Reason for the teaching project

• First assignment in the module "Sustainability in Industrial Chemistry" at the Faculty of Chemistry 01, then extension to other modules/faculties.
• Preparation for the module exam, in which master students have to create their own sustainability concepts and scientific posters on the concept in interdisciplinary groups.
• Beginners:in are expected to collaborate creatively and productively on the topic of sustainability and apply entrepreneurial thinking. The assignment is new.

Objectives

• Students will be able to apply the foundation courses of sustainable chemical and biological product and process development to a concept development.
• Students will be able to work in an interdisciplinary team, apply creative and entrepreneurial thinking.

Concept and solutions of the teaching project

• SusCase- digital business plan game for sustainability.
• Semester-long activity in the business plan game on Moodle

What should be further or newly developed and how?

• Thebusiness game is to be redeveloped, initially with Case 1 "Sustainable detergent".
• In the further course, networking with other faculties is planned.

Advantages of the teaching project
For own teaching education: What is the added value for students compared to the previous course or examination?

• Practice character of the business plan game SusCase: Practice before concept development.
• Scenario-based learning deepens course content, group dynamics are positive.
• Sustainable modular structure: New practical business cases over the years; updating and adapting -> each cohort benefits from the previous one.

For teaching education at HSNR: How can your teaching project idea be transferred to other courses in the Faculty or in the university?

• Due to its modular structure, SusCase is adaptable to other modules in which sustainability plays a role. Cross-departmental development and networking planned (CoLeNi).
• Moodle space will be opened to other HSNR lecturers and learners.

Project Steps
Current Status

• Moodle platform: course structure is created (WS 2021/22).
• Business game with 10 steps is developed (WS 2021/22).
• Assignments and technical information for individual Steps are provided (WS 2021/22).
• Sustainability evaluation (criteria and evaluation points) is defined (WS 2021/22).
• Business game played in Le/Ni project team and feedback on it obtained (iterative approach) (WS 2021/22).
• Consultation with media didactician (Pia Annas) (WS 2021/22 - SoSe 2022).

• "Roadmap" for game sequences is developed (SoSe 2022).
• Defined in Moodle: start date, dates for submission of assignments (SoSe 2022).
• Simulation game played with students (summer semester 2022).
• Evaluation and feedback (summer term 2022).
• Optimize simulation game and present it to interested colleagues (to do).

Methods and media

• Development of a digital business plan game for sustainability (SusCase):
• initially with Case 1 "Sustainable detergent".
• Moodle as online learning space:
  • Business game
  • additional technical information
  • discussion forum and chat
• Business game as an action-oriented teaching education method
• cooperative learning in the group
• Promotion of communicative and planning skills
• Demonstration of possibilities for action in order to promote sustainability

Evaluation

• What skills and knowledge do the students have before and after the course?
• Impact evaluation of the simulation game
  • Evaluation forms adapted to the simulation game (course evaluation)
• Feedback rounds
• Checking knowledge gain (discussions, examination)

Stumbling blocks
Time required for the business game was too high.
Solution: set a tight time limit per step in 2023 (max. 90 min.)

Orientation in the business game only gradually in the course of the semester
Solution: solved via additional info by mail, better:

• Introductory workshop in 2023
• Use eTutor:in a more targeted way

Crediting of the results? What does the "sustainability score" do for the examination?
Solution: sustainability score calculated as bonus points for the written examination (e.g. 80% = 8 points; max. 10 points bonus)

Time required for the simulation game was too high (weekly feedback)
Solution: use feedback templates and text modules from 2022 in next round 2023

High time expenditure for the game development
Solution: Modular structure of the game in 10 steps, basic framework also stands for further "cases", after first run only updating of individual steps necessary

Recommendations

• Introductory workshop for the simulation game helps students with orientation
• Set tight time constraints for individual steps, otherwise "dispersal" is possible.
• If possible, hire eTutors to help supervise the groups.
• Allocate at least one hour per week for written feedback to the groups.
• Create feedback templates and text modules for the future
• Result of the business game = sustainability score, to be credited towards the examination.

Participants
Prof. Dr.-Ing. Uta Bergstedt
Prof. Dr. Andreas Roppertz
Prof. Dr. Andrea Wanninger (project leader)