A wide variety of engineering students and professionals are interested in sustainability issues, but do not come from environmental backgrounds. As a result, courses designed for such students must strike a balance between providing useful environmental and sustainability knowledge and yet remain appropriate for those coming from a non-environmental background. This paper outlines such a course that has been taught and refined for the last three years in the Faculty of Engineering, University of Windsor, to a mixed class of civil, mechanical, environmental and industrial engineering graduate students. The paper provides examples and descriptions of what was done in the class and their effectiveness for teaching sustainability, as well as what difficulties were encountered.
This journal serves as an international interdisciplinary forum of reference for engineering education. A balance between papers on developments in educational methods technology, case studies, laboratory applications, new theoretical approaches, educational policy and survey papers is aimed for. Comprehensive coverage of new education schemes and techniques makes the journal a unique source of ideas for engineering educators who are keen to keep abreast of latest developments in educational applications in all fields of engineering. Some of the areas covered more extensively in recent issues are: CAD, CAE, computer applications in teaching thermodynamics, material science, electrical engineering, new courses and curricula, engineering management, control engineering, mechanical engineering, engineering design, student evaluation and institutional accreditation.