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AFFECTIVE LEARNING GOALS – KEY FOR TEACHING SUSTAINABLE PRODUCT DEVELOPMENT

Published online by Cambridge University Press:  19 June 2023

Ludger Heide ,
Anne Magdalene Syré ,
Alexander Grahle ,
Dietmar Göhlich ,
Daniela Kattwinkel  and
Beate Bender
Ludger Heide*
Affiliation:
TU Berlin;
Anne Magdalene Syré
Affiliation:
TU Berlin;
Alexander Grahle
Affiliation:
TU Berlin;
Dietmar Göhlich
Affiliation:
TU Berlin;
Daniela Kattwinkel
Affiliation:
Ruhr-Universität Bochum
Beate Bender
Affiliation:
Ruhr-Universität Bochum
*
Heide, Ludger, TU Berlin, Germany, ludger.heide-conftool@lhtechnologies.de

Abstract

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Sustainability in engineering sciences is of rapidly growing importance. However, its integration into engineering education is still in its infancy. This paper is based on the finding that, in addition to conventional cognitive learning outcomes, affective outcomes like mindset and attitude play a major role in teaching sustainability effectively. We present the didactical theory behind this and the evaluation of two university courses which serve as practical examples and research objects. These course puts high importance on affective learning outcomes, teaching not only design and assessment methods but also encourages students to reflect sustainability goals in broader contexts. We describe the theoretical course design following the principle of constructive alignment and conducted a quantitative and qualitative evaluation of the learning outcomes. The evaluation results confirm the importance of affective learning goals but also point out the need for further improvements to the course, which were implemented and re-evaluated.

Keywords

SustainabilityDesign educationSocial responsibility
Type
Article
Information
Proceedings of the Design Society , Volume 3: ICED23 , July 2023 , pp. 485 - 494
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2023. Published by Cambridge University Press

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