Introduction to systems engineering and sustainability PART I: Student centred learning for chemical and biological engineers
Abstract Student Centred Active Learning of Systems Engineering and Sustainability requires challenging metacognitive integration of high level evaluation skills combined with discipline based core knowledge. This two part series aims to demonstrate the basic principles, methodology and specific examples of active learning with formative assessment implemented to achieve improved student academic performance. In this part I of the two part series, firstly, a detailed description is introduced of the cognitive learning methodology which makes use of student centered recognition, analysis and synthesis for decision making when there is no entirely right or wrong decision. The concept of "decision situation" is described which combines several surrounding and contingency elements to arrive at a demonstration of the holistic decision making through systems analysis. A Holistic thinking approach is further developed using a systems learning methodology that combines normative with descriptive analyses to arrive at a cognitive mode model of judgement and choice. Sustainability modelling using the three gateway systems approach is introduced and compared with the multi layered view of chemical and biochemical engineering education and research; see Gani et al. (2020) Holistic thinking strategy is applied most recently to integrating, backcasting and eco design for the circular economy (CE) see Mendoza et al. (2017) A student centred learning approach is advocated that makes use of these principles and enables the systematic embedding of sustainability modeling in industrial and economic activities whose success rely substantively on decision making. Finally, the relative importance is evaluated using classroom data available with specific engineering topics of the didactic "rule based" methods of knowledge transfer in contrast with the experiential accumulation of practical information amassed through social interactions in a co operative learning environment that relies on sustained improvement through active communication and feedback between the teacher/instructor and the student/learner; see Stephan et al. (2017) and Shallcross and Alpay (2018)