Teaching sustainability: does style matter?

Abstract

Purpose: This paper aims to analyze how a tangram activity improved students' abilities to explain sustainability, articulate a positive perception of sustainable design and relate sustainability with innovation in engineering design.

Design/methodology/approach: The concept of paradigm shift was introduced in the classroom by using a tangram activity to help students understand that sustainable design requires out-of-the-box thinking. Instructors from three institutions teaching various levels of sustainability courses to engineering majors used the activity to introduce sustainable design, then measured the understanding and appreciation of the concepts introduced through the tangram activity with pre- and post-activity surveys.

Findings: Findings from the study indicate that students' perceptions of sustainability significantly improved due to the activity, without regard to the institution. The activity also significantly improved students understanding of the connection between sustainability and innovation, across all three institutions, across all majors and across all years of study except second-year students. Improving engineering students' views on sustainability may lead, over time, to changes in the industry, in which environmental performance is incorporated into the engineering design process.

Originality/value: Active learning approaches are needed for affective-domain learning objectives in the sustainability field for students to learn the necessary attitudes, values and motivations to implement sustainability in engineering design. Simple, easily implemented active learning techniques, such as the tangram activity presented here, can be implemented across the curriculum or to the public to introduce the paradigm shift necessary with sustainable design.

Keywords: active learning; engineering education; paradigm shift; sustainable design; sustainable development.

Figure 1:

a) Initial square with four tangram pieces representing “Traditional Engineering” b) New square integrating sustainability (piece with “X”)

Figure 2:

Pre- and post-survey qualitative results indicating all scores for SQ1 and SQ2 for all institutions combined, 2019 and 2020

Figure 3:

Summary statistics for whole group and individual schools for Factor 1 (Perception)

Figure 4:

Summary statistics for whole group and individual schools for Factor 2 (Innovation)