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
Article, Secondary publication, Publisher's Version
 | There is a more recent version of this item available. |
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.
| Item Type: | Article |
|---|---|
| Erschienen: | 2024 |
| Creators: | 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 |
| Type of entry: | Secondary publication |
| Title: | Teaching life cycle assessment in higher education |
| Language: | English |
| Date: | 30 April 2024 |
| Place of Publication: | Darmstadt |
| Year of primary publication: | March 2021 |
| Place of primary publication: | Berlin ; Heidelberg |
| Publisher: | Springer |
| Journal or Publication Title: | The International Journal of Life Cycle Assessment |
| Volume of the journal: | 26 |
| Issue Number: | 3 |
| DOI: | 10.26083/tuprints-00023942 |
| URL / URN: | https://tuprints.ulb.tu-darmstadt.de/23942 |
| Corresponding Links: | |
| Origin: | Secondary publication DeepGreen |
| 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. |
| Uncontrolled Keywords: | LCA, Life cycle thinking, Learning outcomes, Competency levels, Teaching approaches and content, Pedagogy |
| Status: | Publisher's Version |
| URN: | urn:nbn:de:tuda-tuprints-239429 |
| Classification DDC: | 600 Technology, medicine, applied sciences > 624 Civil engineering and environmental protection engineering |
| Divisions: | 13 Department of Civil and Environmental Engineering Sciences 13 Department of Civil and Environmental Engineering Sciences > Institute IWAR 13 Department of Civil and Environmental Engineering Sciences > Institute IWAR > Material Flow Management and Resource Economy |
| Date Deposited: | 30 Apr 2024 11:05 |
| Last Modified: | 02 May 2024 06:02 |
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| Suche nach Titel in: | TUfind oder in Google |
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