Sustainable development, 3 credits

Main field of study

Course level

Advancement level

Specific information

The course is given on several campuses. Meetings through Active Learning Classrooms and Internet-based communication tools (Zoom).

Entry requirements

• Two years of academic studies with at least 90 ECTS credits passed
• English corresponding to the level of English in Swedish upper secondary education (Engelska 6).
  Exemption from Swedish

Intended learning outcomes

Knowledge and understanding
After completing the course, the student is expected to be able to:

• Give an overall description of the United N's 17 sustainability goals within Agenda 2030 and exemplify interrelations
• Identify a problem area linked to one of the 17 goals in Agenda 2030 and analyze this problem area from a temporal /cultural/geographical perspective.

Skills and Abilities
After completing the course, the student is expected to be able to:

• Obtain, interpret and compile information from scientific literature and the surrounding society, relevant to a defined problem area within Agenda 2030,
• Develop and propose a solution for an identified problem area, based on information from relevant sources,
• Use different presentation techniques to communicate goals related to Agenda 2030,
• Use digital communication tools and
• Communicate solutions in English, both in writing and orally.

Evaluation ability and approach
After completing the course, the student is expected to be able to:

• Highlight their own and others' values in relation to the societal challenges in Agenda 2030 and
• Relate to value conflicts from different perspectives and possible solutions within the identified problem area.

Course content

The course is based on the UN's 17 sustainability goals and the course participants carry out in-depth work within one of the goals and broaden their knowledge in other sustainability goals by becoming familiar with the work of other groups.

Interprofessional communication skills are trained and each course participant's special skills should be integrated into the studies. The course includes project work with links to locally relevant social problems connected to Agenda 2030.

Teaching and working methods

All teaching takes place in English. The course is performed in the form of group work in Active Learning Classrooms, using digital communication tools. During the semester, 2 hours per week from September through November are scheduled, beside these meetings; the students are performing self-studying in groups or on their own. The course ends with a sustainability conference where each group makes poster presentations to a broader audience from the surrounding community. Prior to poster presentations, the groups should through peer review provide constructive feedback to another group's draft presentation. The posters must be presented by individual group members in English.

At Linköping University, student-centered learning forms the basis of teaching. The student assumes his/her own responsibility for his/her learning through an active and processing approach to the learning tasks. The working methods challenge the students to independently seek knowledge and to assess and evaluate acquired knowledge in dialogue with others. Students work together in groups based on reality-linked situations to develop their own learning, contribute to fellow students' learning and to practice collaboration. The teacher's role is to support students in this way of working. In the course, inter-professional learning is applied. Interprofessional learning means that students from several professions learn with, about and from each other. This form of work stimulates and supports the student's development of professional competence, as well as prepares the student for inter-professional teamwork and collaboration in the coming professional practice.

Examination

Examination takes place through continuous written and oral reporting in English individually and in groups: written and oral reports every two weeks on work progress (individually) and compilation of the work in poster form with associated oral presentation (in group). In addition, active participation is required in mandatory parts for passing the course. Active participation means that the student contributes with work, input and/or own reflections relevant to the assignment. The mandatory elements of this course are group meetings and a sustainability conference. The group's mentor is a tentator and assesses the performance of individual group members according to the course objectives.

If there are special reasons, and if it is possible with regard to the nature of the compulsory component, the examiner may decide to replace the compulsory component with another equivalent task.

Registration for examination / exam
Not applicable.

Reexamination
The date for re-examination is usually announced at the latest on the regular examination, in which case the scope must be the same as for the regular examination.

Examination for students with disabilities
If LiU's coordinator for students with disabilities has granted a student the right to an adapted examination at the examination, the student is entitled to it. If the coordinator has instead provided the student with a recommendation on a customized examination or alternative examination form, the examiner may decide on this if the examiner considers it possible based on the course's objectives.

Change of examiner
A student who has failed twice during an examination at the course or part of the course has the right, upon request, to have another examiner at the re-examination, unless special reasons speak against it.

Grades

Course literature

Other information

Planning and implementation of the course will be based on the formulations of the syllabus. The course evaluation, which will be included in each course, should therefore address the question of how the course complies with the syllabus. Course responsible teacher compiles analysis of course evaluation and gives suggestions for the development of the course. Analysis and suggestions are given as feedback to the students, the program manager/study director and, if necessary, to the board for education at the basic and advanced levels, if it concerns general development and improvement.

The course is conducted in such a way that knowledge about gender, gender identity/expression, ethnicity, religion or other beliefs, disability, sexual orientation and age is highlighted, made visible and communicated in the education.

If the course ceases to be given or undergoes major change, examination is normally offered according to this syllabus, on a total of three occasions within/in connection with the two semesters that follow, one of which is in close connection with the first examination opportunity.

Department