אורית בן צבי אסרף המחלקה להוראת המדעים אוניברסיטת בן גוריון בנגב

1. "ניהול מערכות סביבתיות בתעשייה" כמודל לקורס בפקולטה להנדסה, המשקף עקרונותשל פיתוח בר קיימא אורית בן צבי אסרףהמחלקה להוראת המדעיםאוניברסיטת בן גוריון בנגב

2. ENVIRONMENTAL MANAGEMENT SYSTEM International regulatory requirement Developing environmental policy that is in accordance with the principles of sustainable development

6. sustainability

9. The problem solving skills of science and engineering graduates should be based on: (a) Environmental Issues (Acid rain; Air pollution; Biodiversity; Climate change; Deforestation; Depletion of natural resources; Desertification; Ecosystems; Global warming; Ozone depletion; Photochemical smog; Solid waste; Water pollution). (b) Environmental Legislation, Policy and Standards (EU EMAS; IPCC; ISO 14001; Kyoto Protocol; Montreal Protocol on CFCs; Rio Declaration). Azapagic A, Perdan S, Shallcross D (2005) How much do engineering students know about sustainable development? The findings of an international survey and possible implications for the engineering curriculum. Eur J EngEduc 30:1–19

10. (c) Environmental Tools, Technologies and Approaches (Clean technology; Design for the environment; Fuel cells; Industrial ecology; Life cycle assessment; Product stewardship; Renewable energy technologies; Responsible care; Tradable permits). (d) Sustainable Development (Definition and approaches to sustainable development; Precautionary principle; Population growth; Inter- and intra-generational equity; Stakeholders’ participation; Connection between poverty, population, consumption; and the degradation of the environment; Earth’s carrying capacity; Social responsibility).

11. Research questions How do Science education university students, perceive the - Industrial world - Environment relationships? • 60 BSc graduated • 60 third year Biology university students • 60 third year Engineering university students Ben-Zvi Assaraf, O. & Damri. S. (2009). The State of industrial environmental literacy among Science Graduate Students. Journal of Science Education and Technology. 18 (5), 367-380.

12. The Repertory Grid technique • Originally developed by George Kelly in 1955. • Used for eliciting and analyzing knowledge. • The technique combines two processes of creating cognitive personal constructs. Kelly’s Personal Construct Theory (PCT) (Kelly 1955) describes how concepts are acquired and organized within a learner’s cognitive structures. Repertory Grid Test—used to identify and elicit individual constructs and analyze relationships between them

13. First stage: Analyzing the elements elicited by the students in a association diagram. Toxic substances Safety procedure Risks Truck Asthma Cancer Success, Industry Life quality Production Container Research laboratories Noise Work, employment Waste Smoke Diseases

14. Human components Technological components Truck Car Chiefexecutive Container Employees Economic workers Profits Money, Labor Sales Pollution Schedule Noise Working hours Smoke Manufacturing line Water contamination The elements were classified according to their relation to a unifying concept such as:

15. Student perceptions of the Industry The distribution (percentage) of students’ elements Human components Technological components Pollution Economic Labor Substances Environmental treatment Products livelihood N=900 Elements

16. 4% • The qualitative data analyses revealed that most of the students ignored the following groups of elements: • Safety • Research & development • Life quality- • Community feelings • Industrial processes • Diseases or effect of the pollution • Governmental organizations • Green organizations • Positive environmental management • Names of companies and locations • Media- Environment communication

17. Second stage:Analyzing the constructs elicited from the students by comparing groups of three elements • Write your elements on 12 notes. • Put the notes in the envelope • Take out randomly three notes. • Now think which word of the three elements is exceptional, and different from the tow. • Now put the notes back in the envelope and take out another three note randomly. Risks Truck Cancer

18. Constructs elicited from the students Production– is different from: Industrial process and wastes At the end of the industrial process there are wastes, Life quality – is different from: Products and Environment Water sources are damaged due to chemical products manufacturing,

19. 30.36 17.86 17.41 Student perceptions of the Industry The distribution of students’ constructs(percentage) Miscellaneous Safety Organization management Economic Production Positive manufacturing Negative production Environmentally positive Environmentally negative N=500 Constructs

20. Partial distribution (percentage) of students’ constructs Regarding Environmental pollution Air pollution Noise N=85 Constructs

21. Partial distribution (percentage) of students’ constructs Regarding Economic aspects Moneys livelihood Contributes to the economy Negative feeling Advertisement

22. Do environmental knowledge plays a part in university science graduates' thinking about industry ? • Our findings indicate that most of the graduates do not demonstrate an awareness of the relevance of environmental knowledge to questions connected to industry • furthermore, they do not apply their scientific knowledge-base in contexts related explicitly to environmental aspects of the industrial process.

23. How did the EMS study unit influence the students' ability to express their domain-specific scientific terminology and environmental concepts while relating to industrial-environmental issues? Purpose

24. The development of industrial environmental literacy among Engineering StudentsThe Course: "Environmental Management Systems in the Industry“ Orit Ben-Zvi AssarafBen-Gurion University of the Negev, Israel, NitzanAyal Environmental Management Systems Coordinator, the Standards Institution of Israel, Ben-Zvi Assaraf, O. & Ayal, N. (2010). Harnessing the Environmental Professional Expertise of Engineering Students - The Course: "Environmental Management Systems in the Industry”. Journal of Science Education and Technology. 19, (6), 532-540.

25. Greater efficiency and control • Environmental compliance • Environmental stewardship EMS Definition An EMS is a set of management processes and procedures that allows an organization to evaluate, control, and reduce the environmental impacts of its activities, products, and services and operate with greater efficiency and control.

28. Participants • The research was carried out in Israel during the 2007-2008 academic year. • It included 30 BSc graduates of the faculties of engineering, The participating students did not took any courses on sustainable development as part of their training and graduation. • Environmental chemistry • Environmental engineering

29. The Course: "Environmental Management Systems in the Industry" The main subject in this course: • Corporate sustainability • Developing environmental policy • Introduction to ISO 14001 - Environmental Management Systems (EMS) • Sustainability reports and GRI • Criteria and auditing EMS • Environmental legislation • Environmental communication • International environmental treaties (Kyoto, Barcelona, Montreal)

30. The students learning outcomes (submission works), as well as their final exam a) The government policy question: In 2002 the Israeli government declared that its policy will be bared on the principles of sustainable development. Suggest three goals to three offices based on those principals b) The sustainability agenda question: As a new CEO in the Chemical global corporation you forced to deal with some unprecedented challenges and uncertainties due to the worldwide economic crisis. Offer a vision in order to create financial value at the same time as addressing environmental, social and governance issues in an integrated manner of sustainability agenda

31. c) The Deming Cycle question: You are the organization's environmental consultant. At your request the plant engineer has analyze the production line using the Deming Cycle (PDCA). You need to evaluate the document. In relation to the Deming Cycle specify three principals and explain their importance d) The Sustainability report question: You have been promoted to be the CEO of the "Ways of Peace" bus company. The board directors have asked you to present the company's "Environmental Vision“ Using the ISO 14001 and the sustainable report principals . according to the GRI guidelines, explain which elements of ISO 14001 will be presented in the "Ways of Peace sustainability report".

32. Research tools • Word association • The Repertory-Grid technique • The Factory case-study • Students’ reports and final exam

34. Technological Components • Human Components • Labor • Economic • Technological Components • Human Components • Labor • Economic • Substances • livelihood • Industrial Processes • Industrial Products • Substances • livelihood • Industrial Processes • Industrial Products Students’ perceptions, as shown in the word association, (Pre, N=468). (Post, N=388). Despite of the significant increase in the elements belonging to the environmental categories, at the end of the learning process more than 60% refer to the following categories: • Technological Components • Human Components • Labor • Economic • Technological Components • Human Components • Labor • Economic • Substances • livelihood • Industrial Processes • Industrial Products

35. Constructs elicited from the students Safety Regulation Usage "Successis different from Chemical Substances and Pollutionsince, chemical substances cause water pollution and therefore, a suitable water treatment should be performed". Industrial Environmental Awareness "Management is different from ground water, and contamination since in order to prevent ground water contamination the management policy must be changed" Environmental Pollution "Research laboratories are different from Industrial process and Production, because at the end of the industrial production process, air pollution may occur".

36. Environmental Constructs Pre: Environmental Constructs Post: 26.3% 46.8% The analysis of 222 constructs created during Repertory grid technique and were referring to the aspects of industry-environment connection, showed that the number of constructs referring to the industrial-ecological awareness has increased significantly • In the Pre test, only 9.1% of the total constructs has dealt with environmental safety, as compared with 15.3% after the learning was completed (p<0.01)

37. The question about a "factory” assignment • The students were told about the establishment of a factory for manufacturing paint products that was suppose to be constructed in their town. • It is known that during the process of paint production the factory was using water-soluble substances The committee headed by you, will decide eventually whether to approve or decline the project.

38. The students were provided with a list of experts in the fields: • Environmental quality • Financial management • Ecology • Hydrology • Geology • Chemistry • Architect They had to ask each “expert” three questions in order to decide if they would recommend to build the factory.

39. Orientation • Phenomenon/problem description “How will the plant establishment affect the environment?“ “What is the effect on water quality?” • Risks ”How will the substances affect the environment?” “In case the waste materials will be washed into the sewage, what will be the influence on the living creatures in the area?” • Treatment/Solution “Is there a possibility to recycle the waste materials?” “Are there any neutralizing substances that can be added to reduce the pollution?” Dori and Herscovitz (1999)

40. Complexity • Knowledge “Is there a possibility to recycle the waste materials?” “Is it possible to prevent damage to the environment?” • Application/Analysis “Is the plant emits dangerous materials- Might enhance the Ozone hole and pollute the air?” “Is it possible to prove that the paints components that will be produced will not affect the living creatures in the area?” • Judgment/Evaluation “Where the water leaches to and where the contamination reaches to?” “ Are the soluble materials toxic to living creatures? - It is required that if damage has occur, to know what is it, and what are its short and long -term implications.

41. Analysis of questions raised by the students:Orientation

42. Taking personal position Could the pollution damage the houses in the area? It is important to take care of the poor people” Pre6.43%Post 12.35% Complexity:

43. Research findings • The students defined very well the ISO 14000 environmental management system as a model for Corporate Sustainability • The students presented profound understanding of the process of creating and analyzing sustainability reports. • Assignments regarding to principles of sustainable development revealed that the students could not assimilate these principles beyond concrete yet industrial examples. • The students rarely addressed social justice aspects of environmental issues.

45. קיימות בעידן של חוסר וודאות מבנה הקורס

46. המשרד להגנת הסביבה קמפוס ירוק קורס 2: חשיבה אקולוגית: חשיבה חלופית על תפקיד המחנך קורס 1: קיימות בעידן של חוסר וודאות קיימות – הבנת המושג: מורכבות, אי וודאות, רב תחומיות, עמימות, נגודי אינטרסים, קשר אדם-סביבה כיצד ניתן לחנך לקיימות? גישת מחקר פעולה כיצד מתמודדים פעילי סביבה –חברה עם מורכבות זו? התנסות אישית (בצוותים) בהובלת שינוי מודל המערכת המצומדת דוגמא: אגן ים המלח רפלקציה ותובנות על תפקיד המחנך קשר למקום מחקרים בצוותים: יוזמות סביבתיות אסטרטגיות להובלת שינוי כנס פוסטרים – תחילת סימסטר ב'

47. Plan Do Check Act Continual Improvement Management Review Environmental Policy Planning Checking & Corrective Action Implementation & Control

48. Planning Identify Determine Environmental Priority Develop Aspects and Impacts Identify Environmental Aspects Establish Environmental Activities, Objectives Management Products and Program and Targets Services Determine Legal and Other Requirements