A Holistic Approach to Delivering Sustainable Design Education in Civil Engineering

Autor/inn/en	Vemury, Chandra Mouli; Heidrich, Oliver; Thorpe, Neil; Crosbie, Tracey
Titel	A Holistic Approach to Delivering Sustainable Design Education in Civil Engineering
Quelle	In: International Journal of Sustainability in Higher Education, 19 (2018) 1, S.197-216 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-04-2017-0049
Schlagwörter	Holistic Approach; Sustainability; Design; Engineering Education; Teaching Methods; Undergraduate Students; Problem Based Learning; Student Projects; Program Effectiveness; College Faculty; Teacher Role; Foreign Countries; Civil Engineering; Sustainable Development; Formative Evaluation; Summative Evaluation; Educational Technology; Technology Uses in Education; Progress Monitoring; Time; Knowledge Level; Group Activities; United Kingdom (England) + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Nachhaltigkeit; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Fakultät; Lehrerrolle; Ausland; Nachhaltige Entwicklung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zeit; Wissensbasis; Gruppenaktivität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01