Abstract

Competency-based teaching and learning are gaining popularity in engineering education as it offers opportunities to develop crucial skills like teamwork, and problem-solving. In the field of engineering, environmental responsibility and sustainability are essential skills that professionals must possess. Consequently, this research aims to explore how pedagogical practices and assessment methods in sustainability-related courses can be aligned with competency-based teaching. A case study was conducted with an industrial engineering undergraduate program participation in a Modernization of Undergraduate Education Program. The selected competency for evaluation was "acting with environmental responsibility" as it is increasingly valued by companies worldwide when hiring engineering professionals. A method was developed to assess the integration of pedagogical practices and assessment methods with competency-based learning, to develop competencies in sustainability. This method was used during a workshop with nine professionals. The workshop resulted in the development of rubrics for the sustainability competency. These rubrics were tailored to address the learning needs of students throughout the course. Additionally, the workshop identified the key teaching practices and assessment methods that should be employed in these sustainability-focused courses. By implementing this research, engineering courses can ensure that students are actively developing the necessary skills and competencies in environmental responsibility and sustainability.Competency-based teaching and learning are gaining popularity in engineering education as it offers opportunities to develop crucial skills like teamwork, and problem-solving. In the field of engineering, environmental responsibility and sustainability are essential skills that professionals must possess. Consequently, this research aims to explore how pedagogical practices and assessment methods in sustainability-related courses can be aligned with competency-based teaching. A case study was conducted with an industrial engineering undergraduate program participation in a Modernization of Undergraduate Education Program. The selected competency for evaluation was "acting with environmental responsibility" as it is increasingly valued by companies worldwide when hiring engineering professionals. A method was developed to assess the integration of pedagogical practices and assessment methods with competency-based learning, to develop competencies in sustainability. This method was used during a workshop with nine professionals. The workshop resulted in the development of rubrics for the sustainability competency. These rubrics were tailored to address the learning needs of students throughout the course. Additionally, the workshop identified the key teaching practices and assessment methods that should be employed in these sustainability-focused courses. By implementing this research, engineering courses can ensure that students are actively developing the necessary skills and competencies in environmental responsibility and sustainability.