Who am I learning to become?: Integrating personal development in curriculum design

In this case study, we answer the question: what are design characteristics for a personal development line integrated in undergraduate engineering curricula? We investigated the development of such a line in a Bachelor of Architecture, Urbanism and Building Sciences in The Netherlands. We documented and analysed the preparation of and...

Healthy challenging design education for engineers

Teaching design skills to engineering students has long been one of the main building blocks of the bachelor curriculums at the TU Delft faculties of Industrial Design Engineering and Architecture & the Built Environment. We observe that our students achieve high-level (design) competencies during their study time at TU Delft. But we also...

Maximising the performance of multi-diverse design teams

In our Integrated Product Design master at the Delft faculty of Industrial Design Engineering we see a growing diversity in our student population. Besides a growing number of different nationalities there are also significant differences in prior education, competences, and socioemotional aspects. Within the Advanced Embodiment Design (AED)...

Development of professional capabilities in a challenge based learning environment

Often industry expects university graduates to hit the ground running. One way to deal with this expectation is to offer our graduates opportunities to collaborate with the industry - a collaboration to acquire theoretical skills and acumen in engineering practices and how a business works. Challenge-based learning environments intimated by...