Sustainability and LCA in Engineering Education - A Course Curriculum

Stig Irving Olsen; Peter Fantke; Alexis Laurent; Morten Birkved; Niki Bey; Michael Zwicky Hauschild

doi:10.1016/j.procir.2017.11.114

Sustainability and LCA in Engineering Education - A Course Curriculum

Stig Irving Olsen^*
, Peter Fantke
, Alexis Laurent
, Morten Birkved
, Niki Bey
, Michael Zwicky Hauschild

^*Corresponding author for this work

Research output: Contribution to journal › Conference article › Research › peer-review

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Abstract

Educating engineering students in sustainability is becoming increasingly important since engineering is expected to play a vital role in solving the sustainability challenges facing us. At the Technical University of Denmark this awareness is visible in the strategy where sustainability is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels of sustainability competences to students with a progression of complexity from the bachelor to the master or even PhD level. This role is unique since LCA is not systematically a component of engineering studies today. We present and discuss our experience with attempts to integrate LCA and life cycle thinking in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses.

Original language	English
Journal	Procedia CIRP
Volume	69
Pages (from-to)	627-632
Number of pages	6
ISSN	2212-8271
DOIs	https://doi.org/10.1016/j.procir.2017.11.114
Publication status	Published - 2018
Event	25th CIRP Life Cycle Engineering (LCE) Conference - Copenhagen, Denmark Duration: 30 Apr 2018 → 2 May 2018 Conference number: 25 http://www.lce2018.dk

Conference

Conference	25th CIRP Life Cycle Engineering (LCE) Conference
Number	25
Country/Territory	Denmark
City	Copenhagen
Period	30/04/2018 → 02/05/2018
Internet address	http://www.lce2018.dk

Bibliographical note

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 7 Affordable and Clean Energy
SDG 12 Responsible Consumption and Production

Keywords

Course progression
Life Cycle Assessment
Teaching strategy

Access to Document

10.1016/j.procir.2017.11.114

1 s2Final published version, 651 KBLicence: CC BY-NC-ND

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title = "Sustainability and LCA in Engineering Education - A Course Curriculum",

abstract = "Educating engineering students in sustainability is becoming increasingly important since engineering is expected to play a vital role in solving the sustainability challenges facing us. At the Technical University of Denmark this awareness is visible in the strategy where sustainability is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels of sustainability competences to students with a progression of complexity from the bachelor to the master or even PhD level. This role is unique since LCA is not systematically a component of engineering studies today. We present and discuss our experience with attempts to integrate LCA and life cycle thinking in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses.",

keywords = "Course progression, Life Cycle Assessment, Teaching strategy",

author = "Olsen, \{Stig Irving\} and Peter Fantke and Alexis Laurent and Morten Birkved and Niki Bey and Hauschild, \{Michael Zwicky\}",

note = " {\textcopyright} 2018 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).; 25th CIRP Life Cycle Engineering (LCE) Conference ; Conference date: 30-04-2018 Through 02-05-2018",

year = "2018",

doi = "10.1016/j.procir.2017.11.114",

language = "English",

volume = "69",

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TY - GEN

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AU - Olsen, Stig Irving

AU - Fantke, Peter

AU - Laurent, Alexis

AU - Birkved, Morten

AU - Bey, Niki

AU - Hauschild, Michael Zwicky

N1 - Conference code: 25

PY - 2018

Y1 - 2018

N2 - Educating engineering students in sustainability is becoming increasingly important since engineering is expected to play a vital role in solving the sustainability challenges facing us. At the Technical University of Denmark this awareness is visible in the strategy where sustainability is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels of sustainability competences to students with a progression of complexity from the bachelor to the master or even PhD level. This role is unique since LCA is not systematically a component of engineering studies today. We present and discuss our experience with attempts to integrate LCA and life cycle thinking in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses.

AB - Educating engineering students in sustainability is becoming increasingly important since engineering is expected to play a vital role in solving the sustainability challenges facing us. At the Technical University of Denmark this awareness is visible in the strategy where sustainability is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels of sustainability competences to students with a progression of complexity from the bachelor to the master or even PhD level. This role is unique since LCA is not systematically a component of engineering studies today. We present and discuss our experience with attempts to integrate LCA and life cycle thinking in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses.

KW - Course progression

KW - Life Cycle Assessment

KW - Teaching strategy

U2 - 10.1016/j.procir.2017.11.114

DO - 10.1016/j.procir.2017.11.114

M3 - Conference article

SN - 2212-8271

VL - 69

SP - 627

EP - 632

JO - Procedia CIRP

JF - Procedia CIRP

T2 - 25th CIRP Life Cycle Engineering (LCE) Conference

Y2 - 30 April 2018 through 2 May 2018

ER -

Sustainability and LCA in Engineering Education - A Course Curriculum

Abstract

Conference

Bibliographical note

UN SDGs

Keywords

Access to Document

OpenUrl availability

Fingerprint

Cite this