Utilizing the design charrette for teaching sustainability

Abstract

Purpose This paper aims to investigate the design charrette as a method for teaching sustainability. Design/methodology/approach The paper utilizes a student‐based design charrette for the Mississippi Gulf Coast comprising a framework for teaching sustainability. An assessment of the charrette's role in promoting sustainability in higher education was ascertained through respondents completing pre‐ and post‐charrette surveys. Findings The paper provides survey results that shed light on the effectiveness of the charrette as an approach for teaching sustainability in higher education. Research limitations/implications This research indicates that a charrette framed with criteria for teaching sustainability is viable. However, the study has limitations owing to the project's scope and its being a single‐case sample. Practical implications The paper shows that actively engaging students in interdisciplinary, service‐oriented projects is of value in teaching concepts of sustainability in higher education. Originality/value The paper addresses the need for sustainability in higher education, focusing on disciplines of design, by assessing the effectiveness of a well‐accepted design teaching approach, the charrette.