Sustainable Development for Engineers Through a Thematic Restructuring of Experiential Learning

Abstract

Complex engineering projects often require interdisciplinary approaches and the ability to understand and navigate professional, cultural, social, and political contexts in order to find sustainable solutions. Piloted in 2011, the Faculty of Applied Science at the University of British Columbia offers APSC 461 and 462, Global Engineering Leadership, to better prepare graduates for a broader scope of engineering practice.The courses emphasize four key themes: leadership, ethical community engagement, participatory planning and understanding differences. These four themes provide a strong framework for student learning as they are intended to problematize the technical mindset of traditional engineering practice (e.g. linear and hierarchical thinking; a western, scientific worldview). In APSC 461, drawing on a pedagogy of Community-based Experiential Learning (CBEL), the four themes are explored through a series of talks (guest speakers, instructor), student-led discussions and workshops, and collaboration on a community project proposed by a local organization. Students further engage in the concepts through written reading responses and reflections. The preparation provided by the four themes becomes even more important for those who continue in the international service learning course module of APSC 462. This practicum is hosted by an agro-ecology centre in a rural community in Mexico. Anecdotal evidence suggests these themes support critical reflection and student preparedness to work with community partners. More formalized studies are required to properly assess the impact which will, in turn, inform future development of the courses.

Towards Transformative Learning Methods for Interdisciplinary Postgraduate Education for Sustainable Development (Esd): A Case Study

“…Of necessity this paper primarily focuses on reference literature related to the context of this study; namely programmes and modules on SD in HEIs in the context of architecture and urban studies (Al-Hagia, 2012;Bina, Balula, Varanda, & Fokdal, 2016;Cubukcu & Eksioglu, 2009;Ismail, Keumala, & Dabdoob, 2017;Petts, Owens, & Bulkely, 2008;Salama, 2015 pp. 88-91) and engineering education (Brennan & Riley, 2016;Holgaard, Hadgraft, Kolmos, & Guerra, 2016;Khalil, 2016;Salvatore, Ellis, Nesbit, & Ostafichuk, 2016;Winkelman, Penner, & Beittoei, 2016). The challenges are not insignificant: a great deal of the literature identifies common barriers to the full implementation of education for sustainable development (ESD): a lack of conceptual framework (Holgaard et al, 2016;Ismail et al, 2017;Ramos et al, 2015); variations in commitment from higher education institutions (HEIs) in terms of their policies and campuses (Ismail et al, 2017;Ramos et al, 2015); cultural and political influences on institutions, countries and regions (Holgaard et al, 2016;Ismail et al, 2017;Salama, 2015 pp.…”

“…90;Tilbury, 2011); and a heavy reliance on the commitment of staff with interests in SD to influence faculties and universities (Bina et al, 2016;Ismail et al, 2017;Khalil, 2016). Despite these barriers the literature also identifies positive areas of commonality in architectural and engineering education in terms of the use of transformative teaching and learning methods, and increasing focus on SD in curriculum, and design and research projects (Al-Hagia, 2012;Allevato, 2016;Brennan & Riley, 2016;Cubukcu & Eksioglu, 2009;Holgaard et al, 2016;Khalil, 2016;Ramos et al, 2015;Salama, 2015;Salvatore et al, 2016;Tilbury, 2011;Winkelman et al, 2016).…”

“…A significant area of literature identified was that of established and emerging learning methods considered to be conducive to ESD with a number of studies converging on similar themes (Brennan & Riley, 2016;Holgaard et al, 2016;Ramos et al, 2015;Tilbury, 2011;Wals, 2012;Winkelman et al, 2016). These learning methods have been identified as transformative for both students and society, producing graduates with the skills and selfconfidence to confront the complexity of SD in real-world situations, in turn improving the ability of the architecture and engineering industries they go on to work in to tackle sustainability problems.…”

Service-Learning Projects in University Degrees Based on Sustainable Development Goals: Proposals and Results

“…The SL methodology has been used in engineering studies in the last years, mainly for the development of foreign communities. Winkelman et al [20] describe a project hosted by an agro-ecology center in a rural community in Mexico in which the students have enhanced leadership, ethical community engagement, or participatory planning, thus working in a real environment. Another example is found in the project presented by Seavy et al [21], which has been developed by a group of engineering students in Cameron and India.…”

When Does Leadership Become Engineering Leadership

“…In response to this call, the Faculty of Applied Science at the University of British Columbia has, since 2011, offered a fourth-year course, APSC 461, Global Engineering Leadership. The seminar-styled course presents material through lectures, guest speakers, group discussion, a series of readings and communitybased projects (refer to [4] and [15] for further details). The basic conceptual framework of the course is constructed around the four "pillars" of leadership, ethical community engagement, participatory planning and understanding differences.…”