Integration of Life Cycle Assessment of full-scale Structures as part a PBL Civil Engineering Programme

To prepare students for employment at enterprises that are responding to more environmentally conscious consumers and investors, coupled with expanding environmental and resource efficiency regulations, the Life Cycle Assessment (LCA) approach is being integrated into various higher education engineering programmes. This paper outlines the integration of LCA education into a Problem Based Learning (PBL) structural engineering module at University of Limerick, Ireland for a large-scale design and build bridge project. In workshop format, students with limited prior LCA experience, were provided with an overview of the global and local environmental challenges associated with construction, the existing and emerging policy context, and the LCA approach. The students then undertook LCA calculations to estimate the carbon footprint of their structures early in the design phase based on default life cycle inventory assumptions and impact assessment characterisation factors. Measured data for the actual amount of materials and energy utilised in fabrication, energy requirements in deconstruction and associated waste material was collected. The geographical locations of manufactured materials and the actual end-of-life destinations of materials used in project were identified. The process enabled students to make key decisions on the environmental impact of their structures during the design stage. Undertaking observations, measurements and calculations of the as-built carbon footprint of their structure engaged students in the LCA process in a practical and experiential learning approach. The process provided real-world context to theoretical concepts, and provides excellent preparation as they move on to more complex projects.