CONNECTING NORTH AND SOUTH THROUGH CHALLENGEDRIVEN EDUCATION

CONNECTING NORTH AND SOUTH THROUGH CHALLENGEDRIVEN EDUCATION

A. Rosén, A. Högfeldt, A. Lantz, L. Gumaelius, R. Wyss, M. Bergendahl, et al, et al (2018).  CONNECTING NORTH AND SOUTH THROUGH CHALLENGEDRIVEN EDUCATION. 17.

This paper contributes with a north-south perspective on the ongoing enhancement of engineering education for sustainable development by giving insights in and results from implementation of challenge driven education (CDE) through joint efforts by the KTH Royal Institute of Technology, the University of Dar es Salaam (UDSM) and other African partner universities. CDE is explained as an evolution of PBL for building learning experiences around societal challenges, engaging external stakeholders, and developing students’ abilities to contribute to sustainable development. A case study is presented where students’, teachers’ and challenge owners’ perceptions of a challenge driven approach in engineering education are explored and key drivers and barriers for implementing CDE are clarified. 

Authors (New): 
Anders Rosén
Anna-Karin Högfeldt
Ann Lantz
Lena Gumaelius
Ramon Wyss
Margareta Norell Bergendahl
Jesper Vasell
Suzan K. Lujara
Pages: 
17
Affiliations: 
KTH Royal Institute of Technology,Sweden
University of Dar Es Salaam, Tanzania
Keywords: 
Sustainable development
global challenges
Work-based learning
Project based learning
Internationalization
CDIO Standard 1
CDIO Standard 2
CDIO Standard 3
CDIO standard 4
CDIO Standard 5
CDIO Standard 6
CDIO Standard 7
CDIO Standard 8
CDIO Standard 9
CDIO Standard 10
Year: 
2018
Reference: 
ABET (2009). Criteria for Accrediting Engineering Programs (EC2010), Accreditation Board for Engineering and Technology.: 
Augustine, N. R. (1994). Socioengineering (and Augustine's Second Law Thereof). The Bridge, Fall, 3- 14.: 
Bergendahl, M. N., Rosén, A., Vasell, J., Wyss, R. (2018). Challenge Driven Education for Sustainable Global Development – KTH Global Development Hub Position Paper. KTH Royal Institute of Technology, Stockholm, Sweden: 
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education 32: 347-364: 
Crawley, E. F. (2001). The CDIO Syllabus – A Statement of Goals for Undergraduate Engineering Education. Department of Aeronautics and Astronautics, Massachusetts Institute of Technology. Crawley, E. F., Malmqvist, J., Lucas, W. A., Brodeur, D. R. (2011). The CDIO Syllabus v2.0 – An Updated Statement of Goals for Engineering Education. 7th International CDIO Conference, Technical University of Denmark, Copenhagen, June 20 – 23.: 
de Haan, G. (2010). The Development of ESD and related Competencies in Supportive Institutional Frameworks. International Review of Education 56 (2&3), pp 315–28.: 
Duderstadt, J. J. (2008). Engineering for a Changing World – A Roadmap to the Future of Engineering Practice. Research, and Education, The Millennium Project, The University of Michigan.: 
Edström, K., Kolmos, A. (2014). PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, Vol. 39, No. 5, 539–555.: 
Eriksson, K.-E. (2006). Empathetic Understanding of the Existential Situation of Fellow Human Beings as a Field of Knowledge. in Holmberg J & Samuelsson B E (eds.), Drivers and Barriers for Implementing Sustainable Development in Higher Education, Göteborg Workshop, UNESCO Education for Sustainable Development in Action Technical Paper N°3.Eriksson, K.-E. (2006). Empathetic Understanding of the Existential Situation of Fellow Human Beings as a Field of Knowledge. in Holmberg J & Samuelsson B E (eds.), Drivers and Barriers for Implementing Sustainable Development in Higher Education, Göteborg Workshop, UNESCO Education for Sustainable Development in Action Technical Paper N°3.: 
Galloway, P. D. (2008). The 21st-Century Engineer: A Proposal for Engineering Education Reform. ASCE Press. : 
Gordon, B. M. (1984). What is an Engineer? Invited keynote presentation. Annual conference of the European Society for Engineering, University of Erlangen-Nurnberg.: 
Graham, R. (2018). The global state of the art in engineering education. Massachusetts Institute of Technology (MIT).: 
Högfeldt, A-K. Lantz, A., Gumaelius, L. & Lujara, S. (2018, April). Understanding Engineering Education Change With the Introduction of Challenge Driven in Tanzania. In Global Engineering Education Conference (EDUCON), 2018 IEEE (pp. 1341-1349). IEEE.: 
Högskoleförordningen (1993:100), Swedish Higher Education Ordinance. Harden, R. M. (1999). AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education. Medical Teacher, 21:1, 7-14,: 
10.1080/01421599979969.
Kolmos, A., Xiangyun, D., Holgaard, J. E., & Jensen, L. P. (2008). Facilitation in a PBL environment, Aalborg University 2008.: 
Kolmos, A., Hadgraft, R. G., Egelund Holgaard, J. (2016). Response strategies for curriculum change in engineering. Int J Technol Des Educ 26:391–411.: 
KTH (2018). A leading KTH – A leading technical and international university creating knowledge and competence for a sustainable future, Development plan 2018–2023.: 
Mendonça, M. (2014). Developing teaching and learning in Mozambican higher education: a study of the pedagogical development process at Eduardo Mondlane University (Doctoral dissertation, Umeå universitet).: 
Magnell, M., Högfeldt, A.-K. (2015). Guide to challenge-driven education, ISBN: 978-91-7595-089-1, KTH, Stockholm, https://www.kth.se/social/group/guide-to-challenge-d/.: 
Malmqvist, J., Rådberg, K. K., Lundqvist, U. (2015). Comparative Analysis of Challenge-Based Learning Experiences. In Proceedings of the 11th International CDIO Conference, Chengdu University of Information Technology, Chengdu, Sichuan, PR China.: 
Nichols, M. H., Cator, K. (2008). Challenge Based Learning White Paper. Cupertino, California: Apple, Inc.: 
Peterson, G. D. (1996). Engineering criteria 2001: The ABET vision for change. Journal of the Minerals, Metals & Materials Society, Volume 48, Issue 9, pp 12–14.: 
Smith, M. K. (1996; 2001, 2007) ‘Action research’, the encyclopedia of informal education. [http://infed.org/mobi/action-research/. Retrieved: April, 2018]: 
Spady, W. G. (1988). Organising for results: the basis of authentic restructuring and reform. Educational Leadership, October, pp. 4-8.: 
Svanström, M., Lozano‐García, F. J., Rowe, D. (2008). Learning outcomes for sustainable development in higher education. International Journal of Sustainability in Higher Education, Vol. 9 Issue: 3, pp.339-351.: 
UN (2015). Transforming our world: the 2030 Agenda for Sustainable Development. Resolution 70/1: 
UN (2017). Education for Sustainable Development Goals – Learning Objective: 
ISBN 978-92-3- 100209-0.
Wu, Y.-C. J., Shen, J.-P. (2016). Higher education for sustainable development: a systematic review. International Journal of Sustainability in Higher Education, Vol. 17 Issue: 5, pp.633-651.: 
Wulf, W. A. (1998). The Urgency of engineering education reform. The Bent of Tau Beta Pi, Fall 1998.: 
Go to top
randomness