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Zu, M., Garme, K. & Rosén, A. (2024). Seakeeping criteria revisited. Ocean Engineering, 297, Article ID 116785.
Open this publication in new window or tab >>Seakeeping criteria revisited
2024 (English)In: Ocean Engineering, ISSN 0029-8018, E-ISSN 1873-5258, Vol. 297, article id 116785Article in journal (Refereed) Published
Abstract [en]

Seakeeping evaluations are important in the early design stages in order to ensure that vessels can sail the seas and execute their missions safely in the intended conditions. Such evaluations require a set of criteria that translate seakeeping design requirements into tangible measures for decision-making. Despite the availability of seakeeping criteria, certain unsuitable considerations and specifications currently in use result in challenges to crew and operations that do not become apparent until later in a vessel’s service. Though not claimed to be exhaustive, this paper catalogues and reviews the seakeeping criteria commonly used to date, guided by findings from focus group discussions and semi-structured interviews.  The paper unearths the original sources whilst discussing the scientific basis for these criteria and standards. Particular attention is given to the early design stages and opportunities for improvement and further development are highlighted. Findings from this study indicate that it is necessary to develop seakeeping criteria for certain vessel types and that there are opportunities to improve seakeeping criteria addressing crew well-being, performance and safety.

Place, publisher, year, edition, pages
Elsevier BV, 2024
Keywords
seakeeping criteria, seakeeping evaluation, crew performance, crew safety
National Category
Vehicle Engineering
Identifiers
urn:nbn:se:kth:diva-343594 (URN)10.1016/j.oceaneng.2024.116785 (DOI)2-s2.0-85185380601 (Scopus ID)
Funder
Swedish Transport Administration, TRV2019/12462Swedish Transport Administration, TRV2021/99989
Note

QC 20240221

Available from: 2024-02-21 Created: 2024-02-21 Last updated: 2024-02-28Bibliographically approved
Rosén, A., Liedholm Johnson, E. & Jaldén, J. (2023). Evaluating and Enhancing the Status of Sustainability in Engineering Education. In: Proceedings of the 19th International CDIO Conference: . Paper presented at 19th International CDIO Conference, Trondheim, Norway, 26–29 June 2023 (pp. 29-42).
Open this publication in new window or tab >>Evaluating and Enhancing the Status of Sustainability in Engineering Education
2023 (English)In: Proceedings of the 19th International CDIO Conference, 2023, p. 29-42Conference paper, Published paper (Refereed)
Abstract [en]

When the optional CDIO Standard for Sustainable Development was introduced in 2020, the CDIO community was encouraged “to document the work and share their experiences, in particular reflecting on the usefulness of the new standards for future refinement and development”. This paper is a response to that call, providing insights in how this optional Standard has been used for evaluating and enhancing the status of sustainability in the Civil Engineering and Urban Management program and Electrical Engineering program at the KTH Royal Institute of Technology. Details are shared on how sustainability is integrated in the programs, and opportunities and barriers for enhancing the status of sustainability in the two programs, and in engineering education in general, are discussed. The paper concludes that the CDIO Standard for Sustainable Development provides a framework and terminology for dialogue and collaboration, within as well as between programs, that can be used for driving change, from an add-on approach, through integration approaches, towards transformative approaches to sustainability in engineering education.

Series
Proceedings of the International CDIO Conference, ISSN 2002-1593
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-330673 (URN)2-s2.0-85177094753 (Scopus ID)
Conference
19th International CDIO Conference, Trondheim, Norway, 26–29 June 2023
Note

QC 20231206

Part of ISBN 978-823036186-3 

Available from: 2023-06-30 Created: 2023-06-30 Last updated: 2023-12-06Bibliographically approved
Magnell, M. & Rosén, A. (2023). Projektbaserad undervisning (1ed.). In: Maria Christidis & Nikolaos Christidis (Ed.), Ämnesintegrerad undervisning inom professionsutbildningar: (pp. 125-147). Gleerups Utbildning AB
Open this publication in new window or tab >>Projektbaserad undervisning
2023 (Swedish)In: Ämnesintegrerad undervisning inom professionsutbildningar / [ed] Maria Christidis & Nikolaos Christidis, Gleerups Utbildning AB , 2023, 1, p. 125-147Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

Undervisning är en process som inbegriper lärande och utveckling. Inom professionsutbildningar är undervisning den kontext där akademi möter profession. Det betyder att studenterna förväntas lära sig ett innehåll för att klara sina studier och ta examen, men också kunna förstå och tillämpa innehållet i relation till sin framtida profession. I det avseendet är undervisningens utformning en aspekt som har stor påverkan på individen.  

Ämnesintegrerad undervisning är studentcentrerad i det avseendet att den engagerar studenterna och förutsätter deras deltagande, medan universitets- eller högskolelärarens roll blir att stödja lärandet. Det innebär att individen blir mer delaktig i sitt eget lärande och sin utveckling. 

Den här boken belyser den ämnesintegrerade undervisningens betydelse och möjligheter för lärande och utveckling inom professionsutbildningar. Författarna ger exempel på flera typer av ämnesintegrerad undervisning: problembaserat lärande, team-based learning, casemetodik och projektbaserad undervisning. Modellerna ger en struktur för lärandet och kan användas i olika former av undervisning, såväl fysisk som hybrid och helt digital. 

Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2023 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-335341 (URN)
Note

Part of book: 978-91-511-0946-6

QC 20230905

Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2023-09-05Bibliographically approved
Pantzos, P., Rosén, A., Buckley, J. & Gumaelius, L. (2022). Engineering Students’ Motivation For Learning Inchallenge-Driven Project Courses: A Qualitative Pilot Study. In: SEFI 2022. 50th Annual Conference of The European Society for Engineering Education 19-22 September, Barcelona, Spain: Towards a new future in engineering education, new scenarios that European alliances of tech universities open up. Paper presented at SEFI 2022. 50th Annual Conference of The European Society for Engineering Education..
Open this publication in new window or tab >>Engineering Students’ Motivation For Learning Inchallenge-Driven Project Courses: A Qualitative Pilot Study
2022 (English)In: SEFI 2022. 50th Annual Conference of The European Society for Engineering Education 19-22 September, Barcelona, Spain: Towards a new future in engineering education, new scenarios that European alliances of tech universities open up, 2022Conference paper, Published paper (Refereed)
Abstract [en]

This pilot study explores engineering students’ motivation for learning and studying through the lens of Self-Determination Theory (SDT). Five postgraduate students from a research-intensive Swedish university participated in semi-structured qualitative interviews about their study experiences from different Challenge-Driven Education (CDE) courses. It adds to the limited, existing literature on CDE and is the first to study it from a purely motivational perspective. As this is a pilot study, the primary intent of the data analysis concerns the first two phases of Braun and Clarke’s (2006) thematic analysis approach - familiarisation and immersion in the data and generating initial codes. A combination of inductive and deductive approaches to analysing the data were used, and preliminary motivational factors emerged from the interviews are illustrated according to the SDT concepts. A variety of motivations for learning and studying, such as innovation, real-world problem solving, contribution to the society, and trial for following master thesis projects, emerged from the data and positioned on the self-determination continuum in which different types of regulations are guiding students’ behaviours simultaneously. Furthermore, autonomy in the choice of a project, feedback and assignmentdeadlines, and relationships within group work, enhanced or/and undermined the three psychological needs defined by SDT; autonomy, competence and relatedness. Preliminary findings are discussed in relation to the SDT literature, and practical applications are suggested for supporting the motivational needs of engineering students. Finally plans for a continuation of the study are discussed in light of this initial phase.

Keywords
higher engineering education, challenge-driven education, self- determination theory, student learning, motivation
National Category
Learning
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-323066 (URN)10.5821/conference-9788412322262.1178 (DOI)2-s2.0-85147535154 (Scopus ID)
Conference
SEFI 2022. 50th Annual Conference of The European Society for Engineering Education.
Note

Part of proceedings: ISBN 978-84-123222-6-2

QC 20230130

Available from: 2023-01-13 Created: 2023-01-13 Last updated: 2023-06-08Bibliographically approved
Magnell, M., Delin, C., Rosén, A., Jerbrant, A., Tibert, G. & Casanueva, C. (2022). Integrating Gender Equality, Diversity, and Equal Conditions, in Engineering Education. In: Proceedings of the 18 th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June13-15, 2022.: . Paper presented at 18th International CDIO Conference, Reykjavik Iceland, June 13-15, 2022.. Chalmers University of Technology
Open this publication in new window or tab >>Integrating Gender Equality, Diversity, and Equal Conditions, in Engineering Education
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2022 (English)In: Proceedings of the 18 th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June13-15, 2022., Chalmers University of Technology , 2022Conference paper, Published paper (Refereed)
Abstract [en]

In engineering education, as well as in the society at large, there is an increasing focus on sustainability and sustainable development. The CDIO Standards and the CDIO Syllabus has been substantially updated to meet and drive these changes. Progressive engineering programs have by now made substantial progress in integrating environmental aspects of sustainability and sustainable development into the curriculum. However, the integration of social aspects is generally considered to be more difficult and is therefore lagging behind. This explorative research paper provides insights in efforts to integrate elements of gender equality, diversity and equal conditions (GDE) in three courses on bachelor’s, master’s, and doctoral level. The focus is on the development and implementation of reflective assignments, where a theoretical framework is used for characterizing different levels of reflection. The work has been performed by use of an action research approach that has involved close dialogue and collaboration between researchers, pedagogic developers, teachers, students, and education leaders. The paper hereby contributes with multiple perspectives on GDE integration, and significant challenges are discussed. The paper also contributes with concrete examples of reflective assignments, learning activities, and literature that can be useful also in other contexts.

Place, publisher, year, edition, pages
Chalmers University of Technology, 2022
Keywords
Gender equality, Diversity, Equal conditions, Sustainable development, Reflective writing, Optional standards for sustainable development, Standards: 1, 2, 3, 7, 11
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-316353 (URN)2-s2.0-85145927185 (Scopus ID)
Conference
18th International CDIO Conference, Reykjavik Iceland, June 13-15, 2022.
Note

Part of ISBN 9789935965561

QC 20220818

Available from: 2022-08-16 Created: 2022-08-16 Last updated: 2023-08-14Bibliographically approved
Zu, M., Garme, K., Rosén, A. & Costa, N. (2022). Specifying Seakeeping Criteria for Efficient Task Performance. In: Proceedings 15th International Symposium on Practical Design of Ships and Other Floating Structures PRADS 2022: . Paper presented at 15th International Symposium on Practical Design of Ships and Other Floating Structures, October 9 - 13, 2022, Dubrovnik, Croatia.
Open this publication in new window or tab >>Specifying Seakeeping Criteria for Efficient Task Performance
2022 (English)In: Proceedings 15th International Symposium on Practical Design of Ships and Other Floating Structures PRADS 2022, 2022Conference paper, Published paper (Refereed)
Abstract [en]

Determining the operability of a vessel is a critical task for the naval architect since it provides valuable information for vessel owners and operators on the vessel’s performance. This task requires a seakeeping analysis and a set of seakeeping criteria to evaluate predicted vessel motions. These seakeeping criteria link the performance and safety of the crew and vessel to operability. Existing seakeeping criteria (e.g., NORDFORSK, NATO STANAG 4154) are specified for certain vessel types and not applicable to different tasks and operational activities aboard work vessels such as pilot boats, ocean research vessels, dredgers, pipe laying crane vessels. Being relatively small in size, these work vessels are susceptible to the perils of waves, yielding motion responses that can degrade crew performance. This paper proposes a framework for specifying seakeeping criteria for efficient task performance, focusing primarily on the effects of motions on the crew and system performance. Findings from preliminary interviews with some crew at the Swedish Maritime Administration and the Swedish Sea Rescue Society align with the literature on the effects of motions on crew performance, including motion-induced interruptions, motion-induced fatigue, motion sickness, and effects on motor skills and perception. These findings from the interviews are used in a case study to demonstrate the approach of the proposed framework. The proposed framework refines further and adds to the established structure of the traditional seakeeping assessment since it captures, in addition, the effect of motions on crew performance.

Keywords
work vessels, seakeeping criteria, operability, human factors, motion-induced interruptions (MII), motion-induced fatigue (MIF), motion sickness incidence (MSI)
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Vehicle and Maritime Engineering
Identifiers
urn:nbn:se:kth:diva-334220 (URN)
Conference
15th International Symposium on Practical Design of Ships and Other Floating Structures, October 9 - 13, 2022, Dubrovnik, Croatia
Funder
Swedish Transport Administration
Note

QC 20230818

Available from: 2023-08-17 Created: 2023-08-17 Last updated: 2023-08-18Bibliographically approved
Malmqvist, J., Lundqvist, U., Rosén, A. & Edström, K. (2022). The CDIO Syllabus 3.0 - An Updated Statement of Goals. In: Proceedings of the 18th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June13-15, 2022.: . Paper presented at 18th International CDIO Conference, June 13-15 2022, Reykjavik.
Open this publication in new window or tab >>The CDIO Syllabus 3.0 - An Updated Statement of Goals
2022 (English)In: Proceedings of the 18th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June13-15, 2022., 2022Conference paper, Published paper (Refereed)
Abstract [en]

The CDIO Initiative is going through a process of reconsidering and updating the CDIOapproach for engineering education development. Previous work resulted in substantialupdates of the twelve CDIO standards and the introduction of “optional” CDIO standards. Thispaper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has beendeveloped by a working group consisting of four sub-groups and iterated and refined guidedby feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internaldriver in the form of lessons learned within the CDIO community, from using the Syllabus incurriculum and course development. Approximately 70 updates are proposed, amongst themthree additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities,3.1 Teamwork and Collaboration, and 5.3 Research.

Keywords
CDIO Syllabus, Sustainability, Digitalization, Acceleration, Standards 1-12, Optional standards
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-316352 (URN)
Conference
18th International CDIO Conference, June 13-15 2022, Reykjavik
Note

QC 20220817

Available from: 2022-08-16 Created: 2022-08-16 Last updated: 2022-08-17Bibliographically approved
Malmqvist, J., Lundqvist, U., Rosén, A., Edström, K., Gupta, R., Leong, H., . . . Spooner, D. (2022). THE CDIO SYLLABUS 3.0: AN UPDATED STATEMENT OF GOALS. In: 18th CDIO International Conference, CDIO 2022: Proceedings. Paper presented at 18th International CDIO Conference, CDIO 2022, Reykjavik, Iceland, Jun 13 2022 - Jun 15 2022 (pp. 18-36). Chalmers University of Technology
Open this publication in new window or tab >>THE CDIO SYLLABUS 3.0: AN UPDATED STATEMENT OF GOALS
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2022 (English)In: 18th CDIO International Conference, CDIO 2022: Proceedings, Chalmers University of Technology , 2022, p. 18-36Conference paper, Published paper (Refereed)
Abstract [en]

The CDIO Initiative is going through a process of reconsidering and updating the CDIO approach for engineering education development. Previous work resulted in substantial updates of the twelve CDIO standards and the introduction of "optional" CDIO standards. This paper reports on a similar review and update of the CDIO Syllabus to version 3.0. It has been developed by a working group consisting of four sub-groups and iterated and refined guided by feedback from the whole CDIO community. There are mainly three external drivers that motivate the changes: sustainability, digitalization, and acceleration. There is also an internal driver in the form of lessons learned within the CDIO community, from using the Syllabus in curriculum and course development. Approximately 70 updates are proposed, amongst them three additions on the X.X level, namely 1.4 Knowledge of Social Sciences and Humanities, 3.1 Teamwork and Collaboration, and 5.3 Research.

Place, publisher, year, edition, pages
Chalmers University of Technology, 2022
Keywords
Acceleration, CDIO Syllabus, Digitalization, Optional standards, Standards 1-12, Sustainability
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-333467 (URN)2-s2.0-85145913222 (Scopus ID)
Conference
18th International CDIO Conference, CDIO 2022, Reykjavik, Iceland, Jun 13 2022 - Jun 15 2022
Note

Part of ISBN 9789935965561

QC 20230802

Available from: 2023-08-02 Created: 2023-08-02 Last updated: 2023-08-02Bibliographically approved
Rosén, A., Peters, A.-K., Daniels, M., Danielson, M., Hemphälä, J., Håkansson, M. & Sandström, G. (2022). Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education. In: : . Paper presented at Frontiers in education (FIE 2022).
Open this publication in new window or tab >>Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education
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2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This Research Full Paper explores different implementations of and teachers’ experiences from challenge-driven education and similar learning approaches in engineering education and other higher education contexts. Through an action research approach key concerns among the teachers and similarities and differences between the studied courses can be identified. The study highlights the potential in these learning approaches, as means for breaking and going beyond the traditional boundaries of higher education, enhancing and cross-fertilizing engineering education with other disciplines, and empowering students both as professionals and humans. It also indicates potential barriers and in-built tensions that are crucial to handle for successful implementation. The study further shows on great opportunities for mutual learning and collaboration between teachers from diverse contexts and backgrounds. The findings are discussed in relation to research within domains such as sustainability education, transformative learning, and futures studies, and opportunities for further research and development are outlined.

Keywords
challenge-driven education, challenge-based learning, sustainability, action research, teachers’ experiences, mutual learning, collaboration
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-319918 (URN)
Conference
Frontiers in education (FIE 2022)
Note

QC 20221012

Available from: 2022-10-11 Created: 2022-10-11 Last updated: 2022-10-12Bibliographically approved
Rosén, A., Peters, A.-K., Daniels, M., Danielson, M., Hemphälä, J., Håkansson, M. & Sandström, G. (2022). Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education. In: Proceedings: Frontiers in Education Conference, FIE. Paper presented at 2022 IEEE Frontiers in Education Conference, FIE 2022, Uppsala, Sweden, 8-11 October 2022. Institute of Electrical and Electronics Engineers Inc.
Open this publication in new window or tab >>Transformation-Driving Education: Perspectives Emerging in a Dialogue between Teachers with Experiences from Challenge-Driven Education
Show others...
2022 (English)In: Proceedings: Frontiers in Education Conference, FIE, Institute of Electrical and Electronics Engineers Inc. , 2022Conference paper, Published paper (Refereed)
Abstract [en]

This Research Full Paper explores different implementations of and teachers’ experiences from challenge-driven education and similar learning approaches in engineering education and other higher education contexts. Through an action research approach key concerns among the teachers and similarities and differences between the studied courses can be identified. The study highlights the potential in these learning approaches, as means for breaking and going beyond the traditional boundaries of higher education, enhancing and cross-fertilizing engineering education with other disciplines, and empowering students both as professionals and humans. It also indicates potential barriers and in-built tensions that are crucial to handle for successful implementation. The study further shows on great opportunities for mutual learning and collaboration between teachers from diverse contexts and backgrounds. The findings are discussed in relation to research within domains such as sustainability education, transformative learning, and futures studies, and opportunities for further research and development are outlined.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers Inc., 2022
Keywords
challenge-driven education, challenge-based learning, sustainability, action research, teachers’ experiences, mutual learning, collaboration
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-319918 (URN)10.1109/FIE56618.2022.9962541 (DOI)2-s2.0-85143824735 (Scopus ID)
Conference
2022 IEEE Frontiers in Education Conference, FIE 2022, Uppsala, Sweden, 8-11 October 2022
Note

QC 20230621

Available from: 2022-10-11 Created: 2023-06-21 Last updated: 2022-10-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8343-5098

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