The SPOTLIGHT this time is on Anders Rosén who has been a hang around at the Department of Learning since 2018 and now has joined full time as Associate Professor in Engineering Education with a special focus on sustainability, challenge-driven education, and education transformations.

Anders says:

If I should set a title on this spotlight seminar it could maybe be “How the Soviet submarine U137 has influenced the integration of sustainable development in engineering educations”. I will start with a brief overview of my earlier activities at KTH – as a student, PhD student, and eventually associate professor in Naval Architecture at the Department of Engineering Mechanics at the SCI School – and describe how the Stern report brought along on a ski trip with a group of friends had fundamental impact on my life and work.

I will then give you some insights in my current work with promoting integration of sustainable development in engineering educations, which for example includes: involvement in the revision and updating of the CDIO framework with regards to sustainable development; evaluation of the integration of sustainable development in all KTH programs which formed the basis for formulating KTHs new sustainability objectives for education; development and promotion of challenge driven education; and extensive interactions with programs, teachers, and students. If you would like to get some pre-insights in some of these topics you are welcome read:

Rosén A, et al (2021). ”Experiences from Applying the CDIO Standard for Sustainable Development in Institution-Wide Program Evaluations”. 17th International CDIO Conference, Chulalongkorn University & Rajamangala University of Technology, Online, June 21-23, 2021.

I will then open up for a discussion on what we can achieve through incremental evolution and reform and whether more disruptive and revolutionary transformations are needed for making engineering education relevant for the fundamental societal transformations that we have ahead of us in coping with the climate crisis and other systemic global dysfunctions. As inspiration and fuel for such discussions I will give an overview of four streams of emerging transformative, transgressive learning research and praxis that are presented in:

Lotz-Sisitka H, et al (2015). “Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction”. Current Opinion in Environmental Sustainability. Vol.16, pp. 73-80.

Welcome!

Anders Rosen presentation slides