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  • Sustainability science and technology

     Segalas Coral, Jordi; Ferrer Balas, Didac; Ashby, Mike
    International Materials Education Symposium
    Presentation's date: 2014-04-10
    Presentation of work at congresses

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    Teaching sustainability to engineering students is critical and needs structured methodologies in order to evaluate how sustainable are technological olutions and what sustainability articulations are taken in account. The first author coordinates the subject Sustainable Design, a 5 ECTS subject within the Master degree in Sustainability Science and Technology run at UPC Barcelona Tech University. The subject uses constructive and community oriented learning for sustainable design. It is organized around three axes: strategies, Tools and Projects. First, students are introduced to sustainable design strategies principles, like Eco-design, Cradle to Cradle, Biomimicry, Design for sustainable Behaviour, Social Design and Product Service Systems. Second, students have to learn sustainable design tools, and in that purpose they use CES EduPack 2013 using the new sustainability database that integrates social and environmental awareness into various aspect of engineering, science, or design. It is based in the 5 steps approach: Prime objective and scale; Stakeholders analysis; Fact-finding; Integration and Reflection on alternatives. Finally, students apply the approach to a contextualized project taking into consideration the sustainable strategies available. During the academic year 2012-13 a pilot using this methodology was carried out in the subject. Students¿ learning was evaluated using an individual learning portfolio, a project evaluating rubric and a Students¿ Evaluation of Education Quality questionnaire. After taking the subject students appreciated the methodology as a holistic and practical approach to exploring sustainability. They commented that it gives guidance and focus while tackling the complexity of the task. They thought the CES EduPack Level 3 Sustainability database helped to save time and find relevant information. They greatly appreciated the continuous feed-back from the teachers after each phase. This paper presents a new teaching method and a supporting tool to be used in a systematic manner in engineering, design and materials courses. The first trials with teachers who were familiar with sustainability concepts reveal it to be useful, as it brings focus, guidance and concrete tools to the students and instructors. In autumn 2013, new pilot experiences are being carried out at two different levels: First year Bachelor students and Master Final Thesis. The suitability of the methodology is going to be studied and the outcomes will be also introduced the spring symposium.

  • OBSEA¿s seismic station joins the IGC network  Open access

     Del Rio Fernandez, Joaquin; Toma, Daniel Mihai; Cadena Muñoz, Javier; Segalas Coral, Jordi; Prat Farran, Joana d'Arc; Jara Salvador, José Antonio; Frontera Genovard, Tànit; Olivera Lloret, Carme; Goula Suriñach, Xavier
    Instrumentation viewpoint
    Date of publication: 2013-07-01
    Journal article

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    A cabled system for collecting real-time seismic data has been developed and was deployed in spring of 2011. Nowadays (2013) this seismic station is being part of the Catalan Seismic Network managed by the IGC (Institut Geològic de Catalunya). The seismic system is part of Western Mediterranean Cabled Observatory, OBSEA (www. obsea.es). A key component in this cabled system is the use of IEEE 1588 standard that serves as a clock synchronization mechanism for the seismometer with Uni - versal Time Coordinates (UTC) clock. This paper presents the seismic measurements results of the broadband seismometer. The seismic data are time stamped using a UTC clock, which is traceable to within the desired level of precision of sub millisec - onds through IEEE 1588 protocol.

  • Being scared is not enough! Motivators for education for sustainable development

     Mulder, Karel F.; Ferrer Balas, Didac; Segalas Coral, Jordi; Kordas, Olga; Nikiforovich, Eugene; Pereverza, Kateryna
    Date of publication: 2013
    Book chapter

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    This chapter presents an overview of positive motivators for students, lecturers, and educational managers to prioritize Sustainable Development in education. Very often, we implicitly assume that students and colleagues should all be motivated by the great challenges that the world faces. And if they appear not to react sufficiently to these challenges, we sometimes tend to give these challenges an apocalyptic character. But is this the right motivator for students and colleagues to work on Sustainable Development? We all know that if you only use a stick and no carrot¿ So why don¿t we use more carrots? The bureaucracy that comes with tools for checking/auditing/evaluating the (SD content of) programs/curricula is not particularly a strong motivator for university lecturers. And building courses that add another subject to the erudition of the graduate might not be the right motivators for students that want to make a difference. We are often still in the process of convincing university managers to add SD to the curriculum, convincing colleagues to address SD, and convincing students to pick SD electives and address SD in their projects. How to motivate them to do this when this gives them no direct personal reward and even might increase their workload? The paper will explore options to develop motivating educating by reviewing case studies on educational renewal in four universities. It concludes that there are various options for more motivating education. However, to fully utilize these options, more priority should be given to education.

    This chapter presents an overview of positive motivators for students, lecturers, and educational managers to prioritize Sustainable Development in education. Very often, we implicitly assume that students and colleagues should all be motivated by the great challenges that the world faces. And if they appear not to react sufficiently to these challenges, we sometimes tend to give these challenges an apocalyptic character. But is this the right motivator for students and colleagues to work on Sustainable Development? We all know that if you only use a stick and no carrot… So why don’t we use more carrots? The bureaucracy that comes with tools for checking/auditing/evaluating the (SD content of) programs/curricula is not particularly a strong motivator for university lecturers. And building courses that add another subject to the erudition of the graduate might not be the right motivators for students that want to make a difference. We are often still in the process of convincing university managers to add SD to the curriculum, convincing colleagues to address SD, and convincing students to pick SD electives and address SD in their projects. How to motivate them to do this when this gives them no direct personal reward and even might increase their workload? The paper will explore options to develop motivating educating by reviewing case studies on educational renewal in four universities. It concludes that there are various options for more motivating education. However, to fully utilize these options, more priority should be given to education.

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    OBSEA¿s seismic station joins the IGC network  Open access

     Del Rio Fernandez, Joaquin; Toma, Daniel Mihai; Cadena Muñoz, Javier; Segalas Coral, Jordi; Prat Farran, Joana d'Arc; Jara Salvador, José Antonio; Frontera Genovard, Tànit; Olivera Lloret, Carme; Goula Suriñach, Xavier
    International Workshop on Marine Technology
    Presentation's date: 2013-10-10
    Presentation of work at congresses

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    A cabled system for collecting real-time seismic data has been developed and was deployed in spring of 2011. Nowadays (2013) this seismic station is being part of the Catalan Seismic Network managed by the IGC (Institut Geològic de Catalunya). The seismic system is part of Western Mediterranean Cabled Observatory, OBSEA (www.obsea.es). A key component in this cabled system is the use of IEEE 1588 standard that serves as a clock synchronization mechanism for the seismometer with Universal Time Coordinates (UTC) clock. This paper presents the seismic measurements results of the broadband seismometer. The seismic data are time stamped using a UTC clock which is traceable to within the desired level of precision of sub milliseconds through IEEE 1588 protocol.

    A cabled system for collecting real-time seismic data has been developed and was deployed in spring of 2011. Nowadays (2013) this seismic station is being part of the Catalan Seismic Network managed by the IGC (Institut Geològic de Catalunya). The seismic system is part of Western Mediterranean Cabled Observatory, OBSEA (www.obsea.es). A key component in this cabled system is the use of IEEE 1588 standard that serves as a clock synchronization mechanism for the seismometer with Universal Time Coordinates (UTC) clock. This paper presents the seismic measurements results of the broadband seismometer. The seismic data are time stamped using a UTC clock which is traceable to within the desired level of precision of sub milliseconds through IEEE 1588 protocol.

  • What is sustainable technology? A materials perspective for learning complexity in engineering

     Ashby, Mike; Ferrer Balas, Didac; Segalas Coral, Jordi; Bruce, John
    Engineering Education for Sustainable Development
    Presentation's date: 2013-09
    Presentation of work at congresses

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    ¿Sustainability¿ is not a simple parameter that can be quantified and optimized in an engineering design. Issues of sustainability are intrinsically complex; their assessment requires acceptance of this complexity and working with it. Each facet (e.g. environment, society, regulations, design, materials¿) can be explored in a systematic way but the integration of the facets to give a final assessment requires judgment and reflection, as there is no one single sustainable solution to a problem. Integrating the different articulations of SD needs a holistic approach and participation. How can we teach this to engineering students in a simple and effective way? This paper presents the ideas behind new teaching resources for Sustainable Development, designed for courses of engineering and materials science. These resources recognize the complexity and multidisciplinarity surrounding issues of sustainability and new methodologies and tools to help student understand and analyse them. This paper describes the reasoning behind the resources, which include a method and a database of background information. The outcome is, inevitably, subjective, influenced by social, cultural and political background and therefore one requiring debate, but the method creates a common background of accepted facts on which an informed debate can be based. During 2013 the resources were trialled in a number of courses, providing some first experiences in a real educational setting. This paper summarises some of their outcomes.

  • Advancing ESD in Ukraine: from awareness to orientation towards long-term thinking and societal needs

     Kordas, Olga; Mulder, Karel F.; Nikiforovich, Eugene; Segalas Coral, Jordi; Pasichny, Alexis; Pereverza, Kateryna
    Engineering Education for Sustainable Development
    Presentation's date: 2013-09
    Presentation of work at congresses

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    This paper reflects on experiences of integrating sustainability in engineering education in Ukraine and discusses the personal contribution of Prof. Leo Jansen to this process. The authors argue that Ukrainian engineering universities are progressing in incorporating sustainability in their curricula. Major efforts are still needed to shift the focus of educational programs from awareness rising by teaching about sustainability challenges to discussions on how engineers can meet those challenges and how sustainability is coupled to students¿ main disciplines. The paper identifies several features of Ukrainian society that affect SD programs and that shall be taken into consideration while designing pedagogical approaches in engineering universities of the country. Among those factors are: - Civil society is in an infant stage of development in Ukraine; - Short-term planning is prevailing in the country; - There is scepticism among the wider public towards expert-focused strategic development. The paper describes and reflects on a series of intensive courses and seminars developed in cooperation between colleagues from several universities from Ukraine and EU (2007-2012) that addressed the need for long-term thinking and interaction with society. Those courses introduced the concepts of sustainable technology and sustainable innovations and included various foresighting exercises. Finally, the paper discusses the impact of Prof. Leo Jansen¿s teaching activities in Ukraine: the inspirational public lecture on Strategic Sustainable Development and the workshop on participatory backcasting that took place in the Kiev Polytechnic Institute in spring 2012. The paper concludes with recommendations on the next steps towards advancing ESD in Ukrainian engineering universities.

  • Beyond the fear of catastrophe! : motivating students and lecturers for education in sustainable development

     Mulder, Karel F.; Ferrer Balas, Didac; Segalas Coral, Jordi; Kordas, Olga; Nikiforovich, Eugene; Pereverza, Kateryna
    Engineering Education for Sustainable Development
    Presentation's date: 2013-09
    Presentation of work at congresses

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    This paper reflects upon using motivators for introducing SD in the lecture rooms as well as in our institutions in a more general sense. A strong motivator for SD in general is the fear for global catastrophe. We argue here that fear for global catastrophe is not enough to keep people motivated. More positive motivators are needed. Students and colleagues are supposed to be motivated by the great challenges that the world faces today. But in general, threats are not motivating if the threats have an apocalyptic character. Also bureaucratic measures, like checking/auditing/evaluating tools might force people to include more SD in education, but are no motivator for university lecturers: In fact, disgust for bureaucratic procedures is one of the few conceptions that academics share. How to motivate students and lecturers for SD without falling into the trap of claiming that motivation is all what counts? Learning for SD is important, not just to stimulate the motivation of students to work on SD in later phases of their careers, but especially to motivate them to study harder to be able to make a better contribution to SD As we are often still in the process of convincing university managers to add SD to the curriculum, convincing colleagues to address SD in their lectures, and convincing students to pick SD electives and address SD in their projects, we cannot trust upon the institutionalization of SD education to do the job. A decline of motivation might destroy everything that has been built in years. We need to motivate students and colleagues for efforts that give them no direct personal reward and might even increase their workload. The only route to long term success is making the study of SD attractive. We make the point in this paper to use the multifaceted character of SD to realize additional benefits, for the students as well as for the university.

  • ERASMUS intensive program in sustainable technology development: multicultural constructive community learning course for EESD applying backcasting

     Segalas Coral, Jordi; Tejedor Papell, Gemma
    Engineering Education for Sustainable Development
    Presentation's date: 2013-09
    Presentation of work at congresses

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    The International Seminar on Sustainable Technology Innovation is a course offered in the framework of the master of Sustainability of the UPC-Barcelona Tech University and financed by the ERASMUS Intensive Program scheme. The main goal of the course are: to connect experts, future researchers and policy-makers on real topics where long-term technological systems renewal is needed in order to fulfil sustainability requirements; to increase the understanding of a sustainable development in the long term and the role of technology therein embedded in systems; to increase the capability to apply foresighting, forecasting and backcasting; to contribute to the development of scientific work competences of students; to increase the capability of teachers to teach the approach of future imaging, foresighting, forecasting and backcasting and to become an experts¿ meeting point and create networking activities among different groups and institutions. It introduces Backcasting scenarios methodology in real sustainability problems. The learning environment is international, transdisciplinar, intergenerational and intercultural. It includes stakeholders¿ dialogues and discussions. The course is organized around current sustainability relevant topics that are analysed in study cases based in different contexts: going from developed to developing countries and from local to global cases. Students apply scenario methodologies to the study cases in order to set up the most contextualized sustainable strategies. The course is structured in four phases: first the local situation analysis where students analyse the topic on their own countries/regions; then students are grouped in international multidisciplinary teams and define the state of the art of the case studies; afterwards students, lecturers and stakeholders meet in Barcelona where the course is run for two weeks and finally students analyse their learning experience in terms of competences acquisition.

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    Transdiciplinarity: A must for sustainable education  Open access

     Segalas Coral, Jordi; Tejedor Papell, Gemma
    Conference European Society for Engineering Education
    Presentation's date: 2013-09-19
    Presentation of work at congresses

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  • CES EduPack campus licence : SWOT & feedback at UPC - BarcelonaTECH

     Salán Ballesteros, Mª Núria; Olivella, Gustavo; Haurie Ibarra, Laia; Segalas Coral, Jordi; Silva, Arlindo; Figuerola, Magda; Torres Hernandez, Yadir
    International Materials Education Symposium
    Presentation's date: 2013-04-04
    Presentation of work at congresses

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  • Sustainable design : the role of materials in sustainability

     Segalas Coral, Jordi; Ferrer Balas, Didac
    International Materials Education Symposium
    Presentation's date: 2013-04-05
    Presentation of work at congresses

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  • Sustainable Technology Excellence Program STEP-2015 : Institutional change for embedding sustainability at UPC¿Barcelona Tech

     Segalas Coral, Jordi; Hernandez Gomez, Maria de Los Angeles; Mora Fernández, Montserrat; Tejedor Papell, Gemma
    International Barcelona Conference on Higher Education
    Presentation's date: 2013-05-13
    Presentation of work at congresses

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    Embedding Sustainability in technological curricula has become a crucial factor for educating engineers with competences in sustainability. In 2007, UPC designed the Sustainable Technology Excellence Program STEP 2015 in order to assure a successful Sustainability Embedding. This Program took advantage of the opportunity offered in 2010, by the redesign of Bachelor and Master Degrees in Spain, under European Higher Education Area framework. STEP goals were to: design compulsory courses in each degree; develop the conceptual base and identify reference models in sustainability for all specialities at UPC; create an internal interdisciplinary network of faculty from all the schools; initiate new transdisciplinary research activities in technology-sustainability-education; spread the know-how attained; achieve international scientific excellence in technology-sustainability-education and graduate the first engineers/architects of the new EHEA bachelors with sustainability as a generic competence.

  • International Seminar on Sustainable Technology Development

     Segalas Coral, Jordi
    Participation in a competitive project

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  • What do EESD "experts" think sustainability is? Which pedagogy is suitable to learn it?: Results from interviews and Cmaps analysis gathered at EESD 2008

     Segalas Coral, Jordi; Mulder, Karel F.; Ferrer Balas, Didac
    International journal of sustainability in higher education
    Date of publication: 2012-07-01
    Journal article

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  • How to educate engineers for/in sustainable development: Ten years of discussion, remaining challenges

     Mulder, Karel F.; Segalas Coral, Jordi; Ferrer Balas, Didac
    International journal of sustainability in higher education
    Date of publication: 2012-07-01
    Journal article

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  • European Project Semester: a semester of project based learning in sustainability with multicultural and multidisciplinary bachelor of engineering student groups

     Segalas Coral, Jordi; Benson Murphy, Patricia; Esbrí Solanas, Maria Eugènia
    Date of publication: 2012-08-01
    Book chapter

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  • The EPS experience at UPC-Barcelona Tech

     Segalas Coral, Jordi
    Date of publication: 2012
    Book chapter

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  • International design project semester

     Segalas Coral, Jordi; Benson Murphy, Patricia
    International Conference on Engineering & Product Design Education
    Presentation's date: 2012-09-06
    Presentation of work at congresses

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    Sustainability and Internationalization are key factors within educational programmes and institutions nowadays. Offering programmes which focus on these factors at undergraduate level has been a priority at the School of Engineering of Vilanova i la Geltrú (EPSEVG) since the introduction of the European Project Semester (EPS) in 2008. In line with its policy to increase Internationalization and Sustainability in its programmes, the School of Engineering of Vilanova i la Geltrú (EPSEVG) has designed and coordinated a new Erasmus mobility programme, the International Design Project Semester (IDPS), which started in February 2012. IDPS trains engineering students by applying Project Based Learning in intercultural groups. The working language is English and the programme is designed for degree students in their 7th or 8th semester. The IDPS programme offered at the EPSEVG emphasises the introduction of competences in sustainability and human technology. The main objective of the IDPS is to improve the learning outcomes and competences of industrial design engineering students especially in areas of sustainability. It is divided into two parts. One part covers four three (ECTS) credit core courses in specialist fields of study such as Eco Design , Human Centred Design , Sustainable Value Design and Visual Language and Grammar and the second part involves working on a project (worth 18 ECTS. Additional seminars and workshops compliment the courses and vary from programme to programme. The projects are proposed by local companies and research groups. This paper shows the design methodology used in the IDPS programme its structure and the sustainability competences to be achieved by the students.

  • Sustainable technology innovation course. Constructive and community-oriented learning postgraduate education

     Segalas Coral, Jordi; Tejedor Papell, Gemma
    International Conference on Education and New Learning Technologies
    Presentation's date: 2012-07-02
    Presentation of work at congresses

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    The International Seminar on Sustainable Technology Innovation is a course offered within the framework of the Master of Sustainability of Barcelona Tech University. The main goals of the course are: to connect experts, future researchers and policy-makers on real topics where long-term technological system renewal is needed in order to fulfill sustainability requirements; to increase the understanding of sustainable development in the long term and the role of technology therein embedded in systems; to increase the capability to apply foresighting, forecasting and backcasting; to contribute to the development of the scientific work competences of students; to increase the ability of teachers to teach the approach of future imaging, foresighting, forecasting and backcasting; to become an experts’ meeting point; and to create networking activities among different groups and institutions. The Course introduces methodology of Backcasting scenarios in real sustainability problems. The learning environment is international, transdisciplinar, intergenarational and intercultural. It includes stakeholders’ dialogues and discussions. The course is organized around current sustainability-relevant topics, which are analyzed in case studies based in different contexts: going from developed to developing countries and from local to global cases. Students apply scenario methodologies to the case studies in order to set up the most contextualized sustainable strategies. In 2012, UPC Barcelona Tech is running the course for the fifth time. This year it is organized within the Erasmus Intensive Program framework financed by EU. Students and lecturers from 6 European universities and with different backgrounds are participating in the course. The course is divided into 4 phases: 1- Local situation analysis. From March to May students analyze the topic in their own countries/regions. 2- Case study analysis. In May, students are grouped into international, multidisciplinary teams and define the current state of the case studies, as well as the questions and challenges that they pose. 3- Seminar at UPC. In June, students, lecturers and stakeholders meet in Barcelona, where the course is run for two weeks in a presential framework. 4- Evaluation of the course. Students analyze their learning experience in terms of competences acquisition. So far more than 130 students, 30 lecturers and 50 stakeholders have participated in the course. The topics analyzed in the course vary each year and are related to relevant sustainability challenges: urban solid waste management; food & drinks packaging waste; overfishing and marine ecosystem degradation; sustainable mobility and agro-ecology. This paper explains more about the learning environment, as well as the challenges and lessons learnt when organizing such a course, and the gains made by students.

  • International design project semester: a program to challenge industrial design engineering undergraduates to work and study in teams in both presential and non presential learning environments

     Segalas Coral, Jordi; Benson Murphy, Patricia
    International Conference on Education and New Learning Technologies
    Presentation's date: 2012-07-02
    Presentation of work at congresses

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    Since 1991, the Technical University of Catalonia has focussed on introducing Sustainability education in all its engineering and architectural programmes through two environmental plans (1996-2000, 2000-2005), and currently through the UPC Sustainable 2015 [1] plan. Under this framework and following the success of the project programme, European Project Semester (EPS) the School of Engineering of Vilanova i la Geltrú (EPSEVG) has designed and coordinated a new Erasmus mobility programme, the International Design Project Semester (IDPS), which started in February 2012. IDPS trains engineering students by applying Project Based Learning in intercultural groups. The working language is English and the programme is designed for degree students in their 7th or 8th semester. The IDPS programme offered at the EPSEVG emphasises the introduction of competences in sustainability and human technology. The main objective of the IDPS is to improve the learning outcomes and competences of industrial design engineering students especially in areas of sustainability. It also endeavours to improve their ability to work in intercultural settings developing real projects with 4-6 other students. The IDPS is divided into two main parts. One part covers the four core courses (each worth 3 ECTS) and the second part involves carrying out a project (worth 18 ECTS). The courses are in Eco- Design, Sustainable Value Design, Human Centred Design and a Business Practicum. Additional seminars and workshops will compliment the courses and will vary from programme to programme. The projects are proposed by local companies and research groups. The inaugural IDPS programme will start in February 2012 and participants will include 5 students from partner universities and also members of teaching staff from the school of Engineering in Vilanova i la Geltrú. This paper shows the design methodology used in the IDPS programme, its structure and the sustainability competences the students are expected to achieve.

  • Engineering education and sustainability. Sustainable Technology Excellence Program (STEP-Vilanova)

     Segalas Coral, Jordi; Hernandez Gomez, Maria de Los Angeles
    International Conference on Education and New Learning Technologies
    Presentation's date: 2012-07-02
    Presentation of work at congresses

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    Embedding Sustainability in technological curricula has become a crucial factor for educating engineers with competences in sustainability. The Sustainable Technology Excellence Program STEP2015 has been designed in order to assure a successful Sustainability Embedding into all the degrees offered at Universitat Politècnica de Catalunya – Barcelona Tech. This Program takes advantage of the opportunity that the redesign of all Bachelor and Master Degrees in Spain by 2010 under the European Higher Education Area (EHEA) framework offered. The STEP program goals are: • To design compulsory courses in sustainability in each degree; • To develop the conceptual base and identify reference models in sustainability for all specialities; • Create an internal interdisciplinary network of faculty from all the schools; • To initiate new transdisciplinary research activities in technology-sustainability-education; • To spread the know-how attained, • To achieve international scientific excellence in technology-sustainability-education • To graduate the first engineers/architects of the new EHEA bachelors with sustainability as a generic competence. The program has been structured in 4 phases: Phase 1. To analyse Sustainability Competences and strategies within Barcelona Tech, and benchmark with other technological universities in order to develop a feasible and effective program. Phase 2. To carry out a pilot implementation of the STEP program in 5 schools. Phase 3. To spread the implementation to 10 Schools of UPC taking advantage of the lessons learnt in the pilot experiences. The goal here is to spread out all the know-how attained in the process to all schools in order to ensure that all UPC graduates acquire the competence in sustainability and social commitment. Phase 4. To apply the program to all UPC schools and departments. In this context, the goal of this document is to present the different actions carried out in the Engineering School of Vilanova i la Geltrú, the lessons learnt and the outcomes of the application of the program.

  • PELIGRO VOLCÁNICO Y EVALUACIÓN DEL RIESGO EN TENERIFE

     Carbonell Ventura, Montserrat; Segalas Coral, Jordi; Prat Farran, Joana d'Arc; Manuel Lazaro, Antonio; Gomariz Castro, Spartacus
    Participation in a competitive project

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  • PELIGRO VOLCANICO Y EVALUACION DEL RIESGO EN TENERIFE

     Gomariz Castro, Spartacus; Segalas Coral, Jordi; Prat Farran, Joana d'Arc; Carbonell Ventura, Montserrat; Hidalgo Castro, Alberto; Garriga, Juan Antonio
    Participation in a competitive project

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  • O projecto semestral Europeu (EPS) na Universidade de Tecnologia de Barcelona

     Segalas Coral, Jordi; Esbrí Solanas, Maria Eugènia
    Date of publication: 2011-11-29
    Book chapter

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    Presentació i crèdits  Open access

     Carrera Gallissa, Enric; Segalas Coral, Jordi
    Date of publication: 2011
    Book chapter

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    Cooperació al desenvolupament  Open access

     Riba Civil, Alexandre; Bestraten Castells, Sandra Cinta; Hormias Laperal, Emilio; Carreras, E.; Segalas Coral, Jordi
    Date of publication: 2011
    Book chapter

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    European project semester: 30 ECTS of PBL in sustainability with multicultural and multidisciplinary bachelor students groups  Open access

     Segalas Coral, Jordi; Esbrí Solanas, Maria Eugènia; Benson Murphy, Patricia
    International Conference in Engineering Education
    Presentation's date: 2011-08-23
    Presentation of work at congresses

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    Since 1991, the Technical University of Catalonia has focussed on introducing Sustainability education in all its engineering and architectural programmes through two environmental plans (1996-2000, 2000-2005), and currently through the UPC Sustainable 2015 [1] plan. Under this framework, the School of Engineering of Vilanova i la Geltrú (EPSEVG) has designed and coordinated the European Project Semester (EPS), an innovative learning programme which responds to the challenges of society and the European Higher Education Area. EPS trains engineering students by applying Project Based Learning in intercultural and multidisciplinary groups. The working language is English and the programme is designed for 1st cycle (Bachelor) degrees. The EPS programme offered at the EPSEVG emphasises the introduction of competences in sustainability [2] and human technology. The main objective of the EPS is to improve the learning outcomes and competences of engineering students in relation to communication and teamwork skills, the ability to work in intercultural settings, and the ability to work in real multidisciplinary projects with students from different degree backgrounds. The EPS is divided into seminars (worth 10 ECTS) and a project (worth 20 ECTS). The seminars include courses in Sustainable Technologies, Business and Sustainability and Human Technology, among others. The projects are proposed by local companies and research groups. Since 2008 the number of participants has increased from 9 in 2008 to 30 in 2011. The students, who have participated in 15 projects, have come from 16 different European and North American universities and from over 18 different academic disciplines. This paper shows the design methodology used in the EPS programme its structure and the sustainability competences achieved by the students.

  • De la ambientalización a la sostenibilización curricular. El caso de la Universitat Politècnica de Catalunya

     Carrera Gallissa, Enric; Segalas Coral, Jordi
    Congreso Internacional Los Caminos de la Sustentabilidad/sostenibilidad: Experiencias Innovadoras
    Presentation's date: 2011-06-16
    Presentation of work at congresses

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  • Training Courses for Public Services in Sustainable Infrastructure Development in Western Balkans (SDTRAIN)

     Segalas Coral, Jordi; Tejedor Papell, Gemma; Kordas, Olga; Mulder, Karel F.
    Participation in a competitive project

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  • Establishing Modern Master-level Studies in Industrial Ecology  (IEMAST)

     Segalas Coral, Jordi; Tejedor Papell, Gemma; Kordas, Olga; Mulder, Karel F.
    Participation in a competitive project

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  • Educating engineers for/in sustainable development? What we knew, what we learned, and what we should learn

     Mulder, Karel F.; Segalas Coral, Jordi; Ferrer Balas, Didac
    Thermal science
    Date of publication: 2010
    Journal article

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  • What do engineering students learn in sustainability courses? The effect of the pedagogical approach

     Segalas Coral, Jordi; Ferrer Balas, Didac; MULDER, KAREL F.
    Journal of cleaner production
    Date of publication: 2010-02
    Journal article

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    The introduction of sustainable development (SD) courses into engineering education has been a key goal for many technological universities, accreditation agencies and national and international university networks. This paper presents the results of a 5-year research project that analysed how SD competences were introduced into technological universities. To evaluate which pedagogical approach best facilitates SD learning, ten courses on sustainability from five European technological universities were analysed using conceptual maps as assessment tools. The findings show that: Students initially perceived sustainability as mainly related to technology, which they consider should be able to resolve the environmental problems of the planet. They sawlittle relevance in the social and attitudinal aspects of sustainability. This misunderstanding was partially redressed by the course. Courses that apply a more community-oriented and constructive, active learning pedagogical approach, increase students’ knowledge of SD. This paper presents the methodology and results of the research, as well as recommendations for the teaching of SD in technological universities.

  • Engineering education for a sustainable future

     Segalas Coral, Jordi
    Date of publication: 2010
    Book

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  • Creation of third cycle studies - Doctoral Programme in Renewable Energy and Environmental Technology  (CREDO)

     Segalas Coral, Jordi; Tejedor Papell, Gemma; Kordas, Olga; Mulder, Karel F.
    Participation in a competitive project

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  • What has to be learnt for sustainability? A comparison of bachelor engineering education competences at three European universities

     Segalas Coral, Jordi; Ferrer Balas, Didac; Svanström, Magdalena; Lundqvist, Ulrika; Mulder, Karel F.
    Sustainability Science
    Date of publication: 2009
    Journal article

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    In a period of harmonisation of the higher education system in Europe, a question is if also learning about sustainability at the universities is converging and what advantages this may have. This paper is an effort to present and advance the work on describing desired sustainability competences for engineering Bachelor graduates in three technical universities (Chalmers in Sweden, DUT in The Netherlands and UPC-Barcelona in Spain) using the European Higher Education Area (EHEA) descriptors. The paper also sheds light on whether there is conformity or not in desired sustainability competences (or in how sustainable development (SD) competences are handled) at the three universities. For universities outside the EHEA, this paper gives hints on the type of sustainability competences that will be required from their first-cycle graduates should they want to continue with second-cycle studies within the EHEA. The results show that the three universities follow a similar pattern in the classification of the competences (Knowledge and understanding, Skills and abilities, and Attitudes) and that there are minor divergences with respect to the list of competences and the levels of learning that Bachelor students should have when graduating. Definition of competences is an area that needs development, and this paper is part of a learning process for the three universities. This study shows that there is improvement potential for all three universities when it comes to being explicit and exact in the description of the desired SD learning.

  • Educating engineers for sustainability: Why? What? How?  Open access

     Segalas Coral, Jordi
    Sostenible?
    Date of publication: 2009
    Journal article

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    El desenvolupament sostenible (DS) és un procés en què s’han d’involucrar tots els actors de la nostra societat per aconseguir la fita d’un món sostenible. Les persones que treballen en l’enginyeria, que són una de les parts interessades d’aquest camí cap al DS, hi han de jugar un paper clau. Aquest article analitza la funció de l’educació superior en la formació dels i les professionals que han de liderar el canvi cap a un futur més sostenible. En concret, s’hi analitza el paper que haurien de tenir-hi les universitats tecnològiques i PER QUÈ haurien d’integrar l’educació en sostenibilitat com a valor central dels plans d’estudis d’Enginyeria. Posteriorment es presenta el QUÈ, quines competències, àrees de coneixement i comprensió, capacitats, habilitats i actituds hauria d’aprendre l’estudiantat d’Enginyeria a les universitats. En darrer lloc, s’hi analitza COM es pot fer que sigui possible adquirir aquestes competències en DS a través de la millora pedagògica necessària a les institucions d’educació superior.

    El desarrollo sostenible (DS) es un proceso en el que se han de involucrar todos los actores de nuestra sociedad para conseguir el objetivo de un mundon sostenible. Las personas que trabajan en la ingeniería, que son una de las partes interesadas de este camino hacia el DS, han de jugar un papel clave. Este artículo analiza la función de la educación superior en la formación de los y las profesionales que han de liderar el cambio hacia un futuro más sostenible. En concreto, se analiza el papel que deberían tener las universidades tecnológicas y POR QUÉ deberían integrar la educación en sostenibilidad como valor central de los planes de estudios de Ingeniería. Posteriormente se presenta el QUÉ, que competencias, áreas de conocimiento y comprensión, capacidades, habilidades y actitudes debería aprender el estudiantado de Ingeniería en las universidades. En último lugar, se analiza CÓMO se puede hacer que sea posible adquirir estas competencias en DS a través de la mejora pedagógica necesaria en las instituciones de educación superior.

    Sustainable development (SD) is a process which all actors of our society must be involved in to achieve a sustainable world. Those in the engineering profession, who are among the stakeholders involved in this path towards SD, have a key role to play. This paper analyzes the role of higher education in graduating professionals that should lead the shift to a more sustainable future. Specifically, the role technological universities should play is studied and WHY they should integrate sustainability education as a core value in the engineering curricula. Then WHAT competences, in the domains of knowledge and understanding, skills and abilities and attitudes, should be learnt by engineering undergraduates at the universities are presented. Finally, HOW to make the acquisition of these SD competences possible is analyzed through the pedagogical improvement needed in existing higher education institutions.

  • Engineering education for a sustainable future.

     Segalas Coral, Jordi
    Defense's date: 2009-06-05
    UNESCO Sustainability Chair, Universitat Politècnica de Catalunya
    Theses

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  • Conceptual maps: measuring learning processes of engineering students concerning sustainable development

     Segalas Coral, Jordi; Ferrer Balas, Didac; Mulder, Karel F.
    European journal of engineering education
    Date of publication: 2008
    Journal article

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    In the 1990s, courses on sustainable development (SD) were introduced in technological universities. After some years of practice, there is increased interest in the evaluation of the most effective ways for teaching SD. This paper introduces the use of conceptual maps as a tool to measure the knowledge acquired by students when taking a Sustainability course. Pilot measurements have been made to evaluate the concepts and their interrelations in order to evaluate the students' learning. These measurements were carried out using a sample of more than 700 European students. To measure the learning outcomes of courses, the evaluation is done twice. Before the course starts, the students' previous knowledge on sustainability is measured; once the students have completed the course they are evaluated again. By comparing conceptual maps drawn by each student, the improvement of the students' knowledge is evaluated. This paper shows the measuring process, and points out the suitability of using conceptual maps for research in education. Moreover, the correlation between the learning outcomes the pedagogical techniques used in each course may indicate the effectiveness of the pedagogical strategies in education for sustainable development.

  • Indicadors de mesura de l'aprenentatge en sostenibilitat

     Segalas Coral, Jordi
    Consell Assessor EMAS-UPC
    Presentation's date: 2008-01-24
    Presentation of work at congresses

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  • Eps2evg" european project semester a l'epsevg

     Trullols Farreny, Enric; Segalas Coral, Jordi
    Congrés UPC Sostenible 2015
    Presentation's date: 2007-07-12
    Presentation of work at congresses

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  • Tecnologia i Sostenibilitat. L'experiència de 7 anys d'una assignatura d'introducció a la sostenibilitat a la UPC

     Carrera Gallissa, Enric; Segalas Coral, Jordi
    Congrés UPC Sostenible 2015
    Presentation's date: 2007-07-12
    Presentation of work at congresses

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  • Universitats innovadores davant dels nous reptes socials

     Segalas Coral, Jordi
    Congrés UPC Sostenible 2015
    Presentation's date: 2007-07-12
    Presentation of work at congresses

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  • Educación para la sostenibilidad. El caso de la Universidad Politécnica de Cataluña

     Carrera Gallissa, Enric; Ferrer Balas, Didac; Segalas Coral, Jordi
    II Seminario Interdisciplinar sobre Desarrollo Sostenible y Educación Ambiental. Teoría y práctica de la sostenibilidad en el curriculum universitario
    Presentation of work at congresses

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  • Una proposta de crèdits comuns de sostenibilitat per a les titulacions de grau a la UPC

     Aguado Chao, Juan Carlos; Carrera Gallissa, Enric; Cendra Garreta, Jaume; Sabater Pruna, Maria Assumpta; Segalas Coral, Jordi
    Congrés UPC Sostenible 2015
    Presentation's date: 2007-07-12
    Presentation of work at congresses

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  • Using Conceptual Maps to Measure Learning on Sustainable Development: case studies from European Technological University

     Ferrer Balas, Didac; Segalas Coral, Jordi
    Environmental management for Sustainable Universities
    Presentation of work at congresses

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  • Conceptual Maps: Measuring learning processes of engineering students concerning sustainable development

     Segalas Coral, Jordi; Ferrer Balas, Didac
    SEFI. Conference
    Presentation's date: 2006-06-29
    Presentation of work at congresses

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  • Presentació de la Xarxa de Recerca de l?Educació per a la Sostenibilitat. El paper de les Escoles Verdes.

     Segalas Coral, Jordi
    Simposi d'Escoles Verdes
    Presentation's date: 2006-03-29
    Presentation of work at congresses

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  • The use of conceptual maps to evaluate knowledge on Sustainable Development: Technology and Sustainability course experience

     Segalas Coral, Jordi
    World Environmental Education Congress
    Presentation's date: 2006-10-05
    Presentation of work at congresses

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  • Teaching Sustainable Development to Engineers. Which Pedagogy?

     Segalas Coral, Jordi
    `Credit transfer system in European technical education? International workshop in the frame of TEMPUS SCM CO28A05
    Presentation's date: 2006-10-02
    Presentation of work at congresses

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