From concept to commercialisation: student learning in a sustainable engineering innovation project

Abstract

An interdisciplinary sustainable design project that combines membrane technology with renewable energy to provide water for remote communities and developing countries was offered to students for voluntary participation. Through continuous design stages and improvements on several prototypes, laboratory testing and several field trials in Australia, and interactions with industry partners and funding agencies, the project has offered very important experience to students and contributes significantly to graduate attributes that are difficult to gain during traditional coursework education. Such initiatives offer an exciting addition to the environmental engineering curriculum and can be adapted to various teaching frameworks and topic areas. In addition to acquiring technical skills, the students gained skills in the areas of team-work and interpersonal skills, project management, interdisciplinary skills, and confidence in interacting with non-engineers.A number of the students involved who have now graduated as well as peers were subsequently surveyed to evaluate student learning using critical incident questionnaires. One student felt that the involvement in the project was more important than the entire engineering degree. Students reported also a boost in confidence, motivation, inspiration, pride to be involved, high degree of engagement, especially during field trips. One drawback was negative team experiences, caused by students who thought they should have been selected as project managers. However, this was described by a student (now in the workforce) as a representation of later office politics and as a good opportunity to develop character strength. Poor communication, team building tools and lack of institutional support were additional issues needing addressing, as well as concerns from other academics that such activities could be to the detriment of other, more traditional, coursework-based learning activities. Significantly enhanced employment opportunities and extremely positive industry feedback were also noted. Industry emphasised the need for more project and time management skills.

First‐Year Students' Environmental Awareness and Understanding of Environmental Sustainability Through a Life Cycle Assessment Module

“…The project strengthened students' beliefs regarding the efficacy of their own future engineering practices. Schäfer and Richards () reported similar findings from a longitudinal study in which a multidisciplinary project team, consisting of undergraduates, postgraduates, and academics, developed and maintained a sustainable water treatment system powered by solar‐powered electricity.…”

Educating Future Engineers: Student Perceptions of the Societal Linkages of Innovation Opportunities

“…However, a number of engineering programs have sought to introduce socially responsible innovation to their curricula to widen the capabilities of engineering and enhance their ability to advance social, environmental and economical issues [e.g. [53][54][55].…”

Developing a framework for work integrated research higher degree studies in an Australian engineering context

“…The work integrated research higher degree (WIRHD) has appeared just recently in the landscape of Australian engineering education in responding to the mounting needs of linking high-quality research studies with issues that need urgent attention, such as the globalised economy (Abanteriba 2008) and sustainable engineering innovation (Schäfer and Richards 2007). Similar to the traditional PhD and Master of Philosophy (MPhil) programme described often by Australian Universities as research higher degree (RHD) programmes, the dissertation is the central element of WIRHD, and is intended to be a significant piece of original research that makes a new contribution to science and the discipline (Altbach 2004).…”