A holistic approach to delivering sustainable design education in civil engineering
| Autor: | Chandra Vemury, Oliver Heidrich, Neil Thorpe, Tracey Crosbie |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Higher education
business.industry Teaching method 05 social sciences Educational technology 050301 education Human Factors and Ergonomics 010501 environmental sciences 01 natural sciences Civil engineering Education Design brief Formative assessment Problem-based learning Summative assessment Engineering education Sociology business 0503 education 0105 earth and related environmental sciences |
| Zdroj: | International Journal of Sustainability in Higher Education. 19:197-216 |
| ISSN: | 1467-6370 |
| DOI: | 10.1108/ijshe-04-2017-0049 |
| Popis: | Purpose The purpose of this paper is to present pedagogical approaches developed and implemented to deliver sustainable design education (SDE) to second-year undergraduate students on civil engineering programmes in the (then) School of Civil Engineering and Geosciences at Newcastle University. In doing so, the work presented offers an example of how to help students understand the contested and contingent nature of sustainability. Design/methodology/approach The research presented takes an action-based approach to the development of a teaching and assessment model centered on problem- and project-based learning in a real-world context. Findings Because of the use of a design brief, which addresses a practical infrastructure problem encountered by regional communities, the academic team were able to make arguments related to the three pillars of sustainability more accessible to the students. This suggests that pedagogical instruments based on problem- and project-based learning strategies are effective in delivering SDE. Practical implications The successful delivery of SDE requires commitment from the senior management teams leading individual departments as well as commitments embedded in the high-level strategies of Higher Education institutions. It was also found that some students need extra support from the teaching staff if their engagement through SDE is to be successful. This has practical implications for the amount of contact time built into undergraduate and postgraduate degree programmes. Originality/value The teaching and assessment model presented in this paper addresses various substantive and normative issues associated with SDE making it relevant and transferable to courses other than civil engineering. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|