Implementing Sustainable Development through Problem-Based Learning: Pedagogy and Practice
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 129, Issue 4
Abstract
This paper presents an approach for implementing sustainability within a university environment, and for helping students become more effective problem solvers and professionals. In a “Sustainable Urban Development” course, taught by the writer, students develop projects to make their campus and community more sustainable. In the process, students learn how to analyze sustainability, work with decision makers, and put classroom knowledge into practice. Further, through this course’s emphasis on problem-based learning, students acquire critical cognitive skills and professional skills as they tackle complex, interdisciplinary, and real-world problems. Systematic evaluations of the course offer useful lessons. One is how to create synergies. For instance, while students benefited from hands-on experience with sustainability, the university benefited from students’ work. Another is how to demonstrate and quantify benefits from sustainability, which is vital to gaining support. Yet another is how to enable students to learn from both successful and unsuccessful attempts to implement ideas. Courses such as this can create important bridges between theory and application, and between education and professional practice.
Get full access to this article
View all available purchase options and get full access to this article.
References
Albanese, M., and Mitchell, S.(1993). “Problem-based learning: A review of the literature on its outcomes and implementation issues.” Acad. Med., 68(1), 52–81.
ASCE. (1996). “Code of ethics.” 〈http://www.asce.org〉 (July 14, 2003).
Barrows, H. S.(1991). “Cognitive apprenticeship (problem-based learning).” Educacao Medica, 2(2), 5–13.
Barrows, H. S., and Bennett, K.(1982). “Experimental studies on the diagnostic (problem-solving) skill of the neurologist: Their implications for neurological training.” Arch. Neurol., 26, 273–277.
Barrows, H. S., and Tamblyn, R.(1976). “An evaluation of problem-based learning in small groups using a simulated patient.” J. Med. Educ., 51, 52–54.
Bransford, J. D., Sherwood, R. S., Vye, N. J., and Rieser, J.(1986). “Teaching thinking and problem-solving: Research foundations.” Am. Psychol., 41, 1078–1089.
“Campus Ecology.” (2002). 〈http://www.nwf.org/campusecology/〉 (July 14, 2003).
Chameau, J. (1999). “Changing a mind-set, not just a problem-set: Sustainable technology in engineering programs.” Ethics in technology and social responsibilities, Proc., 1999 Engineering Deans Institute, American Society for Engineering Education, Washington, D.C., 1–2.
Chen, S. W., Cowdroy, R., Kingsland, A., and Ostwald, M., eds. (1994). Reflections on problem based learning, Wild & Woolley, Sydney, Australia.
Collins, A., Brown, J. S., and Newman, S. E. (1989). “Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics.” Knowing, learning and instruction, Erlbaum, Hillsdale, N.J.
“CO-operation programme in Europe for research on nature and industry through coordinated university studies.” (1994). The Copernicus Charter, Association of European Universities (CRE), Geneva, 〈http://www.unesco.org/iau/sd/copernicus.html〉.
“Creating a common future: An action plan for universities. Follow-up to Halifax conference on university action for sustainable development.” (1991). Halifax declaration, Dalhousie University, Halifax, N.S., Canada, 〈http://www.unesco.org/iau/sd/halifax.html〉.
Dutson, A. J., Todd, R. H., Magleby, S. P., and Sorensen, C. D.(1997). “A review of literature on teaching engineering design through project-oriented capstone courses.” J. Eng. Educ., 86(1), 17–28.
Eisenstaedt, R.(1990). “Problem-based learning: Cognitive retention and cohort traits of randomly selected participants and decliners.” Acad. Med., 65(9), 511–512.
Grigg, N. S.(1995). “Case method for teaching water-resources management.” J. Prof. Issues Eng. Educ. Pract., 121(1), 30–36.
Hendley, V. (1996). “Let problems drive the learning.” ASEE Prism, (Oct.), 30–36.
“Higher education for sustainable development: Towards the world sum-mit on sustainable development 2002.” (2001). The Lüneburg declaration, University of Lüneburg, Lüneburg, Germany, 〈http://www.ulsf.org/pub_declaration_spotvol51.htm〉.
Johnson, P. A.(1999). “Problem-based, cooperative learning in the engineering classroom.” J. Prof. Issues Eng. Educ. Pract., 125(1), 8–11.
“Report of the United Nations conference on environment and development. Agenda 21, Chapter 36: Promoting education, public awareness, and training.” (1992). Earth Summit Agreements, 〈http://www.un.org/esa/sustdev/documents/agenda21〉.
“Second Nature.” (2002). 〈http://www.secondnature.org/〉 (July 14, 2003).
Shepherd, A., and Cosgriff, B.(1998). “Problem-based learning: A bridge between planning education and planning practice.” J. Plan. Educ. Res., 17, 348–357.
“The Swansea Declaration.” (1993). Proc., Association of Commonwealth Universities’ 15th Quinquennial Conf., Swansea, Wales, U.K., 〈http://www.unesco.org/iau/sd/swansea.html〉.
“The Talloires Declaration.” (1990). Proc., Rep. and Declaration of the Presidents Conf., Tufts European Center, Talloires, France, 〈http://www.unesco.org/iau/sd/talloires.html〉.
“Talloires Declaration institutional signatory list.” (2002). 〈http://www.ulsf.org/programs_talloires_signatories.html〉, (July 14, 2003).
World Commission on Environment and Development (WCED). (1987). Our common future, Oxford University Press, New York.
Information & Authors
Information
Published In
Copyright
Copyright © 2003 American Society of Civil Engineers.
History
Received: Mar 24, 2000
Accepted: Oct 2, 2002
Published online: Sep 15, 2003
Published in print: Oct 2003
Authors
Metrics & Citations
Metrics
Citations
Download citation
If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download.