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Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps

Author

Listed:
  • María-José Terrón-López

    (Aerospace and Industrial Engineering Department, School of Architecture, Engineering and Design, Universidad Europea de Madrid, 28670 Villavicosa de Odón, Spain)

  • Paloma J. Velasco-Quintana

    (Academic Model and Digital Transformation, School of Architecture, Engineering and Design, Universidad Europea de Madrid, 28670 Villavicosa de Odón, Spain)

  • Silvia Lavado-Anguera

    (Aerospace and Industrial Engineering Department, School of Architecture, Engineering and Design, Universidad Europea de Madrid, 28670 Villavicosa de Odón, Spain)

  • María del Carmen Espinosa-Elvira

    (Aerospace and Industrial Engineering Department, School of Architecture, Engineering and Design, Universidad Europea de Madrid, 28670 Villavicosa de Odón, Spain)

Abstract

This article describes an intrinsic case study of project-based learning (PBL) experience involving an NGO as an external client to promote sustainability competencies. Two research questions are posed: (1) How did this experiential PBL approach impact students learning to develop sustainability competencies by incorporating a responsible engineering perspective? (2) How did college students become engaged with social and sustainable PBL projects when external clients of developing economies were involved? The project-based design involved two subjects in the second year of an Industrial engineering degree. The client was an NGO with an existing project to improve the supply chain logistics of three refugee camps managed by women. Students had to cooperatively develop a sustainable proposal for the NGO with a global mindset. Findings obtained from the analysis of the reflections of students and teachers indicate that this methodology helps students to acquire comprehensively learning outcomes and to develop sustainability competencies. Sustainable and socially responsible engineering were achieved through a methodology that considers the UN Sustainable Development Goals (SDGs) and engages students in real projects. This approach promotes student awareness on the importance of their actions and their personal behavior as engineers, including a gender perspective, while training them to move towards SDG4 and 5.

Suggested Citation

  • María-José Terrón-López & Paloma J. Velasco-Quintana & Silvia Lavado-Anguera & María del Carmen Espinosa-Elvira, 2020. "Preparing Sustainable Engineers: A Project-Based Learning Experience in Logistics with Refugee Camps," Sustainability, MDPI, vol. 12(12), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:4817-:d:370804
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    References listed on IDEAS

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    1. Bernard Amadei & Robyn Sandekian & Evan Thomas, 2009. "A Model for Sustainable Humanitarian Engineering Projects," Sustainability, MDPI, vol. 1(4), pages 1-19, November.
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    Cited by:

    1. Rohit Agrawal & Abhijit Majumdar & Kirty Majumdar & Rakesh D. Raut & Balkrishna E. Narkhede, 2022. "Attaining sustainable development goals (SDGs) through supply chain practices and business strategies: A systematic review with bibliometric and network analyses," Business Strategy and the Environment, Wiley Blackwell, vol. 31(7), pages 3669-3687, November.
    2. Clemente Rodríguez-Sabiote & Álvaro Manuel Úbeda-Sánchez & José Álvarez-Rodríguez & Daniel Álvarez-Ferrándiz, 2020. "Active Learning in an Environment of Innovative Training and Sustainability. Mapping of the Conceptual Structure of Research Fronts through a Bibliometric Analysis," Sustainability, MDPI, vol. 12(19), pages 1-18, September.
    3. Vilma Sukackė & Aida Olivia Pereira de Carvalho Guerra & Dorothea Ellinger & Vânia Carlos & Saulė Petronienė & Lina Gaižiūnienė & Silvia Blanch & Anna Marbà-Tallada & Andrea Brose, 2022. "Towards Active Evidence-Based Learning in Engineering Education: A Systematic Literature Review of PBL, PjBL, and CBL," Sustainability, MDPI, vol. 14(21), pages 1-31, October.
    4. Rachael Budowle & Eric Krszjzaniek & Chelsea Taylor, 2021. "Students as Change Agents for Community–University Sustainability Transition Partnerships," Sustainability, MDPI, vol. 13(11), pages 1-26, May.
    5. Renato Martins Neves & Rui M. Lima & Diana Mesquita, 2021. "Teacher Competences for Active Learning in Engineering Education," Sustainability, MDPI, vol. 13(16), pages 1-22, August.

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