19 Sustainable Design in Civil and Structural Engineering: A case study of new module development

Caitríona Quinn described the development of a final-year module on Sustainable Design for civil and structural engineering students. The module was introduced in response to feedback from industry, requirements from Engineers Ireland accreditation, and TU Dublin’s strategic commitment to sustainability. Employers increasingly expect graduates to be “sustainability literate,” and accreditation criteria now explicitly demand competence in sustainable practices.

Delivered jointly by two lecturers, the module replaced a mathematics elective and brings together final-year civil and structural cohorts. Its design emphasises workshop-based learning, guest lectures from industry, and project-based assessments. Students work on authentic tasks such as designing urban greening features to enhance biodiversity or conducting lifecycle carbon assessments of buildings, redesigning them to reduce embodied emissions.

The curriculum integrates key topics including climate change, energy policy, mitigation and adaptation strategies, renewable energy technologies, and ethical decision-making. While initial iterations faced logistical challenges (e.g., scheduling on Friday afternoons, excessive assessments), the module has since evolved into two thematic strands: biodiversity and energy. Assessments were streamlined and peer-to-peer evaluation introduced to strengthen engagement.

Ms Quinn highlighted the importance of explicitly addressing the social dimensions of sustainable engineering, encouraging students to consider community impacts alongside technical outcomes. She noted that while sustainability concepts can be integrated across engineering curricula, a dedicated module provides a vital opportunity for students to consolidate prior knowledge, apply systems thinking, and prepare for professional practice as engineers capable of leading change.