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Active Learning Strategies for Sustainable Engineering: The Case of the European Project Semester

Active Learning Strategies for Sustainable Engineering: The Case of the European Project Semester

Abel José Duarte, Benedita Malheiro, Manuel Fernando Silva, Paulo Duarte Ferreira, Pedro Barbosa Guedes
Copyright: © 2022 |Pages: 19
ISBN13: 9781668423097|ISBN10: 166842309X|ISBN13 Softcover: 9781668423103|EISBN13: 9781668423110
DOI: 10.4018/978-1-6684-2309-7.ch008
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MLA

Duarte, Abel José, et al. "Active Learning Strategies for Sustainable Engineering: The Case of the European Project Semester." Handbook of Research on Improving Engineering Education With the European Project Semester, edited by Benedita Malheiro and Pedro Fuentes-Durá, IGI Global, 2022, pp. 146-164. https://doi.org/10.4018/978-1-6684-2309-7.ch008

APA

Duarte, A. J., Malheiro, B., Silva, M. F., Ferreira, P. D., & Guedes, P. B. (2022). Active Learning Strategies for Sustainable Engineering: The Case of the European Project Semester. In B. Malheiro & P. Fuentes-Durá (Eds.), Handbook of Research on Improving Engineering Education With the European Project Semester (pp. 146-164). IGI Global. https://doi.org/10.4018/978-1-6684-2309-7.ch008

Chicago

Duarte, Abel José, et al. "Active Learning Strategies for Sustainable Engineering: The Case of the European Project Semester." In Handbook of Research on Improving Engineering Education With the European Project Semester, edited by Benedita Malheiro and Pedro Fuentes-Durá, 146-164. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2309-7.ch008

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Abstract

Engineering aims to improve the quality of daily life on a planet with limited resources. This chapter describes how the European Project Semester offered by the School of Engineering of the Porto Polytechnic contributes to make engineering undergraduates conscious of their environmental and societal impact. The program is a project-based active learning framework where problem-solving is supported by intercultural communication and creativity, ethical and sustainable reasoning, and global contextual analysis. This analysis shows that it fosters scientific, technical, and interpersonal competencies, emphasizing ethical and sustainable design as recommended by several reference institutions through the testimonials left on the project reports and the evolution perceived by the participants during the semester. These findings are supported by a sample of 45 projects conducted by 228 students from 23 countries and 65 degrees. All projects aimed to have a lasting impact on the future engineering practice of participants and, somehow, transform the world positively.

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