2. Course goals During the course the students will develop their product development expertise by gaining knowledge on product life cycle impacts, on material choosing, material efficiency and on guidance towards sustainability.

3. Course goals During the course the students will develop their product development expertise by gaining skills in assessing product’s impacts comprehensively and realizing the different perspectives and uncertainties within these assessments.

4. Course goals During the course the students will develop their product development expertise by gaining responsible attitude towards own choices as a product developer and as a consumer. Fact based orientation in sustainability.

5. Feedback 2014 - adaptations at course 2015 I LIKE Various teachers and guest lecturers Task description, comparison Learning different dimensions of one topic Teamwork Debate Course structure Very kind and nice teacher Working in English Specific presentations (vs. too generic presentations) Teaching the high school students helped me to learn Themes, examples Conducting research in groups, learning from research Various backgrounds of the students, peer learning Interesting lectures Presentations and feedback Self-organization time Critical thinking, dealing with ambiguity Integrated communication skills Feedback and teachers’ willingness to improve Independent work Enough time to reflect between the sessions I WISH More contact sessions More feedback after each assignment and presentation (continuous learning) Clearer task Excursion More guidance in the beginning More information on how to do the research Information on the topics before the course More different opinions Help for finding information for the comparison More interactive kickoff for the course More foreign students Information on plagiarism

6. Course agenda DateSessionAgendaAssignments 10 th Sep Puuhamaa Kick off Opening: Sharing knowledge - selecting topic – sketching research Learning cafe Team formation Visit the Habitare Eco design exhibition by 13 th Sep Select the product comparison (d.l. 17.9.) 17 th Sep Puuhamaa 1 st session Comparison presentations (5 min / team) Discussion Life Cycle Assessment (Helena Mälkki) Present the team’s findings on the LCA on the products (d.l. 8.10.) 8 th Oct Puuhamaa 2 nd session LCA presentation (10 min / team) Discussion Material choice and material efficiency (Michael Lettenmeier) Present the team’s findings on the Material choice and material efficiency of the products (d.l. 29.10.) 29 th Oct Puuhamaa 3 rd session Material choice and material efficiency (10 min / team) Discussion Wellbeing (Elina ) Present the team’s findings on the products’ impacts on wellbeing (d.l. 19.11.) 19 th Nov Puuhamaa 4 th session Wellbeing presentation (10 min / team) Discussion Guidance towards sustainability in R&D (Elina) Present the team’s findings on the guidance towards sustainability apllied / applicable in products (d.l. 1.11.) 10 th Dec Puuhamaa 5 th session Guidance towards sustainability in R&D (10 min / team) Debate briefing (Maurice) Preparing for the debate (d.l. 17.12.) 17 th Dec Stage DebateDebate (Maurice)Portfolio on learnings on product LCA during the periods in Aalto d.l. 10.1. 2015)

7. Returns and deadlines Task themeBriefingReport reviewPresentation RQ10 th Sep-17 th Sep Life Cycle Assessment 17 th Sep 1 st Oct8 th Oct Material efficiency 8 th Oct22 nd Oct29 th Oct Wellbeing29 th Oct12 th Nov19 th Nov Guidance for R&D 19 th Nov 3 rd Nov10 th Dec Debate briefing 10 th Dec-17 th Dec Debate17 th Dec

8. Grading of the course Grading for the team (by teacher) Reports Presentations Grading for individual students Team working (peer evaluation) Debate (by teacher)  Activity during the contact teaching sessions (teacher).

9. Grading of the team – assignment (teacher) Criteria50 Time management Work proceeds independently in the schedule given. Assignments are not returned Analysis RQ is answered clearly and the reasoning is strong Conclusions are based on facts. Own perspective on topic is visible. Own figures / tables are used for clarification. RQ is not answered Conclusions are not made or they are not based on facts. Information sources Multiple information sources are sought and used. Source criticism is applied. References are clearly connected to facts presented. The references and information sources are not used. Opinions presented as facts. Presentation The audience is taken into account in the presentation. The presentation is clear and easy to follow. The key message is pointed out. The presentation is not given or it is wrongly focused

10. Personal activity (teacher) 50 Activity during lectures brings own perspectives into discussion and the perspectives are clearly argued. is open for reasoning or new data. Student is absent from the majority of the lectures Debate gives clear and fact based reasoning doesn’t participate in the debate in any way

11. Team work - self + peer evaluation Criteria50 Participation in the team’s assignments Accomplishes own share and support others in their work. participates actively in sharing the work evenly and efficiently. Builds up the positive working atmosphere presents own ideas builds on others ideas doesn’t accomplish tasks. Others need to do his/her share. lowers the motivation in team. doesn’t bring in own ideas and strongly criticizes others’ ideas Communication communicates proceedings, challenges, information and own whereabouts in a way which helps others in their work. corrective feedback is constructive and he/she gives positive feedback on other members. takes the given feedback into account doesn’t communicate doesn’t give feedback when needed neglects the given feedback

12. Grading Grade = grade for team ± personal activity + team work In case any of the evaluations is graded as 0, the whole course is failed.