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| − | + | = Blue Science = | |
| − | [[Datei:TU Logo lang RGB rot.png| | + | ==Open for Every Student from Anywhere in the World - Blue Science – a transdisciplinary course discussing social and ecological responsbilities - Thursday - 12.00 > 16.00 CEST - Starting on 18 April 2024 == |
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| − | + | Blue Science is an online course designed to reflect our personal and disciplinary approaches to science and transformation - what are our tools - by choice and by habit - for finding meaningful knowledge about the world? What do different approaches look like? And could they be combined for the better? | |
| − | Blue | + | |
| − | + | Blue Science is a seminar-style course where frontal teaching hardly ever occurs. Through highly interactive didactic methods, students engage in dialogue with each other. Once a week, all students take part in the video conference and prepare assignments via a digital learning platform. In the second half of the semester, students work in small groups to develop a research design for a transdisciplinary project. | |
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| − | + | What to expect: | |
| − | + | Weekly synchronous online course meetings using Zoom online video software (Thursdays, 10am - 2pm Berlin Summer Time / GMT+2, 12 meetings in total). | |
| + | - Highly interactive course design with almost no lecture-style teaching - you will be interacting with other participants most of the time. Be prepared to speak in English and activate your camera. | ||
| + | - Reading assignments between sessions | ||
| + | - Several small individual writing assignments throughout the semester | ||
| + | - One or two larger group assignments | ||
| − | + | 6 ECTS graded course for TU Berlin students | |
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| − | + | If you are interested, please send an email to Anton Schaefer (he/his) a.schaefer@tu-berlin.de. | |
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| − | == | + | == Blue Science - Course Description == |
| − | + | === Learning Outcomes === | |
| − | + | Knowledge of: | |
| − | + | * social and ecological crises | |
| + | * internationally agreed sustainability goals and their metrics | ||
| + | * approaches to the socio-ecological transformation of society | ||
| + | * discourses on transformative science | ||
| + | * concepts of inter- and transdisciplinarity | ||
| + | * toolboxes for transdisciplinary research | ||
| − | + | Skills: | |
| + | * in leading discussions in groups | ||
| + | * in working together in small, interdisciplinary and international groups | ||
| + | * in choosing good research questions | ||
| + | * in communicating possible research projects | ||
| − | + | Competencies: | |
| + | * to reflect on personal perspectives on social and environmental responsibility | ||
| + | * to reflect on specific perspectives and methods of one's own discipline | ||
| + | * to collectively reflect on the heterogeneity of perceptions and knowledge related to social and ecological crises | ||
| + | * to reflect the roles science could, should and does play in processes of transformation | ||
| + | * to identify possible contributions of the individual sciences to the development and achievement of global sustainability goals | ||
| + | * to collaboratively design transdisciplinary research projects | ||
| + | * to cooperate with others for a just, social and ecological transition | ||
| + | * to cope with the dilemma arising from the ideals of transformative science and the strive for scientific neutrality | ||
| + | * to cope with the decision-making dilemma arising from personal, disciplinary and societal responsibility | ||
| − | + | === Contents === | |
| + | # learning and values in interactive courses. | ||
| + | # social and environmental crises | ||
| + | # the scientific method – background and disciplinary differences | ||
| + | # classification systems for academic disciplines | ||
| + | # transformative science – idea and critique | ||
| + | # personal and disciplinary *lenses* | ||
| + | # multi-, inter- and transdisciplinarity | ||
| + | # diversity of perspectives in the course | ||
| + | # possible contributions of one's own discipline | ||
| + | # possible contributions of the other disciplines represented | ||
| + | # development of a transdisciplinary research question | ||
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| − | == Building Blocks == | + | <!-- |
| + | = Blue Engineering in short = | ||
| + | The interdisciplinary Blue Engineering Course offers prospective engineers a look beyond their horizons and an (inter-)active approach to their social and ecological responsibility. This gives them the opportunity to become aware of their own values and reflect them with others. In addition, the teaching/learning process is essentially shifted to the students, so that they assume responsibility co-conducting own course and at the same time co-develop the whole course for the future semesters. All in all, the students complement their specialist knowledge from their regular study programs with orientation skills and competences that help them to know their role in terms of technology and society and to shape it together with others. | ||
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| + | == [[Baukasten:EN:Digital-Starter-Kit|Building Blocks - Online Starter Kit]] == | ||
To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education. | To raise awareness of and to facilitate discussion on the different aspects of social and ecological responsibility, the Blue Engineering-Group developed the idea of teaching units. These units - named building-blocks - are typically designed for one lesson of 60 or 90 minutes and address a complex issue, e.g. whistle-blowing, ethical codes, technology as problem-solver, social businesses and cooperatives. Through the use of a wide variety of teaching methods the learning outcome depends more on the students as individuals and as a group than on the teachers. Consequently, the people responsible for the course don't function as experts who lecture but rather as moderators of group- and learning-processes. In fact, students may even be included in teaching by letting them prepare and conduct a building-block for the rest of the class. In addition, building-blocks may easily be used by a group of engineers working together in a company for their own continued education. | ||
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[[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]] | [[Baukasten:Startseite|There are now more than 140 such modules, which are regularly used in the Blue Engineering Seminar and outside. They will are freely accessible on the homepage since June 2017.]] | ||
| − | + | [[Baukasten:EN:Digital-Starter-Kit|Building Blocks - Online Starter Kit - English]] | |
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== Structure of the Blue Engineering Seminar == | == Structure of the Blue Engineering Seminar == | ||
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* the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc. | * the weekly learning journal serves for student’s own reflection and where the different topics over the course are connected and linked to. newspaper articles, conversation with friends or family etc. | ||
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* the conduction and documentation of a newly developed building block | * the conduction and documentation of a newly developed building block | ||
== Evaluation == | == Evaluation == | ||
| − | + | Approximately 90% of the participants state that they will recommend the course to others in a final survey. Therefore about 50% of the participants enroll on the basis of a recommendation. | |
| − | Approximately 90% of the participants state | + | |
The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences. | The proportion of female students is approximately 25%. Particularly noteworthy in this context, however, is the fact that the proportion of female students of mechanical engineering, information technology in mechanical engineering and physical engineering is 50% higher than the respective cohort. This suggests that the emphasis on ecological and social relevance can increase the attractiveness of engineering sciences. | ||
| − | The | + | The teaching units developed by students are generally of a very high quality. They can be used outside of class without any hesitation. Many building blocks even testify to an intensive study of topics that are often (still) barely noticed by the general public. At the same time, there are seemingly no limits to the creative implementation through games, role plays, videos and the like. |
| − | + | The learning objectives are also examined by a quantitative evaluation at the end of the semester. For this purpose, the students are asked to assess their competences at the beginning and end of each semester. In almost all 12 key competences for sustainable development, the participants note an increase of about 1 point on a 6-point-scale. | |
| − | == Implementation at other | + | ==History and Implementation at other Universities== |
| + | In the seminar “Soziologie im Ingenieursberuf“ at the Technical University of Berlin a few students noted in 2009: "We need more social and ecological responsibility in engineering education and profession. This is our idea..." | ||
| − | + | Therefore they developed a seminar concept in a project workshop within two years. The first Seminar took place in 2011/2012 with 25 participants. From then on the course was offered every semester. In the past digital semester of 2020 there were 120 participants guided by three tutors. | |
| − | + | In the meantime Blue Engineering has been established at further universities (HAW Hamburg, HTW Berlin, TU Hamburg, HS Düsseldorf, TU Dresden, HS Ruhr West, Uni Stuttgart, TH Köln). This Semester an international Blue Engineering course is launched in English. | |
== Further Reading == | == Further Reading == | ||
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* [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.] | * [http://www.kuleuven.be/communicatie/congresbureau/oud2015/congres/sefi2013/eproceedings/131.pdf Baier A. and Pongratz S. (2013). “Collectively and Critically Reflecting on Technology and Society”. Proceedings of the 41st SEFI Annual Conference, 16-20 September 2013, Leuven, Belgium.] | ||
* [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.] | * [http://link.springer.com/chapter/10.1007/978-3-319-09474-8_27 Pongratz S. and Baier A. (2015). "Encouraging Engineering Students to Question Technological Solutions for Complex Ecological and Social Problems." Integrating Sustainability Thinking in Science and Engineering Curricula. Springer International Publishing, 2015. 375-386.] | ||
| + | |||
| + | === Gefördert vom / Sponsored by === | ||
| + | [[Datei:Bmbf.png|250px|mini|links]] [[Datei:Daad.png|250px|mini]] | ||
| + | --> | ||
Aktuelle Version vom 8. April 2024, 17:45 Uhr
Blue Science
Open for Every Student from Anywhere in the World - Blue Science – a transdisciplinary course discussing social and ecological responsbilities - Thursday - 12.00 > 16.00 CEST - Starting on 18 April 2024
Blue Science is an online course designed to reflect our personal and disciplinary approaches to science and transformation - what are our tools - by choice and by habit - for finding meaningful knowledge about the world? What do different approaches look like? And could they be combined for the better?
Blue Science is a seminar-style course where frontal teaching hardly ever occurs. Through highly interactive didactic methods, students engage in dialogue with each other. Once a week, all students take part in the video conference and prepare assignments via a digital learning platform. In the second half of the semester, students work in small groups to develop a research design for a transdisciplinary project.
What to expect: Weekly synchronous online course meetings using Zoom online video software (Thursdays, 10am - 2pm Berlin Summer Time / GMT+2, 12 meetings in total). - Highly interactive course design with almost no lecture-style teaching - you will be interacting with other participants most of the time. Be prepared to speak in English and activate your camera. - Reading assignments between sessions - Several small individual writing assignments throughout the semester - One or two larger group assignments
6 ECTS graded course for TU Berlin students
If you are interested, please send an email to Anton Schaefer (he/his) a.schaefer@tu-berlin.de.
Blue Science - Course Description
Learning Outcomes
Knowledge of:
- social and ecological crises
- internationally agreed sustainability goals and their metrics
- approaches to the socio-ecological transformation of society
- discourses on transformative science
- concepts of inter- and transdisciplinarity
- toolboxes for transdisciplinary research
Skills:
- in leading discussions in groups
- in working together in small, interdisciplinary and international groups
- in choosing good research questions
- in communicating possible research projects
Competencies:
- to reflect on personal perspectives on social and environmental responsibility
- to reflect on specific perspectives and methods of one's own discipline
- to collectively reflect on the heterogeneity of perceptions and knowledge related to social and ecological crises
- to reflect the roles science could, should and does play in processes of transformation
- to identify possible contributions of the individual sciences to the development and achievement of global sustainability goals
- to collaboratively design transdisciplinary research projects
- to cooperate with others for a just, social and ecological transition
- to cope with the dilemma arising from the ideals of transformative science and the strive for scientific neutrality
- to cope with the decision-making dilemma arising from personal, disciplinary and societal responsibility
Contents
- learning and values in interactive courses.
- social and environmental crises
- the scientific method – background and disciplinary differences
- classification systems for academic disciplines
- transformative science – idea and critique
- personal and disciplinary *lenses*
- multi-, inter- and transdisciplinarity
- diversity of perspectives in the course
- possible contributions of one's own discipline
- possible contributions of the other disciplines represented
- development of a transdisciplinary research question