This course supports teachers in higher education in developing and implementing Challenge Driven Education (CDE). The course is built around a number of aspects that are crucial in challenge driven education, for example: design methods & creativity; facilitation and supervision of student teams; assessment and grading of students teams; engagement of external stakeholders in student projects; and sustainable development concepts and methods. Through the course the participants are working with designing their own challenge driven project courses supported by seminars, hands-on workshops, and collaboration with fellow course participants. Since CDE is a relatively new concept that is still in evolution, the course participants are also to be considered as co-developers of the concept and co-creators of this course. The course is part of KTH's ambitions to increase the integration of challenge driven education and sustainable development in all study programs and to involve more teachers in Global Development Hub.
Elegibility: LH201V/LH231V Teaching and Learning in Higher Education 7.5 credits or equivalent from KTH or other university.
For more information, please contact Anders Rosén, email@example.com.
|January 25||12:00-16:00||Challenge driven education for sustainable development|
|February 15||09:00-15:00||Design methods and creativity|
|March 22||09:00-15:00||Designing challenge-driven project courses|
|April 12||09:00-15:00||Innovation, challenge definition, impact planning, and stakeholder engagement|
|April 26||09:00-15:00||Facilitation and collaboration for learning in project teams|
|May 24||12:00-16:00||Summing up|
The objective is that the participants after finishing the course should be able to design, plan and implement challenge driven project courses. This implies that the participants should be able to:
The course is examined through prepared and active participation at all seminars, a course design assignment reported in terms of a course PM and a personal reflection, and peer review of another course participant’s report.
Challenge Driven Education (CDE) is gaining increasing attention with the increasing focus on the grand challenges of our time and UN's Sustainable Development Goals. For example in the KTH Development Plan for 2018-2023 it is stated that elements of challenge-driven education must increase in all study programmes. Evolving from problem based learning, CDE is typically project based and highly student centred where learning takes place through the identification, analysis and development of solutions to complex societal challenges. CDE projects preferably involves multi-disciplinary international student teams and are performed in close collaboration with external stakeholders who can contribute in identifying challenges and act as receivers, users, and exploiters of the results. The objective with CDE is to develop students’ disciplinary knowledge and skills along with the broad spectrum of key competencies that are needed for innovation and transformations towards a sustainable society. CDE projects have potential to enhance the interaction between the university and the surrounding society and generate societal impact through development of environmentally, socially and economically sustainable solutions to the addressed challenges and by students becoming change agents for sustainable development.
More about challenge-driven education etc: