Part 3: Product Lifecycle Gallery Tour and Analysis

After completing the module, students will be able to:

1. Identify ways in which currently linear aspects of our economic system shape your own behaviors and norms;
2. Explain a sustainable "circular economy" from systems perspective;
3. Identify how human and natural systems may affect each other in a circular economy; and
4. Evaluate the implications on the environment and on social, health, and economic equity of a linear and a circular economy.

This activity is Part 3 of a three-part module designed to cover approximately 1-2 weeks of class time (~ 3 50-minute class periods with pre-work for each module), depending on how the module is implemented with respect to in-class and outside-of-class work. While the module was designed with face-to-face interactions in mind, it can be adapted for remote learning, with various asynchronous and synchronous options. The module can be used in any undergraduate course, and can be tailored to the level of the students.

This activity may be done in class, live or virtually, or shared asynchronously online. Suggested technology for sharing online is Mural.

In-class Gallery Tour

For the in‐class gallery tour, posters are arranged around the room in order of the phases in the lifecycle of the product. If multiple groups were assigned the same box, these posters should be displayed together. Give each group 2‐3 minutes to summarize their findings, beginning with extraction and proceeding through the phases of the lifecycle.

The stations for the gallery tour are the different phases of the process map. The questions that groups will address apply to each phase, but an individual group will focus on one phase per question, then tour through the remaining phases to view comments from other groups before moving onto the next question as illustrated below. Group comments can be posted using post‐its or written on easel pads posted at each phase. In this example, one group will focus on the first question at the "consumption" phase. After several minutes will examine comments of the other groups as they make their way through the process map, ending at the "retail" phase. They will focus on the second question at the "retail" phase and so on.

The questions for the gallery tour are:

1. What are the social, health, environmental, and economic impacts of this phase?
2. How could the elements of the phase be changed to make it more circular and less resource intensive?
3. What policies would facilitate change in the phase or elements of the phase to make it more circular or less resource intensive?

Online Gallery Tour (using Mural or another platform)

The instructor will open a shared board on Mural. (Note ‐ may use other comparable technology for online map creation). The instructor then creates spaces for each phase (in consecutive order) for each group or groups to post their findings.

Asynchronously

Students populate their spaces, using sticky notes, icons, words, etc. to represent the research collected for their phase of the lifecycle. Once all the spaces are complete, students participate in the gallery tour by reviewing the murals. The instructor provides prompts to help students consider the implications of equity (social, environmental, and economic) implications of each of phases (see prompts above).

Discussion: Linear vs Circular Economy

Following the gallery tour, the instructor may choose to lead a summary discussion on the wickedness of closing loops in the process map, using the student‐generated ideas and soliciting other ideas for transitioning to a circular economy with a focus on gaps in the process map. For online, asynchronous courses, the instructor may simply choose to note gaps and solicit comments in a separate space or spaces on the platform chosen for the exercise (e.g., Mural).

If you are unfamiliar with a gallery tour, check out the gallery tour video. There are also resources available on the SERC gallery tour website (opens in a new tab).

Here are some video resources to show how various gallery tours may occur, both in person and online.

• Gallery Tour ‐ LEARN Strategy (opens in a new tab)
• Gallery Tour ‐ with Docent (opens in a new tab)

Potentially time saving tips:

• Share a resource that summarizes the linear process (e.g. t‐shirt production video)
• Provide the process map for the students

Appendix - Gallery tour applications and timelines (Acrobat (PDF) 294kB May31 23)

Students are assigned a final analysis and reflection, including the following questions. Depending on class level, and instructor preference, a chart may be included to help guide the comparison from question #1.

1. Considering a systems perspective, what is a circular economy? Is it sustainable?
2. How do human and natural systems interact in a circular economy?
3. Compare and contrast the implications on the environment and on social, health, and economic equity of a linear and a circular economy.

An assessment rubric is provided for the class discussion and final analysis responses, so instructors can provide feedback to students on their progress toward Learning Outcomes 2, 3, and 4:

• Explain a sustainable "circular economy" from systems perspective;
• Identify how human and natural systems may affect each other in a circular economy; and
• Evaluate the implications on the environment and on social, health, and economic equity of a linear and a circular economy.

Instructors may insert the rubric into the student exercise if they want it available to students prior to completion of the assignment.

Summary Assessment Rubric (Acrobat (PDF) 273kB Sep13 22)