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Climate Literacy—Imperative Competencies for Tomorrow’s Engineers

Author

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  • Susan E. Powers

    (Institute for a Sustainable Environment, Clarkson University, Potsdam, NY 13699, USA)

  • Jan E. DeWaters

    (Institute of STEM Ed, Clarkson University, Potsdam, NY 13699, USA)

  • Suresh Dhaniyala

    (Department of Mechanical and Aeronautical Engineering, Clarkson University, Potsdam, NY 13699, USA)

Abstract

Engineers must take a leading role in addressing the challenges of mitigating climate change and adapting to the inevitable changes that our world is facing. To improve climate literacy, technical education must include problem formulation and solutions that consider complex interactions between engineered, Earth, and societal systems, including trade-offs among benefits, costs, and risks. Improving engineering students’ climate literacy must also inspire students’ motivation to work toward climate solutions. This paper highlights the content and pedagogical approach used in a class for engineering students that helped contribute to significant gains in engineering students’ climate literacy and critical thinking competencies. A total of 89 students fully participated in a pre/post climate literacy questionnaire over four years of study. As a whole, students demonstrated significant gains in climate-related content knowledge, affect, and behavior. Substantial differences were observed between students in different engineering disciplines and male vs. female students. Assessment of critical thinking showed that students did an excellent job formulating problem statements and solutions in a manner that incorporated a multidimensional systems perspective. These skills are critical for students to address climate change effectively in their eventual professions.

Suggested Citation

  • Susan E. Powers & Jan E. DeWaters & Suresh Dhaniyala, 2021. "Climate Literacy—Imperative Competencies for Tomorrow’s Engineers," Sustainability, MDPI, vol. 13(17), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:17:p:9684-:d:624320
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    References listed on IDEAS

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    1. Aaron M. McCright & Brian W. O'Shea & Ryan D. Sweeder & Gerald R. Urquhart & Aklilu Zeleke, 2013. "Promoting interdisciplinarity through climate change education," Nature Climate Change, Nature, vol. 3(8), pages 713-716, August.
    2. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    3. DeWaters, Jan E. & Powers, Susan E., 2011. "Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior," Energy Policy, Elsevier, vol. 39(3), pages 1699-1710, March.
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    Cited by:

    1. Reylyn S. Ligsa & Kylene May A. Magbanua & Francheska Bernadette V. Manalo & Assoc. Prof. Marilou A. Romarate, 2024. "Assessing Junior High School’s Climate Change Literacy: Input for Learning Plan on Climate Change," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(6), pages 1377-1389, June.

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