Using life cycle assessment in environmental engineering education

Abstract

Life cycle assessment (LCA) is a method of assessing the environmental impacts of the manufacture and use of a product or provision of a service such as waste management. LCAs are based on quantitative science, but softer skills are also required in interpreting the results. Therefore, LCA provides an ideal opportunity for students to develop and apply both quantitative and qualitative skills in order to address complex real-world problems. In this research a simplified spreadsheet LCA tool was produced for students to assess the environmental impacts of a waste management system. Detailed feedback from face to face and distance-learning students were positive about the tool, with students welcoming the detail provided in the results and the use of a practical example to help their learning. In conclusion, LCA is an effective way of encouraging environmental and engineering students to develop and apply a wide range of transferable skills.

The evolution of sustainability in engineering education research: a longitudinal analysis through bibliometrics and the CDIO initiative

“…Focussing on the cluster network of “life cycle assessment” term presented in the Figure 12, it is possible to verify that it is directly connected with “implementation” and “ecodesign”. These concepts are associated with the life cycle of products and how product designs can contribute to more adequate life cycles in the context of SD (Burnley et al , 2019). For instance, Dancz et al (2018) reported on the cognitive and affective results of an active learning experience through a sustainable engineering module for engineering education to introduce engineering students to concepts of design and life cycle and design for disassembly.…”

Teaching life cycle assessment in higher education

“…The review aimed to identify published experience on teaching LCA in higher education. As highlighted by Burnley et al ( 2019 ), LCA is taught in a significant number of higher education institutes across the world, but many do not publish papers on their teaching experience. Instead, this review reveals the current state of scientific discourse on teaching LCA and provides a basis for expert panel based assessment in later sections of this paper.…”

“…Most of the papers (26 out of 28) report an experience with an LCA course held at a specific university or different universities in the same country (identified as “course experience” in Table 3 ). For instance, Burnley et al ( 2019 ) present a software tool developed at Cranfield University to allow part-time distance learning students to gain an understanding and experience of LCA. Olsen et al ( 2018 ) and Cosme et al ( 2019 ) present the LCA course experience at the Technical University of Denmark, including how students and companies are engaged in the course allowing a win–win situation to all stakeholders.…”

Long-Term Experience of Teaching Life Cycle Assessment and Circular Design to Future Architects: A Learning by Doing Approach in a Design Studio Setting

“…Though many higher education institutions teach LCA, those teaching experiences are seldom published [47]. Viere et al [14] recently searched JSTOR, Science Direct, and ResearchGate for relevant literature on LCA teaching in higher education.…”