Students’ attitude toward sustainability and humanitarian engineering education using project-based and international field learning pedagogies
International Journal of Sustainability in Higher Education
ISSN: 1467-6370
Article publication date: 5 November 2020
Issue publication date: 22 January 2021
Abstract
Purpose
Environmental sustainability and social contexts are becoming increasingly important concepts. The infusion of sustainability and humanitarian engineering (HE) into the academic core curriculum is often challenging. This study aims to provide an understanding of students’ perceptions and attitudes toward the incorporation of active learning of sustainability and humanitarian concepts into engineering education.
Design/methodology/approach
A project-based sustainability course was developed and offered to engineering undergraduates. A HE international field experience was also provided to students as an extracurricular activity. Pre- and post-surveys were conducted to assess students’ perceptions and attitudes toward sustainability and HE project learning experience. An analysis of variance (ANOVA) was performed to determine the statistical significance of the results and demographic influences on students’ experiences.
Findings
Both project-based and international field learning experiences positively influenced the students’ perceptions of sustainable practices, social change and appreciation of the engineering profession. Multidisciplinary learning also helped students become more motivated, engage in sustainability-promoted activities and community work and improve their social interactions. Students gained practical engineering skills that they did not typically receive in traditional classroom settings and recognized the global and social responsibilities that are core to sustainable development education.
Originality/value
The study demonstrates a mixed undergraduate educational model in which students acquired sustainability concepts through a project-based engineering course and practiced social responsibility through international HE projects. The findings help engineering educators understand students’ perceptions toward sustainability and HE, providing insight into effective curriculum design and strategic inclusion of social responsibility in traditional engineering education.
Keywords
Acknowledgements
The authors would like to thank the University of San Diego International Office, the Provost’s Office and the Shiley-Marcos School of Engineering for providing funding support for the humanitarian engineering projects in the Dominican Republic. The authors thank Ms. Joanne Peterson, San Pedro Parish and the El Cercado community who worked relentlessly with our students and faculty to develop and implement projects for the people, and to provide our students with life-changing learning experiences. The authors also thank all the student participants who made learning experiences a meaningful reality.
Citation
Ngo, T.T. and Chase, B. (2021), "Students’ attitude toward sustainability and humanitarian engineering education using project-based and international field learning pedagogies", International Journal of Sustainability in Higher Education, Vol. 22 No. 2, pp. 254-273. https://doi.org/10.1108/IJSHE-06-2020-0214
Publisher
:Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited