Critical Learning in Development Projects and International Cooperation

Peris, Jordi; Aristizábal, Alejandra Boni; Pellicer, Victoria; Fariñas, S.

doi:10.1007/978-3-319-12754-5_24

Cited by 1 publication

(1 citation statement)

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“…Faculty and universities, in general, need to continue inspiring changes every day through education. Some of these findings can be found in J. Peris et al [46], in Fernández-Sánchez et al [47], in Moskal et al [48] or in Wiek et al [21] who stand that these kinds of activities develop a different understanding of engineering beyond conventional learning objectives. In our case, to assess them, we used rubrics from Terrón-López et al [49], and an Agile philosophy was followed to ensure individual work within the team [50].…”

Section: Findings and Discussion: Competencies And Learningsmentioning

confidence: 97%

Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps

et al. 2020

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This article describes an intrinsic case study of project-based learning (PBL) experience involving an NGO as an external client to promote sustainability competencies. Two research questions are posed: (1) How did this experiential PBL approach impact students learning to develop sustainability competencies by incorporating a responsible engineering perspective? (2) How did college students become engaged with social and sustainable PBL projects when external clients of developing economies were involved? The project-based design involved two subjects in the second year of an Industrial engineering degree. The client was an NGO with an existing project to improve the supply chain logistics of three refugee camps managed by women. Students had to cooperatively develop a sustainable proposal for the NGO with a global mindset. Findings obtained from the analysis of the reflections of students and teachers indicate that this methodology helps students to acquire comprehensively learning outcomes and to develop sustainability competencies. Sustainable and socially responsible engineering were achieved through a methodology that considers the UN Sustainable Development Goals (SDGs) and engages students in real projects. This approach promotes student awareness on the importance of their actions and their personal behavior as engineers, including a gender perspective, while training them to move towards SDG4 and 5.

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Section: Findings and Discussion: Competencies And Learningsmentioning

confidence: 97%