Ticketed event: $30.00
In order to support sustainable development through engineering education, we need to train students to deal with complex and contested problems that lack single right solutions (here called wicked sustainability problems, WSPs). In this workshop, we will discuss what students need to learn to be able to deal with such problems and how such learning can be assessed in the context of engineering education.
The workshop builds on the paper “Assessing 'Wicked Sustainability Problem'—Literacy in Engineering Education” (Lönngren & Svanström 2015), for which the authors received the Environmental Engineering Division’s award for best graduate student paper at the 2015 ASEE Annual Conference. The paper introduces the concept of WSP literacy, presents a matrix of 22 intended learning outcomes (ILOs) for WSP literacy, and discusses two approaches to assessing (some of) them in engineering education.
In this workshop, we will develop further approaches for assessing ILOs for WSP literacy in engineering education. After the workshop, participants are expected to be able to independently apply the assessment activities to their own teaching.
The workshop is structured as follows:
1. Introduction to the concepts of WSPs and WSP literacy
2. Discussion of ILOs for WSP literacy and requirements for assessment of WSPs
3. Discussion of two assessment strategies for (some of) the ILOs
4. Group work: Develop own assessment activities for selected ILOs
5. Presentations of group work and feedback from other groups
6. Summarizing discussion and evaluation of the workshop
The workshop is part of an ongoing research project and will therefore be audio-recorded for later analysis. The facilitator will summarize the results from the workshop and distribute them to interested participants.
In preparation for the workshop, participants are encouraged to complete a short pre-workshop questionnaire and read the paper “Assessing 'Wicked Sustainability Problem'—Literacy in Engineering Education,” which is available here: dx.doi.org/10.18260/p.23585.
Lönngren, J. & Svanström, M. (2015). Assessing “Wicked Sustainability Problem” – Literacy in Engineering Education. Paper presented at 2015 ASEE Annual Conference and Exposition, Seattle, Washington. 10.18260/p.23585. URL: dx.doi.org/10.18260/p.23585.
Johanna Lönngren is a PhD student in the Engineering Education Research group at Chalmers University of Technology. She holds a MSc degree in Engineering Nanoscience from the Faculty of Engineering at Lund University in Sweden and a licentiate in Engineering Education from Chalmers University. Her main research interest is engineering education for sustainable development, particularly students’ approaches to wicked sustainability problems. She also teaches sustainability and education for sustainable development courses for engineering students and pre-service science and engineering teachers.