Environmental
Materials Workshop
The following is a summary of the Environmental Materials workshop
hosted by the UK Centre for Materials Education at the University of
Wales Swansea on 21 May 2003.
The workshop was organised and facilitated by Dr Cris Arnold of the
University of Wales Swansea, and formed part of the Thematic Groups
series of the UK Centre for Materials Education.
The workshop was subdivided into two main sessions:
- Introduction to the teaching of Environmental Materials
- Student and lecturer experiences of the subject area.
Session One: Introduction to the teaching of Environmental Materials
This session was mainly based around a presentation by Dr Cris Arnold
examining key aspects of an Environmental Materials programme, and
covering issues relevant to teaching the subject area to students.
Key Points:
- Limiting knowledge in the field (at the time of product development)
- How
to address: - Economic limitations; practical limitations
- Solutions:
- Recycling; alternative materials; alternative power sources.
- Scope
of the subject area
- Can be Broad: - Ethics; economics; 'green' labelling
- Can
be In Depth: - Legislation; material structures.
- Interdisciplinary
focus
- Environmental issues
- Ethical vs. Factual & Pragmatic
- Learning and assessment
methods should encourage student understanding of these issues.
Methodology for teaching environmental aspects of a Subject Area using
Life Cycle Analysis:
Life Cycle: - Extraction; processing; design; economics & legislation;
sustainability; green issues; 'end of life' cycles.
- Consequences of each stage in terms of the environmental
impact
- Learning Outcome: What is the overall effect of energy expenditure
for the life cycle of a material product?
- Extraction and Processing
can be examined using comparative approaches
- Sustainability examined as a 'value added' feature
- Legislation
as a restrictive process for protection of environment; Pro's
and cons of legislation
- Economic weightings on the issue (low)
- Sustainable Materials and
the renew-ability of wood, natural fibres, natural polymers
- Waste
Recycling aspects of polymers, steel, aluminium, alloys and the consequences
of these processes
- Functionality aspects such as 'smart coatings'
- End of Life issues such as biodegradability, recycling, recovery
(both chemical and energy).
Teaching Approaches:
- Getting the knowledge
- Factual information
- Through lectures, self directed learning.
- Structuring the knowledge
- Interpretive and contextual knowledge
- Through discussion, examination of stakeholder positions
- Through work groups, project work, case studies.
- Assessment Methods
- Formal exams
- Reports
- Projects and Portfolios
- 'Real Life' approaches; Advocacy, Market plans,
Case studies
- Difficulty of applying qualitative assessments for 'soft'
skill areas.
Notes:
- Employers often use stakeholder discussion groups (advocacy) as
part of their selection procedures.
- Monitoring of students can be done using e-learning software tools
(e.g. Blackboard) for moderated discussion groups – this can
be tied in to the 'advocacy' approach.
- There can be problems with large classes in part 1 foundation
skills modules.
- Staff training is needed in running and assessing tutoring or
'block' training.
(e.g. using post graduate assistant tutors for work groups within
a large class).
- Postgraduate students in attendance pointed out that "It's
almost better to have to advocate the point of view you don't
agree with". That way you get to understand the position of
the other party.
- This teaching approach, (advocacy), helps the transition from
information transmission modes of learning to more student centred
approaches.
Session Two: Student and lecturer experiences of the subject area
The afternoon session examined issues related to teaching plans and
case studies for specific subjects, based around a discussion between
lecturers and postgraduates.
Solders:
Student Action: Scenario –> Case Study –> Consultancy
recommendation
Student Experience: link to experience –> information –> pro's & cons
-> alternatives.
The learning outcome can be tied into materials selection. Reference
criteria can be drawn from temperature, ductility, melting point, etc,
and students can compare and contrast information sets to evaluate
the pros and cons of various materials. By tying into real applications
we can start to address some key fundamental questions. For example:
- What is the purpose of doing this (What need does it serve)?
- What criteria can we use to evaluate the effect of doing this?
- What are the short and long term consequences of doing
this?
- How else might we do this?
Bio Materials:
Life cycle issues take us back to basic questions. These can be
considered from perspectives of money; energy; health; resources;
impact on: ergonomics, quality of life and the (total) cost involved.
Postgraduate students in attendance commented that life cycle case
studies were good for introducing environmental issues into any non-environmentally
based subject area. The point was also made that video media was good
for "filling in gaps" in information.
Lecturers in attendance commented that applying life cycle analysis
was a good way of engaging students in the content of the material,
and in making the learning experience itself becomes more 'real' and
relevant to the students experience.
