This paper reports on a course that utilized problem-based learning in order to engage engineering students to develop indicators of campus sustainability. The course structure and project are evaluated against the attributes of intellectual development and learning approaches and the problem-based learning method. In addition, the degree to which students addressed the importance of balance and integration of societal, environmental and economic considerations is evaluated. A secondary intent is to offer an adaptable framework to aid other universities in developing a set of sustainability indicators. Results showed the multidimensionality of the selected indicators.
|Original language||English (US)|
|Number of pages||11|
|Journal||International Journal of Engineering Education|
|State||Published - May 30 2007|
- Problem based learning
- Sustainable development