Viere, Tobias ; Amor, Ben ; Berger, Nicolas ; Fanous, Ruba Dolfing ; Arduin, Rachel Horta ; Keller, Regula ; Laurent, Alexis ; Loubet, Philippe ; Strothmann, Philip ; Weyand, Steffi ; Wright, Laurie ; Sonnemann, Guido (2024)
Teaching life cycle assessment in higher education.
In: The International Journal of Life Cycle Assessment, 2021, 26 (3)
doi: 10.26083/tuprints-00023942
Artikel, Zweitveröffentlichung, Verlagsversion
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Kurzbeschreibung (Abstract)
Purpose: Scientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability.
Methods: Based on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom’s taxonomy of learning.
Results and discussion: The paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels.
Conclusions and recommendations: This paper encourages and supports higher educational bodies to implement a minimum of ‘life cycle literacy’ into students’ curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA.
| Typ des Eintrags: | Artikel |
|---|---|
| Erschienen: | 2024 |
| Autor(en): | Viere, Tobias ; Amor, Ben ; Berger, Nicolas ; Fanous, Ruba Dolfing ; Arduin, Rachel Horta ; Keller, Regula ; Laurent, Alexis ; Loubet, Philippe ; Strothmann, Philip ; Weyand, Steffi ; Wright, Laurie ; Sonnemann, Guido |
| Art des Eintrags: | Zweitveröffentlichung |
| Titel: | Teaching life cycle assessment in higher education |
| Sprache: | Englisch |
| Publikationsjahr: | 30 April 2024 |
| Ort: | Darmstadt |
| Publikationsdatum der Erstveröffentlichung: | März 2021 |
| Ort der Erstveröffentlichung: | Berlin ; Heidelberg |
| Verlag: | Springer |
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | The International Journal of Life Cycle Assessment |
| Jahrgang/Volume einer Zeitschrift: | 26 |
| (Heft-)Nummer: | 3 |
| DOI: | 10.26083/tuprints-00023942 |
| URL / URN: | https://tuprints.ulb.tu-darmstadt.de/23942 |
| Zugehörige Links: | |
| Herkunft: | Zweitveröffentlichung DeepGreen |
| Kurzbeschreibung (Abstract): | Purpose: Scientific Life Cycle Assessment (LCA) literature provides some examples of LCA teaching in higher education, but not a structured overview of LCA teaching contents and related competencies. Hence this paper aims at assessing and highlighting trends in LCA learning outcomes, teaching approaches and developed content used to equip graduates for their future professional practices in sustainability. Methods: Based on a literature review on teaching LCA in higher education and a collaborative consensus building approach through expert group panel discussions, an overview of LCA learning and competency levels with related teaching contents and corresponding workload is developed. The levels are built on the European Credit Transfer and Accumulation System (ECTS) and Bloom’s taxonomy of learning. Results and discussion: The paper frames five LCA learning and competency levels that differ in terms of study program integration, workload, cognitive domain categories, learning outcomes, and envisioned professional skills. It furthermore provides insights into teaching approaches and content, including software use, related to these levels. Conclusions and recommendations: This paper encourages and supports higher educational bodies to implement a minimum of ‘life cycle literacy’ into students’ curriculum across various domains by increasing the availability, visibility and quality of their teaching on life cycle thinking and LCA. |
| Freie Schlagworte: | LCA, Life cycle thinking, Learning outcomes, Competency levels, Teaching approaches and content, Pedagogy |
| Status: | Verlagsversion |
| URN: | urn:nbn:de:tuda-tuprints-239429 |
| Sachgruppe der Dewey Dezimalklassifikatin (DDC): | 600 Technik, Medizin, angewandte Wissenschaften > 624 Ingenieurbau und Umwelttechnik |
| Fachbereich(e)/-gebiet(e): | 13 Fachbereich Bau- und Umweltingenieurwissenschaften 13 Fachbereich Bau- und Umweltingenieurwissenschaften > Institut IWAR - Wasser- und Abfalltechnik, Umwelt- und Raumplanung 13 Fachbereich Bau- und Umweltingenieurwissenschaften > Institut IWAR - Wasser- und Abfalltechnik, Umwelt- und Raumplanung > Fachgebiet Stoffstrommanagement und Ressourcenwirtschaft |
| Hinterlegungsdatum: | 30 Apr 2024 11:05 |
| Letzte Änderung: | 02 Mai 2024 06:02 |
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| Suche nach Titel in: | TUfind oder in Google |
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