Implementing a systematic process for rapidly embedding sustainability within chemical engineering education: a case study of James Cook University, Australia

Sustainability has emerged as a primary context for engineering education in the 21st Century,\udparticularly the sub-discipline of chemical engineering. However, there is confusion over how\udto go about integrating sustainability knowledge and skills systemically within bachelor degrees.\udThis paper addresses this challenge, using a case study of an Australian chemical engineering\uddegree to highlight important practical considerations for embedding sustainability at the core\udof the curriculum. The paper begins with context for considering a systematic process for\udrapid curriculum renewal. The authors then summarise a 2-year federally funded project,\udwhich comprised piloting a model for rapid curriculum renewal led by the chemical engineering\udstaff. Model elements contributing to the renewal of this engineering degree and described in\udthis paper include: industry outreach; staff professional development; attribute identification\udand alignment; program mapping; and curriculum and teaching resource development.\udPersonal reflections on the progress and process of rapid curriculum renewal in sustainability\udby the authors and participating engineering staff will be presented as a means to discuss and\udidentify methodological improvements, as well as highlight barriers to project implementation.\udIt is hoped that this paper will provide an example of a formalised methodology on which\udprogram reform and curriculum renewal for sustainability can be built upon in other higher\udeducation institutions