Implementation of Environmental Engineering Clinics: A Proposal for an Active Learning Methodology for Undergraduate Students

Dante Rodríguez-Luna, Olga Rubilar, Marysol Alvear, Joelis Vera and Marcia Zambrano Riquelme ()
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Dante Rodríguez-Luna: Facultad de Ingeniería, Instituto de Ciencias Químicas Aplicadas, Universidad Autónoma de Chile, Santiago 8910060, Chile
Olga Rubilar: Departamento de Ingeniería Química, Universidad de La Frontera, Temuco 4811230, Chile
Marysol Alvear: Departamento de Ciencias Químicas y Recursos Naturales, Universidad de La Frontera, Temuco 4811230, Chile
Joelis Vera: Facultad de Ingeniería y Ciencias, Universidad de La Frontera, Temuco 4811230, Chile
Marcia Zambrano Riquelme: Departamento de Ingeniería Química, Universidad de La Frontera, Temuco 4811230, Chile

Sustainability, 2023, vol. 16, issue 1, 1-13

Abstract: Quality education focused on quality, inclusion, and opportunity is one of the United Nations Sustainable Development Goals to reduce inequality in the knowledge of the people who are educated. In this sense, universities have a role in rethinking the teaching model, changing their strategies, and including new experiences based on active learning. This article makes a didactic methodological proposal for undergraduate and graduate students using learning experiences for solving regional environmental problems proposed by municipalities. This method considered creating an agreement, defining topics, preparing bases and study areas, analyzing problem solutions, and delivering products. The results showed the implementation of the environmental engineering clinics (ECCs) in five subjects of the curriculum, with the participation of sixty students, who solved problems from seven municipalities. The results showed a correct implementation of the active learning methodology, allowing for knowledge to be transferred in a real-life scenario, significantly facilitating student learning. The plan–do–check–act (PDCA) cycle provides a practical framework for learning while solving real-world challenges, empowering learners to personally engage with authentic and meaningful challenges within their communities. As was previously stated, this article presents a methodology that can be introduced in universities to improve the learning process through active learning and the link with real problems of the territories where they are located, which also allows for improving the connection with the environment, contributing significantly to the sustainability of the territories.

Keywords: engineering education; empirical learning; environmental engineering; Chile (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:16:y:2023:i:1:p:365-:d:1311048

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