Cross curricular Comparison of Professional Capabilities in Engineering Education

In this paper we studied the student’s perception of the acquisition of professional capabilities in Challenge based learning environments with a strong reflective component.<br/>The results show students feel the relevance of personnel development from the very moment the enter their master studies. However, they only truly acquire all the...

Research on mathematical competencies in engineering education: Where are we now?

In tertiary mathematics education for engineers (hereafter called service mathematics education, SME), there is a long-lasting controversy on what and how to teach. The goal of SME is to provide a base for engineering-specific courses and to develop mathematical competencies needed for academic success and professional practice. A leading...

Mathematical competencies and blended education: How to build a resilient course?

1.1 Background To educate future competent engineers, it is crucial to adopt teaching and learning approaches that support students in dealing with highly complex problems [1]. One strategy is to enhance service mathematics in higher engineering education by shifting from outcome-centered to competence-centered approaches [2]. This strategy...

The influence of Teacher cues on self-directed Learning in Math Education

Increasing class sizes forces universities to change their education in ways that allow for independent learning for students. This study looks at a case where blended learning was introduced to alleviate some of the educationally negative consequences of large class sizes. Independent learning requires from the students to become more self...

A design-based vision on future roles in engineering

In this paper, we present a vision on how engineers can play different roles in future society 2030. First we predicted how society in the Netherlands (in relation to Europe and the rest of the world) is going to develop and how future engineers will behave, act and take their position in this future world. We used the ‘Vision in Design’...

Active learning in redesigning mathematics courses for engineering students

“Prepare, Participate, Practice”: active learning in designing basic maths courses for engineering students at TU Delft works! The PRoject Innovation Mathematics Education (PRIME) at Delft University of Technology (TU Delft) is all about redesigning mathematics courses for engineers. This paper describes the process of developing, implementing,...

The effects of curriculum overhaul: investigating the students’ experience

In this study, the final part of an overarching project on curriculum design and implementation executed at Delft University of Technology is presented. The last step in this research is to establish how the students perceive their new curricula. To that end a survey was developed using standardized questions on self-determination, motivation,...

Impact of global forces and empowering situations on engineering education in 2030

Over the last couple of decades the world around us has changed at a dizzying pace by the globalisation and digitalisation, the horizontalisation of the socio-economic world, and the blending of technical, economical and societal cultures. The ways we communicate, work, play, travel and do business have changed dramatically, and are expected to...

Cross Institutional Comparison of Curricular Change in Dutch Engineering Bachelor Programmes

The Netherlands has three Universities of Technology. Delft University of Technology<br/>(TU-D) in the West of the country, the University of Eindhoven (TU/e) in the south of<br/>the country and Twente University (UT) in the East of the country. All these<br/>Universities started a bachelor innovation process more or less independently and at<br...

Making curricular change: Case report of a radical reconstruction proces

Educational change is technically relatively simple but socially complex. Making effective change in engineering curricula is problematic and often fails by too high ambitions, too short development time frames, inconsistent design and a lack of a systems approach, but also by poor leadership, lack of ownership and low faculty engagement....