Incorporating Prerecorded Environmental Lifecycle Assessment Modules in a Classroom Setting

AbstractAddition of sustainability-related material is becoming a point of emphasis in engineering education. Freely available modular lessons are one way to quickly effect this incorporation. This research examines the effectiveness of a class format using short prerecorded software modules on life...

Full description

Saved in:
Bibliographic Details
Published in:Journal of professional issues in engineering education and practice 2017-04, Vol.143 (2)
Main Authors: Haselbach, Liv, Langfitt, Quinn
Format: Article
Language:English
Subjects:
Assessments
Case Studies
Case Study
Classrooms
Engineering education
Format
Life cycle assessment
Modules
Students
Sustainability
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:AbstractAddition of sustainability-related material is becoming a point of emphasis in engineering education. Freely available modular lessons are one way to quickly effect this incorporation. This research examines the effectiveness of a class format using short prerecorded software modules on lifecycle assessment (LCA) in the classroom setting with associated discussion, primarily drawing from student perspectives in a graduate-level LCA course at Washington State University. Survey results indicated that students generally agreed that the in-class module-discussion format was an effective teaching method. Advantages included that the format was organized and complete, but still concise, allowed for review of material outside of class, and that discussion components furthered understanding and stimulated further thought about the concepts. Key disadvantages included that the modules can get boring, were sometimes too fast-paced, and that questions usually were held until the end of the presentation. Students were happy with the length of modules (about 20 min each), but many expressed a desire for additional discussion time. Recommendations for future versions of the course include taking additional breaks during modules for discussion, encouraging students to ask questions at any time, and suggesting that some students print slides to stay engaged with note taking. In the future it is anticipated that these types of narrated modules will make it easier for other instructors to provide more sustainability education in their classrooms.
ISSN:1052-3928
1943-5541
DOI:10.1061/(ASCE)EI.1943-5541.0000299