School of Civil Engineering

SDG Integration in Civil Engineering Curriculum

Construction Project Management Course - Sustainable Constructs: A Systems Thinking Simulation

Our university introduces "Sustainable Constructs: A Systems Thinking Simulation," a groundbreaking educational tool designed to immerse students in the complexities of sustainable construction management. This interactive board game simulates real-world challenges, requiring participants to balance budget, project timelines, sustainability goals, and community satisfaction.

Students assume roles such as Project Manager or Sustainability Coordinator, making strategic decisions influenced by dynamic scenarios. The game fosters critical skills like systems thinking, resource management, stakeholder engagement, and adaptability. Participants gain deep insights into the interconnections that define sustainable construction projects by visualizing causal relationships and feedback loops through interactive gameplay.

This pedagogy bridges theoretical knowledge with practical application, preparing students to tackle modern engineering challenges and contribute to sustainable development.

Integrating Sustainability in Steel Structures

The Design of Steel Structures course has taken a pivotal step toward aligning engineering education with Sustainable Development Goal 12 (Responsible Consumption and Production). Through innovative activities, design, and real-world applications, the course aids students with the knowledge and calculations of embodied energies to address environmental challenges.

Activity 1: Understanding the Environmental Impacts of Steel Production

This activity aimed to evaluate the environmental impact of steel production throughout its lifecycle, from raw material extraction to disposal. Students analyzed energy consumption, greenhouse gas emissions, and waste generated during mining, manufacturing, and recycling processes. Using case studies and industry reports, embodied energies were calculated.

Activity 2: Comparative Analysis of Steel and Reinforced Concrete (RC) Buildings

In this activity, students compared the sustainability of steel and RC buildings, focusing on embodied energy, carbon emissions, and material reuse. Through group research and data analysis, they assessed the environmental impacts of production, transportation, and recycling. The activity fostered skills in evaluating sustainable construction practices and highlighted the importance of responsible material selection.

SDG Integration in Construction Technology

Sustainable Development Goals (SDGs) are directly related to sustainable concrete, as concrete production and use have significant environmental, economic, and social implications. Achieving SDG goals in a concrete technology course equips students with the knowledge to innovate sustainable solutions, preparing them for leadership roles in green construction. It enhances their understanding of environmental responsibility and aligns their skills with global sustainability standards.

The students will begin by studying the physical properties of selected materials to understand their characteristics and suitability for use in concrete. They will then conduct basic experiments on cement, fine aggregates (FA), and coarse aggregates (CA) to assess their quality and performance in concrete mixtures. Preparing the mix design and planning the acquisition of materials. With the materials in hand, students will prepare mix designs for M20 and M40 grade concrete, ensuring that each mix adheres to the required specifications for strength and workability. As part of the experiment, cement will be replaced with mineral admixtures at 5%, 10%, and 15% proportions to evaluate the effects of the substitution on concrete properties. Students will cast a minimum of six cubes for each mix design, and these cubes will undergo various tests, including compression testing and water absorption, to evaluate the mechanical characteristics.

Course Project in Design of RCC Structures

  • Description

    In the course of DRCC, Case-Based Learning pedagogy is practised. Here students will be given a real-time plan of residential buildings and advised to design critical components of the structure. This project is a team activity for 15 marks, and the team consists of 4 members. Students are advised to design slab, beam, column and foundation.

  • Evaluation

    During the process, students are evaluated in two phases. In the first phase load calculation and design of slab are checked, and in the second phase, complete design and drawings are submitted in the form of a report.

  • Outcome

    Students showcase their understanding of theoretical concepts by developing excel sheets for the design of various components

  • Development of Portfolio

    Student will develop a portfolio using Google sites briefing about Case study, Selection of critical members, Providing structural design solutions and drawings.

SDG Integration in Hydrology and Irrigation Engineering

The Hydrology and Irrigation Engineering course implemented two cutting-edge activities that are in line with Sustainable Development Goal 6 (Clean Water and Sanitation) in order to incorporate sustainability into Civil Engineering education. Students' comprehension of sustainable water resource management and its vital role in sustaining society was intended to be improved by these exercises.

In the first task, students were to gather and examine rainfall data for a designated district of Karnataka state, India. Students were able to comprehend the consequences of climatic variability and water resource availability by using trend analysis to find patterns in rainfall across time. The value of data-driven decision-making for sustainable water management was highlighted by this exercise.

An extensive examination of irrigation methods in the same territory was the focus of the second activity. Students examined the effectiveness, environmental impact, and climate change adaptability of the current approaches. In order to guarantee the fair allocation of resources and promote water use efficiency, they developed reports that highlighted sustainable improvements.

Students' technical and analytical abilities were refined by these exercises, which also increased their understanding of the opportunities and difficulties associated with sustainable water resource management. Students obtained real-world understanding of their obligation to create solutions that benefit society and advance sustainable development by incorporating sustainability principles into their coursework.

SDG Integration in Water and Wastewater Engineering

To embed sustainability into civil engineering education, the Water and Wastewater Engineering course featured two transformative activities aligned with Sustainable Development Goal 6 (Clean Water and Sanitation). These initiatives aimed to provide students with practical insights into sustainable practices and their societal impact.

The first activity involved a field visit to a rural village facing water supply and sanitation challenges. Students engaged with the community to understand the issues, gathering valuable insights into how inadequate facilities affect public health. By interacting with residents and analyzing the situation, they proposed innovative, sustainable solutions to address these challenges.

The second activity challenged students to design an efficient water distribution system using EPANET software. Tackling issues like population growth, resource constraints, and environmental impact, students developed solutions that prioritized material efficiency, minimized water loss, and ensured equitable access to clean water.

These activities enriched students’ technical and problem-solving skills while fostering a deeper understanding of their role in creating sustainable and impactful solutions for society.

SDG Activity for Sustainable Geotechnical Engineering

This activity focused on integrating Sustainable Development Goals (SDGs) into the study of geotechnical engineering. It emphasized SDG 9 (Industry, Innovation, and Infrastructure) and SDG 13 (Climate Action), encouraging students to explore sustainable solutions for soil stabilization and construction practices. The activity was designed to enhance problem-solving skills while fostering awareness of environmental conservation and sustainable development.

Students worked in small groups to design a geotechnical solution incorporating sustainable practices. For instance, they explored the use of recycled materials like fly ash and rice husk ash as a liner by partially replacing clay liners for sanitary landfills. Each group conducted experiments such as sieve analysis and fall head permeability tests to determine the coefficient of permeability of soil with sustainable materials in the laboratory. Based on the results, they recommended parameters for the landfill clay liners and illustrated their solutions. The activity encouraged creativity and critical thinking while connecting theoretical concepts to real-world applications.

At the end of the activity, each group presented their findings and models to the class, highlighting the sustainability aspects of their solutions. A reflective discussion followed, focusing on the challenges and potential of implementing such solutions in real-world scenarios. This activity aimed to instill a sense of responsibility among future engineers to contribute to sustainable development through innovative and eco-friendly practices.

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