Engineering for Global Development

Focusing on engineering in the Global South, this module relates engineering applications (in global engineering) to a societal debate (what is (desirable) development), a theme spanning domains, programs and tracks within the CEG Faculty. Students learn about similarities and differences of techniques and methods from different domains. Building on the idea that engineering solutions useful and needed as they are always positioned within a societal debate, students discover their own position. Students learn how to engage their own expertise within debates with other experts and other stakeholders on issues of development, political aspects of engineering, options for interventions, contexts, etcetera.

Learning Unit 1: Engineering (and) Development 1 (Credits: 5) In a series of workshops, with discussions, guest lectures, design sessions, etcetera, students are introduced to themes and applications in the Global Engineering domain. After group discussions, individual students prepare documentation on their own position(s). Differences and similarities in debates and positions on technological development influencing engineering solutions are explored. The exact setup of the sessions is decided on for each study year, as themes and topics are adapted to debates as they are encountered in relevant circles. These sessions are related to this list of key topics: Development theory (societal development, power relations, economic issues, globalization); Role of technology (engineering decisions, innovation ideas, history of technology); Co-creation and design interventions (participatory design, tinkering, values in design); Sustainable development goals (Differences and connections, development cooperation, role of states and UN institutes).

Learning Unit 2: Engineering (and) Development 2 (Credits: 5) – Teams of 5 to 7 students work on a real-life issue, relevant to at least a number of different stakeholders (design, planning, methods, etcetera), in the Global Engineering domain. The teams mobilize content from unit 1 in their project, in applying concepts and bringing their team work into unit 1. The projects are made available through the Delft Global network and will vary each year. Examples of possible projects include water provision in urban or rural settings, plastic pollution, affordable housing, access to energy. Team members will discuss the project with members of other teams, to facilitate reflecting on team results. List of key topics: Design teams working on a specific challenge; Team working sessions under guidance of a moderator; Exchange meetings between teams (discussions and workshops); Reporting on team results; Presenting team results in different formats.

Please note that the exact setup of the sessions is decided on for each study year, as themes and topics are adapted to debates as they are encountered in relevant circles. The projects are made available through the Delft Global network and will vary each year.

Formative assessment (feedback):

Unit 1: Feedback per session and papers read. Active participation in sessions (demonstrated in minutes and during sessions)
Unit 2: Team: report (quality of content, societal relevance, team work process); Individual: presentations during exchange (quality of content, presentation skills); Individual: debates during exchange between teams

Summative assessment:

Unit 1: Individual exam on themes that relate to the sessions and study material (consistency of the argument, references)
Unit 2: Individual feedback essay on the team project (position in the team, reflection, writing skills)

The final grade is the average of the two grades. Each grade required to be at least 5.8.

For more information on grading, see article 14 in the Rules and Guidelines (RGBE):
https://www.tudelft.nl/en/student/ceg-student-portal/education/education-information/educational-rules-and-regulations