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Den här artikeln utforskar olika implementeringar av och lärares erfarenheter från utmaningsdriven utbildning och liknande lärandemetoder inom ingenjörsutbildning och andra högre utbildningssammanhang. Genom en aktionsforskningsmetod kan centrala problem bland lärarna och likheter och skillnader mellan de studerade kurserna identifieras. Studien belyser potentialen i dessa inlärningsmetoder, som medel för att bryta och gå bortom de traditionella gränserna för högre utbildning, förbättra och korsbefrukta ingenjörsutbildning med andra discipliner och ge studenterna makt både som professionella och människor. Det indikerar också potentiella barriärer och inbyggda spänningar som är avgörande att hantera för framgångsrik implementering. Studien visar vidare på stora möjligheter till ömsesidigt lärande och samarbete mellan lärare från olika sammanhang och bakgrunder. Resultaten diskuteras i relation till forskning inom områden som hållbarhetsutbildning, transformativt lärande och framtidsstudier, och möjligheter till vidare forskning och utveckling beskrivs., This 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.

This work contributes to a better understanding of computing teachers' perceptions of themselves as role models. Role models are described as important to address under-representation, yet there is little in-depth research on how role modeling works and what university teachers in computing can model to broaden participation in the discipline. We will analyze teachers' reflections on how they may, or want to, be perceived by their students, particularly in terms of professional competencies, emotions and attitudes towards well-being. We will use and further develop an already existing framework on role modeling in computing, and we will relate our findings to existing research on computing and science identities. Modeling aspects outside the computing norm can help provide students with a wider notion of what it means to be a computer scientist. Besides developing the theoretical understanding of computing teachers as role models , our work can support various ways of developing computing teachers' competences and departments' teaching culture. The results are one way to contribute to student diversity and equitable access, and more broadly increase the relevance of computing education for sustainability.

This paper provides insights into role modeling by educators in computing that is beyond the technical, theoretical and rational perspectives which have historically been described as dominant in computing. Surveying 199 educators in higher education, we have built on frameworks of role modeling, care, emotions, and professional competencies as a lens to see different ways of engaging in computing. Our quantitative and qualitative findings show how educators model ways of caring (for oneself, other humans and living species, technology, and the planet), emotions, professional competencies and other types of role modeling. Examples of contexts within computing and reasons why an educator can(not) model these aspects bring new light to research on care and emotions being shown in computing. This work contributes to a better understanding of computing educators as potential role models, particularly in terms of displaying emotions and various types of care. Our work can support ways of developing the professional competences of computing educators and the teaching culture of computing departments. Our findings may inspire other educators to think about their own display of emotions and care, and what this transmits to their students. Thus, the work also contributes to the discussion of ways to increase diversity among students and equitable access to computing education.

While role models are frequently mentioned in literature to broaden participation in engineering education, there are diverse ways of understanding what role modeling is, what it entails and what theory we can use to support our own reflections as professionals and students in engineering who can act as role models for others in the discipline. In this special session we invite participants to discuss their own conceptions of role modeling, in terms of what can be modeled, the intention and awareness of it, and how this may be perceived by others. To support the discussions we introduce Grande’s framework of role modeling, which builds on role modeling theory. The format of the session will be that of a World Café, where participants will alternate their participation in discussions at five different tables, each table with a theme related to the framework. With these conversations we expect participants to go back to their own contexts in academia and industry to continue the discussion with their colleagues. We also invite them to connect with facilitators and others at the session to continue research efforts in the area of role modeling in engineering education.

The widespread awareness and the sense of urgency and helplessness regarding the ongoing sustainability crisis (climate change, biodiversity loss etc.) can evoke feelings of grief, sorrow, despair and anxiety. Those emotions are seldom discussed in computing or in computing education. They can have detrimental effects on the well-being of students and others, and also lead to inaction. But concern can on the other hand also be a catalyst for learning. In this paper, we present results and reflections from a research and development project in our introductory course to sustainability and ICT focusing on emotions in sustainability education. We focus on “eco-anxiety” and ask: 1) How is eco-anxiety communicated by students and teachers?, 2) In what ways do students receive support to deal with eco-anxiety? and 3) What could be done to better address eco-anxiety in computing education? We here present an analysis of how we have responded to the phenomenon of eco-anxiety, what activities have been added to the course and an evaluation of these interventions. The results are based on joint reflections that have been guided by literature, a small-scale ethnographic study as well as a course evaluation. The paper will end with recommendations for other ICT4S educators on how they can start addressing eco-anxiety in their education., QC 20220901Part of proceedings: ISBN 978-1-6654-8286-8, SFLAB

Climate change is the "biggest threat modern humans have ever faced". The implications of the crisis are imminent and grave. As part of COP26, leaders from all over the world agreed to the Glasgow Climate Pact with the goal of limiting the increased rise of global temperature by 1.5 degrees. With less than 8 years left until the 2030 UN deadline in which the climate effects become irreversible, how do we prepare learners for what might be an inevitable reality? How do we equip computing students with crucial technical, ethical, and leadership skills to mitigate its effect? More importantly, how do people in positions of power, departmental and institutional, be involved? In 2019, we formed an internal working group as part of ITiCSE conference to examine how computing institutions, departments, and faculty members dealt with, if at all, the climate emergency within CS education. Our efforts included conducting a literature review, interviewing CSEd climate experts, leading a world cafe session, and collating and publishing resources from various sources for the benefit of educators interested in incorporating climate change in the curriculum. And yet, there are still struggles reported with adopting these solutions, particularly in light of the global pandemic. This panel will serve as a public forum to express institutional, departmental, and individual challenges associated with tackling the climate crisis and share successful strategies, ideas, and experiences to support the CS community. The discussions will centre over five themes previously identified in the world cafe., QC 20230421

Climate warming is increasingly exposing wildlife to sublethal high temperatures, which may lead to chronic impacts and reduced fitness. Telomere length (TL) may link heat exposure to fitness, particularly at early-life stages, because developing organisms are especially vulnerable to adverse conditions, adversity can shorten telomeres, and TL predicts fitness. Here, we quantify how climatic and environmental conditions during early life are associated with TL in nestlings of wild purple-crowned fairy-wrens (Malurus coronatus), endangered songbirds of the monsoonal tropics. We found that higher average maximum air temperature (range 31 to 45 °C) during the nestling period was associated with shorter early-life TL. This effect was mitigated by water availability (i.e., during the wet season, with rainfall), but independent of other pertinent environmental conditions, implicating a direct effect of heat exposure. Models incorporating existing information that shorter early-life TL predicts shorter lifespan and reduced fitness showed that shorter TL under projected warming scenarios could lead to population decline across plausible future water availability scenarios. However, if TL is assumed to be an adaptive trait, population viability could be maintained through evolution. These results are concerning because the capacity to change breeding phenology to coincide with increased water availability appears limited, and the evolutionary potential of TL is unknown. Thus, sublethal climate warming effects early in life may have repercussions beyond individual fitness, extending to population persistence. Incorporating the delayed reproductive costs associated with sublethal heat exposure early in life is necessary for understanding future population dynamics with climate change.