In this edition, we implemented a new approach to engage stakeholders and effectively communicate societal urgencies to students. For this, two key activities dedicated to this goal were introduced, namely the City Walk and the Stakeholder Arena. The City Walk offered students a first-hand experience of Rotterdam’s diverse communities and landscapes, providing valuable insights into the city’s history and ongoing transformation. We tried to avoid ‘social tourism’, being mindful of the ethical challenges presented. The stakeholder arena allowed for focused interaction between students and stakeholders, enabling meaningful discussions on pressing societal issues. Through these initiatives, students gained a better understanding of real-world challenges and opportunities, enriching their learning experience and fostering meaningful stakeholder engagement. This minor thus provides a unique learning experience for students, teaching them that small contributions can also have a big impact on the world. By moving away from traditional learning methods and collaborating across disciplines, students were able to develop other skills that can be useful for their future careers. The hands-on approach and high level of involvement increased motivation, creativity and participation among students.
Although we have demonstrated the strengths of this minor, we must also acknowledge areas that require improvement for future iterations. For example, we see an opportunity to improve the reflection track. This edition had a low participation rate in the weekly reflections. To prevent this in the following editions, it was suggested to introduce a mid-course submission requirement for formative feedback. Students would then receive timely feedback and guidance, which would improve the quality of the reflections and make them more involved in their own reflection process. Besides, there was also some dissatisfaction among students with the intentionally delayed group formation. In the subsequent editions, it is recommended to clearly communicate the reasoning behind this approach, emphasizing the long-term benefits of building strong group cohesion. Furthermore, it is recommended to recognize the learning expo as a formal deliverable, given the effort and time that students have put into it. In order to achieve this, emphasis should be placed on developing and sharpening the skills needed for a successful expo presentation throughout the curriculum of the course. By recognizing the learning expo as a formal deliverable, students will better understand its importance and be better equipped to present their work effectively. It is also important that teachers continue to embrace the flexibility of this minor in their teaching methods to meet the changing needs of students. Continuing to develop professionally as a teacher will ensure that the learning experiences of students improve.