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Educating Engineers for the Anthropocene

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EarthEd

Part of the book series: State of the World ((STWO))

Abstract

John Smeaton was the first to declare himself a civil engineer, wanting to differentiate his work as non-military. Smeaton is best known for the lighthouse that he designed on the Eddystone Rocks, nineteen kilometers southwest of Plymouth Sound in the United Kingdom. The lighthouse, which started operation on October 16, 1759, was the third structure on the treacherous gneissic rocks (the first two were lost to waves and fire). Modeled after an oak tree and built from dovetailed blocks of granite, it marked a major step forward in building design and the use of concrete. Smeaton’s Lighthouse ushered in an era of safer shipping and coincided with the start of the Industrial Revolution.

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Notes

  1. 1.

    The Famous People, “John Smeaton,” www.thefamouspeople.com/profiles/john-smeaton-5400.php.

  2. 2.

    Paul Crutzen, “Geology of Mankind,” Nature 415 (January 3, 2002): 23.

  3. 3.

    Royal Academy of Engineering, Engineers for Africa: Identifying Engineering Capacity Needs in Sub-Saharan Africa (London: 2012)

  4. 4.

    Daniel Hoornweg, Cities and Sustainability: A New Approach (London: Routledge, 2016); Daniel Hoornweg and Kevin Pope, “Population Predictions for the World’s Largest Cities in the 21st Century,” Environment and Urbanization (September 23, 2016); Engineers Canada, “National Membership Report,” https://engineerscanada.ca/reports/national-membership-report.

  5. 5.

    Hoornweg, Cities and Sustainability.

  6. 6.

    David E. Goldberg and Mark Somerville, A Whole New Engineer (Douglas, MI: ThreeJoy Associates, Inc., 2014).

  7. 7.

    Brad Allenby, “Educating Engineers in the Anthropocene,” in 2008 IEEE International Symposium on Electronics and the Environment May 19–21, 2008, San Francisco, CA (2008).

  8. 8.

    Daniel Hoornweg et al., “Meeting the Infrastructure Challenges of African Cities,” in John Crittenden, Chris Hendrickson, and Bill Wallace, ICSI 2014: Creating Infrastructure for a Sustainable World (2014): 471–81; Deb Niemeier, Harry Gombachika, and Rebecca Richards-Kortum, “How to Transform the Practice of Engineering to Meet Global Health Needs,” Science 345, no. 6202 (September 12, 2014): 1,287–90.

  9. 9.

    Cesar A. Poveda and Michael G. Lipsett, “An Integrated Approach for Sustainability Assessment: The Wa-Pa-Su Project Sustainability Rating System,” International Journal of Sustainable Development & World Ecology 21, no. 1 (2014): 85–98.

  10. 10.

    University of Prince Edward Island, “Sustainable Design Engineering,” www.upei.ca/programsandcourses/engineering; “EESD Barcelona Declaration,” settled at the 2nd International Conference on Engineering Education for Sustainable Development, October 2004, http://eesd15.engineering.ubc.ca/declaration-of-barcelona/.

  11. 11.

    James Gover and Paul Huray, Educating 21st Century Engineers (Washington, DC: IEEE–USA, 2007); George Bugliarello, “The Engineering Challenges of Urban Sustainability,” Journal of Urban Technology 15, no. 1 (2008): 53–83; Elinor Ostrom, “A General Framework for Analyzing Sustainability of Social-Ecological Systems,” Science 325, no. 5939 (July 24, 2009): 419–22.

  12. 12.

    “Canada’s Best Schools,” Maclean’s, November 7, 2016.

  13. 13.

    Peter Murray, “Eight Out of China’s Top Nine Government Officials Are Scientists,” SingularityHub, May 17, 2011.

  14. 14.

    Hoornweg, Cities and Sustainability.

  15. 15.

    Nicholas A. Robinson, “Beyond Sustainability: Environmental Management for the Anthropocene Epoch,” Journal of Public Affairs 12, no. 3 (2012): 181–94.

  16. 16.

    Wikipedia, “Engineers Without Borders,” https://en.wikipedia.org/wiki/Engineers_Without_Borders, viewed November 11, 2016.

  17. 17.

    Calestous Juma, “Redesigning African Economies: The Role of Engineering in Development” (London: Royal Academy of Engineering, October 3, 2006); United Nations Educational, Scientific and Cultural Organization (UNESCO), Engineering: Issues, Challenges, and Opportunities for Development (Geneva: 2010); Hoornweg et al., “Meeting the Infrastructure Challenges of African Cities.”

  18. 18.

    Nadine Ibrahim et al., “Engineering Education for Sustainable Cities in Africa,” presented at 8th Conference on Engineering Education for Sustainable Development, Bruges, Belgium, September 4–7, 2016; A. Kumar, Aoyi Ochieng, and Maurice S. Onyango, “Engineering Education in African Universities: A Case for Internationalization,” Journal of Studies in International Education 8, no. 4 (2004): 377–89.

  19. 19.

    Royal Academy of Engineering, Engineers for Africa; UNESCO/IGU Workshop on Women in Engineering in Africa and the Arab States, Paris, France, December 10, 2013; World Bank, A Decade of Development in Sub-­Saharan African Science, Technology, Engineering & Mathematics Research (Washington, DC: 2014).

  20. 20.

    Engineers Canada, “Women in Engineering,” www.engineerscanada.ca/diversity/women-in-engineering; Engineers Canada, Canadian Engineers for Tomorrow (Ottawa, ON: 2016).

  21. 21.

    Ibid.

  22. 22.

    Women in Engineering website, www.womeng.org; David E. Winickoff, Jane A. Flegal, and Asfawossen Asrat, “Engaging the Global South on Climate Engineering Research,” Nature Climate Change 5 (2015): 627–634; Irina Bokova, Director General of UNESCO, presentation at UNESCO/IGU Workshop on Women in Engineering in Africa and the Arab States.

  23. 23.

    United Nations Population Division, World Population Prospects: The 2015 Revision (New York: 2015).

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Hoornweg, D., Ibrahim, N., Luo, C. (2017). Educating Engineers for the Anthropocene. In: EarthEd. State of the World. Island Press, Washington, DC. https://doi.org/10.5822/978-1-61091-843-5_22

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