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Enhancing Student Learning in Sustainability through Industry Decision-Making Tools

Explore the impact of using industry sustainability metrics tool in PBL design courses over multiple years. Learn how the GEMI approach enhances students' understanding of sustainability principles through practical design projects. Discover the strategies employed to collect stakeholder data, assess feasibility, and promote critical thinking among students. This research presentation highlights the findings and suggests ways to shift student focus towards future generations and social equity.

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Enhancing Student Learning in Sustainability through Industry Decision-Making Tools

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  1. 2012 Australasian Association for Engineering Education (AAEE) Annual Conference 3rd - 5th December 2012 Can the use of a sophisticated industry decision-making tool in PBL design courses over consecutive years enhance students’ learning in sustainability? The research question Implementation of industry sustainability metrics across multiple undergraduate design projects Margaret Jollands, Mark Latham and Raj Parthasarathy

  2. Actions Taken 2012 Australasian Association for Engineering Education (AAEE) Annual Conference 3rd - 5th December 2012 • The GEMI approach is used in three PBL design courses in successive years • Students work in groups to evaluate the feasibility of a process design against triple bottom line criteria • Just in time lectures are given about how to use the GEMI approach • A “community meeting” is held to collect data from stakeholders • Worksheets are used to document criteria and identify issues of critical relevance to the business and to external stakeholders. • Each group documents their metrics, analysis and justification of their choice of design in a report, a presentation and a concept map • Each group is given feedback on their work using a rubric Implementation of industry sustainability metrics across multiple undergraduate design projects Margaret Jollands, Mark Latham and Raj Parthasarathy

  3. Findings and outstanding issue How can we move the student focus from technology to future generations and social equity?

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