The class of CIVE230: Engineering and Sustainable Development have been at it again, learning remotely in Spring 2021. This is the second COVID-19 edition of the course!
Learning about sustainability requires systems-thinking and a curiosity to explore. When learning opportunities are created for students so that they may go beyond the course content by learning from the world around us and from each other, they get so much more out of the course.
The course introduces sustainability on two levels: qualitative concepts and background information is covered; and quantitative models which emphasize core engineering methods are applied to sustainability problems. Quantitative methods are derived and applied to air quality, water quality, energy and solid waste. Attention is given to sustainable urban systems, as they apply to both developed and developing countries. Sustainability concepts covering the triple bottom line are also presented, and their applicability to sustainable cities are demonstrated.
Students in the course were tasked with making a contribution to an e-book. They were creative and innovative in applying course concepts to cities of their choice and exploring sustainability challenges and innovations. Their sustainability project encouraged them to explore sustainable infrastructure, solutions and technologies in Canada and globally to generate an enriched learning experience and to tie ideas to the Sustainable Development Goals (SDG) and the Canadian Engineering Grand Challenges (CEGC). The sustainability project had 3 parts.
- Firstly, students selected an environmental problem observed in a Canadian city, including towns and communities across Canada from coast to coast to coast.
- Secondly, they selected a technological or infrastructure solution, policy, or strategy to address the problem identified and its application in a city around the world, not limited to large capital cities, but also including towns and communities around the globe.
- Thirdly, they identified a Canadian Engineering Grand Challenge (CEGC) that the problem relates to, reflected on the importance of addressing this challenge; and linked to the SDG(s) that the solution helps address, and reflected on the city-to-city learning that is possible by imaging what one city can learn from the other.
I am proud of all student contributions. I am proud of the teaching team who ensured this course was smooth sailing, the class reps who helped throughout, and the online learning assistants who supported this e-book production. I single out David Denison with special thanks for his efforts in making this e-book a reality; he has certainly left his mark on this e-book. It has been a privilege to teach this course once again during these unique and challenging times, and the experience has been doubly rewarding.
This e-book serves as a contribution by the class for the class, and for the wider UW community. Please read through.