Cargando…

Teaching life cycle assessment in higher education

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 approa...

Descripción completa

Detalles Bibliográficos
Autores principales: 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
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Berlin Heidelberg 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7744451/
https://www.ncbi.nlm.nih.gov/pubmed/33349738
http://dx.doi.org/10.1007/s11367-020-01844-3
_version_ 1783624422434799616
author 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
author_facet 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
author_sort Viere, Tobias
collection PubMed
description 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.
format Online
Article
Text
id pubmed-7744451
institution National Center for Biotechnology Information
language English
publishDate 2020
publisher Springer Berlin Heidelberg
record_format MEDLINE/PubMed
spelling pubmed-77444512020-12-17 Teaching life cycle assessment in higher education 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 Int J Life Cycle Assess Life Cycle Sustainability Assessment 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. Springer Berlin Heidelberg 2020-12-17 2021 /pmc/articles/PMC7744451/ /pubmed/33349738 http://dx.doi.org/10.1007/s11367-020-01844-3 Text en © The Author(s) 2020 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Life Cycle Sustainability Assessment
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
Teaching life cycle assessment in higher education
title Teaching life cycle assessment in higher education
title_full Teaching life cycle assessment in higher education
title_fullStr Teaching life cycle assessment in higher education
title_full_unstemmed Teaching life cycle assessment in higher education
title_short Teaching life cycle assessment in higher education
title_sort teaching life cycle assessment in higher education
topic Life Cycle Sustainability Assessment
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7744451/
https://www.ncbi.nlm.nih.gov/pubmed/33349738
http://dx.doi.org/10.1007/s11367-020-01844-3
work_keys_str_mv AT vieretobias teachinglifecycleassessmentinhighereducation
AT amorben teachinglifecycleassessmentinhighereducation
AT bergernicolas teachinglifecycleassessmentinhighereducation
AT fanousrubadolfing teachinglifecycleassessmentinhighereducation
AT arduinrachelhorta teachinglifecycleassessmentinhighereducation
AT kellerregula teachinglifecycleassessmentinhighereducation
AT laurentalexis teachinglifecycleassessmentinhighereducation
AT loubetphilippe teachinglifecycleassessmentinhighereducation
AT strothmannphilip teachinglifecycleassessmentinhighereducation
AT weyandsteffi teachinglifecycleassessmentinhighereducation
AT wrightlaurie teachinglifecycleassessmentinhighereducation
AT sonnemannguido teachinglifecycleassessmentinhighereducation