Suchergebnisse

Purpose
The purpose of this paper is to present pedagogical approaches developed and implemented to deliver sustainable design education (SDE) to second-year undergraduate students on civil engineering programmes in the (then) School of Civil Engineering and Geosciences at Newcastle University. In doing so, the work presented offers an example of how to help students understand the contested and contingent nature of sustainability.


Design/methodology/approach
The research presented takes an action-based approach to the development of a teaching and assessment model centered on problem- and project-based learning in a real-world context.


Findings
Because of the use of a design brief, which addresses a practical infrastructure problem encountered by regional communities, the academic team were able to make arguments related to the three pillars of sustainability more accessible to the students. This suggests that pedagogical instruments based on problem- and project-based learning strategies are effective in delivering SDE.


Practical implications
The successful delivery of SDE requires commitment from the senior management teams leading individual departments as well as commitments embedded in the high-level strategies of Higher Education institutions. It was also found that some students need extra support from the teaching staff if their engagement through SDE is to be successful. This has practical implications for the amount of contact time built into undergraduate and postgraduate degree programmes.


Originality/value
The teaching and assessment model presented in this paper addresses various substantive and normative issues associated with SDE making it relevant and transferable to courses other than civil engineering.

Abstract. Failure to consider the costs of adaptation strategies can be seen by decision makers as a barrier to implementing coastal protection measures. In order to validate adaptation strategies to sea-level rise in the form of coastal protection, a consistent and repeatable assessment of the costs is necessary. This paper significantly extends current knowledge on cost estimates by developing – and implementing using real coastal dike data – probabilistic functions of dike costs. Data from Canada and the Netherlands are analysed and related to published studies from the US, UK, and Vietnam in order to provide a reproducible estimate of typical sea dike costs and their uncertainty. We plot the costs divided by dike length as a function of height and test four different regression models. Our analysis shows that a linear function without intercept is sufficient to model the costs, i.e. fixed costs and higher-order contributions such as that due to the volume of core fill material are less significant. We also characterise the spread around the regression models which represents an uncertainty stemming from factors beyond dike length and height. Drawing an analogy with project cost overruns, we employ log-normal distributions and calculate that the range between 3x and x∕3 contains 95 % of the data, where x represents the corresponding regression value. We compare our estimates with previously published unit costs for other countries. We note that the unit costs depend not only on the country and land use (urban/non-urban) of the sites where the dikes are being constructed but also on characteristics included in the costs, e.g. property acquisition, utility relocation, and project management. This paper gives decision makers an order of magnitude on the protection costs, which can help to remove potential barriers to developing adaptation strategies. Although the focus of this research is sea dikes, our approach is applicable and transferable to other adaptation measures.