The Manhattan project was the first great project that was carried out in the US. Its goal was to make an atomic bomb that could be used in the war. This weapon was used in fact, as you know on the Japanese cities of Hiroshima and Nagasaki. The Manhattan Project had a special historical setting: there was war and people feared that the Germans would be able to finish an atomic bomb before their defeat. It is about a fearsome weapon – there are deep ethical questions associated with it. How did the engineers and scientists deal with these questions? What did the public think of it? How was the public informed about the weapon? The project was led by the American military – how did this fact influence the evolution of the project? The essential finding that leads to the atomic bomb was the discovery of nuclear fission in 1938. Seven years later the first bombs exploded: the very first test was successful. Is this the standard course of affairs?
This course will take place in the third quartile of your first year.
The Delta Works was elected as one of the Seven Wonders of the Modern World by the American Society of Civil Engineers. This huge project started in response to the big flood of 1953 in the Southwest of the Netherlands. Hydraulic structures were built such as storm surges, dams closing off estuaries, and dikes were strengthened. But also, a legal framework with fixed and spatially differentiated flood protections levels was set up, and emergency management institutions organised to be prepared for evaluation. The project was declared finished some 50 years later. By then, new policies on flood safety where underway, trying to cope with societal and climate changes.
This module examines technical, societal and scientific challenges that exist in flood security, and the diverging perspectives we can have on managing flood risk. The module addresses questions such as: How are risk perspectives framed in literature? Which perspectives can we recognise in Dutch flood risk management? Do different perspectives translate into differences in the assessment of flood risk? How different would the Netherlands look like, when designing a flood policy without compromising between perspectives?
This course will take place in the fourth quartile of your first year. In the first weeks, you will individually read literature on risk perspectives and present on it, and exercise with these concepts on a societal risk. Next you will cluster in groups, each interested in one specific risk perspective. In your group, you will reshape the Netherlands and its flood risk policy based on your chosen perspective, without compromising. In a closing debate session, the arena is opened for a “battle of perspectives”.
Maarten Krol is associated professor at the research group of Water Engineering & Management at the University of Twente. His interests are in integrated management of water resources, with focus on integrated modelling, drought, water footprints, and impacts of climate change. Many of his publications consider drought problems, where the dynamical interactions of water availability and water use determine the severity of water scarcity that emerges, influenced by hydraulic structures and their strategic and operational management. His methodological research touches on uncertainties and the use of knowledge during decision-making. Currently, he is involved in two large EU-funded projects, on water saving potentials of innovative irrigation technology in precision agriculture, and on the assessment of current EU policies and potential innovations related to the water-land-food-energy-climate nexus.
Arjen Hoekstra (1967) is professor Multidisciplinary Water Management and scientific director of the Water Footprint Network. He started his career at the Technical University of Delft, where he obtained his MSc, cum laude, in Civil Engineering, and a PhD in Policy Analysis. During the course of his career, he visited over fifty countries and has worked in different academic environments, giving him a large and diverse network across the globe. Now, he partakes in a variety of interdisciplinary research projects, which focus on economy, anthropology, political sciences, civil engineering, and the environment.
He thought up the Water Footprint Concept in 2002, and established an interdisciplinary field of Water Footprint and Virtual Water Trade Analysis, which studies the field between water management, consumption, and trade. In this role, he was also the joint founder of the Water Footprint Network in 2008.
He teaches courses on a variety of topics, among which are water resources management, river basin and coastal zone management, hydrology and water quality, sustainable development, natural resources valuation, environmental systems analysis, and policy analysis. He devised a different number of educational tools, such as the River Basin Game and the Globalization of Water Role Play. His scientific publications cover a large field of topics related to water management and contain a large amount of peer-reviewed articles and chapters. He has also published a number of books, among which are Perspectives on Water (International Books, 1998), Globalization of Water (Wiley-Blackwell, 2008) and The Water Footprint Assessment Manual (Earthscan, 2011).
Twente Academy organizes master classes for high school students (VWO). The master classes are based on research done at our university. They involve lectures from UT members, schoolwork, homework, and often doing experiments in the UT learner lab.
In this course, you will design, in teams, learning activities for (parts of) a master class. You will be asked to systematically identify the learning wishes and needs of the users (students and teachers) and design a coherent set of learning materials. As part of the assignment, a faculty member, a schoolteacher, a learner lab assistant, or you will try out your design.
The following questions are central in this module: What vision on learning and teaching is underpinning your design? What are the learning goals of your lesson series? What learning and instructional strategies are put central? What is the role of technology? How do you want to assess whether the learners have reached the learning goals? What support do the teachers need for an optimal implementation of your design?
By designing your learning activities and by reflecting on that process and its outcomes, you will gain more insight in your own experiences as designer, learner, and (possibly) teacher.
This course will take place in the first quartile of your second year.
Globally the powers are shifting, the population is ageing, resources are becoming scarce, more and more people are living in (mega) cities, new media are emerging, new forms of mobility become available. What do we need to influence and/or adapt to all these changes?
We believe it is YOU that we need!
The solutions to such questions come from multidisciplinary approaches to design. In this project you will thus engage yourself in such an approach. This includes: thinking outside the box, exploring the limits of your own expertise, finding the expertise of others, designing solutions, et cetera.
For this module (lasting two quartiles), you work alone or in small groups (max. 4), choose a topic from within or outside of your regular study that catches your interest, and design a product related to it. These designs can thus range from more technical to more social, but should ALWAYS take into account both aspects. You will be inspired in this process by lectures from designers, entrepreneurs, innovators. You will be guided in this process by the teachers of this module and a range of experts (including you!), that you can consult with on matters such as user-analysis, economic calculations, technical aspects, market analysis, etc.
The end result will be an application to a design award (we will use the format of the “iF public value student award” http://www.ifdesign.de/publicvalue_student_index_e) and a short justification report in which you explain and justify why the design is as it is.
The meetings during these two quartiles are used to exchange ideas and to present your most recent ideas, findings, designs, and overall progress. Another important aspect of these meetings is that you help each other by being the expert on your own area.
This course will take place in the second and third quartile of your second year (thus taking two quartiles).