Lessons Learnt from Educating University Students through a Trans-Disciplinary Project for Sustainable Sanitation Using a Systems Approach and Problem-Based Learning

Gray, J; Williams, J; Hagare, P; Lopes, AM; Sankaran, S

Lessons Learnt from Educating University Students through a Trans-Disciplinary Project for Sustainable Sanitation Using a Systems Approach and Problem-Based Learning

Gray, J Williams, J Hagare, P Lopes, AM Sankaran, S

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Publisher:: MDPI AG
Publication Type:: Journal Article
Citation:: Systems, 2014, 2 (3), pp. 243 - 272
Issue Date:: 2014-01

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Field	Value	Language
dc.contributor.author	Gray, J	en_US
dc.contributor.author	Williams, J	en_US
dc.contributor.author	Hagare, P	en_US
dc.contributor.author	Lopes, AM	en_US
dc.contributor.author	Sankaran, S https://orcid.org/0000-0001-5485-6216	en_US
dc.date.issued	2014-01	en_US
dc.identifier.citation	Systems, 2014, 2 (3), pp. 243 - 272	en_US
dc.identifier.issn	2079-8954	en_US
dc.identifier.uri	http://hdl.handle.net/10453/32709
dc.description.abstract	This article discusses how a Systems Thinking (ST) approach to student learning, employing Problem-Based Learning (PBL) interventions, at several different universities in Sydney, Australia was incorporated into a broader trans-disciplinary research project, the aim of which was to examine how urine diversion in an urban, institutional setting might form the basis of phosphorus collection-0phosphorus being a non-renewable resource used in agricultural fertilizers. The article explores how the ST approach employed by the researchers themselves was adapted to embrace student engagement opportunities and how it permitted opportunities for Problem-Based Learning interventions. Five academics forming part of the research team consider the effectiveness of ST-styled student engagement via Problem-Based Learning in three action research cycles used in the research project. In sharing their experiences they provide an honest, 'no-holds barred' review of what worked and what could be done more effectively with the benefits of hindsight.	en_US
dc.publisher	MDPI AG	en_US
dc.relation.ispartof	Systems	en_US
dc.relation.isbasedon	10.3390/systems2030243	en_US
dc.title	Lessons Learnt from Educating University Students through a Trans-Disciplinary Project for Sustainable Sanitation Using a Systems Approach and Problem-Based Learning	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	2	en_US
utslib.for	1299 Other Built Environment and Design	en_US
utslib.for	0801 Artificial Intelligence and Image Processing	en_US
utslib.for	0806 Information Systems	en_US
utslib.for	0803 Computer Software	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil and Environmental Engineering
pubs.organisational-group	/University of Technology Sydney/Strength - CCDP - Contemporary Design Practice
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.volume	2	en_US

Abstract:

This article discusses how a Systems Thinking (ST) approach to student learning, employing Problem-Based Learning (PBL) interventions, at several different universities in Sydney, Australia was incorporated into a broader trans-disciplinary research project, the aim of which was to examine how urine diversion in an urban, institutional setting might form the basis of phosphorus collection-0phosphorus being a non-renewable resource used in agricultural fertilizers. The article explores how the ST approach employed by the researchers themselves was adapted to embrace student engagement opportunities and how it permitted opportunities for Problem-Based Learning interventions. Five academics forming part of the research team consider the effectiveness of ST-styled student engagement via Problem-Based Learning in three action research cycles used in the research project. In sharing their experiences they provide an honest, 'no-holds barred' review of what worked and what could be done more effectively with the benefits of hindsight.

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http://hdl.handle.net/10453/32709