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Integrating Problem- and Project-Based Learning into Sustainability Programs: A Case Study on the School of Sustainability at Arizona State University

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Arnim Wiek; Angela Xiong; Katja Brundiers; Sander van der Leeuw – International Journal of Sustainability in Higher Education, 2014

Purpose: The article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University's School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world. Design/methodology/approach: This case…

Descriptors: Active Learning, Student Projects, Sustainable Development, Experiential Learning