Locatelli, G orcid.org/0000-0001-9986-2249 (2021) Teaching sustainable energy systems to engineering students. International Journal of Innovation and Sustainable Development, 16 (1). pp. 1-21. ISSN 1740-8822
Abstract
This paper presents the learning outcomes, syllabus, delivery, and assessment strategy for a module of 'Sustainable energy systems' for master-level engineering students. The paper is based on three stages of 'action research'. The first stage is a critical reflection on the planning and the process, based on the experience in delivering the original module and literature review. The second stage is based on semi-structured interviews of 4th-year students, focused on the collection of feedback to improve the module. The third stage is the redesign and peer-review of the module. The key outcome of this work is an approach which further enables students to move from 'surface learning' to a more profound 'deep learning'. Further steps forward toward a true 'constructivism' are also envisaged. Several enhancements are discussed, including an improved syllabus, new methods of delivery, fine-tuning of the learning outcomes, and finally revisiting the assessment strategy.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 Inderscience Enterprises Ltd. This is an author produced version of an article published in International Journal of Innovation and Sustainable Development. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | sustainability, energy systems, deep learning, constructivism, energy projects, energy project, energy infrastructure |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Engineering & Physical Sciences (Leeds) > School of Civil Engineering (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 19 Jun 2020 12:56 |
Last Modified: | 30 Jan 2024 01:50 |
Status: | Published |
Publisher: | Inderscience |
Identification Number: | 10.1504/IJISD.2022.119233 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:162050 |