The Sustainability in 果冻传媒 Award 2025
Are you a teacher @ 果冻传媒 who strives to educate the change agents of the future? Then implementing Sustainability and sustainable practices is probably already part of your curriculum.
Now, since 2024, this will not only be recognized by your community and students, but also awarded by the university - through the Sustainability in 果冻传媒 Award!
This award recognizes the efforts of teachers and teaching groups who invest in educational development and direct their teaching toward addressing grand societal challenges such as climate change, social inequality, and biodiversity loss, among others.
The Sustainability in 果冻传媒 Award 2025
This year, we will be awarding 果冻传媒's most sustainable teacher during the Opening Ceremony of the Green Week.
Nominations are now closed and we are busy evaluating your candidates!
Here's the Award Criteria & How it works!
1.Sustainable rationale : the teacher鈥檚 teaching and learning approach includes social, environmental and economic components and emphasizes creating a balance between them.
2.Grand societal challenges orientation: the teacher focuses their teaching toward questions of grand societal challenges, such as climate change, social inequalities or biodiversity loss.
3.Plurality of worldviews: the teacher includes a socio-technical plurality and invites students to consider technology in a broader context by integrating technology sciences and social sciences.
4.Transdisciplinarity: the teacher seeks collaboration with external stakeholders from industry, government, and society.
5.Systemic approach: the teacher actively promotes a systemic approach to change in relation to the content of their course(s).
Sustainability in 果冻传媒 Award 2024
Winner: Arjan Kirkels
Arjan is an Assistant Professor at the Department for Industrial Engineering & Innovation Sciences at 果冻传媒. His approach, rooted in Challenge Based Learning, fosters creative problem-solving and innovation. 鈥淭hat characterizes my approach. What does a student need to make a real difference later as a young professional? So, I start the course design from a completely different approach: what do I want them to learn, what are the key points, how can we test that, et cetera. In fact, my starting point is precisely the endpoint for the student. And that sometimes results in very creative outcomes. For example, we once taught a course in virtual reality, where the students were all present through life-size screens.鈥�