Student works in a multidisciplinary team on a real life problem at academic level.|
During the project the student contributes to the research and/or design of the team:
The student applies and expands scientific and technical competencies in a professional setting by:
- defining own design/research goals in this situation, and judging which parts of the problem needs further analysis
- applying academic knowledge and skills including those obtained in the minor ETP
- planning the work to be carried out according to the available time
The student interacts and communicates in a professional setting and practices business etiquette:
- expanding and applying theoretical knowledge to the topic(s) of the ET project
- takes part in discussions about the assignment with team members and stakeholders
- finds assistance or locates resources to further the project
- reflects on own contribution to the team in terms of creativity, skills, knowledge and output
- reports about the work to team members, stakeholders and teachers in oral and written form in a clear and concise way
After learning about the multidisciplinarity of the energy transition in the minor ETP, in this follow-up minor the students will conduct a project. The project will focus on implementation of the energy transition on the UT campus. The overall goal is to learn about complex problem solving in an interdisciplinary team. The chosen approach is challenge-based learning. This form of learning gives the students a lot of freedom to seek their own path, but simultaneously leads to a high level of uncertainty in some phases of the course. Besides engineering skills, the minor will highlight and develop soft skills related to teamwork and introspection.|
The students will form teams of 4-6 and define a project that they will carry out with individual as well as collective goals.
The course consists of three phases:
During each phase, the teams will document their experiences, both on the content of their challenge and also on the process. Furthermore the teams will reflect on their learning (both as a team as well as individual). At the end of each phase, the teams will share and exchange their experiences, and will give and receive feedback to and from their peers. Furthermore, the teachers will give additional formative feedback on their progress; in some cases per team, in some cases individually. Feedback is provided on each of their Share, Document and Reflect activities.
- Engage: share a big idea, find essential questions, create a challenge (2 ½ weeks)
- Investigate: identify guiding questions, activities and resources – do the analysis (3 weeks)
- Act: come up with a solution, set up an implementation, evaluate and share(4 ½ weeks).
At the end, the students will deliver a report and a final presentation (per team), and an additional free-format deliverable which aims to create impact with the outcome of the project. The students will receive individual assessments leading to a pass/fail mark.