Enabling engineering students to work on Wicked problems: A pedagogical workshop

Enabling engineering students to work on Wicked problems: A pedagogical workshop Today's society faces complex and multifaceted challenges, often called Wicked problems (Ramley 2014, Hanstedt 2018). These problems are quite often associated with climate change and are characterized by being dynamic, uncertain and without solutions that are obvious or even good for everyone involved. Thus, they are examples of Challenge Based Learning (CBL). They are particularly relevant to engineering students, who in the future will play a central role in dealing with these issues (Lönngren 2017, McCune et al 2021, Tariq et al. 2021). Traditional teaching methods, which often focus on technical solutions and linear problem-solving strategies, are not adapted to equip engineering students with the skills necessary to work on these complex problems (Tariq et al. 2022). To meet this challenge, the university needs to use other educational tools and working methods. This workshop is aimed at university teachers teaching engineering and other related fields. The goal is to explore how to use Wicked problems as a tool to promote critical thinking, interdisciplinary collaboration and creative problem solving among students. The workshop will provide an overview of the theory behind Wicked problems as well as practical examples of how such problems can be introduced into course design and teaching methods. During the workshop we will also share our experiences of working with PBL and Wicked problems for engineering students; something we have over 10 years of experience doing. During the workshop we will discuss: What defines a Wicked problem and how such problems differ from more traditional engineering problems. How Wicked problems can contribute to increasing students' ability to work in uncertain and ambiguous situations, which will be more like their future professional life. Pedagogical strategies and methods, such as problem-based learning (PBL), simulations, and interdisciplinary projects, which can be used to include Wicked problems in teaching. Case studies from various engineering courses where Wicked problems have been successfully implemented. Reflection on the challenges university teachers may face when integrating these types of problems into their courses, including assessment issues and students' initial resistance to uncertainty and complexity. How do we examine the students with regards to Wicked problems? The workshop aims to create a platform for the sharing of experiences and ideas among the participants, as well as to jointly explore innovative educational approaches to better equip the engineers of the future to tackle some of the world's most pressing challenges. Intended learning outcomes: At the end of the workshop, participants should be able to: Identify and define Wicked problems and distinguish them from conventional engineering problems. Explain the value of Wicked problems in engineering education, particularly in developing critical thinking, interdisciplinary collaboration, and creative problem-solving skills. Apply pedagogical strategies such as Challenge-Based Learning (CBL) and Problem-Based Learning (PBL) to design course elements that incorporate Wicked problems. Create a course plan or module outline that incorporates a Wicked problem, complete with assessment strategies suited to open-ended problem solving. Reflect on the challenges and best practices for integrating Wicked problems into existing curricula and assessment methods. Workshop plan This workshop introduces Wicked problems, starting with a lecture on their distinct nature compared to traditional engineering challenges. Participants will analyze real-world cases, brainstorm solutions in groups, and learn tools like Challenge-Based Learning and Problem-Based Learning for integrating Wicked problems into curricula. They will draft a course activity, explore assessment methods, and conclude with a group reflection, Q&A, and an action plan for applying Wicked problems in their teaching. Workshop dissemination Through effective dissemination, the workshop findings can influence both research (by contributing to the understanding of complex, open-ended problem-solving in education) and practice (by directly impacting teaching approaches and curricula). By fostering a shift toward more interdisciplinary, real-world engineering education, the workshop can play a critical role in preparing students to become adaptive, collaborative problem-solvers in their future careers. Target group This workshop is aimed at university teachers and educational developers in engineering and related disciplines who are interested in developing their pedagogical tools and increasing students' ability to deal with complex societal challenges. References Hanstedt, P. (2018). Creating wicked students, Stylus Publishing. Lönngren, J. (2017). Wicked problems in engineering education: preparing future engineers to work for sustainability, Chalmers tekniska högskola. McCune, V., et al. (2021). "Teaching wicked problems in higher education: ways of thinking and practising." Teaching in Higher Education: 1-16. Ramley, J. A. (2014). "The changing role of higher education: Learning to deal with wicked problems." Journal of Higher Education Outreach and Engagement 18(3): 7-22. Tariq, A., et al. (2022). "Innovative education for wicked problems: An impact study of the Wageningen University Honours Programme." Journal of Integrative Environmental Sciences 19(1): 227-242.