Experiential Learning To Promote Systems Thinking in Chemistry: Evaluating and Designing Sustainable Products in a Polymer Immersion Lab

Abstract

The integrated application of green chemistry, life cycle thinking, and systems thinking has the potential to reduce environmental impacts related to the use and production of chemical products or materials. Life cycle and systems thinking are key perspectives needed to avoid the unintended consequences or unsubstantiated claims that inhibit development and adoption of more sustainable products. However, systems thinking is rarely taught in the chemistry curriculum. Students need experience evaluating the effects of products on societal and earth systems (i.e., using systems thinking) in order to anticipate trade-offs and make informed design decisions. To give students an immersive learning experience, we developed a sustainable product design project that brings together tools from green chemistry, life cycle thinking, and systems thinking. We found that this experiential learning approach gave students generalizable strategies for innovating and implementing sustainable practices in their current industrial positions. The project was divided into three workshops: in Workshop I they evaluated the life cycle impacts and toxicity for a material of concern, in Workshop II they measured the performance of this material and compared it to alternatives, and in Workshop III they designed a mock-product that was both high performing and environmentally friendly. We piloted this framework with master’s students evaluating polymer foams for use in an infant car seat; however, we envision this project being suitable for a range of other types of products. Moreover, we have suggested ways to adapt the duration and sophistication of the workshops to make them appropriate for a variety of course levels.