Estudios de Caso

Los siguientes estudios de caso son publicaciones o papers sobre iniciativas  y ejemplos a analizar sobre EAS en el campus, poseen una breve reseña y su texto en extenso por enlace directo.

Estudio de Caso 1: An international comparative analysis of sustainability transformation across seven universities.

Purpose – The purpose of this paper is to identify the key aspects of transformation of universities towards sustainability, such as the ideal characteristics of the “sustainable university”, and the drivers and barriers in the transformation, by comparing the strategies of seven
universities world-wide.


Estudio de Caso 2: Diseño de Proyectos de Educación Ambiental para la Sustentabilidad.

En la historia de la Pedagogía se han realizado diferentes acercamientos al estudio del medio. Hay una larga tradición del uso del medio como recurso educativo, Rousseau2 (1712-1778) consideraba la naturaleza como el “primer maestro”. Las corrientes pedagógicas contemporáneas, como la escuela nueva, destacan la necesidad de recurrir al ambiente como medio para el aprendizaje.


Estudio de Caso 3: The Contribution of University Curricula to Engineer ing Educationfor Sustainable Development

This paper presents the diversity of competencies needed, introduces
a focus on actual performance, and identifies five appropriate modes of learning. The combination of these different modes (their prevalence, sequence, and balance) within university curricula is discussed referring to empirical examples.




Tesis sobre la viabilidad y metodologías de la formación de ingenieros sustentables y todos los pasos para conseguirlo.





Estudio de Caso 6: Syllabus for the Chemistry of Sustainability

This course will cover sustainability from a chemistry perspective.
Sustainability is defined as meeting the needs of the present without compromising the ability of future generations to meet their own needs. Chemists play a central role in developing the knowledge and
tools for society to not only meet our basic needs for energy, clean water, and food but to address the grand challenges of protecting human health and the environment. This course will illustrate how
basic chemical concepts including atomic structure, bonding, molecular shape, intermolecular forces and reactivity are being applied to address important issues such as renewable energy and global warming and to create innovative materials and chemical processes important for the development of consumer products.


 Estudio de Caso 7: Conceptual maps: measuring learning processes of engineering students concerning sustainable development

This paper shows the measuring process, and points out the suitability of using conceptual maps for research in education. Moreover, the correlation between the learning outcomes the pedagogical techniques used in each course may indicate the effectiveness of the pedagogical strategies in education for sustainable development.


 Estudio de Caso 8: Chemical engineering in an unsustainable world: Obligations and opportunities.

Human society faces a set of unprecedented challenges emanating from the unsustainable nature of the current societal model. The creation of a new sustainable societal construct is required, essentially adopting a needs based approach over one based on ever increasing consumption. Failure to achieve this will result in the widespread destruction of our increasingly stressed environment followed quickly by inevitable collapse of society as we know it, both socially and economically.


Estudio de Caso 9: Infusing Sustainability in the Engineering  Curriculum.

During the spring semester of 2010, a group of interested faculty, representing a number of the College’s departments, met twice-monthly to discuss the foundations of an appropriate pedagogy for sustainability as relevant to engineering. A Blackboard website, called
Engineering Sustainability, was created as a depository of the documentation collected and generated by the task force. All engineering faculty were considered members by default of this task force. Participating faculty were given administrative privileges on the site, and could therefore freely post syllabi, resources and announcements.