Confronting the Challenges in Integrating Sustainable Development in a Curriculum: The Case of the Civil Engineering Department at Université de Sherbrooke (Canada)

Abstract

Curriculum integration of sustainable development (SD) is an integral part of achieving integration of SD in higher education. Given the obvious connection between the fields of civil engineering and SD, curriculum integration of sustainability in the field of civil engineering has been attempted via various methods. As a part of curriculum integration in civil engineering, methods such as introduction of courses, course modules, project-based learning, and unconventional teaching methods have been adopted as a part of curriculum integration in civil engineering. However, there is a lack of consistent integration of the concepts of SD throughout the curriculum as observed in these integrations. Curriculum integrations are challenging and time-consuming and hence require certain protocol for effective integration that defines the entire integration approach. Therefore, the goal of this chapter is to provide a non-discipline specific curriculum integration approach, for consistent and effective integration of sustainability concepts. The approach presented in this chapter suggests the following steps (a) mapping of courses in a curriculum to identify the existent levels of integration as well as the scope of integration in each course, (b) setting up integration targets in each course, (c) developing an action plan to achieve the targets in each course, (d) evaluating student competencies in SD, and (e) assessment and monitoring of the integration, for effective integration of SD in education. The suggested approach is applied at the Department of Civil Engineering, Universite de Sherbrooke, and the successful application is presented as the results of this approach. As a part of curriculum integration at the Universite de Sherbrooke, the concept of life-cycle assessment (LCA) was introduced at various levels along the curriculum. In addition, LCA concepts were introduced and discussed in the context of different civil engineering courses using teaching modules. Students were also introduced to different LCA tools. In addition, a LCA tool was developed for the purpose of use in teaching modules. Finally, the desired impact on the student education and skill set, pedagogical methods for integration, methodologies to ensure project success as well as future funding for projects are discussed in the context of curriculum integration at Universite de Sherbrooke. Attention to the final steps is crucial for the improvement and longevity of the integration process.