ENVIRONMENTAL EDUCATION AT THE NORWEGIAN INSTITUTE OF TECHNOLOGY (NTH), IN COOPERATION WITH THE ERASMUS LEUVEN NETWORK.

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1 Paper presented at ENS'93 International Conference, August 1993, Stavanger, Norway, as part of the "Education and Training in the Field of Environmental Technology" seminar. ENVIRONMENTAL EDUCATION AT THE NORWEGIAN INSTITUTE OF TECHNOLOGY (NTH), IN COOPERATION WITH THE ERASMUS LEUVEN NETWORK. Assoc. Prof. Helge Brattebø, Head of Environmental Studies Division, Centre for Environment and Development, University of Trondheim, N-7005 Norway. ABSTRACT Environmental education has been part of the undergraduate "sivilingeniør" programme curriculum for more than 20 years, but up to 1990 such education was characterized by random and single courses as part of the classical engineering education study programmes. In 1987 NTH launched the "Environmental Education Committee", who developed the strategy for a modern and multi-action environmental education scheme at NTH. In the committee run a successful coordination programme (TEKMIL), based on external and internal strategic funding, in order to promote the implementation of new environmental engineering course packages at different study levels, and as part of the curriculum at selected Departments. Strategic funds were also used to promote dr.ing. (PhD) research to strengthen the knowledge on issues of special relevance to the new environmental engineering course packages. NTH's very close cooperation with the SINTEF contract research institute is, however, of much more importance in terms of giving excellent possibilities for developing a truly research based education at NTH. Since 1991, the Centre for Environment and Development has been working as an initiator and coordinator for interdisciplinary education and research among faculties and schools within the University of Trondheim. The centre works closely together with NTHs Environmental Education Committee, and started in 1993 the coordinative research project "Characteristics of Development and Needs within Environmental Engineering" in order to develop a longterm and interdisciplinary basis for assessing the most needed improvements of the present and future environmental education curriculum and research recruitment programmes at NTH. This project is internationally anchored by NTHs membership in the "Erasmus Leuven Network", a network of 7 European leading technological universities. NTH coordinates the environmental engineering subgroup of this network, which is used as a tool for exchange of experiences and opinions on improvement principles within education and research related to environmental engineering issues. So far, it seems that the different institutions independently more or less have chosen a similar strategy for developing the environmental education curriculum, with NTH somewhat ahead in terms of the dimensions of such education. ENVIRONMENTAL EDUCATION HISTORY AT NTH Environmental education started at NTH in the early 70'ties, with a focus on waste disposal and sanitary engineering. It was also developed a one semester mandatory course on environmental impacts to human and industrial activities. During the 70'ties there was an increasing interest for such issues, and a few other single courses were developed on themes related to waste and water and air pollution problems. The pressure among different policies also increased, and the mandatory course was made optional. During the early 80'ties, environmental issues came in the shadow of the "hard technological

2 ENS'93 "Education and Training" - H. Brattebø - Page 2 disciplines". There was not much room for developing many new environmentally oriented courses, however, environmental issues took a more dominant role within several technological courses during this period. During the late 80'ties there was a major tendency to select environmentally oriented courses, projects and thesis work among the undergraduate students. There were also a significant number of participants following such crash courses within the continuing education programme. But generally speaking, there was no complete environmental curriculum at NTH, there was a need for new courses within several fields, and a need for a coordinated action across the structure of Departments. On the research side, there was also a rapid increase in environmentally motivated dr.ing. (PhD) projects at NTH, often in close connection to equivalent contract research projects at SINTEF (the Foundation for Industrial and Technical Research at NTH). In order to improve its quality and to meet the increasing pressure from students and from the society, NTH launched the "Environmental Education Committee" in The Committee was asked to propose a strategy for the future environmental education. This strategy was proposed as input to the NTH overall strategy process, and was more or less accepted by the Board as part of the Strategic Plan The Committee also applied internal funding for the "Strategy Project on Environmental Technical Sciences" (TEKMIL), which also was accepted and was run for 3 years ( ) as the largest strategic project at NTH (Internal funding = 3 MNOK) /1/. The main elements of the strategy of the Committee were: - A holistic introductory course for 2 semesters should be offered as a mandatory course to all students during the first 2 years. The course should focus on relationships between the engineer, the enterprise/industry, the society and the environment, where the ethical dimension should be integrated strongly. - NTH should not educate one type of environmental generalists, but one should exert oneself to integrate environmental issues into the existing technological courses at the different Departments, so that the students might approach environmental prevention and/or problem solving from various engineering disciplines. - Selected Departments should carefully consider to develop environmentally motivated or oriented course packages in the undergraduate curriculum, due to the potentials of approaching environmental engineering from such disciplines (Chem.Eng, Biotechnology, Applied Thermodynamics, etc.), or due to the environmental impacts of industry associated with such disciplines (Mining ind., Chem. ind., Food ind., Offshore ind, etc.). - One should make it easier for students to follow courses across the structure of Departments, but a truly interdisciplinary set of courses should not be part of the undergraduate study programme. If there were a market for such studies, they should be developed as postgraduate ones. - New environmental teaching should be supported by equivalent research. One should therefore financially, and otherwise, stimulate environmentally motivated dr.ing. (PhD) candidates. - New environmental courses should be developed in cooperation with the society (industry, pollution authorities, etc.) as crash courses within the continuing education programme at NTH. Such courses would test the needs and the thematic response in society, and could be a first step in implementing a course in the ordinary undergraduate curriculum.

3 ENS'93 "Education and Training" - H. Brattebø - Page 3 - One should promote international cooperation, exchange of experience, and joint development of courses. A major such effort was NTH's entering into the Erasmus Leuven Network (a cooperation among the technological universities K.U.Leuven, U.C.Louvain, RWTH Aachen, T.U.Delft, I.C.London, EdM.Paris). Actually, NTH proposed, and took (Sept. 1992), the lead of a new subgroup for exchange of experience and curricula cooperation within environmental engineering. - At the University of Trondheim, there was in 1990/91 plans for establishing a strategic and interdisciplinary "Centre for Environment and Development". The Committee influenced these plans, and prepared for the present situation, where the Centre is established and assists in linking the environmental engineering disciplines to relevant disciplines within the Social and Natural Sciences, and has started a research area in order to assess the future needs within environmental engineering, as seen from a problem and/or a user oriented point of view. These elements were not decided by the Committee at the same time, but over the period During this period a series of actions was implemented, one as a natural consequence of the other. When looking back, one may therefore now call this a strategic multi-action development towards a better environmental education curriculum at NTH. In parallel to this multi-action development at NTH, SINTEF has really improved its coordinated research on environmental engineering. SINTEF's Environmental Technology Programme is at present one of the largest ones in SINTEF. It involves most of the Departments within SINTEF, and covers research topics within several main fields. The programme was estimated to represent 230 man-years of research in 1992, and gives as such SINTEF the leading role in environmental research in Norway. The main fields are Purification and process systems (116 man-years), Decision support systems and environmental modelling (44), Oil spills / chemicals, combat methods (30), Safety and reliability (20), Environmental friendly ships (10), in addition to research in the fields of Waste treatment and recirculation of waste, Sensor technology and automation monitoring, Engine technology, Alternative energy sources, Environmental chemistry, and a few basic environmental knowledge projects. Due to the close cooperation between NTH and SINTEF, with exchange of personnel and shared laboratory facilities, NTH/SINTEF is one of the 4 largest technological academic centres in Europe. This is of course an excellent situation for developing high-standard and truly research based education, which also applies to the fields related to environmental issues. IMPORTANT TRENDS FOR THE FUTURE Since 1990 both research and education within environmental issues have changed, and improved, considerably at NTH. There has been a change towards giving a more holistic environmental introductory teaching which is required for all students. There is now also a possibility to concentrate (or specialize) on environmental engineering at several Departments, due to the introduction of new course packages. The education and research has during these last years set the focus much more on preventative principles than before. The main consequence of the preventative approach is that environmental issues must not only be taught in special, environmentally motivated courses. Such

4 ENS'93 "Education and Training" - H. Brattebø - Page 4 issues should be integrated into all relevant technological disciplines - and courses. This is the main challenge at present. Such integration is very difficult, however, and will most probably not give the students insight in the relationships between technology - environment - society by any common philosophy and systematic approach. During the next years integration must be strengthened, but this has proved to be difficult for many reasons. It is obvious that it is important to improve the education and research on Environmental Technology with focus on Cleaner Production principles. This is now part of governmental action projects in most Western countries, and the main philosophy behind many national and international research programmes. It is very interesting to observe the lack of priority to "end-of-pipe" research at present, for instance in the fields of wastewater treatment in the proposal for "Environment" within the 4th CEC Framework Programme for research /2/. Such matters should not be considered "black and white" - improvements in end-of-pipe control processes will always be required, and the initial proposals for strong cuts here in the CEC research are now being modified. Secondly, it is important to develop education and research on Environmental Management Systems and Decision Support Tools. These issues are today seen as some of the major challenges for making environmental improvements in industry /3-9/, and the same will most certainly be the case in the various parts of the public sector /10/. Thirdly, there will be a growing need for training in suitable methodologies for overall Systems Analysis and Systems Engineering, with strong elements of interdisciplinarity and problem oriented learning, and with training that mixes or combines technological sciences with management sciences, addressed to environmental prevention and remediation where technology is applied /11,12/. UNDERGRADUATE ENVIRONMENTAL CURRICULUM AT NTH Within the 4 1/2 years undergraduate "Sivilingeniør" (MEng degree) engineering curriculum, NTH has developed organized course packages at two levels. On the first, or introductory level during the first two years of the studies, all students at NTH ( per year) are given the required course "Work Science and Environmental Protection - an Introduction". This course focuses engineering methods and practice with reference to impact on nature, facts from recent environmental science worldwide, the national and international environmental legislation of today, risk assessment, work environment and industrial hygiene practice, and reflections on technological priorities in relation to individual ethics and values in the society. This course is given as part of a new course string running over the first 4 semesters, which is designed to give the students a more holistic approach towards organization, risk and management issues, environmental and ethical issues, and economical issues, when considering the company as part of the society. This course also comprise a required project, were students works in small groups (~ 6 students) in order to produce a report on selected themes. Such themes are proposed and supervised by teachers at different Departments at NTH, also with the use of senior students to assist the groups on their way to a report that has to be presented at a final colloquium. This required course is supported by 3 optional courses, available as part of the "Block of social courses" at NTH, where students will have to follow at least one of the courses in the 5th semester. The courses are: "Environment, pollution and management" (focus on Norwegian and international

5 ENS'93 "Education and Training" - H. Brattebø - Page 5 environmental management and legislation practise and impacts on nature), "Technology, risks and values" (focus on technology as a problem solver between nature and society, risk philosophies and assessment methods and ethical aspects in relation to given case studies from the history of technology), and finally "Physical and chemical factors of the work environment" (as an introductory course to different aspects within industrial hygiene). On the second level, several Departments (today called "Faculties") at NTH are in the middle of a process of implementing new course packages in year 3 and/or 4, for those students who wish to really concentrate on environmental engineering issues. Such course packages are developed as a supplement to the existing ones, and they shall give the students training and skills to solve environmental engineering problems, either from a preventative or a remedial action principle. Those environmentally motivated course packages are closely related to the non-environmental curriculum of the Departments, as an alternative which is not to far away in term of basic knowledge. There are 5 such course packages which particularly were developed in order to provide an environmental study alternative to the students: - "Environmental & Resource Technology", a study area (year 3 and 4) at the Faculty of Earth Sciences and Metallurgy (launched in 1991). - "Industrial Purification Technology", a course package (year 4) within study area Chemical Engineering at the Faculty of Chemistry and Chemical Engineering (launched in 1992). - "Environmental Biotechnology", a course package (year 4) within the study area Biotechnology at the Faculty of Chemistry and Chemical Engineering (launched in 1993). - "Energy / Environment", a course package (year 4) within the study area Physical Chemistry at the Faculty of Chemistry and Chemical Engineering (launched in 1993). - "Work Environment and Safety", a study area (year 3 and 4) at the Faculty of Economics and Industrial Management (up-graded from a course package in 1992). In addition to these 5 truly environmentally motivated course packages, there are two other course packages which may offer very good opportunities for a specialization within environmental engineering issues: - "Technical Planning", a study area (year 3 and 4) at the Faculty of Civil Engineering. - "Heating and Refrigeration Engineering", a study area (year 3 and 4) at the Faculty of Mechanical Engineering. The overall trends within environmental engineering indicate a strong focus on the linking of organizational and management methods for environmental and safety purposes in future, with reference both to the private and public sector. On the other hand, the trends indicate a very strong focus on systems analysis and process integration methods for improving environmental technology design and operation, linked to waste and energy minimization and materials recycling, in addition to some required end-of-pipe treatment. These indication are conclusions from a recent international strategy workshop held at NTH /13/, with the focus to future needs within environmental engineering.

6 ENS'93 "Education and Training" - H. Brattebø - Page 6 It is therefore likely that the present study area "Work Environment and Safety" may develop into a study area on "Organization and Management of Environmental and Safety Issues". It is also likely there will be a closer cooperation among the other environmental course packages, and that the links between the management curriculum and the environmental technology curricula will be strengthened and will develop a large degree of flexibility. POSTGRADUATE PROGRAMMES AT NTH NTH has two types of study programmes at the post-graduate level: PhD programmes (3 years study), and NTH's Special Education programme which in fact is a certificate to candidates who take a complete set of 6 continuing engineering crash course/intensive course within specific areas. Environmental issues within the PhD programmes are developed more or less as within the last part of the undergraduate curriculum, i.e. there are a large number of single courses available that the students may select in order to produce a good theoretical background for their thesis work. At the PhD level, however, such courses are not grouped in given packages. Within the NTH Special Education programme, there are 5 alternative course packages (or partprogrammes) available in environmental engineering. Candidates who sign up for such a programme should pass the examination in 6 courses, out of which 3 courses are mandatory and particularly designed to match the aims of that part-programme. The various part-programmes are: 1) Purification technologies for water and air emissions 2) Work environment and indoor climate 3) Energy management / energy conservation 4) Environmental engineering in public technical planning 5) Safety and reliability These courses are given in Norwegian, but the 3 mandatory courses within the Safety and reliability area were internationalized in 1991/92, as part of a European Master of Safety and Reliability Programme. It is our intentions to internationalize the 3 mandatory courses within the Purification technologies for water and air emission area in SOME TRENDS IN CURRICULUM DEVELOPMENT ABROAD The overall trends for the development of environmental education at NTH are in agreement with the motives and the development of environmental engineering courses at some technological universities abroad. NTH has started a close cooperation with 6 leading European institutions as part of the "Erasmus Leuven Network": KU Leuven (B), UC Louvain (B), TU Delft (NL), RWTH Aachen (G), Imperial College London (UK), and Grandes Ecoles Paris (F). I will refer to some of the motives and the developments of environmental engineering curricula with these institutions below: TU Delft in The Netherlands has during 20 years developed a unique programme for integration of

7 ENS'93 "Education and Training" - H. Brattebø - Page 7 health, safety, environment and social aspects as part of the chemical engineering curriculum in the 1 st phase (4 years) programme /14/. This is kind of a barrier breaker in European engineering education, and has proved to be very successful. TU Delft has developed environmental programmes on several levels and areas /15/. Environmental training are strong integrated parts of the 1 st phase curricula within Mining and petroleum engineering, Civil engineering, and Architecture. This is done similarly to such training at NTH, with elective environmental courses in the last part of the study programme. TU Delft has also has an option for specialization in aspects of Safety and management engineering, with links to different Departments, which is developed in cooperation with NTH. At present, TU Delft considers to start some alternative options (in ecology, toxicology, international environmental regulations, environmental politics, etc) as additional 1/2 year courses after the 1 st phase programme. At TU Delft one also has environmental aspects included in the 2 nd phase (2 years) and PhD programmes. Important such areas are Process and process equipment design, and Energy technology. One also has post-graduate programmes by TopTech Studies / TU Delft in Management of health, safety and environment, and in Environmental management in industry. Finally there are lots of miscellaneous short courses available. 2 years ago TU Delft set down the "Steering Committee on Sustainable Development in Education and Research at TU Delft". The Committee has recommended to promote integration, extra financing for research and education, more inter-faculty cooperation, more student involvement, and more training for scientific staff. K.U. Leuven in Belgium /16/ started to teach Water treatment, Wastewater treatment, and Air, water and soil pollution back in the 60'ties, at the Chemical Engineering Department. This teaching has developed, and there was a general revision and up-dating of the CE curriculum in Today there are two main options for such students, namely Chemical process technology and Environmental technology. There are no dedicated environmental course packages at other Departments. At the postgraduate level, KU Leuven started a one-year programme in Sanitary engineering and Environmental engineering in Today there are the following programmes: Master in environmental engineering and environmental science (1 year), and Truncus Communis (with subdirections in Environmental technology and Environmental science. These were started in U.C. Louvain in Belgium /17/ has not really developed a set of environmental course packages in its undergraduate curriculum, however, environmental issues are of course taught in the overall teaching. Last year the Rectorate Council set down the "Commission on Environment and Society" in order to promote such teaching at UC Louvain. The Commission recommended to develop environmental education at 3 levels: 1) Basic multidisciplinary and interdependent education (biology, economy, sociology, ethics,...), with technical and political aspects seen together, given as required training for all students, 2) Technical education about solutions to environmental problems, as integrated parts of the curriculum in year 3-5, and 3) possibilities for a wider spectrum teaching as a basis for socio-political action and dialogue between various disciplines. The recommendations of the Commission are now examined by the various Faculties. UC Louvain also has post-graduate programmes in Applied natural sciences, at Master and Doctoral degrees. These are inter-faculty programmes. RWTH Aachen in Germany /18/ is one of the largest (and best?) technological universities in Europe, and has of course had environmental engineering as part of the curriculum for many years. However,

8 ENS'93 "Education and Training" - H. Brattebø - Page 8 the first complete undergraduate environmental engineering course at RWTH Aachen will be start this year, within Waste management at the Mining Department. This will be a complete environmental curriculum over 9-14 semesters. The Main Course will run for 4-6 semesters, and will comprise elements of Civil engineering and Mining, related to waste management. Priority will be given to the areas: Disposal techniques, Biological and thermal treatment, Waste processing and preparation, Law and economics, and Waste management, in addition to 25 % engineering-oriented subjects. At Imperial College London in UK /19/ a new environmentally motivated 4-year course will start in October This is the Environmental and earth resources engineering 4 year course, which is developed jointly by the Departments of mineral resources engineering and Geology, and the Centre for environmental technology. Students from different Departments will join other Royal School of Mines undergraduate students for this course. Early parts of the courses are taken in common. The primary emphasis is on environmental aspects of earth sciences and mineral production, but due attention will be given to wider aspects in order to provide a balanced view of the global environment. The aim has been to provide a broad-based, enhanced course suited to the new generation of environmental engineers. In Paris, France, Grandes Ecoles is a collection of schools within different disciplines, and NTH cooperates with some of them. I do not have any full knowledge of how undergraduate environmental engineering training is organized within those different schools, but to my knowledge there is not developed any complete environmental engineering course programme so far. On the post-graduate level, however, a new programme was developed recently /20/. This is the Environmental engineering and management programme, which is a 1-year intensive course (theoretical and thesis), with the focus to Natural ecosystems, Impact of human activities, Law-economic-management, Data and tools, and Sociology and communications, all related to various important environmental engineering issues. The programme is organized with the Institut Superieur d'ingénierie et de Question de l'environnement, in association with 3 engineering schools (Ecole des Mines de Paris (Industry), Ecole du Génie Rural, des Eaux et des Forêts (Agriculture), and Ecole des Ponts et Chaussées (Equipment)). The post-graduate programme is organized in close cooperation and with financial support from industry. In order to finalize this paragraph, I will conclude that there is a tendency, at least with the schools above, to concentrate on the following strategies: - Basic, introductory teaching in environmental issues is important to engineering students, and should be highly interdisciplinary. - Integration of environmental aspects into the traditional curriculum is indeed very important. - Separate and environmentally motivated courses or course packages, and even also complete truly environmental programmes, are being developed at leading technological universities in many countries. There is a tendency to focus on issues related to Environmental technology and Environmental and risk management within the Earth science and Chemical engineering disciplines. - More general and interdisciplinary teaching seems to be avoided within the undergraduate curriculum. Such courses and programmes are often part of post-graduate studies.

9 ENS'93 "Education and Training" - H. Brattebø - Page 9 - New environmentally motivated programmes develop rapidly for the time being. There is a need for close international cooperation on these issues, both in term of exchange of experiences and scientific cooperation in order to link education and research interests across country borders. - Industry is often a driving force when developing new initiatives related to environmental technology and management. The interactions between industry and the universities are stimulated by use of projects work/project courses as part of the curriculum, thesis projects, and the need for continuing education among professional engineers. CENTRE FOR ENVIRONMENT AND DEVELOPMENT (SMU) AS A COORDINATOR TOWARDS NTH In 1991 the University of Trondheim established the Centre for Environment and Development (SMU) as a strategic centre in order to promote the recommendations of the World Commission for Environment and Development. The Centre reports directly to the University Senate, and is expected to act interdisciplinary in initiating and coordinating new activities in education and research within the University. The Centre has started one programme field called "Developments and Needs within Environmental Engineering", where the aims are to examine what are the critical characteristics related to the development of environmental engineering issues, what the major needs will be in future, and consequently, what should be the implications with respect to priorities in the environmentally motivated education and research at the University. The Centre will of course have to cooperate very closely with NTH (and SINTEF) on such matters, and should be a body for promotion of new activities especially within Departments of NTH. The Centre has started a conceptual study on these matters, related to industrial environmental engineering, which considers the challenges within Environmental technology and Environmental management both seen from the governmental authorities' stand-point and from the industry's standpoint. The Centre uses the NTH Committee for environmental engineering as the main link towards NTH, and the Erasmus Leuven Network Env. Eng. Subgroup as the main link towards abroad, in order to join forces in a multi-action plan, aiming at the common target of improving the environmental engineering education and research at the University in the future. Integration and interdisciplinarity will be important aspects of this total effort. REFERENCES /1/ H. Brattebø (1992): "Experiences from a 3-year Environmental Engineering Education Management Programme at NTH". Presented at the International Association of Continuing Engineering Education, Helsinki /2/ Commission of the European Communities DGXII (1992): "Working Document of the Commission Concerning the Fourth Framework Programme of Community Activities in the Field of Research and Technological Development". /3/ O.J. Hansen (1993): "Environmental Auditing and Technical Environmental Assessment Practise in Norway". Presented at Erasmus Leuven Network Env. Eng. Subgroup Workshop,

10 ENS'93 "Education and Training" - H. Brattebø - Page 10 NTH Trondheim /4/ B. Pedersen (1993): "Environmental Assessment of Products - A Course on Life Cycle Assessment. UETP-EEE, The Finnish Association of Graduate Engineers, Helsinki. /5/ J. Thoresen (1993): "Integrated Management Systems with Environmental Focus and Decision Support Tools in Industry". Presented at Erasmus Leuven Network Env. Eng. Subgroup Workshop, NTH Trondheim /6/ Norwegian Research Council (1992): "FORFOR- Research Programme" /7/ S. Collette and M. Installé (1992): "Tools for multicriteria decision making in a multi-actor context that may be applied to a hazardous plant location problem". Centre for Systems Engineering and Applied Mechanics, Univ. Catolique de Louvain, Belgium. /8/ M. Backman and B. Nielsen (1993): "Miljörevision och andra revisionsliknande verktyg i en förebyggande miljöskyddsstrategi". Lunds universitet, Avd. för Industriell Miljöekonomi. /9/ Nordic Council of Ministers (1992): "Product Life Cycle Assessment - Principles and Methodology". NORD 1992:9, Copenhagen. /10/ Norwegian Research Council (1993): "MILFOR - Research programme". /11/ O.J. Hansen (1993): "Environmental Decision Systems Integrated method for Product Development, Systems Engineering and Life Cycle Assessment of Product Systems". Working paper 0993, Oestfold Research Foundation. /12/ O.A. Asbjørnsen and W.A. van Dyke (1993): "Systems Engineering Applications in Energy and the Environment". SMART International Cooperation, Washington. /13/ H. Brattebø (1993): "Development and Needs within Environmental Engineering with Reference to Cleaner Production Principles", Summary report from Erasmus Leuven Network Env. Eng. Subgroup Workshop, NTH Trondheim. /14/ S.M. Lemkowitz (1992): "A Unique Program for Integrating Health, Safety, Environment and Social Aspects into Undergraduate Chemical Engineering Education". Plant/Operations Progress, Vol 11, No 3, pp /15/ M. Weijnen (1993): "Summary of environmental engineering aspects in education programmes at TU Delft". Presented at Erasmus Leuven Network Env. Eng. Subgroup Workshop, NTH- Trondheim, August /16/ C. Vandecasteele (1993): "Summary of environmental engineering aspects in education programmes at KU Leuven". Presented at Erasmus Leuven Network Env. Eng. Subgroup Workshop, NTH-Trondheim, August /17/ M. Installé (1993): "UC Louvain's action for a committee with emphasis to environmental policies and interactions between the university and the society". Presented at Erasmus Leuven Network Env. Eng. Subgroup Workshop, NTH-Trondheim, August /18/ P.N. Martens (1993): "Interdisciplinary Env. Eng. incorporation into undergraduate teaching at the RWTH Aachen". Presented at Erasmus Leuven Network Env. Eng. Subgroup Workshop, NTH-Trondheim, August /19/ J. Monhemius (1993): "Imperial College's new course on environmental and earth resources engineering". Presented at Erasmus Leuven Network Env. Eng. Subgroup Workshop, NTH- Trondheim, August /20/ F. Vincent (1993): "Presentation of a new education programme in Environmental Engineering at Paris School of Mines". Presented at Erasmus Leuven Network Env. Eng. Subgroup

11 ENS'93 "Education and Training" - H. Brattebø - Page 11 Workshop, NTH-Trondheim, August 1993.