-Based Learning in Universities,” J. Transform. Educ., vol. 7, no. 3, pp. 245–264, (Jul. 2009). [CrossRef] [Google Scholar]
  4. M. Pavlova, “Towards using transformative education as a benchmark for clarifying differences and similarities between Environmental Education and Education for Sustainable Development,” Environ. Educ. Res., vol. 19, no. 5, pp. 656–672, (Nov. 2012). [Google Scholar]
  5. L. C. Palma et al., “Transformative learning to promote sustainability: inserting the third level of learning in management programs,” Brazilian J. Sci. Technol., vol. 3, no. 1, p. 9, (Dec. 2016). [CrossRef] [Google Scholar]
  6. K. Kastenhofer, A. Lansu, R. van Dam-Mieras, and M. Sotoudeh, “The Contribution of University Curricula to Engineer ing Education for Sustainable Development,” GAIA-Ecological Perspect. Sci. Soc., vol. 19(1), pp. 44–51, (2010). [CrossRef] [Google Scholar]
  7. K. W. Chau, “Incorporation of Sustainability Concepts into a Civil Engineering Curriculum,” J. Prof. Issues Eng. Educ. Pract., vol. 133, no. 3, pp. 188–191, (2007). [CrossRef] [Google Scholar]
  8. B. Gagnon and R. S. Leduc, “Sustainable Development in Engineering: A Review of Principles and Definition of a Conceptual Framework.,” Environ. Eng. Sci., vol. 26, no. 10, pp. 1459–1472, (2009). [CrossRef] [Google Scholar]
  9. A. I. Schäfer and B. S. Richards, “From concept to commercialisation: student learning in a sustainable engineering innovation project,” Eur. J. Eng. Educ., vol. 32, no. 2, pp. 143–165, (2007). [CrossRef] [Google Scholar]
  10. D. Tate and T. E. Maxwell, “Transdisciplinary Approaches for Teaching and Assessing Sustainable Design.,” Int. J. Eng. Educ., vol. 26, no. 2, pp. 418–429, (2010). [Google Scholar]
  11. J. H. Spangenberg, A. Fuad-Luke, and K. Blincoe, “Design for Sustainability (DfS): The interface of sustainable production and consumption,” J. Clean. Prod., vol. 18, no. 15, pp. 1483–1491, (2010). [Google Scholar]
  12. D. S. Strong and O. C. Kl, “Towards Effective Multidisciplinary Engineering Education : The Multidisciplinary Design Stream at Queen ’ s University Professor and NSERC Chair in Design Engineering,” Proceedings of the Canadian Engineering Education Association. (2002). [Google Scholar]
  13. P. Vare and W. Scott, “Learning for a Change: Exploring the Relationship Between Education and Sustainable Development,” J. Educ. Sustain. Dev., vol. 1, no. 2, pp. 191–198, Sep. (2007). [CrossRef] [Google Scholar]
  14. S. R. Sterling, Sustainable education: Revisioning learning and change. United Kingdom: Green Books for the Schumacher Society, (2001). [Google Scholar]
  15. C. Hopkins and R. McKeown, “Education for Sustainable Development: past experience., present action and future prospects,” Educ. Philos. Theory, vol. 33, no. 2, pp. 231–244, (2001). [CrossRef] [Google Scholar]
  16. M. McKenzie, “The places of pedagogy: or, what we can do with culture through intersubjective experiences,” Environ. Educ. Res., (2008). [Google Scholar]
  17. E. Ellsworth, “Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy,” Harv. Educ. Rev., (1989). [Google Scholar]
  18. E. Ellsworth, Places of learning: Media, architecture, pedagogy. Routledge, (2005). [Google Scholar]
  19. V. A. Brown, “Collective inquiry and its wicked problems,” Tackling wicked Probl. through Transdiscipl. Imagin., pp. 61–83, (2010). [Google Scholar]
  20. V. A. Brown, “Utopian thinking and the collective mind: Beyond transdisciplinarity,” Futures, vol. 65, pp. 209–216, (2015). [CrossRef] [Google Scholar]
  21. T. Meppem and R. Gill, “Planning for sustainability as a learning concept,” Ecol. Econ., vol. 26, no. 2, pp. 121–137, (Aug. 1998). [CrossRef] [Google Scholar]
  22. J. L. Kincheloe, Critical constructivism primer, vol. 2. Peter Lang, (2005). [Google Scholar]
  23. D. Riley, “Employing liberative pedagogies in engineering education,” J. Women Minor. Sci. Eng., vol. 9, no. 2, (2003). [Google Scholar]
  24. D. Riley, A. L. Pawley, J. Tucker, and G. D. Catalano, “Feminisms in engineering education: Transformative possibilities,” NWSA J., vol. 21, no. 2, pp. 21–40, (2009). [Google Scholar]
  25. L. Claris and D. Riley, “Situation critical: critical theory and critical thinking in engineering education,” Eng. Stud., vol. 4, no. 2, pp. 101–120, (2012). [CrossRef] [Google Scholar]
  26. P. T. Robbins, “The reflexive engineer: perceptions of integrated development,” J. Int. Dev., vol. 19, no. 1, pp. 99–110, (2007). [CrossRef] [Google Scholar]
  27. J. Schneider and J. A. L. Leydens, “Where is ‘Community’?: Engineering education and sustainable community development.,” Eur. J. Eng. Educ., vol. 33, no. 3, pp. 307–319, (2008). [CrossRef] [Google Scholar]
  28. J. Lucena and J. Schneider, “Engineers, development, and engineering education: From national to sustainable community development.,” Eur. J. Eng. Educ., vol. 33, no. 3, pp. 247–257, (2008). [CrossRef] [Google Scholar]
  29. C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer, “Engineering design thinking, teaching, and learning,” J. Eng. Educ., vol. 94, no. 1, pp. 103–120, (2005). [Google Scholar]
  30. A. M. Lopes, D. Fam, and J. Williams, “Designing sustainable sanitation: Involving design in innovative, transdisciplinary research,” Des. Stud., vol. 33, no. 3, pp. 298–317, (2012). [CrossRef] [Google Scholar]
  31. A. Jakobsen and L. L. Bucciarelli, “Transdisciplinary variation in engineering curricula. Problems and means for solutions.,” Eur. J. Eng. Educ., vol. 32, no. 3, pp. 295–301, (2007). [CrossRef] [Google Scholar]
  32. L. Vanasupa, K. E. McCormick, C. J. Stefanco, R. J. Herter, and M. McDonald, “Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members’ Failure to Collaborate,” Innov. High. Educ., vol. 37, no. 3, pp. 171–184, (2012). [CrossRef] [Google Scholar]
  33. N. Chabrak and R. Craig, “Student imaginings, cognitive dissonance and critical thinking,” Crit. Perspect. Account., vol. 24, no. 2, pp. 91–104, (2013). [CrossRef] [Google Scholar]
  34. S. S. Chave, “Education, sustainability and intersubjectivity: exploring the possibility of the emergence of new ways of knowing, being and acting in the world.” University of Exeter, (2017). [Google Scholar]
  35. J. Davies, J. White, A. Wright, Y. Maru, and M. LaFlamme, “Applying the sustainable livelihoods approach in Australian desert Aboriginal development,” Rangel. J., vol. 30, no. 1, pp. 55–65, (2008). [CrossRef] [Google Scholar]
  36. J. Altman and J. Finlayson, “Aborigines, tourism and sustainable development,” J. Tour. Stud., vol. 4, no. 1, pp. 38–50, (1993). [Google Scholar]
  37. G. P. Means, “The Orang Asli: Aboriginal Policies in Malaysia,” Pac. Aff., vol. 58, no. 4, pp. 637–652, (1985). [CrossRef] [Google Scholar]
  38. P. Vare and W. Scott, “Learning for a Change: Exploring the Relationship Between Education and Sustainable Development opinion essay,” vol. 1, no. 2, pp. 191–198, (2015). [Google Scholar]
  39. P. Ekins, “Making development sustainable,” Glob. Ecol. A new arena Polit. Confl., pp. 91–103, (1993). [Google Scholar]
  40. P. P. Mollinga, “Towards the transdisciplinary engineer: Incorporating ecology, equity and democracy concerns into water professionals’ attitudes, skills and knowledge,” Irrig. Drain., vol. 58, no. S2, pp. 195–204, (2009). [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.