Incorporating life cycle assessment and ecodesign tools for green chemical engineering: A case study of competences and learning outcomes assessment |
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| Affiliation: | 1. Department of Chemical and Materials Engineering, 12-203 Donadeo Innovation Centre for Engineering, University of Alberta, Edmonton, Alberta T6G 1H7, Canada;2. ODTU (Middle East Technical University), Kimya Muhendisligi Bolumu, DZ-01, 06800 Cankaya, Ankara, Turkey;1. Department of Chemical Engineering, School of Engineering, Universidade de Santiago de Compostela, E-15782 Santiago de Compostela, Spain;2. Department of Chemical and Biomolecular Engineering, School of Engineering, Universidad de Cantabria, E-39005 Santander, Spain;3. Department of Chemical and Environmental Engineering, School of Engineering and Architecture (EINA), Universidad de Zaragoza, E-50018 Zaragoza, Spain;4. Department of Chemical Engineering, Universidad de Huelva, Huelva, Spain;5. Department of Chemical Engineering, Faculty of Science, Universidad Autónoma de Madrid, Madrid, Spain;6. IQS School of Engineering, Universitat Ramon Llull, Barcelona, Spain;7. Department of Chemical Engineering, Universitat Politècnica de València, E-03801 Alcoy, Spain;1. Department of Humanities, Faculty of Education and Social Sciences, Andres Bello University, Chile;2. Department of Chemical Engineering, Faculty of Engineering, University of Concepción, Chile;3. Department of Chemical Engineering, Higher Engineering School, University of Almería, Spain;1. Department of Applied Chemistry and Physics, Institute of Environment, Natural Resources and Biodiversity (IMARENABIO), University of León, 24071 León, Spain;2. Department of General Education, Specific and Theory, University of León, 24071, Spain;1. Department of Chemical and Process Engineering, University of Strathclyde, Glasgow, G1 1XJ, United Kingdom;2. School of Chemistry, Newcastle University, Newcastle-upon-Tyne, NE1 7RU, United Kingdom |
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| Abstract: | Chemical engineers assume a broad range of roles in industry, spanning the development of new process designs, the maintenance and optimization of complex systems, and the production of intermediate materials, final products and new technologies. The technical aptitude that enables chemical engineers to fulfill these various roles along the value chain makes them compelling participants in the environmental assessment of the product in question. Therefore, the introduction of life cycle assessment (LCA) and ecodesign concepts into the chemical engineering curriculum is essential to help these future professionals to face design problems with a holistic view of the technical, economic, social and environmental impacts of their solutions. The teaching of these and other disciplines by means of student-centered methods, based on a holistic structure, have demonstrated better teamwork and communication skills. For that reason, this paper proposes a Micro (Assess-Analyze-Act) (M-3A) model of assessment mainly focused on closing the loop of the learning activities. This model has been applied to an ecodesign case study of the “University master’s Degree in chemical engineering” of the University of Cantabria/University of the Basque Country, with positive feedback of the students. They felt that the approach has allowed them to utilize their analytical skills in quantifying a situation before applying other subjective measures, and that the public discussion of the results was a satisfactory element for improving their communication skills. Moreover, the students found that the workload was nicely adjusted, highlighting the acquisition of 4 competences preferentially: teamwork, creativity; relevance of environmental issues and initiative and entrepreneurship. Finally, the students suggest that the application of this methodology into their degree could motivate future students improving their performance. |
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| Keywords: | Life cycle assessment Ecodesign Competences and learning outcomes Green chemical engineering Project-based learning |
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