Evaluation of teaching approach and student learning in a multidisciplinary sustainable engineering course

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• 作者：B. Sharma^a ; ^{sharmabhavnak@gmail.com} ; B. Steward^b ; ^{bsteward@iastate.edu} ; S.K. Ong^c ; ^{skong@iastate.edu} ; F.E. Miguez^d ; ^{femiguez@iastate.edu}
• 关键词：Multidisciplinary ; Sustainability ; Assessment ; Engineering ; Student learning ; Teaching approach
• 刊名：Journal of Cleaner Production
• 出版年：2017
• 出版时间：20 January 2017
• 年：2017
• 卷：142
• 期：part_P4
• 页码：4032-4040
• 全文大小：694 K
• 卷排序：142

文摘

Teaching sustainability concepts to multidisciplinary classes of engineering students is challenging due to their diverse background and discipline-specific skill set and the interdisciplinary nature of the sustainability issues at stake. The present study was conducted to understand the challenges and identify opportunities for improving teaching and learning of sustainability in higher education institutions. The case study used for data collection was the Sustainable Engineering and International Development course taught at Iowa State University since 2005. We assessed the students' course content knowledge before and after the course and their perceptions about the overall course, content, and instruction methods. A mixed methods approach consisting of qualitative (focus groups) and quantitative (survey and pre- and post-assessment) techniques was used for the study. Quantitative data were analyzed using descriptive statistics, explanatory analysis, and multinomial logistic regression. Thematic analysis was used to evaluate the qualitative data. The difficulty level of the pre- and post-assessment was low. Application-based questions could be included in the assessment to test beyond the levels of mere comprehension and memorization. Student perceptions about module usefulness exhibited year-to-year variation, which was attributed to the diversity of students enrolled in the course each year. Barriers to learning in a multidisciplinary engineering course included student difficulties working in multidisciplinary teams, course organization, and limited student engagement in projects. The assessment techniques were complementary, aiding in the identification of strategies to improve teaching and learning in multidisciplinary engineering environment.