Designing pedagogy with emerging sustainable technologies

• PDE Students explore Design for Environment strategies in project, verifying and quantifying environmental gains.
• Critical aspect is connection to MicroHeat, the developer of an emerging sustainability technology.
• Critical aspect is design and engineering competent students connected to Design for Environment industry project.
• Designs exceed industry partner expectations in breadth and high resolution of outcomes.
• Studio is reviewed annually to improve outcomes from a project and a pedagogical perspective.

There is a need for higher education to cultivate deep knowledge and skills in the ever-evolving area of sustainability. This paper explores one strategy for teaching Product Design Engineering students Design for Environment. A critical aspect is the connection between an industry partner, MicroHeat Technologies, who have developed water and energy efficient point of use water heating technology, and undergraduate students from Swinburne University with competencies in both design and engineering. This paper documents how students can explore Design for Environment strategies in a project based learning environment, verifying and quantifying environmental gains throughout the design process from concept to detailed design proposal. Engineering methods such as whole systems design and life cycle assessment were used to better equip these student designers with the tools to quantify the benefits of proposed designs in relation to sustainability. The student group was introduced to the MicroHeat technology, which has the capacity to be at the forefront of Design for Environment, the authenticity of which was used to enhance student engagement levels. The project successes were demonstrated by exceeding the industry partner expectations in terms of the breadth and high resolution of outcomes, detail for manufacture and usability. The student work revealed how higher education tied to industry innovation could prepare students to contribute to curtailing the ecological crisis when based in industry, in this case by integrating credible technology options with effective Design for Environment methodology into the design process and outcomes. These results strengthen the case for educators in sustainability to explore industry-based partnerships for cross-disciplinary student projects, with the course now running for a fourth successive year. In consultation with students and the industry partner, Swinburne staff members continue to refine the curriculum, to improve outcomes both from a project and pedagogical perspective.