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Teaching Industrial Ecology to Graduate Students: Experiences at the Norwegian University of Science and Technology
Author(s) -
Marstrander Rolf,
Brattebø Helge,
Røine Kjetil,
Støren Sigurd
Publication year - 1999
Publication title -
journal of industrial ecology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.377
H-Index - 102
eISSN - 1530-9290
pISSN - 1088-1980
DOI - 10.1162/108819899569593
Subject(s) - industrial ecology , norwegian , ecology , process (computing) , government (linguistics) , applied ecology , sociology , computer science , sustainability , biology , plant ecology , philosophy , linguistics , operating system
Summary We reflect on our experiences in developing and teaching industrial ecology to interdisciplinary classes of M.Sc. and Ph.D. students. During a three‐year period different ways of teaching a course in industrial ecology were tested. We conclude that an industrial ecology course has positive effects on the students' ability to acquire a holistic understanding of life‐cycle environmental performance, a skill much in demand by industry. Such a course should be based on problem‐oriented learning. We recommend the use of thematically‐focused seminars with time for both lectures and workshops. We found that substantial participation by teachers from different disciplines and partners from industry and government is very effective. Such a course also facilitates a broader process of change within the university. Implementing industrial ecology in the university requires a joint effort and collaboration among various faculties and departments, where research activities, student projects, as well as regular student teaching and tutoring, must be complementary elements of a major interdisciplinary strategy. Such a strategy has been employed at the Norwegian University of Science and Technology (NTNU) since the first initiatives in this area were taken in 1993, and this has led to our present more comprehensive Industrial Ecology Programme (IndEcol).