Phenomenon- and Project-Based Learning Through the Lens of Sustainability

摘要

To embed the phenomenon of sustainability in engineering education, there are few practices to think about and put into implementation. This article attempts to address this pedagogical challenge by developing a teaching and learning practice for knowledge creation and competence. To realize this practice, the notion of the intelligent building has been addressed within the sustainability domain by piloting systems thinking pedagogy that incorporates learning tasks like cases, design modules, projects and is facilitated by guidance, feedback, and critique. The process utilizes the University of Ottawa (uOttawa) campus buildings as a "real-space sustainability lab" for developing learning content and collecting data for engineering design projects as part of teaching four related undergraduate courses. Gathered data from the questionnaires, interviews and observation clearly show that unleashing engaging activities into phenomena- and project-based learning may significantly improve student analytical thinking, reflective judgment, and self-efficacy.