Action research to support development of engineering for sustainable development degree programs, part I: collaborative community action research vignettes

Abstract

This research aids in filling a gap to provide for action research from a bottom-up approach (i.e. student, not faculty initiated) that provides for desired outcomes in support of more rigorous education development that links traditional science technology engineering and mathematics (STEM) to community, incorporates social science and arts topics (therefore creating STEAM) and frames challenges for continued programmatic promotion. Two vignettes from multiple years of field research demonstrate boundary work that could be used to initiate larger discussions, and serves as a real example for graduates students wishing to promote degree programs with sustainability themes.

Piloting a Methodology for Sustainability Education: Project Examples and Exploratory Action Research Highlights

“…An additional research outcome as an example is illustrated in Figure 4. Figure 4 demonstrates the change in land use of an urban garden when exploring action research as a learning-research methodology [22]. In this case, it was noted by many community members that dedicated garden plots were small and potentially underutilized.…”

“…Exploration was conducted upon conversation and learning with HEI faculty [13]. In an initial cycle, experiences in bottom-up exploratory stages combined with informal conversation with communities of practice and interaction with like-minded educators, resulted in the description of vignettes as part of an action cycle [13,22]. Approximately ten separate stages were identified as contributing to possible action research vignettes [13].…”

“…In a second action cycle, feedback in professional settings first identified that teaching tools were required to support sustainability related education. Therefore, participatory action research methods were employed to envision generalizable education tools upon learning from past experiences [22] to create additional tools [23]. The first example was reported strongly linking engineering to community outreach and policy analysis [22].…”

“…Therefore, participatory action research methods were employed to envision generalizable education tools upon learning from past experiences [22] to create additional tools [23]. The first example was reported strongly linking engineering to community outreach and policy analysis [22]. Specific activities during the period of research included interface with a senior design program, volunteering for non-profit organizations, working with a community partner while enrolled in curriculum taught by faculty leaders contributing to the decade of engineering education for sustainable development.…”

“…Formal sustainability education programs that include rigorous systems thinking, social interactions, and green principles are emerging [23,31,32]. It is perceived that undergraduate engineering senior design projects are highly constrained, focused on specific technical design outcomes [22]. Interestingly, common feedback from pilot program participants (all undergraduate students) indicated that a group project could be implemented in place of individual projects, in-line with traditional undergraduate senior design capstone projects.…”