Abstract
ABSTRACT This article reports an active-learning exercise centered on multistakeholder engagement for multi-element decision-making. The exercise used a realistic field scenario of an anticipated tailings dam breach to teach and practice sustainability-informed decision-making. The case study was used three times with a total of 60 undergraduate students in the third and fourth years of their programs in chemical, mechanical, and geological engineering. To improve the learning outcomes in the case study, the P5TM Impact Analysis tool (GPM Global) was introduced in the last two iterations to help ensure consideration of “People, Planet, Prosperity, Processes, and Products” aspects when identifying operating and engineering issues and stakeholder concerns. The students ranked three options quantitatively as teams, and the first-choice solution was dependent upon how they applied weightings to each of the aspects considered. Then they completed a final individual reflection assignment where they adjusted weightings to evaluate the impact of differing perspectives. The presented process of using the P5TM tool provided transparency with respect to all potential impacts and was ideal for engaging in conversations around applying sustainable thinking to engineering projects. From an instructor’s perspective, this also provided a clear methodology for marking.
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