Learning Sustainability by Design

Abstract

Engineering education has focused on the mathematical and scientific principles which underpin proper design. Technological capabilities have, in some instances, overcome society's ability to adapt behavior to new technologies. Sustainable systems should be engineered to address economic, environmental, and behavioral issues as well as technical issues. Developing education curricula that encourages students to consider all facets involved in sustainable systems has challenged engineering programs. A pilot course based upon the design of a sanitation facility for a school in Azové, Benin, was taught in the 2004–2005 academic year. The objective of the course was to create a meaningful project that would teach sustainability as part of the design process. Over 1,200 7th- to 10th-grade students at CEG in Azové lack access to clean water and basic sanitation facilities. A site visit to the CEG confirmed that water and sanitation were priorities of the school board and parents of the children. Students at Gonzaga University designed a water and sanitation system for CEG and learned about sustainability requirements for structures, hydraulics, and water and wastewater treatment. Upon implementation of the proposed design, exposure to pathogenic organisms is expected to decrease substantially. Students were encouraged to consider sustainability issues in design and problems associated with water and sanitation in the developing world. Incorporating sustainability lessons through design and peer presentation significantly improved the education in global awareness and sustainability as perceived by students and professionals.