Abstract: Rubrics are tools to assess students’ work efficiently, consistently, and objectively, requiring an evaluation of multiple dimensions. Professors use rubrics to support education and focus on the competencies and critical concepts students must obtain. By developing a working guide (rubrics) for students to use as a tool throughout the assignment, professors provide the structure necessary to improve the quality of their student’s work and increase the understanding they gain. Rubrics allow professors to accommodate and differentiate classes by offering a range of quality levels, as in sustainable development in industrial engineering using project-based learning methodologies. Problem-based learning (PBL) tends to motivate students to generate significant learning since they must apply the learning they have acquired in their training, implying that they must have a theoretical precedent to develop the project (Guerra, 2017). The Industrial Engineering Department’s courses are a great scenario to promote active learning using PBL while engaging students looking for solutions for the 2030 Agenda for Sustainable Development Goals (SDGs). The SDGs are a call for action by all countries to promote human and economic prosperity while protecting the planet. SDGs recognize that ending poverty must go hand-in-hand with strategies that build economic growth and address various social needs, including education, health, social protection, and job opportunities, while tackling climate change and environmental protection. This presentation aims to show the effectiveness of using rubrics for UN SDGs projects in industrial engineering courses.
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