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Experiences and Lessons Learnt From Embedding Sustainability in Engineering
Omonigho B. Otanocha, Bland Tomkinson, Helen Dobson, Charmaine Cummings, Veronica Sanchez-Romaguera and Rosemary Tomkinson
In: Alameddine, Abdul Menhem. Experiences and Lessons Learnt From Embedding Sustainability in Engineering: The 10th World Congress on Engineering Education: Engineering Education for Sustainable Development; 29 Oct 2015-30 Oct 2015; Beirut. Federation of Lebanese Engineers – Beirut, Lebanon: ISBN –978-9953-0-3397-6; 2015.
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Abstract
Problem based learning (PBL) offers educational institutions involved with delivering quality education an avenue for creating a transformational culture with global outlook while enablingstudents to acquire needed skills for effective engagement in society. Students were able to assumeroles as business consultants, through team projects initiatives which required implementation ofsustainability ideas. Identification of stakeholders and mapping out how well their respectiveinterests could be satisfied is highly impactful and focuses the students in putting into use skillsdeveloped through role-play. Making contacts with professionals within the university and‘clients’ from outside organisations made project briefs and outcomes realistic, thereby creatingvalue added experience for the students. Analyses of survey data suggest that students perceivedthat the PBL course unit had effected changes in their attitudes as well as in their knowledge andskills. Typical transformational feedback from students who were involved with courses based onthe PBL approached at Manchester, ranged from strong interests in pursuing careers insustainability and international developments, social innovation, humanitarian aid, and greenbusinesses. Delivered lectures alone, have been well established to be inadequate in developingcritical thinking and required problem-solving skills, for example, professional engineers.