BEGIN:VCALENDAR
VERSION:2.0
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//WordPress - MECv7.36.4//EN
X-ORIGINAL-URL:https://eelisa.eu/
X-WR-CALNAME:EELISA
X-WR-CALDESC:European Engineering Learning Innovation and Science Alliance
X-WR-TIMEZONE:Europe/Madrid
BEGIN:VTIMEZONE
TZID:Europe/Madrid
X-LIC-LOCATION:Europe/Madrid
BEGIN:DAYLIGHT
TZOFFSETFROM:+0100
TZOFFSETTO:+0200
TZNAME:CEST
DTSTART:20260329T030000
RRULE:FREQ=YEARLY;BYMONTH=03;BYDAY=-1SU
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:+0200
TZOFFSETTO:+0100
TZNAME:CET
DTSTART:20261025T020000
RRULE:FREQ=YEARLY;BYMONTH=10;BYDAY=4SU
END:STANDARD
END:VTIMEZONE
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-PUBLISHED-TTL:PT1H
X-MS-OLK-FORCEINSPECTOROPEN:TRUE
BEGIN:VEVENT
CLASS:PUBLIC
UID:MEC-07bb5fdef1ee99d35eaccce14f8b5540@eelisa.eu
DTSTART;TZID=Europe/Madrid:20220628T090000
DTEND;TZID=Europe/Madrid:20220628T180000
DTSTAMP:20220523T091218Z
CREATED:20220523
LAST-MODIFIED:20220623
PRIORITY:5
SEQUENCE:0
TRANSP:OPAQUE
SUMMARY:Teaching sustainable development: from a disciplinary to a learning outcome approach
DESCRIPTION:Engineers are expected to better integrate sustainable development practices and issues in the way they design, build, operate, maintain and unbuilt products and services. Though sustainable development  was defined almost 40 years ago and had a renewed impetus in 2015 with the UN Sustainable Development Goals and the Paris Agreement on Climate Change, the way it trickles down to education, and especially higher education, is not yet addressed in a systematic way.\nAn impediment to a wider introduction of sustainable development into curriculum as more than an introductory course is that it requires more than a disciplinary approach. Learning outcome approaches allow on the contrary to identify specific entry points within curricula to understand what already exists and what the gaps are in terms of skills and competences for future leaders. It hence helps design renewed curriculum leaning on existing disciplinary practices.\nDiverse skill and learning outcome frameworks for sustainable development education have recently emerged at different scales. A few examples are the ones developed by Ecole des Ponts ParisTech, by the INSA’s engineering school in France, the UNESCO learning objectives (used by WP3) or the recent European sustainability competence framework. Such a diversity poses a challenge for implementation to the actors of the higher education system.\nThis workshop is organized around two objectives:\n(i) Foster a common understanding, among EELISA members, of the skills needs among engineers for supporting sustainable development, as traduced in existing competence frameworks;\n(ii) Share and disseminate successful experiences which can be replicated among EELISA network members.\nDownload the program here\nThis activity is part of the EELISA Disciplinary Broadening Workshops, a series of workshops which aim to engage players from research, education, industry & society as a means of pursuing a disciplinary broadening while accomplishing the overall EELISA vision.\n \nWHEN\n28th of June 2022 @ 09:00 am (CEST)\nWHERE\nOn-site (ENPC)\nFor those who cannot attend, the event will be streamed online.\nThe link to follow the event remotely will be sent to registered participants.\n \nDEADLINE EXTENDED!\n\n26th of June 2022\nREGISTER HERE\nCheck the full program HERE\n \n\n
URL:https://eelisa.eu/events/teaching-sustainable-development-from-a-disciplinary-to-a-learning-outcome-approach/
CATEGORIES:EELISA Workshop
ATTACH;FMTTYPE=image/png:https://eelisa.eu/wp-content/uploads/2022/05/Imagen_2.png
END:VEVENT
END:VCALENDAR