This course aims at preparing future industrial design engineers to be able to contribute to sustainability transitions. As such, the course objectives are to advance students’ competencies in eight different areas. As identified by UNESCO (2017), competencies that are crucial for advancing sustainable development include systems thinking competency, anticipatory competency, normative competency, strategic competency, collaboration competency, critical thinking competency, self-awareness competency and integrated problem-solving competency. This course aims at strengthening these competencies through supporting development of connected abilities by actions, experiences and reflections. Therefore, to learn sustainable design engineering, the course is based around a design project where different design methods are applied, and sustainability complexities are concretized. The course aims at supporting development of an overview of the many different approaches available for sustainable design and deepen knowledge in one of the design approaches by trying it out in the design project work. Thereby, while conducting the design project, actions will be required throughout as various design decisions will have to be made. Moreover, experiences from these actions will arise and discussed, and reflection-in-action will be required to complete the hand-in assignment that runs parallel to the design project.
Course memo Autumn 2021
Course presentation
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2021
Content and learning outcomes
Course contents
The course Design for sustainability covers different methods for design in development of technical systems that are relevant for engineers of Design and Product Realisation to use professionally, to engage in sustainability adaptation. By correlating sustainability concepts to the design and product realisation process with systems focus, the course aims to contribute to creating overview and understanding of how design in various ways can be used in sustainability adaptation of industrial systems. With a focus on the development of technical systems, the course intends to create understanding of how design in an intentional way can influence relations between people and technology, thereby contributing to sustainability adaptation. Furthermore, the course promotes learning through making and in work with a design project different design methods are used and tested to make complexity in sustainability concrete.
- The course focuses on development of technical systems and includes lectures and exercises that cover different methods for how design can contribute to sustainability adaptation.
- The course includes a group-based design project, where proposals for sustainability adaptation of technical systems are developed. The design project is a hands-on activity, that requires attendance and active commitment of the students, including interaction with the teachers through supervision.
- The course includes written assignments that contribute to visualise tacit knowledge and promote critical review and reflection.
Intended learning outcomes
After passing the course, the students should be able to:
- Describe and evaluate different possible methods for design, to contribute to sustainability change of industrial systems.
- Use relevant design methods to develop ideas for technical systems.
- Critically review design of products and systems in relation to sustainability.
Learning activities
The course includes the following main course activities:
- The course focuses on development of technical systems and includes lectures and exercises covering various approaches for how design can contribute to sustainability transitions.
- The course contains a team-based design project where proposals for sustainable development of technical systems are created. The design project is practical and requires attendance and active engagement from the students and includes interactions with teachers through coaching.
- The course includes writing assignments that contribute to reveal tacit knowledge and stimulate critical valuations and reflections.
Detailed plan
|
Weeks |
Course activities |
Content |
Preparations |
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Week 1 (w. 35) |
Individual work |
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Get course literature |
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Lecture |
Course introduction |
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Individual work |
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Initiate workbook |
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Exercise |
Concept introduction |
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Week 2 (w. 36) |
Individual work |
|
Watch films + read introduction chapter |
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Lecture |
Design & sustainability |
|
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|
Individual work |
|
Read 1 dedicated chapter + write reflections |
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Exercise |
Concept mapping |
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Week 3 (w. 37) |
Individual work |
|
Writing assignment |
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Lecture |
Socio-technical systems |
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Individual work |
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Hand-in Beta version of individual writing assignment |
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Exercise |
Design project kick-off |
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Week 4 (w. 38) |
Project work |
Design project |
Framing |
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Group work |
Framing + Analysis |
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Supervision |
Group supervisions |
Present framing + analysis |
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Week 5 (w. 39) |
Project work |
Design project |
Development |
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Group work |
Development + Proposals |
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Supervision |
Group supervisions |
Present draft proposals |
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Week 6 (w. 40) |
Project work |
Design project |
Concept refinements |
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Group work |
Refinements |
Presentation material |
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Presentations |
Group presentations |
Intervention concepts |
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Week 7 (w. 41) |
Project work |
Peer-review of design project |
Reflections |
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Seminar |
Final seminar |
Peer-reviews |
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|
Group work |
Design project |
Hand-in project page |
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|
Individual work |
|
Hand-in individual page |
Preparations before course start
Literature
No information insertedSupport for students with disabilities
Students at KTH with a permanent disability can get support during studies from Funka:
Special preparations
Before the course start, please get the course literature, and re-familiarize yourself with the UNs global sustainable development goals.
Course literature
Design for sustainability: A multi-level framework from products to socio-technical systems. (2019). Fabrizio Ceschin & Idil Gaziulusoy. Routledge. https://doi.org/10.4324/9780429456510 + Other readings will be provided on Canvas.
Equipment needed
You need to prepare a workbook at the beginning of this course. For this you can use any material you feel is convenient for you to collect your thoughts, insights and reflections during the course. The workbook is your diary where you reflect on what you do and learn in the course. Furthermore, you can consider the workbook as a design assignment and take the opportunity to practice your graphic design skills. This can be done in a digital or analogue form, or a combination of both. Your digital version of individual workbook will also be part of the D4S Course Anthology together with the team project presentation portfolio page.
Examination and completion
Grading scale
A, B, C, D, E, FX, F
Examination
- DPR1 - Design Project Assignment, 1.5 credits, Grading scale: P, F
- INL1 - Hand in assignment, 1.5 credits, Grading scale: A, B, C, D, E, FX, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
The section below is not retrieved from the course syllabus:
Design Project Assignment ( DPR1 )
Hand in assignment ( INL1 )
Grading criteria/assessment criteria
|
Assessment criteria ILOs |
Criteria for F |
Criteria for E |
Criteria for C |
Criteria for A |
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ILO 1: Describe and value different possible design approaches that can contribute to sustainability transitions of industrial systems. |
If descriptions are lacking details or if evaluations are lacking comparisons. |
Descriptions of different design approaches that can contribute to sustainability transitions are explained on a basic level. Evaluations of different design approaches are presented by considerations of at least two approaches and with some specific project details. |
Descriptions of different design approaches that can contribute to sustainability transitions are well-explained and with examples. Evaluations of different design approaches are presented by considerations of at least two approaches and with specific project details clearly motivated. |
Descriptions of different design approaches that can contribute to sustainability transitions are well-explained with nuances and with examples. Evaluations of different design approaches are presented by considerations of at least two approaches and with specific project details clearly and strategically motivated. |
|
ILO2: Apply relevant design methods to develop proposals for technical systems. This will be assessed through workbook as part INL1 and through process and presentation of DPR1. |
If proposals are lacking applications of system thinking or integrated problem-solving.
|
Proposals are developed by application of relevant design methods and presented with considerations of several system perspectives. |
Proposals are skilfully developed by application of relevant design methods and presented with considerations of several system perspectives that are critically assessed. |
Proposals are highly skilfully developed by application of relevant design methods and presented with thoughtful considerations of several system perspectives that are critically and strategically assessed. |
|
ILO3: Critically evaluate design of products and systems in relation to sustainability. This will be assessed through workbook as part INL1 and presentation material as part of DPR1. |
If evaluations are lacking critical reflections. |
Evaluations of different design approaches are presented with critical and personal reflections of how the selected project approach could contribute to sustainability transitions. |
Evaluations of different design approaches are presented with critical and personal reflections of how the selected project approach could contribute to sustainability transitions and includes motivations of how project choices led to different results. |
Evaluations of different design approaches are presented with critical and personal reflections of how the selected project approach could contribute to sustainability transitions and includes motivations of how project choices led to different results and how alternative project choices could have led to different results. |
Ethical approach
- All members of a group are responsible for the group's work.
- In any assessment, every student shall honestly disclose any help received and sources used.
- In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.
Further information
No information inserted
Contacts
Round Facts
Start date
30 Aug 2021
Course offering
- Autumn 2021-50260
Language Of Instruction
English