Purpose:
This case study examines a workshop-based pedagogical approach designed to engage sustainable engineering students in expansive reflection on the application of eco-design principles to a plausible problem. A structured, two-stage phased methodology provides a framework for deepening solution design in light of new information. Utilizing a central design challenge on the single-use water bottle, the study emphasizes the "concordance of scripts" – the logical alignment and flow between phases – to optimize learning and the development of an in-depth rationale for eco-conscious solutions.

Framework:
The workshop framework employs a two-stage phased approach built on a foundation of script concordance:

Stage 1: Problem Comprehension and Solution Exploration:
(Phase 1) Contextualization: Introduction to eco-design principles and the environmental impact of single-use water bottles.
(Phase 2) Initial Problem Analysis: Students analyze the challenge faced by a company due to restrictions on single-use plastic water bottles, as well as two general concepts for solutions, first individually, then in teams
(Phase 3) Divergent Solution Exploration: Having weighed the proposed solutions and made a rationale for choosing one over the other, the teams enrich their potential solutions (e.g., biodegradable/recyclable materials, reusable container systems).

Stage 2: Solution Refinement and Synthesis:
(Phase 4) Iterative Development & Script Refinement: New information on the case study is introduced. Students are instructed to reevaluate their original solution. Based on their assessment of its validity the initial solution is improved upon or wholly redesigned.
(Phase 5) Presentation and Discussion: Teams present their proposed solutions, engaging in cross-team discussions, feedback, and comparative analysis.

The "concordance of scripts" is achieved through the logical sequencing of these phases, where each phase builds upon the previous one to guide students from initial problem understanding to the synthesis of refined, sustainable solutions.

Methods:
Students in a sustainable engineering course participated in the eco-design workshop. Data collection included qualitative observations of student engagement, analysis of student-generated design solutions, and potentially feedback gathered through post-workshop activities.

Results:
The two-stage phased approach facilitated a structured and progressive learning experience. Stage 1 effectively engaged students in the problem context and encouraged exploration of diverse solutions. Stage 2 promoted collaborative design development and the application of eco-design principles. Students engaged with key eco-design considerations, proposing well-thought out solutions that reflected an understanding of sustainability, and an ability to integrate new information.

Conclusion:
The two-stage phased workshop, structured around the principle of script concordance, provides an effective framework for eco-design education. This approach promotes student engagement, facilitates a familiarization with the complexity and solution ambiguity of sustainability challenges.

Keywords: Eco-design, Sustainable Engineering, Workshop, Case Study, Water Bottle, Problem-Based Learning, Collaborative Learning.