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  • 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.

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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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  • OBSEA¿s seismic station joins the IGC network

     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.

  • 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.

  • International Seminar on Sustainable Technology Development

     Segalas Coral, Jordi
    Participation in a competitive project

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  • The EPS experience at UPC-Barcelona Tech

     Segalas Coral, Jordi
    Date of publication: 2012
    Book chapter

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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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  • 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.

  • 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.

  • 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.

  • 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.

  • 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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  • 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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    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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  • 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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  • 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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  • 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 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.

  • 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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  • 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.

  • 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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  • 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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  • 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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  • 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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  • 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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  • Introducción de la Sostenibilidad en los estudios de grado de la Universidad Politécnica de Cataluña

     Segalas Coral, Jordi
    2º CONGRESO DE EDUCACIÓN AMBIENTAL EN ESPACIOS PROTEGIDOS
    Presentation's date: 2006-10-24
    Presentation of work at congresses

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  • La experiencia Europea de educación para la sostenibilidad. El caso de la Universidad Politécnica de Cataluña (España)

     Segalas Coral, Jordi
    Seminario Iberoamericano de educación superior para la sustentabilidad
    Presentation's date: 2006-06-18
    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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  • Curriculum greening in engineering education. Experiences from Dutch and Spanish Technological universities

     Segalas Coral, Jordi
    World Environmental Education Congress
    Presentation's date: 2006-10-05
    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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  • Experiències pràctiques : Integració ambiental dels processos educatius de l'EPSEVG

     Segalas Coral, Jordi; Pujadas Garriga, Marta
    Date of publication: 2005
    Book chapter

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  • Experience of UPC in organization of academic mobility.

     Segalas Coral, Jordi
    Facilitating academic mobility between EU and Ukraine
    Presentation's date: 2005-11-17
    Presentation of work at congresses

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  • Lessons learned from our partitular "decade" on Education for Sustainability (1996-2005) at UPC

     Segalas Coral, Jordi
    Workshop: Drivers and Barriers for learning fro Sustainable Development in Higher Education
    Presentation's date: 2005-12-07
    Presentation of work at congresses

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  • Curriculum greening in engineering education. Experiences from dutch and spanish technological universities

     Segalas Coral, Jordi
    Higher Education for Sustainable Development: New Challenges from a Global Perspective
    Presentation's date: 2005-09-26
    Presentation of work at congresses

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  • Innovacion Docentre hacial el Modelo de Aprendizaje del EEES. Asignatura Neumatica Basica de la titulacion de Ingenieria Tecnica Mecanica

     Segalas Coral, Jordi; Carbonell Mañe, Montserrat
    Congrés Internacional de Docència Universitària i Innovació
    Presentation's date: 2004-07-02
    Presentation of work at congresses

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  • What professionals should know about Sustainable Development?

     Segalas Coral, Jordi
    1ts European Networks Conference on Sustainability in Practice
    Presentation of work at congresses

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  • Evaluacion de la sostenibilidad del projecto de fin de carrera

     Segalas Coral, Jordi
    Congreso Universitario de Innovación Educativa en las Enseñanzas Técnicas
    Presentation's date: 2003-07-23
    Presentation of work at congresses

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  • V Concurs d'idees ambientals

     Segalas Coral, Jordi; Pujadas Garriga, Marta
    Award or recognition

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  • L'avaluació sostenibilista del pfc

     Segalas Coral, Jordi
    Date of publication: 2002-10-31
    Book

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