Final assessment criteria

Learning objectives

  • Experience complexity, tensions and dilemmas that come with sustainable practices and required interdisciplinary efforts.
  • Consider their role as an engineer with regard to sustainable development and reflect on personal educational objectives, professional values, ethics and beliefs.
  • Analyse (im)possibilities and design pathways of transitions to sustainable futures of sociotechnical systems. 


  • All assignments should be handed in, and actively contributed to by assigned students.
  • All assignments and chapters are submitted in time, reflect serious work and professionalism by individuals and groups.
  • Group chapters form a coherent book that reflect about sufficient hours of work. The chapters show informed reasoning.
  • Personal profiles reflect connectedness to others, contributions to research, and fascinating columns.


  • Sub-system research (group): structure; depth and quality of analysis and design; ambition; creativity; use of scientific knowledge and insights (60%)
  • Final design sustainable Texel (bubble week): coherence themes, balancing YUPTA, inspiration, enacting SD, action in relation to ambition, (40%)
  • Columns (individual) + or – 1.0 point: reflection; inspiration; reasoning; style.