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INSTRUCTOR: 

• Stephen Fisher, Ph.D, P.E., F.ASCE, ENV SP
• Savina Carluccio, Aff.M.ASCE
• Spiros Lazaris, P.E., MSCE, MPA, M.ASCE, ENV SP
• Tom Siller, Ph.D

This techsession will only award PDHs for completion.

Purpose and Background

ASCE Global Sustainability Fostering Education and Implementing UN Sustainable Development Goals (40 minutes)

ASCE has 150,000 members worldwide, 31,000 of which are outside North America. ASCE has an extensive and persistent presence globally in all facets of civil engineering. The Planning Committee for Global Sustainability (a subcommittee of the Committee on Sustainability) focuses on sustainability in that arena by collaborating with ASCE global programs, its institutes, divisions, and even sections and branches. In addition, it coordinates the efforts of ASCE and member volunteers in formal and informal capacities as sponsors, chairs, and committee members of global organizations and organizations outside of North America. These include ICSI, UPADI, UN, ACECC, and others.

As ASCE has policies and standards (specifically Standard 73-23 and Policy Statement 517) endorsing pursuit of the UN Sustainable Development Goals, a major thrust of the Planning Committee on Global Sustainability is fostering and enhancing ASCE’s presence at the UN, in UN committees, and education on the SDGs.

Engineering Education for Sustainable Development (20 minutes)

This presentation offers diverse perspectives on engineering education for sustainable development, addressing international efforts, the often-neglected role of social justice, and the significance of engineers as activists in this field. It traces its roots back to the International Conference on Engineering Education for Sustainable Development initiated in 2002, leading to the creation of the Barcelona Declaration and its 2021 Cork Amendment, which outlines the responsibilities of engineers in sustainable development. Furthermore, the webinar delves into best practices, circular economy models, green engineering education, and the necessary competencies for engineering students to contribute to a sustainable society. It also emphasizes the integration of economic and political dimensions into engineering education.

The discussion emphasizes the need for a critical focus on social justice within sustainable development education, addressing the often-underexplored dynamics of power and domination. Additionally, the webinar explores the concept of engineers as activists, building upon the themes of social justice and their role in sustainable development. The panel comprises experts who have been actively involved in international conferences, advocating for a comprehensive understanding of engineering education's pivotal role in shaping a sustainable future, while also encouraging engineers to engage in activism, and it features a panelist with expertise in humanitarian engineering.

Learning outcomes and session benefits:

Upon completion of this course, you will be able to:

• Explain ASCE global programs
• Discuss a brief review of the UN SDGs
• Summarize the depth and breadth of ASCE international activities specifically regarding sustainability
• Explain the diverse perspectives on engineering education for sustainable development, covering an international viewpoint, social justice's vital role, and the concept of engineers as activists.
• Define how the International Conference on Engineering Education for Sustainable Development provided insights into the responsibilities of engineers in sustainable development.
• Identify best practices in engineering education, circular economy models, green engineering, essential student competencies, transdisciplinary approaches, and the incorporation of economic and political dimensions in engineering education.
• Describe the need for a greater emphasis on social justice within sustainable development education, with a focus on exploring power dynamics and the relationship between engineering and social justice, along with the concept of engineers taking on activist roles in sustainable development.

Assessment of Learning Outcomes

Learning outcomes are assessed by responding to the post-session survey. If the course is taken On-Demand, there will also be a 10-question multiple choice post-test.

Who Should Attend?

• Environmental Engineers
• Environmental and Social Justice Advocates
• Civil Engineers
• Students
• Those wanting to understand how ASCE is promoting sustainability and the UN SDGs globally
• Those wanting to understand the relevance of UN SDGs to civil engineering practice.

How to Earn your PDHs

This course is worth 1 PDH. To receive your certificate of completion, you will need to attend the live session and/or watch the recording(s) and complete the post-session survey. If the course is taken On-demand, there will also be a 10-question multiple choice post-test.