Sustainable Development Capstone Project: Collaboration between Architecture and Engineering Students

Design Framework Based on TEC21 Educational Model and Education 4.0 Implemented in a Capstone Project: A Case Study of an Electric Vehicle Suspension System

Sustainability ◽

10.3390/su13115768 ◽

2021 ◽

Vol 13 (11) ◽

pp. 5768

Author(s):

Hugo A López ◽

Pedro Ponce ◽

Arturo Molina ◽

María Soledad Ramírez-Montoya ◽

Edgar Lopez-Caudana

Keyword(s):

Electric Vehicle ◽

Industry 4.0 ◽

Engineering Students ◽

Traditional Education ◽

Educational Model ◽

Capstone Project ◽

Future Challenges ◽

Vehicle Suspension System ◽

Competencies Development

Nowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0.

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Correlation between sustainability education and engineering students’ attitudes towards sustainability

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-08-2017-0139 ◽

2018 ◽

Vol 19 (3) ◽

pp. 459-472 ◽

Cited By ~ 16

Author(s):

Kuok Ho Daniel Tang

Keyword(s):

Sustainable Development ◽

Design Methodology ◽

Engineering Students ◽

Sustainability Education ◽

Content Type ◽

Fundamental Knowledge ◽

Students Attitudes ◽

Development Course ◽

Beliefs And Attitudes ◽

Insight Into

Purpose The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned. Findings The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development. Research limitations/implications This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students. Originality/value As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

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Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-02-2021-0060 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Fermín Sánchez-Carracedo ◽

Daniel Romero-Portillo ◽

Bàrbara Sureda Carbonell ◽

Francisco Manuel Moreno-Pino

Keyword(s):

Sustainable Development ◽

Engineering Students ◽

Education For Sustainable Development ◽

First Year ◽

Education Students ◽

First Year Students ◽

Content Type ◽

Spanish Higher Education ◽

Percentage Measure ◽

University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

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Engineering Education through a Flipped Classroom Model

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.10248 ◽

2018 ◽

Author(s):

David Wang ◽

Adam Gomes

Keyword(s):

Best Practices ◽

Student Performance ◽

Flipped Classroom ◽

Core Curriculum ◽

Engineering Students ◽

Capstone Project ◽

Variable Control ◽

Flipped Classrooms ◽

Comparison Of The Results ◽

And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.

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