FIGURE 5.1 Web shot of California Polytechnic’s Materials Engineering Web site. SOURCE: Vanasupa, L. Where Do We Go from Here? Addressing the Human Dimension of Curricular Design. Presentation at the National Academies Chemical Sciences Roundtable Green Chemistry and Engineering Education Workshop. November 8, 2005.

letter, which Fleming Crim spotlighted, are excellent forums. In addition to historical media outlets external to a school, such as radio and newspaper, working with a school’s radio station or journalism school, are other broadcasting avenues for all levels of education. In addition, collaborations on energy initiatives that are springing up on many campuses and in many industries (not just the petrochemical industry) are also opportunities for communication between groups who do not routinely communicate with one another, such as civil engineers and energy economists.


Several ideas for curricular development not mentioned in existing green material or in the process of development were noted. Both David Shonnard from Michigan Technological University and Stanley Manahan from the University of Missouri brought up the idea of industrial ecology or the science of sustainability. According to Shonnard, industrial ecology is an interdisciplinary framework for designing and operating industrial systems as living systems interdependent with natural systems. Therefore, there is a balance between environmental and economic performance with local and global ecological constraints. Industrial ecology comprises several tools and systems, such as Life Cycle Assessments (LCA), according to David Allen from the University of Texas-Austin. A standard definition of an LCA is an objective process to evaluate the environmental burdens associated with a product, process, or activity by identifying energy, materials, and wastes in order to evaluate and

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