Abstract: This article describes the implementation experience
of Project-Based Learning (PBL) in an engineering course of the
Universidad Nacional de Colombia, with the aim of strengthening
student skills necessary for the exercise of their profession under
a sustainability framework. Firstly, we present a literature review
on the education for sustainability field, emphasizing the skills
and knowledge areas required for its development, as well as
the commitment of the Faculty of Engineering of the Universidad
Nacional de Colombia, and other engineering faculties of the country,
regarding education for sustainability. This article covers the general
aspects of the course, describes how students team were formed, and
how their experience was during the first semester of 2017. During
this period two groups of students decided to develop their course
project aiming to solve a problem regarding a Non-Governmental
Organization (NGO) that works with head-of-household mothers in
a low-income neighborhood in Bogota (Colombia). Subsequently, we
show how sustainability is involved in the course, how tools are
provided to students, and how activities are developed as to strengthen
their abilities, which allows them to incorporate sustainability in their
projects while also working on the methodology used to develop said
projects. Finally, we introduce the results obtained by the students
who sent the prototypes of their projects to the community they were
working on and the conclusions reached by them regarding the course
experience.
Abstract: Sustainability often appears to be an unfamiliar concept to many international students that enrol in a New Zealand technological degree. Lecturers’ experiences with classroom interactions and evaluation of assessments indicate that studying the concept enlightens and enhances international students understanding of sustainability. However, in most cases, even after studying sustainability in their degree programme, students are not given an opportunity to practice and apply this concept into their professions in their home countries. Therefore, using a qualitative approach, the academics conducted research to determine the change in international students understanding of sustainability before and after their enrolment in an Applied Technology degree. The research also aimed to evaluate if international students viewed sustainability of relevance to their professions and whether the students felt that they will be provided with an opportunity to apply their knowledge about sustainability in the industry. The findings of the research are presented in this paper.
Abstract: The campuses at tertiary institutes can act as a social environment for peer to peer connections. However, socialization is not the only aspect that campuses provide. The campus can act as a learning environment that has often been termed as the campus curriculum. Many tertiary institutes have taken steps to make their campus a ‘green campus’ whereby initiatives have been taken to reduce their impact on the environment. However, as visible as these initiatives are, it is debatable whether these have any effect on students’ and their understanding of sustainable campus operations. Therefore, research was conducted to evaluate the effectiveness of sustainable campus operations in raising students’ awareness of sustainability. Students at two vocational institutes participated in this interpretive research with data collected through surveys and focus groups. The findings indicated that majority of vocational education students remained oblivious of sustainability initiatives on campuses.