Integrating problem- and project-based learning into sustainability programs

Abstract

Purpose – The article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University’s School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world. Design/methodology/approach – This case study presents the diverse PPBL activities that SOS offers on the undergraduate and the graduate levels and examines the institutional structures in place that support these activities. Data were collected through literature and document reviews, observations, interviews, student evaluations and faculty surveys. Findings – The review of the PPBL program at SOS illustrates a case of successfully inaugurating a PPBL program in sustainability at a major university in the USA. Yet, a key challenge for this program and similar programs around the world is how to maintain the institutional momentum and make advances after the initial takeoff. SOS is attempting to address this issue by developing greater program cohesion and coordination, synthesizing past products and learning, monitoring and evaluating impacts, and developing PPBL training programs for faculty and graduate students. Practical implications – The experiences and findings presented can help other programs to articulate the benefits of a PPBL initiative, anticipate implementation challenges and successfully support their own PPBL initiatives through adequate institutional structures. The review points to the fact that the major impact on both student learning and outcomes for partner organizations is achieved through a concerted effort by the organization as a whole. Successful PPBL programs require both top-down commitments from the administration and bottom-up drive from interested faculty and students. Originality/value – This case study discusses the PPBL program at SOS. The findings can inform and support the ongoing transformation in sustainability education with the ultimate objective to build students’ capacities to address and solve wicked sustainability problems in the real world, competently collaborating with partners from government, business and civil society.

The Vermont Climate Assessment: A Problem-Based Model to Bridge National Climate Research and Local Resilience

“…Final exams are not typically part of the PBL design, leaving a gap in "measuring the impact of PBL" (Wiek et al 2014). In the VCA, students were largely responsible for their own learning and relied heavily on self-study without a final assessment of student outcomes.…”

“…Positive student outcomes from PBL include improved content knowledge, increased engagement and motivation, problem-solving skills, collaboration, and communication skills (Cho and Brown 2013). Within academic sustainability programs, PBLs have great potential, but the format and time requirement represent an executional challenge (Wiek et al 2014). Given these challenges, the existing literature on PBL lacks a depth of evidence-based resources and potential models for project-based learning classes in sustainability (Wiek et al 2014).…”

“…Within academic sustainability programs, PBLs have great potential, but the format and time requirement represent an executional challenge (Wiek et al 2014). Given these challenges, the existing literature on PBL lacks a depth of evidence-based resources and potential models for project-based learning classes in sustainability (Wiek et al 2014). Our paper analyzes the VCA as a case study that can be used as a replicable model for other problem-based learning courses addressing problems of sustainability.…”

“…This course contained many hallmarks of the PBL format, including class activities driven by authentic problems, self-directed learning, involvement of community partners, and the production of a public output (Wiek et al 2014;Blumenfeld et al 1991;Krajcik et al 1994). Positive student outcomes from PBL include improved content knowledge, increased engagement and motivation, problem-solving skills, collaboration, and communication skills (Cho and Brown 2013).…”

Teaching Scenario-Based Planning for Sustainable Landscape Development: An Evaluation of Learning Effects in the Cagliari Studio Workshop

“…In education for sustainability science, relevant competencies have been attributed to three clusters: strategic knowledge including content and methodological knowledge, practical knowledge about bringing knowledge to action, and collaborative knowledge of working in teams and different knowledge communities [13] In a similar vein, Wiek et al [28,29] propose the following set of core competencies: systems-thinking competence; anticipatory competence; normative competence; strategic competence; and interpersonal competence. In particular, anticipatory competence-the knowledge that can be gained through scenario exercises-has been identified as a critical component of sustainability education by many authors [28][29][30] and Foley et al [31] explored the usage of studios to build anticipatory competence among students. Finally, Steinitz [32] presents a special issue on landscape planning education, focusing mainly on different cultural traditions and national structures instead of learning effects (e.g., papers by [33,34]).…”