The Route Towards a Sustainable Design-Implement Course

The Route Towards a Sustainable Design-Implement Course

S. Hallström, J. Kuttenkeuler, K. Edström (2007).  The Route Towards a Sustainable Design-Implement Course. 12.

 

The paper deals with sustainability aspects of design-implement courses in engineering education. Conclusions from a course at KTH that has proven to be sustainable are presented, based on experiences from seven years' course development. Design-implement courses are often assumed to be expensive but the presented paper illustrates that they can be united with sound economics. Enhanced student learning can be achieved but furthermore, the course can also contribute to increasing enrolment through good reputation and positive publicity among students.

Some aspects of examination are discussed where the focus is on demonstration of individual abilities although most of the course work is performed in a group setting. In the example course, peer assisted individual formative and summative feedback and grading is used in a way that deeply involves the students.

A very advantageous effect of this is that the students develop a thorough understanding of the rationale of the assessment scheme and thereby can place their own accomplishments in perspective. One important driver towards a sustainable design-implement course is to focus less on the details in the project work, in favor for the details in the course design and presentation.

 

Authors (New): 
Stefan Hallström
Jakob Kuttenkeuler
Kristina Edström
Pages: 
12
Affiliations: 
KTH Royal Institute of Technology,Sweden
Keywords: 
Sustainable
project
Course
Engineering
Education
Year: 
2007
Reference: 
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Berggren, K.-F.; Brodeur, D.; Crawley, E. F.; Ingemarsson, I.; Litant, W. T. G.; Malmqvist, J. and Östlund, S. "CDIO: An international initiative for reforming engineering education", World Transactions on Engineering and Technology Education, Vol. 2, No. 1, pp. 49-52, 2003.: 
Edström, K.; El Gaidi, K.; Hallström, S. and Kuttenkeuler, J. "Integrated assessment of disciplinary, personal and interpersonal skills – student perceptions of a novel learning experience", proceedings of the 13th International Symposium at The Oxford Centre for Staff and Learning Development – Improved Student Learning Through Assessment. Edited by C. Rust, pp.93-104, 2005.: 
Shuell, T. J. Cognitive Conceptions of Learning, Review of Educational Research, Vol. 56, No. 4, pp. 411- 436, 1986.: 
Biggs, J. "Teaching for quality learning at university: what the student does" Buckingham, UK: SRHE and Open University Press, 2003.: 
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