Sustainable Development Goals

Dedicated Courses for Sustainability

LAU offers dedicated courses, including full minor degrees and Masters, addressing sustainability and the Sustainable Development Goals (SDGs). These courses span multiple disciplines across the university, integrating sustainability into the curricula to ensure that students are equipped with the knowledge and skills to contribute to sustainable development. While several other courses are mapped with the SDGs (see https://www.lau.edu.lb/sustainability/sdgs/sdg17/17-4/17-4-1.php for mapped courses within schools)

Dedicated courses and programs ensure that students receive comprehensive, interdisciplinary education on sustainability and the SDGs, preparing them to contribute meaningfully to global challenges.

Liberal Arts and Sciences Curriculum

The Liberal Arts and Sciences Curriculum (LASC) provides students with a number of diverse courses. It is a multi-disciplinary LASC that tells a story and educates the whole person.

Liberal Education Courses Map to the UN SDGs

In 2015, the Member States of the United Nations collectively embraced the 2030 Agenda for Sustainable Development, which comprises 17 Sustainable Development Goals (SDGs).  The SDG goals acknowledge that eradicating poverty and addressing various forms of deprivation must be pursued in conjunction with efforts to enhance healthcare and education, mitigate inequality, and promote economic advancement, all while confronting the challenges of climate change and preserving our precious oceans and forests.

LAU was among the first universities in the world to mainstream the SDGs into the liberal arts and sciences curriculum (LASC).  The LASC includes several key components:

  1. Introduces all students to the United Nations Sustainable Development Goals (SDGs) and enables them to explore how science contributes to achieving these goals through a mandatory core, the Change Makers series;
  2. Enhances students’ scientific literacy through a series of Digital Cultures courses.

The LASC engages the students and helps them to establish a sustainable connection between humanity and the planet. The approach is grounded on the premise that every student should possess a foundational understanding of the SDGs and their fundamental principles, which can be applied in their careers and personal lives

Liberal Arts & Sciences Courses

LAS201 WATER SECURITY

[3–0, 3 cr.]

The course provides a comprehensive examination of water security issues confronting human society with particular focus on the attainment of United Nations Sustainable Goal 6 to ensure access to water and sanitation for all. It is one of the three Water-Energy-Food Nexus courses. Securing a sustainable supply of water, energy, and food is one of the greatest global challenges of our time. Recognizing the interdependencies and interlinkages between these three resources and finding new approaches to manage the nexus could significantly help in attaining the United Nations sustainable development goals (SDGs). 

LAS201H WATER SECURITY

[3–0, 3 cr.]

The course provides a comprehensive examination of water security issues confronting human society with particular focus on the attainment of United Nations Sustainable Goal 6 to ensure access to water and sanitation for all. It is one of the three Water-Energy-Food Nexus courses. Securing a sustainable supply of water, energy, and food is one of the greatest global challenges of our time. Recognizing the interdependencies and interlinkages between these three resources and finding new approaches to manage the nexus could significantly help in attaining the United Nations sustainable development goals (SDGs). 

LAS202 SUSTAINABLE FOOD SYSTEMS

[3–0, 3 cr.]

Food is the strongest lever to optimize human health and environmental sustainability. Addressing the global imbalance of nutrition, and its causes, is a central aim of the United Nations’ Sustainable Development Goals (SDGs). This course uses an interdisciplinary approach to address present and future challenges to a more sustainable food system that can provide healthy, nutritious, safe and affordable foods locally and globally.

LAS202H SUSTAINABLE FOOD SYSTEMS

[3–0, 3 cr.]

Food is the strongest lever to optimize human health and environmental sustainability. Addressing the global imbalance of nutrition, and its causes, is a central aim of the United Nations’ Sustainable Development Goals (SDGs). This course uses an interdisciplinary approach to address present and future challenges to a more sustainable food system that can provide healthy, nutritious, safe and affordable foods locally and globally.

LAS203 SUSTAINABLE ENERGY

[3–0, 3 cr.]

This course explores conventional and renewable energy with a particular focus on the progress towards achieving the United Nations Sustainable Development Goal 7: Ensure Access to Affordable, Reliable, Sustainable, and Clean Energy for All. Energy systems are covered from technical, environmental, economic, social, and policy perspectives. An overview of various energy resources and technologies is provided, including fossil fuels, nuclear, biomass, hydropower, geothermal, ocean, wind, and solar energy. The promise and limitation of each technology are examined in the framework of achieving energy sustainability on local, regional, and global scales. 

LAS204 TECHNOLOGY, ETHICS, AND THE GLOBAL SOCIETY

[3–0, 3 cr.]

This course covers 3 cr. load from the following 1 cr. modules:

LAS204H TECHNOLOGY, ETHICS, AND THE GLOBAL SOCIETY

[3–0, 3 cr.]

This course covers 3 cr. load from the following 1 cr. modules:

LAS204M ETHICS IN BIOMEDICAL RESEARCH AND PRACTICE

[3–0, 3 cr.]

This course covers the following three modules:

Note: The course is restricted for students in pre-medical and biomedical fields (e.g. pre-pharmacy, nursing, biology, nutrition, nutrition dietetics, chemistry-premedical track, and engineering-premedical track). In addition, students cannot take both LAS204 and LAS204M.

LAS205 DIGITAL CULTURES

[3–0, 3 cr.]

This course covers 3 cr. load from the following 1 cr. modules:

LAS205H DIGITAL CULTURES

[3–0, 3 cr.]

This course covers 3 cr. load from the following 1 cr. modules:

LAS206 MINDS & MACHINES

[3–0, 3 cr.]

This course covers 3 cr load from the following 1 cr modules:

206A: Mind and its Place in Nature

This module takes a closer look at the mind and the way it fits into nature. We begin the class with  the classical framing of the issue, focusing on the definition of the mind, and its relation to the material world, before turning to more recent construals, particularly those emerging in the 20th century. Throughout the class we will also consider how the issue of understanding the mind impacts the world we live in.

206B: The Mind’s Architecture

This module takes a closer look at current ways of thinking about the mind’s architecture, and how we can model the mind. We begin by distinguishing mental attributes from other types of attributes, before turning to different models of the mental in cognitive and computer science today. Throughout the class we will also look at the costs and benefits of AI for human society.

206C: Beyond the Mind

This module takes a closer look at new ways of thinking about the mind. Brains do not work on their own. They are part of a body, that acts, and that is in the world. Moreover humans use their minds alongside tools, which are increasingly sophisticated, and which allow us to do more cognitively. So where does the mind end? In this course we’ll look at ‘the 4Es’, which offer new responses to this question: embedded, embodied, enactive, and extended cognition theories. We’ll also see how they have been applied in contemporary technology for a more sustainable future.

206D: The Ethics of Digital Technology

This module takes a closer look at the ethical issues raised by contemporary digital technology. We begin with a quick overview of different ethical theories before turning to the contemporary applications of AI, robotics, and related technologies to a variety of real-world problems.

LAS207 MIGRATION STUDIES

[3–0, 3 cr.]

This course introduces students to foundational concepts, frameworks and theories within migration studies, and permits them to benefit from a collection of scholarly research that has shaped and expanded our understanding of the drivers, push and pull factors, as well as the management of international migration. Throughout this course, students will explore a different theoretical and practical question relating to international migration each week. Through interactively addressing these questions in lectures and debates, this course explores the role played by social, cultural, political, economic, legal and government actors in shaping migration and displacement processes. Given the interdisciplinary nature of migration studies (as well as that of displacement studies), students will be assigned readings from political science, international law, economics and sociology, to help them form a well-rounded and comprehensive understanding of the different perspectives and lenses that each discipline adopts in the study of migration and displacement. In order to also grasp international migration patterns, the readings will also present case studies from around the world to provide a comprehensive view of different streams of contemporary migration.

LAS208 WELLBEING MATTERS

[3–0, 3 cr.]

This course examines the various dimensions and determinants of health and wellbeing. An emphasis is placed on public health as well as the social and mental health aspects of wellbeing. An interdisciplinary approach is used to address present and future challenges to physical and mental wellbeing of the public. This course will rely on case studies as well as other active learning strategies to enhance students’ problem-solving skills and wellbeing based on applied, day-to-day examples.

LAS209 DOING GENDER: CONTEXTUAL APPROACHES

[3–0, 3 cr.]

This course examines the practice of Doing Gender, defined by West and Zimmerman as involving the everyday performance of “a complex of socially guided perceptual, interactional and micropolitical activities that cast particular pursuits as expressions of masculine and feminine natures.” The course is structured around the 4 pillars of sustainability -Social, Environmental, Economic and Governance- and examines how the act of doing gender can be defined and refined as a result of the personal interaction with each pillar. Students will learn to be discerning about the linguistic turns and media images that they encounter in social settings; they will also understand the impact of particular environmental factors in shaping how people of different genders define themselves; in addition, students will understand the powerful impact of economics on our ability to do gender. 

LAS209H DOING GENDER: CONTEXTUAL APPROACHES

[3–0, 3 cr.]

This course examines the practice of Doing Gender, defined by West and Zimmerman as involving the everyday performance of “a complex of socially guided perceptual, interactional and micropolitical activities that cast particular pursuits as expressions of masculine and feminine natures.” The course is structured around the 4 pillars of sustainability -Social, Environmental, Economic and Governance- and examines how the act of doing gender can be defined and refined as a result of the personal interaction with each pillar. Students will learn to be discerning about the linguistic turns and media images that they encounter in social settings; they will also understand the impact of particular environmental factors in shaping how people of different genders define themselves; in addition, students will understand the powerful impact of economics on our ability to do gender. 

LAS301 DEBATING SUSTAINABILITY

[3–0, 3 cr.]

This course introduces students to formal, structured debate as a tool in decision-making, leadership and civic engagement. It focuses mainly on case construction, cross-examinations, use of evidence, team debate, and ethics in argumentation. Debate topics will emphasize a sustainable development agenda.

LAS301H DEBATING SUSTAINABILITY

[3–0, 3 cr.]

This course introduces students to formal, structured debate as a tool in decision-making, leadership and civic engagement. It focuses mainly on case construction, cross-examinations, use of evidence, team debate, and ethics in argumentation. Debate topics will emphasize a sustainable development agenda.

LAS302 INQUIRY FOR INNOVATION

[3–0, 3 cr.]

The digital and biological revolution is changing the world; it is driving certain organizations to extinction but it is also providing others with fertile ground to innovate and grow. The fourth industrial revolution has greatly impacted humans and their entrepreneurship ecosystem. This course covers the social and economic impact of technology on our society. It sheds light on the main challenges and opportunities of organizations in the third millennium. It also offers an opportunity for students to use research and innovation in order to survey the science, and respond to the market demands with innovative and sustainable solutions.

Co-requisite: ENG102 Academic English II

Dedicates courses in the School of Engineering:

MEE401 Energy Systems

[2–0, 2 cr.]

This course introduces students to the concept of sustainability in the context of energy use. It stresses on the different aspects involved in our daily-life use of energy: environmental, societal, political, financial, etc. It covers technologies and means used in improving the sustainability of current fossil-fuel (coal, oil and gas) based energy systems, electric and nuclear systems by reducing their environmental and societal impacts. Finally, it introduces different renewable (‘clean’) energy technologies that can be used as alternatives to traditional (‘dirty’) energy systems.

MEE505 Solar System Design

[3–0, 3 cr.]

The course covers fundamentals of solar energy and its utilization in photovoltaic (PV) systems. The solar PV systems, from cells to grids, are addressed, with a particular emphasis on the challenges of grid-integration of PV and the development of storage technologies. Projects assist students with understanding solar PV system layouts and costs, calculating PV system size, and identifying appropriate system design for a given electrical demand. The course explores economic considerations and return on investment, touching on solar PV system costs for residential and commercial use.

MEE500 Renewable Energy

[3–0, 3 cr.]

A course that covers the principles of emerging renewable technologies, including solar, wind, biomass, geothermal, hydropower and other energy sources. A premise of the course is that a renewable energy technology must both be technically feasible and economically viable. At the conclusion of the course, students will have a solid technical and economic understanding of these energy technologies.

ELE595, COE595, MCE591 Capstone Design Project

[3–0, 3 cr.]

The course is devoted to the solution of open-ended engineering design projects with functional specifications and realistic constraints. This project provides a study of multiple solutions for a major design experience while accounting for multiple realistic constraints and relevant standards. The study is concluded by a written report and an oral presentation providing a course of action for the fulfilment of the project.

This course is the first part of a two courses sequence (ELE/COE 595 and 596) (MCE 591 and 592)

Course Prerequisite: Fifth year standing.

Alignment with the Sustainable Development Goals (SDGs)

Full degrees addressing sustainability and the SDGs

Minor in Climate Change and Sustainability Policy

https://soe.lau.edu.lb/departments/civil/degree-programs/climasp.php

The development of this minor is a result of a funded project through a CONSORTIUM AGREEMENT ON THE IMPLEMENTATION OF TEMPUS PROJECT “Development of an Interdisciplinary Minor Program on Climate Change and Sustainability Policy-CLIMASP” (Reference No. 543879-TEMPUS-1-2013-1-GRTEMPUS-JPCR) (Grant Agreement No. 2013-5043/001-001).

CLIMASP minor curriculum is designed to provide undergraduate students from different majors the flexibility to select courses to enhance their interests in climate change and to enrich their major field of study with professional skills in climate change adaptation policies and planning.

CLIMASP offers students a unique inter/multidisciplinary understanding of climate change. It provides a shift from a strict disciplinary orientation focused on natural sciences to other issues related to science, engineering, education, economics, sociology, architecture, etc. In fact, choosing a minor combined with a major enables student to pursue an area of interest with considerable employment possibilities by acquiring the necessary knowledge and skills.

Minor in Renewable and Sustainable Energy

https://catalog.lau.edu.lb/2024-2025/undergraduate/programs/minor-in-renewable-and-sustainab.php

The Minor in Renewable and Sustainable Energy provides students with fundamental knowledge and skills needed to pursue careers in the fields of smart grids, renewable energy generation and energy management systems. The minor is complementary with majors in Mechanical, Chemical, Industrial, Mechatronics, Computer, and Electrical Engineering. It also provides added value for students majoring in Civil Engineering, Petroleum Engineering, Business, Economics and Computer Science.

Minor in Environmental Science

https://soe.lau.edu.lb/departments/civil/degree-programs/minor-environmental.php

The Minor in Environmental Science is an interdisciplinary program administered jointly by the Department of Civil Engineering and the Department of Natural Sciences. The purpose of the program is to provide students with a broad conceptual framework for understanding environmental issues, from a global perspective.

MS in Civil and Environmental Engineering

https://soe.lau.edu.lb/departments/civil/degree-programs/ms-civil.php

This comprehensive master’s degree program, offered by the Civil Engineering Department at LAU, imparts a sound professional and academic training in civil engineering. Students opt for one of five emphases:

Wider career prospects

A research-oriented master’s degree program opens up the possibilities of a doctoral degree and an academic career. It also equips graduates with a deep understanding of the role of research in their industry. Through acquired research skills and a higher level of critical thinking, MS graduates are able to make more substantial contributions to the future of the profession.

Breadth and depth of knowledge

Through this program, students gain access to a variety of topics in their preferred area of study. They also get in-depth experience in one or more fields of civil engineering and are exposed to cross-disciplinary issues and topics related to the engineering and management of systems.

The research edge

Research is a major component of the curriculum. In addition to conducting research along with their studies, each student completes the program with a thesis based on a topic selected from their preferred emphasis area.

A dynamic faculty

Our civil engineering faculty brings excellent qualifications from renowned programs in the U.S. and Europe. Continuously engaged in cutting-edge research, our faculty has published over 250 refereed journal and conference articles, and received research grants from local and international funding agencies.

Best-in-class labs

Students have at their disposal some of the best-equipped labs in the country. Designed to support research as well as learning, the labs allow for measurement, testing, and experimentation under internationally accepted standards and procedures.

MA in Interdisciplinary Gender Studies

Our graduate program focuses on gender, the socially-constructed understandings of what it means to be female or male, and how understandings of gender affects people across all social categories.

This program is built on a foundation of equality, human rights, and social justice. As such, it is inclusive in nature and combines both academic rigor and social activism. By scrutinizing the power differential between females and males, you will begin to understand the intersection of other inequalities.

What Will I Learn?

In this program, you will be introduced to both the academic and practical applications of a focus on gender issues, with a view to filling an identified need in the job market. The degree guarantees you a high level of academic freedom, and integrates gender, along with several themes and concepts that are crucial to understanding gender inequality in the Arab world, such as education, sexuality, health, political representation, economic participation, and so on. 

Your Career

Upon graduation, you can pursue careers in governmental organizations and ministries as well as national, regional, and international agencies focusing on gender across a broad range of sectors. 

Curriculum

A total of 30 credits are required for graduation. These are distributed as follows:

Core Courses (12 credits)

Number

Course

Cr.

IGS734

Theorizing Gender

3

IGS761

Research Methods

3

Choose 6 credits Thesis OR Internship+Project 

IGS799

Thesis

6

OR Practicum (6 credits)

IGS795

Internship

3

IGS798

Project

3

Elective Courses (18 credits) 

Choose six from the following courses:

Number

Course

Cr.

MIG715

Gender and Migration

3

IGS717

Politics of Gender and Sexuality

3

IGS718

Gender in Discourse

3

IGS719

Gender and the Law

3

IGS720

Psychology of Gender

3

IGS721

Economics of Gender

3

IGS722

Gender and the Media

3

IGS725

Gender and Public Policy

3

IGS732

Arab and Islamic Feminisms

3

IGS744

Topics in Women & Gender Studies

3

IGS745

Gender and Development

3

Minor in Gender Studies

Our program will raise awareness on the importance of gender in understanding issues related to social change, social justice, human rights, gender inequalities, etc.

Through the interdisciplinary courses offered, you will be armed with the knowledge, tools, and practical experience to incorporate gender into various fields such as conflict resolution, diplomacy, human rights, education, politics, and others. This minor will build a base of knowledge on and interest in gender issues and will feed directly into our MA in Interdisciplinary Gender Studies.

This program falls within one of LAU’s core missions namely commitment to civic engagement, the advancement of scholarship, and the education of the whole person. It also complements the mission of the  Arab Institute for Women (AiW) that strives to promote gender equality through academic research and intellectual rigor as well as social activism.

Who Can Apply?

The variety of courses offered might fall within the interest of students majoring in political science, international affairs, social work, migration studies, communication arts, journalism, literature, and business to mention a few.

What Will I Learn?

At the completion of this program, you should be able to:

Your Career

The program helps you acquire theoretical knowledge, interdisciplinary competencies, and practical skills, which facilitates the pursuing of graduate work in gender studies or other related fields.

Upon graduation, you will be able pursue careers in governmental and non-governmental organizations, ministries, as well as national, regional, and international agencies focusing on development and humanitarian work across a broad range of sectors.

Curriculum

For a Minor in Gender Studies, you must complete 18 credits.

Core Minor Requirements (9 Credits)

Number

Course

SOC215

Introduction to Gender Studies

WOS313

Women in the Arab World: Sociological Perspectives

WOS311

Issues & Debates in Feminist Theory

Minor Electives: Choose any three courses (9 credits)

Number

Course

WOS412

Representations of Women in the Arts & the Media

WOS312

Women and Economic Power

POL201

Introduction to Political Science

POL231

Introduction to Human Rights

POL252

Fundamentals of Conflict Resolution

POL357

Globalization and Political Change

PJE201

Cross-Cultural Communication and Conflict.

SWO201

Introduction to Social Work/Social Welfare

SWO311

Social Problems, Stratification & Marginalization

SWO313

Family and Child Welfare

SWO411

Sustainable Community Development: Theories & Practice

SWO210

Introduction to Community Development

SOC321

Sociology in the Arab World

ENG283

Language and Gender 

ENG376

Gender in Literature

JSC224

Social Media

COM312

 Communication and Gender

Sustainability at the Academy of Continuing Education

The LAU Academy of Continuing Education (ACE) contributes to the UN Sustainable Development Goals (SDGs) through the content and outcomes of its diverse programs. It offers more than 65 courses in various modalities: remote, in-person, hybrid and asynchronous. Through these offerings, the academy contributes to SDG 4: Quality Education as they are presented to the public and the community beyond the university’s student body. They also address SDG 17; Partnership for the Goals as they tackle and promote the SDGs.

Two of the academy’s offerings stand out as having demonstrated a far-reaching impact in Lebanon. The Crafts, Arts and Vocational programs have, for two years now, encouraged women to develop their own enterprises in partnership with artisans and entrepreneurs. A similar program, the Women Entrepreneurship Diploma Program, advocates for gender inclusivity in the Lebanese labor market, by offering women in rural and peri-urban areas the opportunity to build their skills and identify their business niche. Each of these programs has reached more than 200 women across the country, contributing to SDG4: Quality Education and SDG5: Gender Equality.

Increased power cuts in Lebanon over recent years due to the economic and financial crises have led to a demand for alternative power sources, particularly solar power. In the context of an unorganized market and a shortage of trained professionals, ACE developed a training program to build the capacities of photovoltaic (PV) technicians in the solar energy market. The program encompasses around 100 hours of training on design and engineering, installation and safety, commercial and legal aspects, and work ethics, addressing SDG7: Affordable and Clean Energy.

On the inclusivity front, ACE has established a number of programs to help build effective, accountable and inclusive institutions across the board. A couple of programs stand out.

The second is a specially designed teacher-training program for every cohort of Teach for Lebanon fellows, namely fresh graduates who go on to teach in underserved schools across the country. Through this, the academy serves SDG1: No Poverty and SDG10: Reduced Inequalities as the program seeks to improve access to basic services for all. Both programs also attest to the academy’s contribution to SDG16: Peace, Justice and Strong Institutions.

A wide array of other courses, certificates, diplomas and training programs at ACE also attest to SDG3: Good Health and Well-Being, such as the Food Safety Program, offered to industry professionals in collaboration with the ministries of Industry and Agriculture. Other programs promote fitness, mental health and risk management, and are offered to healthcare professionals, health coaches and psychologists.

Gender in Development and Humanitarian Assistance (GDHA) Certificate

Overview

In collaboration with The Arab Institute for Women (AIW) at the Lebanese American University (LAU), the Gender in Development and Humanitarian Assistance (GDHA) Certificate is a continuing education program designed for students, practitioners, and policymakers. The program addresses gender issues in development and humanitarian settings. GDHA innovatively incorporates academic knowledge with high-level expertise to create a new standard in gender education for development and humanitarian professionals. The standards are in-line with internationally-recognized practices. Moreover, the program builds local capacity to address local issues, building a cadre of motivated professionals in the Arab region.

Content

The program involves an active learning approach with practical workshops. It also emphasizes reflective and collaborative learning. Participants may choose to take individual courses or to complete the full set. Upon completion of all ten courses, participants receive a certificate.

Objectives