Course Syllabus

Course Description

This engineering course explores the development of tools and technologies to protect and restore environmental systems sustainably, using contemporary Scandinavian/Nordic case studies. We assess local environmental impacts of human activities relating to water consumption, waste production, transportation, energy, air quality, heat, and urban ecosystems, applying methods, techniques and modelling to describe, quantify, and solve environmental problems through collaborative engineering solutions. The course is analytical and experiential, with course-integrated travel throughout the Nordic region, and hands-on projects with real-world applications.

This course covers the following modules:

Module 1: Sustainable development and sustainable engineering

•  Introduction to sustainability and SDGs
•  Sustainable Engineering: Concepts, Principles, and Frameworks

Module 2: Sustainable water management

• Water resources, demands, distribution and use
• Wastewater: Collection, Treatment, Resource Recovery

Module 3: Sustainable solid waste management 

• Solid-waste sources, characterization, collection and storage
• Design a future without waste 

Module 4: Climate change and global warming

• Greenhouse Gases and climate change
• Climate change impacts, adaptation and mitigation measures

Module 5:  Renewable energy

• Renewable energy

 Module 6: Air pollution

• Characteristics, sources and concentrations of air pollutants
• Emissions assessment and control

Module 7: Sustainability Assessment 

• Life Cycle Assessment (LCA)

Module 8: Designing sustainable solutions for real-world problems

• Project-based work: application of engineering principles to help address a grand challenge in environmental engineering.
• Communicating research findings

Learning Objectives

By the end of this course, you will be able to: 

• Understand the role of engineers in sustainability science and sustainable development.
• Evaluate engineering decisions using guiding sustainability principles and assess their sustainability impacts.
• Identify and assess challenges and opportunities related to sustainable water management and wastewater treatment systems.
• Understand and assess specific health, economic, and environmental impacts of air pollutants in both ambient and indoor environments.
• Evaluate the design and operation of sustainable solid waste management systems with a focus on recycling, composting, and circular economy.
• Explain the causes and impacts of climate change and assess mitigation and adaptation strategies.
• Understand the role of renewable energy in promoting sustainable development.
• Explain the aim, phases and central concepts of the Life Cycle Assessment (LCA) method and explore its applications,

Faculty

 

Asterios Papageorgiou

PhD in Industrial Ecology, KTH, Sweden, 2025

M.Sc. in Sustainable Technology, KTH, 2018

M.Sc. in Sustainable Waste Management, Leeds University, UK, 2006

Has conducted research and published articles in peer-reviewed scientific journals and book chapters on topics such as waste management, circular economy, urban metabolism, life cycle assessment and renewable energy systems (e.g., solar microgrids and biochar systems). Has also taught various post-graduate courses at KTH and supervised student theses. Previously, served as a senior environmental specialist in the private sector. 

With DIS since 2021

 

Readings

Due to its diversity in topics, reading material incorporated several sources of information, scientific publications, and books.  The following are the main textbooks:

Textbook 1:

Ramjeawon, T. (2020) Introduction to Sustainability for Engineers.  CRC Press, Taylor & Francis Group, Florida. 

•      Chapters 1-5

Textbook 2:

Environmental Engineering for the 21st Century: Addressing Grand Challenges, by National Academies of Sciences Engineering and Medicine, National Academy of Engineering, Division on Engineering and Physical Sciences, Division on Earth and Life Studies, Water Science and Technology Board, Ocean Studies Board, NAE Office of Programs, Board on Life Sciences, Board on Environmental Studies and Toxicology, Board on Earth Sciences and Resources

• Chapters  1-5

Textbook 3:

Mihelcic, James R. and Julie B. Zimmerman (2021), 3rd edition Environmental Engineering: Fundamentals, Sustainability, Design, Wiley

• Chapters 7-11

Field Studies

You will participate in a course-integrated field study in Stockholm to learn about Swedish approaches within environmental engineering. Field studies may include (these are examples):

• A visit to Stockholm Royal Seaport, one of the city's prime examples of sustainable urban development guided by environmental considerations.
• A visit to a wastewater treatment plant
• A visit to a district heating plant
• A visit to Slussenroom, an exhibition about the new Slussen project.

Approach to Teaching

Classes contain a mixture of lecture-based teaching, discussions, critical analysis of readings, group exercises, and group projects. You are expected to engage actively in classroom discussions, oral presentations, and group work. In addition, you will participate in local field studies and extended course-integrated study tours. These visits give the opportunity to learn first-hand from academic and industry leaders, to visit labs, to speak with researchers about their cutting-edge work, and to better understand specific approaches of environmental engineering research necessary to create sustainable environments.

Core Course Week and Study Tours

Core course week and study tours are integral parts of the core course. The classroom is “on the road” and the theory presented in the classroom is applied in the field. Students will travel with classmates and DIS faculty/staff on two study tours: a short study tour to Malmö (southern Sweden) during the core course week and a long study tour to relevant destinations in Bergen, Norway. Students are expected to:

• participate in all activities
• engage in discussions, ask questions, and contribute to achieving the learning objectives
• be respectful to the destination/location, the speakers, DIS staff, and fellow classmates
• represent self, home university and DIS in a positive light

While on a program study tour, DIS will provide hostel/hotel accommodation, transportation to/from the destination(s), approx. 2 meals per day and entrances, guides, and visits relevant to your area of study or the destination. You will receive a more detailed itinerary prior to departure.

Travel policies: You are required to travel with your group to the destination. If you have to deviate from the group travel plans, you need approval from the program director and the study tours office.  

Expectations of the Students

• Active participation and a willingness to learn are essential components of the course. You play the central role in your own learning journey. As such you are expected to:
  
  • Participate actively during lectures, discussions, group work, and exercises.
  • Read the material prior to class session. This is important for your learning, as a considerable part of the class depends on class discussions.
• You need to be present and participating to receive full credit. Your final grade will be affected by any unexcused absences and a lack of active participation. Remember to be in class on time!
• Classroom etiquette includes being respectful of other opinions, listening to others and entering a dialogue in a constructive manner.
• All members of a group are responsible for the group's work.
• Students shall honestly disclose used sources/references as well as any help received in assignments.
• In an oral assignment/exam, every student must be able to present and answer questions about the whole assignment and corresponding solution(s).
• Laptops may be used for note‐taking, fact‐checking, or assignments in the classroom, but only when indicated by the instructor. At all other times, laptops and electronic devices should be put away during class meetings.

Use of AI

This course follows a limited use policy for AI tools. AI can support your learning by helping you explore new topics, identify relevant literature and consider different perspectives. However, the core intellectual work of your assignments should reflect your own knowledge, ideas, and understanding. As with any tool, especially AI, be thoughtful about how it affects your learning. Learning often depends on the productive difficulty of exploring unfamiliar ideas, working through challenges, and developing your own understanding. Over-reliance on AI can bypass the cognitive work through which learning happens. If you are unsure about what is permitted for a particular assignment, or how AI may be used, ask before using it.

Evaluation

Participation: 

• Class attendance.
• Level of preparation (reading/viewing material in advance) and ability to answer questions asked in class.
• Involvement in class and group discussions.
• Graded assignments related to lectures.

Exams:

• A midterm and a final exam are used to evaluate students' knowledge and understanding of the course material covered throughout the term.

Study Tour assignments

• Brief pre-visit reports with key information relevant to academic visits.
• Guiding questions to be asked during academic visits.
• Group work based on insights and observations from academic visits.

Case Study:

• A written report and oral presentation of a case study related to a real-world environmental problem at a city or state level.

Final Project (group work):

• A written report that presents an engineering-based proposal for developing innovative solutions, technologies, or strategies to address a grand challenge in environmental engineering (as identified in the course readings), while advancing sustainable development.
• Presentation of the project at the class and/or in front of an open public during the final academic showcase at the end of the term.

Grading

Participation	15%
Exams	30%
Study tours' assignments	5%
Case study	25%
Final project	25%
Total	100%