Resource Conservation at Michigan State University (PRO 200H-014)

 

Honors College

 

 

Instructors   Steven Safferman, Department of Biosystems and Agricultural Engineering, College of Engineering

                    Terry Link, Office of Campus Sustainability

 

Goal

Students will use a streamlined life cycle analysis (LCA) to gain a comprehensive understanding of resource conservation through the minimization of waste.  Student teams will conduct LCAs on alternatives for resource intensive university facilities that may result in resource savings and pollution reduction.  LCA helps students become critical thinkers and learn the importance of both technical and non-technical tools needed for holistic/systemic analyses.  The experience will culminate with a presentation of findings to facility managers.

 

 

   

Activities

 

To achieve this goal, a comprehensive approach is needed.  Students will learn about general concepts in team work, creativity, design, technology, policy, pollution control, ethics, marketing, and economics.  These topics will be explained by the discussion of case studies and field trips.  Guest speakers will deliver some of this content.  LCA will then be introduced through reading assignments.  One such book may be “Stuff: The Secret Life of Everyday Things.”  Thereafter projects will be initiated.

 

Diverse student teams of 2 or 3 members will be provided with guidelines on the selection of their LCA project.  Criteria will include very specific resource intensive university functions or consumables that have the potential to be economically modified resulting in saving resources and pollution prevention.  Example projects that Steve Safferman used when he was at the University of Dayton in his Introduction to Engineering Design class were replacing manual light switches with motion detectors, replacing incandescent light bulbs with compact fluorescent bulbs, installing motion detectors on all sinks, and using hand dryers instead of paper towels.   Because of the nature of this proposed class and the time line, more diverse and comprehensive projects are anticipated that could include topics concerning savings resulting from providing educational materials, the use of technology, ubiquitous products used throughout campus, and landscaping practices.  Ultimately, the student teams will choose their topic based on a prescribed approach to be provided, with the approval of the instructors.  The instructor will emphasize a topic specific to the team’s interests and help student’s determine their roles within the team that match their major.

 

To comprehensively complete their applied research project, students will start with a literature review.  They will also contact vendors, professionals in the field, and university personnel to obtain needed data.  Thereafter, simple laboratory experimentation, surveys, observations, and other such activities will be required.

 

   
Product

 

The primary products will be a report and presentation of the research prepared specifically for relevant facility managers.  To reach this milestone, several intermediate deliverables will be required including project selection justification, experimental work plan, preliminary project report, and a preliminary presentation.  The format will follow that of a typical preliminary design report and will include an additional outreach section on how to educate the users on the proposed improvement and questions for further research.

 

In addition, several of the background topics will require products, both written and verbal presentations.

 

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