Sustainability as a theme of interdisciplinarity

between design and engineering courses

Adriana Fernandes Claudia Alquezar Facca Jorge Lino Alves
FEUP – Faculty of Engineering School of Sciences, Arch. and Design INEGI – Institute of Science and Innovation
University of Porto Anhembi Morumbi University in Mechanical and Industrial Engineering
Porto, Portugal São Paulo, SP, Brazil FEUP - Faculty of Engineering
adri.patricia.fernandes@gmail.com claudiafacca01@gmail.com University of Porto
Porto, Portugal
falves@fe.up.pt

Barbara Rangel Rita Leite Belmira Neto

CONSTRUCT MDIP – Master in Product and Industrial LEPABE - Laboratory for Process
FEUP – Faculty of Engineering Design Engineering, Environment, Biotechnology
University of Porto University of Porto and Energy
Porto, Portugal Porto, Portugal Dept. of Metallurgical and Materials
brangel@fe.up.pt ritamclvl@gmail.com Engineering
FEUP – Faculty of Engineering
University of Porto
Porto, Portugal
Ana Mae Tavares Bastos Barbosa belmira.neto@fe.up.pt
School of Sciences, Arch. and Design
Anhembi Morumbi University
São Paulo, SP, Brazil
anamaebarbosa@gmail.com

Abstract - This paper aims to present the interdisciplinary
interactions between design students (Master in Product and
Industrial Design - MDIP) and engineering students (Integrated
Master in Environmental Engineering - MIEA) at the Faculty of
Engineering of the University of Porto (FEUP), Portugal,
through the development of an academic project based on the
environmental sustainability pillar. The experience reported
here includes a description of the project methodology, shared
information, tools used in the analysis, and results obtained in
quantifying and assessing the environmental impacts of the
product. The outcome was an extra motivation to learn and
incorporate environmental concerns in design. With this
experience, students could understand the importance of the
interdisciplinary methodology to develop rigorous projects to
more environmental sound products.
Keywords— sustainability, engineering learning, design
learning, interdisciplinarity, integrated project.
I. INTRODUCTION
The economic growth and a constant acceleration in
production have faced the imminent depletion of resources,
reduction in biodiversity and a deterioration of the vital
support provided by global ecosystems, causing an intense
transformation on the planet [1]. The transition to
sustainability requires systemic discontinuity, a process of
social learning where human beings should gradually learn to
live better, consuming less and regenerating the quality of the
environment in which they live [2]. Therefore, encouraging
innovation is increasingly important and necessary to find
creative solutions with less impact possible, capable of driving
humanity in this transition process [3].
This study was financed in part by the Coordination for the
Improvement of Higher Education Personnel - Brazil (CAPES) - Finance
Code 001.
Funding of Project NORTE-01-0145-FEDER-000022 - SciTech -
Science and Technology for Competitive and Sustainable Industries, co-
financed by Programa Operacional Regional do Norte (NORTE2020),
through Fundo Europeu de Desenvolvimento Regional (FEDER).
In this scenario, the design's role can be broadly
significant, since due to their generalist background, designers
are able to “build bridges and forge relationships in an
increasingly shattered world through specialization and
fragmentation of knowledge” [4].
Promoting a sustainability culture at the university
becomes a strategic action in searching changes of perspective
in the future professionals' attitude. However, design schools
seem to retain a predominantly sequential approach of design,
distant from the ecological, social, economic and political
environment in which design takes place, hence the need to
deeply understand design teaching practices to establish
training programs to prepare more conscious and engaged
future professionals, enabling them in acting as facilitators of
ongoing transformation processes [5].
Learning about sustainability to practice the design of new
sustainable products or services can have a major impact on
both students' behavior and personal lives and, therefore, can
be considered as “Education for Sustainability” [6].
Sustainability education should not be left behind or added as
a last-minute thought, but rather, it should be incorporated into
curricula in all design and engineering courses, encouraging
multi and interdisciplinarity, cross-cultural learning, based on
understanding the life cycle of products and services in order
to connect designers, engineers, materials specialists,
anthropologists, marketers and managers [6, 7]
Interdisciplinarity is a way of thinking. In an
epistemological context, interdisciplinarity refers to practices
of knowledge transferred between disciplines and their peers;
and in a pedagogical context, it is linked to teaching issues,
school practices, transfers of knowledge between teachers and
students taking place within school curricula, working
methods, new structures organizations of which both
secondary school and the University will have to get closer
and closer [8]. Piaget [9] argued that interdisciplinarity would
be a way to get to transdisciplinarity, a stage that would not be
in the interaction and reciprocity between the sciences but

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 would reach an internship where there would be no more
boundaries between the disciplines [10].
The design is, by nature, interdisciplinary, because it is a
propitious area for working together with other areas of
knowledge. It is now up to the insertion of the design as an
agent in the process of relations between disciplines that,
according to the World Design Organization [11], is a
strategic problem-solving process that drives innovation,
builds the business success and leads to better quality of life
through innovative products, systems, services and
experiences [12].
Since the beginning of the history of Sustainable
Development, interdisciplinarity presents itself in a variety of
concepts from various disciplines in which Design, through
the search for innovation and social well-being, is increasingly
involved, especially in view of the demands of society and the
market. Understanding design for sustainability as an
interdisciplinary concept requires the adoption of some
concepts and principles inherent in sustainable development
[13]. The discipline of Design for Sustainability has emerged,
which in its broadest and most inclusive meaning could be
defined as a design practice, education and research that, in
one way or another, contributes to sustainable development.
Design for Sustainability has enlarged its scope and field of
action over time expanded its focus from “the selection of
resources with low environmental impact to the Life Cycle
Design or Eco-design of products, to designing for eco-
efficient Product-Service Systems and to designing for social
equity and cohesion" [14]. Today, design has in its core
sustainability as an assumption. It’s already in the University
that a designer has to embody its related concepts within the
various disciplines involved in the production process.
The need for change in higher education and the
promotion of interdisciplinarity, stimulates entrepreneurship,
emphasize the cultural and social involvement of universities
in the construction of a superior educational system, propelled
by a strategic government investment in engineering
education as an incubator for the technology-based
entrepreneurial talent [15, 16, 17, 18]. Answering the question
“‘What is the future direction for the engineering education
sector?”, one of the trends recently appointed is a move
towards socially-relevant and outward-facing engineering
curricula that emphasize student choice, multidisciplinary
learning and societal impact, coupled with a breadth of student
experience outside the classroom, outside traditional
engineering disciplines and across the world [16].
The design can contribute in this context, demonstrating
new ways to see, think, and act, putting people and their needs
at the center of the process, providing techniques and tools of
project development and solution of complex problems based
on the design thinking principles like empathy, co-creation
and experimentation as ways to integrate with other areas of
knowledge such as engineering [19, 20].
Sustainability is a relevant and transversal theme of
knowledge [20] and to better understand its concept (as a
whole or focusing on one of its three pillars: environment,
social and economic), we consider that it is by itself a sound
theme to bring together students from different backgrounds
to a common goal, developing integrated academic projects.
This work intends to present an example of synergetic
approaches to sustainable paths within Education sector,
providing grounds to understand environmental impacts of
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products and to promote a differentiation potential to students,
enabling them to play a key role in the technological progress
and social behaviour by evaluating the environmental
dimension of sustainability [20].
II. CASE STUDY
Based on the above premise, Design Studio FEUP
(Faculty of Engineering of the University of Porto), has been
developing the research project WWWY (We Won't Waste
You) [21], which seeks solutions for the use of waste sourced
from various areas and sectors. It consists in challenging
students to develop projects on this sustainable theme, with
real partners, through the application of the Project Based
Learning (PBL) methodology [22] and seeking to join
designers and engineers in a multidisciplinary methodology
[23].
The case study presented here was developed in the
context of the WWWY project and consisted of a synergetic
collaboration between the Integrated Master in Environmental
Engineering (MIEA) and Master in Product and Industrial
Design (MDIP) courses of the University of Porto. The
objective was to promote a close collaboration between the
design (MDIP) and environmental engineering (MIEA)
students in the delivery of a product developed for the project,
which could, thanks to the cooperation of the disciplines
(Industrial Ecology at MIEA and Industrial Design Project at
MDIP), present an expanded level of depth in relation to
sustainability analysis. It was intended to evaluate how the
dialogues and approximations between design and
engineering can influence the development of future
professionals with a new consciousness, based on
collaborative thinking, and thus positively influence the
learning process of the students of both courses [10].
The expected results were:
1) MDIP students expand knowledge in the area of
sustainability and environmental impact of the materials
and products they develop, as well as improve dialogue
skills with other disciplines.
2) MIEA students have contact with the process of design of
a real product, participating in development and
prototyping workshops, collecting and questioning on
relevant process data information as well as improve
dialogue skills with other disciplines.
3) Design Studio creates its own library of projects that can
include products and materials, with solid and
systematized documentation, and may in the future
become a digital collection, a material library, a website,
increasing the probabilities of continuity of projects and
increasing the chances of innovation.
4) The WWWY initiative receives support from engineering
students in assessing the sustainability of their products,
generating results with less and conscious environmental
impact.
27–30 April, 2020, Porto, Portugal
 Fig. 1 - Stages of the developed activity with design and engineering
students (Source: authors).
III. APPROACH
The activities took place from April to May 2019. The
actors involved were a professor of each course, responsible
for the Curricular Unit (CUs) inserted in the context of the
activity (Industrial Ecology - MIEA and Industrial Design
Project - MDIP), two researchers and students of the MDIP
and MIEA courses.
The method applied in this exercise was inspired by the
'Integrated Project Delivery' (IPD) methodology, a project
delivery model originating in the fields of architecture and
construction, based on a collaborative alliance of stakeholders,
who share risks and rewards, collectively determining project
goals, budgets, responsibilities, risk management and
compensation [24]. The process was organized in three
collaborative stages, and after the final MIEA students’
delivery, the product will be redesigned by MDIP students
(Fig. 1).
The case study analyzed is about the 'Leix lamp' (Fig. 2),
a table lamp developed for Oficina Design, a social innovation
initiative integrated in the WWWY project, which consists of
a social design workshop where long-term unemployed
people participate in a training program for the development
of technical and entrepreneurial skills. The initiative is a
partnership between Matosinhos City Council and Design
Studio FEUP. It is a non-industrial workshop that aims to
develop products with wasted materials from local industry
and commercial shops from the city of Matosinhos (located at
Fig. 3 - Phase 01, a MDIP student presenting the product to the
MIEA students (Source: authors).
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Fig. 2 - Leix Lamp, product concept developed by MDIP students
to WWWY project (Courtesy of the authors).
north of Porto). The products are developed by MDIP students
and produced by trainees, working as learning tools for their
technical skills.
The Leix lamp was one of the proposals developed by
MDIP students in 2018, made from wastes as eggshells and
wood. The product has a simple structure, consisting on two
parts: a base that houses a LED light source and the necessary
electrical equipment for its operation made of wood wasted
material, and a square shaped diffuser, made of a composite
material consisting of eggshells and PLA (Polylactic acid).
Magnets and screws were used for the assembly.
A. Phase 01 - Concept Presentation
MDIP students presented one of the products developed
under the WWWY project to MIEA students, as well as the
characterization of the products and the description of the
manufacturing process. Students exchanged ideas, answered
questions about materials and process, as well as the
assumptions of the product's concept and design (Fig. 3).
B. Phase 02 - Practical Experience
Both teams, engineers and designers, participated in the
laboratory manufacturing of a prototype of the analyzed
product, where it was possible to experience all phases of the
manufacturing process (Fig. 4).
Fig. 4 - Phase 02, the MDIP and MIEA students on the laboratory
manufacturing a prototype of Leix Lamp (Source: authors).
27–30 April, 2020, Porto, Portugal
 C. Phase 03 - Life Cycle Assessment
MIEA students, organized in teams, quantified the
environmental impact associated with the product life cycle
by using the Life Cycle Assessment (LCA) methodology,
supported by the use of a LCA software (SimaPro).
According to the ISO 14040 [25], the LCA is a method
that compiles the input and output material and energy flows
using them to assess the product environmental impacts
throughout the product life cycle. The inputs are materials and
energy, and the outputs, comprehend emissions and wastes
released by the product throughout its life cycle. Based on
these data the environmental impacts caused by the
consumption of natural resources and the pollutants emission,
are quantified allowing to determine which life cycle stages
have the larger contribution to the overall impact. This
evaluation allows to identify the focus to reduce
environmental impacts (Fig. 5).
Fig. 5 - Life Cycle Assessment [28].
The LCA assessment exercise comprised four phases:
1) Goal definition and scope of analysis
This phase included the product description and the
context evaluation, the definition of the functional unit of
analysis as one piece of the Leix Lamp, and the identification
of system boundaries for the analysis.
2) Inventory analysis
This phase comprised identifying and quantifying energy
and materials in the product manufacturing (inputs), and
identifying and quantifying emissions and solid wastes to the
ecosystem (outputs).
3) Environmental impact assessment
At this stage, the effects on humans and in the environment
were evaluated.
4) Results’ interpretation
Finally, a systematic evaluation of the environmental
effects associated with the product was carried out,
accounting the impact effects on the human and in the
environment .
For easy reading of results, MIEA students applied the
MET Matrix feature, a qualitative or semi-qualitative method
that provides an overview of relevant stages of the product life
cycle, as well as areas which require additional information.
The MET matrix is a table that covers the product life cycle
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according to three columns: MATERIALS, ENERGY and
TOXICITY [26].
Four scenarios of environmental impact reduction were
identified by the MIEA team and is presented below:
a) Increase energy efficiency
It focuses on energy consumption of the lamp's
manufacturing process and suggests the efficiency increase in
the oven processes, namely the eggshells drying and the
diffuser's molding. The purpose is increasing the number of
pieces each time the process is performed, rather than just one,
which may, according to MIEA students, reducing the energy
impact per piece for the several impact categories by 1,7% to
39%.
b) Increasing diffuser's mold durability
Other option identified by the MIEA students is to replace
the silicone mold used to diffuser manufacturing (which
currently is able to manufacture 20 pieces) with a more
resistant one (for at least 40 pieces), it is possible to achieve
an improvement of 50% in most of evaluated impact
categories.
c) Replacing PLA (Polylactic acid) with PET
(Polyethylene terephthalate)
It is controversial to state that there is a significant impacts'
improvement in replacing PLA by PET. The fact that PLA is
plant based, by opposition to PET (originated from fossil
resources) results in impact categories that compete in terms
of environmental burdens with impact resulting from the use
of fossil fuels (as e.g. Plant cultivation and deforestation of
large areas). On the other hand, in case PET is not recycled,
its environmental impact could be larger for some categories.
As result, it was not considered for the purpose of this project
the replacement of PLA by PET.
d) Removing magnets and screws
By replacing the magnets and screws with a snap / slot
system, it's possible to achieve the reduction of the product's
environmental impact categories by 14 % to 80 %.
Following the Leix lamp project, which is currently theme
of a MDIP student's master thesis, the product is being
completely redesigned, based on the suggested scenarios, in
order to become an environmentally friendly product, more
responsible and efficient. The design challenge is now
combine the engineering suggestions with the social context
of the project development, studying technical and productive
feasibilities that make its production possible.
IV. STUDENTS INQUIRY
Two surveys were conducted with engineering students
(MIEA), before and after the exercise, both digitally applied
through online form. Eighteen students (out of 22) participated
in the survey, 78% female and 22% male, between 21 and 25
years old. 72% are from Portugal, 22% from Brazil and 6%
from Argentina. In this sample, the majority (94%) of students
reported never having developed a project in partnership with
design professionals.
The surveys aimed to profile the students, identifying their
opinions regarding design and engineering' convergence, as
well as making a comparative analysis between their
perceptions about it, before and after the exercise, in order to
assess if the experience brought them any mindset change.
27–30 April, 2020, Porto, Portugal
 The achieved results indicate that after the exercise,
engineering students consider design as 'more important' for
themselves and more engineering related. 87,5% believe that
'the design process understanding can significantly contribute
to a detailed environmental system understanding', and 100%
of students believe that the environmental engineer
participation on design process can contribute significantly to
the generation of solutions, prediction and prevention of
environmental problems.
Regarding methodology, 61,6% of students stated that
sufficient information was provided for quantitative
environmental impact assessment, and 100% of students
considered the production process demonstration workshop as
'very important'. The students also reported some missing
information, bulleted in the following:
• More detailed components’ constitution;
• Information about raw materials and
components’ origin
• Information about the packaging
• Materials’ weights and dimensions
• Transport information at all stages of the process
• Technical information about some equipment
Regarding the intensity that the students participated in the
activity, on a scale of 1 to 5 (1 = nothing and 5 = very much),
100% of students indicated scales 4 or 5, and some of the
highlighted strengths were:
• Contribute to a real project with environmental
and social dimensions
• The synergy between design and engineering as
a resource for innovative and efficient results
without undermining the aesthetic performance
• Technical aspects' learning provided using
impact assessment tools, as well as the concern
in creating a clear and organized communication
strategy for other field's audience, whose are
unfamiliar with environmental engineering terms
(MDIP students)
• To participate in an activity that may be part of
your professional life in the future
The students' main challenges were:
• Missing information regarding some LEIX
components
• Finding information about some materials in
software databases
• The reduced time to perform the exercise
In expectation to enhance future experiences, students
suggested improvements:
• Carrying out a one-day challenge in which
multidisciplinary teams (engineers and
designers together) redesign the product without
changing the core concept
• Carrying out further interdisciplinary activities
or creating a curricular unit focused on this
theme
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• Improving communication between MDIP and
MIEA during the exercise, to ensure the
proposals' viability regarding the manufacturing
context
• Increasing the activity time to enable deeper
analysis and increasing the possibility of better
results
V. OUTPUTS
Some of the outputs achieved in this study were:
1) MDIP students had the opportunity to increase
knowledge in sustainability and environmental impact of
product design, as well as to dialogue with other disciplines
and areas.
2) MIEA students also had the opportunity to increase
knowledge through the life cycle assessment exercise, besides
participating in prototyping workshops, being able to follow
the development of materials and manufacturing processes.
This program has enabled them to understand user needs and
the designer's intentions.
3) The possibility of creating a project library with
systematized information about products and materials
developed by the students, which could become a free-access
digital collection for students of both courses.
Following this case study, to support the synergy between
Design and Engineering courses, it is intended to create a
standard system to register product information to be used by
MDIP students during the development process. This feature
may facilitate future applications of this approach with MIEA
students, towards a true cycle. Several Curricular Units (UC)
are involved in the proposal, regarding the subjects of each
program. An initial layout for viewing is shown in Figure 6.
VI. CONCLUSIONS
The experience was an example of a synergistic approach
toward sustainable paths in the education sector, intending to
provide the basis for understanding the environmental impacts
of products and empowering students to play a key role in
technological progress and social behavior, enabling them to
evaluate the environmental, social and cultural dimensions of
sustainability
As a result of the environmental impact quantification,
MIEA students presented alternatives for reducing
environmental impact considering the complete product life
cycle. The team of engineers drew up a list of recommended
measures for reducing impacts related to product
manufacturing and use that may be considered by MDIP
students for the development of improvements and redesign
of a more environmentally sustainable product.
Besides the results focused on the technical part of product
design, another gain of this experience was the understanding
of how the dialogue between the two specialties (design x
engineering) can work efficiently. The experience made it
possible to collect information and feed back to develop a base
27–30 April, 2020, Porto, Portugal
 Fig. 6 - The synergistic and innovative cycle approach proposal to bring closer MDIP and MIEA courses (Source: authors).
material that can act as a teaching and learning strategy that
can be replicated in new contexts, allowing the scale of results
and application in other areas of activity.
Results from surveys conducted with most of the enrolled
students indicate that the use of the 'Integrated Project
Delivery' (IPD) methodology was crucial in providing greater
involvement and extra motivation, as it allowed students to
develop the perception about the systemic complexity that
involves the process of developing a sustainable product.
Moreover, the cooperation between designers and engineers
showed to have positive impacts in the generation of solutions,
prediction and prevention of environmental problems. With
this practical experience of knowledge sharing between
different areas, students in their careers should be aware of the
importance of interdisciplinarity in informing and sustaining
their decisions.
ACKNOWLEDGMENTS
The authors would like to thank the students of the design
(MDIP) and engineering (MIEA) courses who agreed to
participate in this project.
Belmira Neto would like to acknowledge the financial
support received from the project UID/EQU/00511/2019 -
Laboratory for Process Engineering, Environment,
Biotechnology and Energy – LEPABE funded by national
funds through FCT/MCTES (PIDDAC).
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