Cornell University

Energy Studies in the College of Engineering

contacts Prof. J. W. Tester: Director, Sustainable Energy Institute, Cornell Center for a Sustainable Future 607-254-7211
http://www.cheme.cornell.edu/cheme/people/profile/index.cfm?netid=JWT54 jwt45@cornell.edu
overview
Philosophy behind the minor: “Providing affordable energy to meet the demands of both developed and developing nations without further damaging the natural environment and the Earth’s climate system, is a Grand Challenge for the 21st century. Our quality of life and the stability of the world’s nations ultimately depend on having accessible energy resources and an equitable and sustainable energy supply and distribution system.”
project goals
The minor was established being preparing students to participate in the Grand Challenge  of developing affordable and sustainable energy sources.  Cornell University has more than 50 courses related to energy and sustainability across a wide array of disciplines.  The program fosters collaborative working habits and encourages innovative thinking.
level undergraduate, graduate
methods
The new minor in Sustainable Energy Systems has four interdependent study themes including (1) energy systems analysis (2)energy sources and technologies for a transition to sustainability (3) natural systems impacted by energy production and use (4) social impact: policy, economics, business, history, ethics and risk analysis.
timeline
Sustainable Energy Systems minor established in 2010.
lessons
links
http://www.geo.cornell.edu/eas/energy/ Energy Studies in the College of Engineering
http://www.geo.cornell.edu/eas/energy/majors/EnergyMinor.pdf New Energy minor at Cornell
http://www.sustainablefuture.cornell.edu/index.php Atkinson Center of a Sustainable Future
http://www.geo.cornell.edu/eas/energy/research_front_page/ energy research
http://www.geo.cornell.edu/eas/energy/research_front_page/climate_change.html engineering climate change research
http://www.cornell.edu/video/?vidID=1636 climate change forum archive

University of Arizona

School of Sustainable Engineered Systems + Research Centers

contacts Betsy Woodhouse, Deputy Director, Institute of the Environment woodhou1@email.arizona.edu
http://www.environment.arizona.edu/betsy-woodhouse (520) 626-1805
Pierre Deymier,   Professor Director of the School of Sustainable Engineered Systems Deymier@email.arizona.edu
http://www.mse.arizona.edu/staff/index.php?ID=36&PID=32 (520) 621-6080
overview
University of Arizona is working across the disciplines to develop technology for a sustainable future.  In 2009 the College of Engineering established the school of Sustainable Engineering Systems which links the natural and engineered systems.
project goals
Mission statement for Engineering for a Sustainable Environment:  “Engineering for sustainability is a new and dynamic field that, in addition to enhancing academic knowledge and expertise, offers considerable promise for stimulating entrepreneurship, including formation of new private-sector businesses. Engineering aimed at jumpstarting a new paradigm in environmental systems engineering is at the core of the TRIF TER initiative in this area.”
level graduate, Ph.D
methods
(1)Global Climate Change Minor Committee:  an interdisciplinary team of faculty that serve as minor advisors to Ph.D candidates.   Under the Earth Fellowship program graduate students with the intent to pursue Global Change minor are paired with Ph.D candidates with similar interests. (2) Environmental Sustainability/Solar is a partnerships of scientist and Mechanical and Aerospace engineers dedicated to developing sustainable energy alternatives and sustainable engineering practices.
timeline
2010, Sustainable Engineered Systems
lessons
links http://www.environment.arizona.edu/ter Translational Environmental Research  TER
http://globalchange.arizona.edu/ Global Change PhD minor Program
http://www.environment.arizona.edu/academic-programs Masters in Environmental Management (MEM) first class 2012
http://www.arizona.edu/business-industry/environmental-sustainabilitysolar research institute working to develop renewable energy sources
http://www.engr.arizona.edu/news/story.php?id=40 Sustainable Engineered Systems

University of Michigan

Global Change Program, Program of the Environment

contacts Ben van der Pluijm, Director of The Global Change Program; department of geological sciences vdpluijm@umich.edu
http://www.globalchange.umich.edu/ben/ 734.763.0373
overview
Global Climate Change Curriculum is part of the Program of the Enviornment comprised of an interdisciplinary team of faculty from the natural and social sciences. The Global Climate Change minor collaborates with the College of Literature, Science, and the Arts, the College of Engineering, The Ross School of Business, the School of Kinesiology, the School of Natural Resources and Environment.
project goals
Mission Statement:   “To become better equipped to contribute to the important debates concerning global environmental change, resource management and societal adaptation strategies.”
level
undergraduate
methods
The Global Climate Change minor requires 17 credits; typically that is five classes that can count for both the major and the minor.  The core pedagogy of the GCC minor is incorporated in the two semester course called Introduction to Global Climate Change.  The program and curriculum are based on developing a scientific foundation for the issues related to climate change.  Non-science majors are exposed to dynamic models and spatial data analysis techniques.
timeline
The introductory class was created in the early 1990’s for the natural sciences.  Over time it evolved into an interdisciplinary collaboration.
lessons A NASA grant is critical to supporting the program. The issues in the course are directly linked to the students lives and their future relationship with the environment.
links
http://www.globalchange.umich.edu/globalchange_minor/ general information about the minor
http://www.wcer.wisc.edu/archive/cl1/ilt/case/michigan/michigan.htm Global change course
http://www.globalchange.umich.edu/Ben/Publications/06_jge_vdp.pdf Global Climate Change Curriculum

Tuffs University

School of Engineering

contacts
Shafiqul Islam: Professor, Department of Civil and Environmental Engineering. Water shafiqul.islam@tufts.edu
http://engineering.tufts.edu/cee/people/islam/index.asp 617-627-4290
Linda M. Abriola: Dean, School of Engineering linda.abriola@tufts.edu
http://engineering.tufts.edu/cee/people/abriola/ 617-627-3237
overview
Engineering for Sustainability has five main research areas all focused on reducing fossil fuel emissions and/or generating energy from renewable sources. Current research is focused on increasing the accuracy of climate change models, developing effective methods for cleaning up watersheds and working to develop sustainable infrastructure.
project goals
level
graduate
methods
The six main research areas include tracking nanopollution, remote sensing, climate change, and water resources,  photovoltaics, wind turbines, sustainable energy and  fuel cells.   The research teams use a combination of experiments and computational modeling to develop a better understanding of the impact of engineering decisions.
timeline
lessons
links
http://www.tufts.edu/water/research.html water systems, Science and Society
http://www.nae.edu/File.aspx?id=14750 general information
http://engineering.tufts.edu/cee/reason/ water and environmental research, education and solutions network
http://engineering.tufts.edu/research/gradresearch/highlights.htm engineering for sustainability
http://wikis.uit.tufts.edu/confluence/display/aquapedia/Home AquaPedia (with case study database)
http://www.ceeo.tufts.edu/ Center for Engineering Education and Outreach

University of British Columbia

Master of Engineering Clean Energy

contacts David Wilkinson, Director;  Chemical Engineering.  604-822-4888 (CA)
http://www.chbe.ubc.ca/faculty-staff/wilkinson.php  dwilkinson@chbe.ubc.ca
Steven Rogak, Associate Director;   Canada Research Chair in Clean Energy Systems rogak@mech.ubc.ca
http://mech.ubc.ca/steven-rogak/ (604) 822-4149 (CA)
overview
One of a handful of universities with a specialized degree in Clean Energy Engineering.  The program is designed for students with an undergraduate degree in engineering who are seeking an advance degree in clean energy technology.
project goals
level
graduate
methods
(1) The profession includes course work and a project; (2) focus on management and leadership development; (3) broad range of electives; (4) industry partnerships (benefits for industry affiliates http://www.cerc.ubc.ca/industry/member.php (5) The Co-op program is a four month opportunity post graduation for the development of work-related experience.
timeline
The Clean Energy Research Center opened in 2006. The inaugural year for an M.Eng degree was fall 2009.
lessons
links
http://www.cerc.ubc.ca/ Clean Energy Research Center
http://www.cerc.ubc.ca/prospective_students/cleanenergy.php Master of Engineering
in Clean Energy
http://www.cerc.ubc.ca/prospective_students/CEEN-electives-20june2011.pdf Clean Energy Electives
http://www.cerc.ubc.ca/industry/index.php Partnerships with Industries

MIT: 2 Programs

(1) MIT Joint Program on Science an Policy of Global Change

contacts Th Joint Program
Dr. John E. Parsons, Executive Director, Joint Program on the Science and Policy of Global Change jparsons@mit.edu
http://globalchange.mit.edu/people/faculty.php?id=40 617-324-3745
overview
The MIT Joint Program is a multidisciplinary program from the Center for Energy an Environmental Policy Research, the Center for Global Change Sciences and collaboration with other research institutions with MIT and beyond.  The MIT Center for Global Change Science is an independent center in the School of Science with integration in collaboration with the school of Engineering.
project goals
The MIT Joint Program is designed to confront climate change through the integration of multiple disciplines.  The  program starts with developing a solid foundation in understanding  the complex interdependency of  land, water and air systems.    The system and climate change issues are then translated into to developing  polices that respond and mitigate the potential affects of climate change. The Program emphasizes the importance of  understanding the economic and environment impact of technological development on the climate.
level
does not grant degrees, focused on the next generation of research
methods
(1) The Joint program uses a combination of research, analysis and public outreach to confront climate change;  (2) Interdisciplinary approach;  (3) the key to the Joint Program is the Integrated Global System Modeling Framework (IGSM), which analyzes the relationship between human actions and changes to the climate though a series of feedback loops; (4) students participate in cutting edge research and policy development; (5) students are encouraged to develop, present and publish their research.
timeline
x
lessons
The concepts and the exposure to the content of the Joint Research Program is introduced in the MIT course Global Climate Change: Economic, Science, and Policy. Students from any department can participate in the Joint Program.
links
http://globalchange.mit.edu/ joint program
http://globalchange.mit.edu/research/contributions/technology.html technology & energy systems
http://globalchange.mit.edu/about/structure.html structure
http://globalchange.mit.edu/igsm/ Integrated Global System Modeling framework
http://globalchange.mit.edu/pubs/theses.html

(2) MIT Technology and Policy Program

contacts Technology and Policy Program
Prof. Diva Newman, Director. MIT Appointment: Professor of Aeronautics & Astronautics and Engineering Systems, Mac Vicar Faculty Fellow dnewman@mit.edu
http://web.mit.edu/aeroastro/people/newman.html (617) 258-8799
overview
The Technology and Policy Program educates engineers and scientist to responsibly manage technological development  that benefit humanity.  The program couples the development of leadership skills and technological development.
project goals
The Technology and Policy program is in the process of being refined.  The following principles provide the framework for the changes: (1) Competence in developing responsible strategies and policies for technological development and control; (2) core core integration with Leaders for Global Operations (LGO) and Systems Design Management (SDM); and (3) a version of the degree will be made available to other universities.  The degree will have  multiple focal points/tracks such as  biotechnology, electric power, environment, global change and etc.
level master’s, PhD
methods
(1)multidisciplinary- technological discipline coupled with applied social science. (2) restructuring a couple of degrees to more effectively respond to the issues graduates will be confronted with after a degree has been granted.
timeline
In the process of changing  and redefining its focus to prepare students for jobs that involve both policy and technological development.  The Program was originally created over thirty years ago.
lessons learned
links
http://tppserver.mit.edu/ department
http://tppserver.mit.edu/index.php?id=50 initiative for change

MAJOR CHALLENGES TO ENGINEERING EDUCATION FOR SUSTAINABLE DEVELOPMENT: WHAT HAS TO CHANGE TO MAKE IT CREATIVE, EFFECTIVE, AND ACCEPTABLE TO THE ESTABLISHED DISCIPLINES
Nicholas A. Ashford, Professor of Technology and Policy, Massachusetts Institute of Technology

Stanford University

Atmosphere/Energy Civil and Environmental Engineering

contacts
Mark Z. Jacobson professor of Civil and Environmental Engineering, Department of Energy Resources Engineering. Director of Atmosphere/Energy program. jacobson@stanford.edu
http://cee.stanford.edu/programs/atmosenergy/faculty/layout.php?sunetid=jacobson
overview
Atmosphere/ Engineering is an interdisciplinary degree linking atmospheric and energy sciences with energy engineering.  Climate change is very closely related to the energy technologies.   Joining the disciplines allows for students to understand the cause and work towards creating change.
project goals
The goal of the program is to educate the students and the public on climate, energy and pollution and to develop methods for reducing impact through renewable energy sources.  The goal of the interdisciplinary program is to better prepare students to effectively participate in a dynamic and complex workforce.
level
undergraduate, graduate, PhD
methods
1. Developed a new subprogram in civil engineering.     2. Global Climate & Energy Project: conducting innovative research on energy technologies with lower green house gas admissions.  The research is done in collaboration with private industries an research institutions such as  ExxonMobile, General Electric, Schlumberger an Toyota.  The research is mainly spearheaded by PhD students and graduate and undergraduates are included in the research teams.  Multiple research projects are in progress simultaneously.        3. Stanford Solar and Wind Energy Project:  dedicated to promoting & developing solar and wind energy on Stanford’s campus.  It was started by a group of graduate students in 2006-7 academic year.
timeline
A degrees in Atmosphere/Energy started in the 2004-5 academic year for graduate; began in 2007-8 for undergraduate.
lessons
In a short time period  the program expanded from graduate level degree to a undergraduate level degree.  The program is expanding and the content of the program is unique in American institutes of higher education.
links
http://cee.stanford.edu/programs/atmosenergy/index.html department
http://gcep.stanford.edu/ global climate & energy project
http://inversion.stanford.edu/swep/drupal/ solar wind & energy project
 http://gcep.stanford.edu/

Delft University of Technology, Netherlands

Department Technology Dynamics & Sustainable Development.


contacts Ir. G. de Werk  coordinator of the graduation specialization of Technology in Sustainable Development. G.deWerk@tudelft.nl. 
http://www.tbm.tudelft.nl/over-faculteit/afdelingen/values-and-technology/sectie-tdo/medewerkers/gertjan-de-werk/gertjan-de-werk/ Phone #: +31 (0)15 27 87196
Karel F. Mulder Focus points: Steering technological development towards sustainability. Department: Technology Dynamics & Sustainable Development.    K.F.Mulder@tudelft.nl
http://sustainabilityscience.org/content.html?contentid=1524  phone #: +31 (0)15 27 81043
Mariette Overschie, Industrial Design Engineering, Design for Sustainability. Docent for Boatweek. M.G.F.Overschie@tudelft.nl
http://www.tbm.tudelft.nl/over-faculteit/afdelingen/values-and-technology/sectie-tdo/medewerkers/mariette-overschie/mariette-overschie/ phone #    +31 (0)15 27 85505
overview
At a minimum, introduce basic knowledge of sustainable development
into the individual disciplines of engineering.
project goals
To developed  a systematic way and structure for integrating sustainability into a broad range of technology courses.
level undergraduate, graduate
methods
1. Introduction Course: Technology in Sustainable development.
2.Concepts of sustainability integrated throughout the course load.
3. Develop a track to specialize in Sustainable Development. Each engineering discipline tailored to the specific considerations
4. Immersion Course: 1 week boat trip. A required course for students seeking to specialize in sustainable development.  Students begin to understand the importance of discussion and how their area of specialization relates to other disciplines.
5. Professor Outreach:  Individual Interaction Method. A transition method developed at DUT to help find links between faculty’s area of research and SD educational objective.  This method has had the greatest success because it uses respectful methods of communication and dialogue to foster change.
timeline
Planning began in the early 1990’s and has been in progress since it that time. The method used and tested at Delft have served as models for other international universities.
lessons
Legitimacy: lectures understand the importance and urgency of embedding ESD
Commitment in university management:  university support is important to the success of implementing ESD
Responsibility spread throughout organization: not an isolated group, but rather a dispersed network
Skilled Teachers: are their teachers experienced with ESD?
Effective Structure of Organization:   the university structure can adapt and aid in creating changes the curriculum.
links
http://tbm.tudelft.nl/index.php?id=30334&L=1 department
http://tbm.tudelft.nl/en/about-faculty/departments/values-and-technology/tdsd-section/publications/ publications
http://tbm.tudelft.nl/index.php?id=30342&L=1 Boatweek