Environmental Engineering Reference
In-Depth Information
environmental leader qualification would be in addition to their science or engi-
neering Masters or Doctorate. Clearly, the attractiveness of this extra qualifica-
tion to future potential employers is an important factor.
•
Motivation
. One of the primary objectives is to teach environmental sustain-
ability in a way which motivates students (Fig.
1.2
). Motivation requires students
not just to learn about, but to understand and sympathise with the fundamental
importance of sustainable development-especially the requirement for environ-
mental sustainability through harmonising human activity with the environment.
•
Personal skills
. A necessary condition for leaders is the ability to effect neces-
sary change towards sustainability. Related personal skills include those for en-
gaging and persuading others of the need for change, engaging stakeholders and
envisaging and negotiating solutions.
The Tohoku University ELTP Course is available to students from a range of disci-
plines, and thus adapts the T-shape model in Fig.
1.2
to apply the common themes of
environmental leadership to a range of research disciplines. Moreover, performance
is assessed by both the ELTP tutors and the student's own research supervising pro-
fessor. Within the overall structure, different variants of the training courses exist
for Masters and Doctorate students. In addition, classes in the graded ('Regular')
course are open to other students just wishing to obtain a basic understanding of sus-
tainability and environmental problem solutions (referred to as the 'Basic' course).
1.3.3
Environmental Leader Course Curriculum
The ELTP curriculum is in Table
1.3
and allows students to access teaching on
international aspects, sustainability and environmental problems, problem solu-
tion identification and in leadership training. In addition to lectures and special
seminars, fieldwork opportunities are offered each year, and an internship is also
provided. Grades for the ELTP are combined with grades from achievements in the
main research field to give the assessment of overall performance. Each year 12
students are accepted in the Regular course and 8 in the Basic course (total of 80
over 4 years).
Let us now consider some of the curriculum content in more detail.
Sustainability Foundations
This course provides students with a grounding in the
concept and implications of environmental sustainability. The course follows the
structure in Fig.
1.8
. It starts with historical problems which led to concerns over
environmental sustainability, initial responses through regulations and principles,
and how despite these, continued growth in population and economic consumption
have led to the current global scale of pollution problems and resource depletion.
Social issues of poverty, inequality, literacy and health combined with these envi-
ronmental issues to give the initial concept of Sustainable Development (WCED
1987
). The course then reviews how SD has since developed, and examines the
underlying global issues of biodiversity, climate change, resource depletion, pop-
