Development of learnee-focused, sustainable-engineering subject

Abstract

This paper looks at how the subject content, teaching method, and assessment techniques in an energy engineering subject were aligned to promote students' understanding of sustainability and to develop the graduate capabilities expected of reflective practitioners. The subject was structured as a Learning Organization [1], which emphasised student collaboration, negotiation and responsibility for learning. Student-focused learning and teaching methods were used to facilitate deep approaches to students' team learning and skill development. Combined face-to-face, web site and online discussion facilities were developed to provide an interactive learning environment where students learn in teams. Students demonstrate the quality of their understanding of the multidisciplinary nature of this subject through making links between theories of the subject and practice using self-selected case study projects which are developed throughout the semester. The case studies require them to develop their skills in critical reflection, analysis, synthesis, integration, creation and the application of ideas. Students are encouraged to be more pro-active and to consider economic, environmental, political and social factors in their technical decisions. The paper discusses ways in which we have examined the effectiveness of this approach by interviewing students, and analysing their reflective portfolios, case study reports, and feedback surveys. It therefore draws out the wider implications for extending student-focused-teaching and learning to all engineering subjects, including those offered by online delivery.