期刊名称：Learning and teaching in higher education (LATHE)
印刷版ISSN：1742-240X
出版年度：2011
期号：5
页码：146-149
出版社：University of Gloucestershire
摘要：When the vision of interdisciplinarity for societal responsibility was first pictured by Charles Engel (2002), the idea of transformational education was far from being part of that vision. This was not an eschewing of the notion that education should transform the lives of students, rather misgivings over the idea that student attitudes should, or indeed could, be fundamentally changed. That conservative ways of thinking could and should be challenged was beyond question. In the University of Manchester, the vision became more tangible in the form of an innovative interdisciplinary course unit on sustainable development for third year undergraduates in engineering and physical sciences, supported by funding from the Royal Academy of Engineering. The Project An innovative new 10 credit elective Sustainable Development for Engineers and Scientists – now renamed Interdisciplinary Sustainable Development – was designed in 2006 by a multidisciplinary team of staff, to be offered to 3rd year undergraduates across the Faculty of Engineering and Physical Sciences. The course-unit develops skills and capabilities that graduates need in order to be effective in contributing to change towards sustainable development in their future professional careers. This complements material learned through discipline-specific courses.
