Inquiry-based learningInquiry-based learning (also spelled as enquiry-based learning in British English) is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions.
École Polytechnique Fédérale de LausanneThe École polytechnique fédérale de Lausanne (EPFL; English: Swiss Federal Institute of Technology in Lausanne; Eidgenössische Technische Hochschule Lausanne) is a public research university in Lausanne, Switzerland. Established in 1853, EPFL has placed itself as a university specializing in engineering and natural sciences. EPFL is part of the ETH Domain, which is directly dependent on the Federal Department of Economic Affairs, Education and Research.
Climate modelNumerical climate models use quantitative methods to simulate the interactions of the important drivers of climate, including atmosphere, oceans, land surface and ice. They are used for a variety of purposes from study of the dynamics of the climate system to projections of future climate. Climate models may also be qualitative (i.e. not numerical) models and also narratives, largely descriptive, of possible futures.
Decentralized wastewater systemDecentralized wastewater systems (also referred to as decentralized wastewater treatment systems) convey, treat and dispose or reuse wastewater from small and low-density communities, buildings and dwellings in remote areas, individual public or private properties. Wastewater flow is generated when appropriate water supply is available within the buildings or close to them. Decentralized wastewater systems treat, reuse or dispose the effluent in relatively close vicinity to its source of generation.
Phenomenon-based learningPhenomenon-based learning (PhBL, PhenoBL or PBL) is a multidisciplinary, constructivist form of learning or pedagogy where students study a topic or concept in a holistic approach instead of in a subject-based approach. PhBL includes both topical learning (also known as topic-based learning or instruction), where the phenomenon studied is a specific topic, event, or fact, and thematic learning (also known as theme-based learning or instruction), where the phenomenon studied is a concept or idea.
