The integrated application of green
chemistry, life cycle thinking,
and systems thinking has the potential to reduce environmental impacts
related to the use and production of chemical products or materials.
Life cycle and systems thinking are key perspectives needed to avoid
the unintended consequences or unsubstantiated claims that inhibit
development and adoption of more sustainable products. However, systems
thinking is rarely taught in the chemistry curriculum. Students need
experience evaluating the effects of products on societal and earth
systems (i.e., using systems thinking) in order to anticipate trade-offs
and make informed design decisions. To give students an immersive
learning experience, we developed a sustainable product design project
that brings together tools from green chemistry, life cycle thinking,
and systems thinking. We found that this experiential learning approach
gave students generalizable strategies for innovating and implementing
sustainable practices in their current industrial positions. The project
was divided into three workshops: in Workshop I they evaluated the
life cycle impacts and toxicity for a material of concern, in Workshop
II they measured the performance of this material and compared it
to alternatives, and in Workshop III they designed a mock-product
that was both high performing and environmentally friendly. We piloted
this framework with master’s students evaluating polymer foams
for use in an infant car seat; however, we envision this project being
suitable for a range of other types of products. Moreover, we have
suggested ways to adapt the duration and sophistication of the workshops
to make them appropriate for a variety of course levels.