S. Zijlstra
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9 records found
1
Impact Space
Impact driven minor
Impact-driven Education is a approach to learning that goes beyond traditional methods of consuming information. It encourages students to become active agents in their education by focusing on experiential learning and real-world applications of academic knowledge. This shift in teaching and learning requires teachers to adapt their methods to facilitate a supportive and engaging learning environment. The tutors play an integral role in coaching, guiding, supporting and redirecting students. This approach values the craft of teaching and emphasises the need for collaboration between students, academics, and practitioners.
The Impact Space minor focused on personal development, self-responsibility and building confidence. Students reported that their diverse backgrounds and supportive tutors allowed them to learn from one another and fill any gaps in their knowledge.
The absence of formal exams and compulsory literature created a more flexible and personalised learning experience. Students were encouraged to take charge of their education, invest in their growth, and build confidence through hands-on projects and experiences. The tutors' input and open-minded approach provided the necessary reassurance and support to help students reach their full potential. ...
The Impact Space minor focused on personal development, self-responsibility and building confidence. Students reported that their diverse backgrounds and supportive tutors allowed them to learn from one another and fill any gaps in their knowledge.
The absence of formal exams and compulsory literature created a more flexible and personalised learning experience. Students were encouraged to take charge of their education, invest in their growth, and build confidence through hands-on projects and experiences. The tutors' input and open-minded approach provided the necessary reassurance and support to help students reach their full potential. ...
Impact-driven Education is a approach to learning that goes beyond traditional methods of consuming information. It encourages students to become active agents in their education by focusing on experiential learning and real-world applications of academic knowledge. This shift in teaching and learning requires teachers to adapt their methods to facilitate a supportive and engaging learning environment. The tutors play an integral role in coaching, guiding, supporting and redirecting students. This approach values the craft of teaching and emphasises the need for collaboration between students, academics, and practitioners.
The Impact Space minor focused on personal development, self-responsibility and building confidence. Students reported that their diverse backgrounds and supportive tutors allowed them to learn from one another and fill any gaps in their knowledge.
The absence of formal exams and compulsory literature created a more flexible and personalised learning experience. Students were encouraged to take charge of their education, invest in their growth, and build confidence through hands-on projects and experiences. The tutors' input and open-minded approach provided the necessary reassurance and support to help students reach their full potential.
The Impact Space minor focused on personal development, self-responsibility and building confidence. Students reported that their diverse backgrounds and supportive tutors allowed them to learn from one another and fill any gaps in their knowledge.
The absence of formal exams and compulsory literature created a more flexible and personalised learning experience. Students were encouraged to take charge of their education, invest in their growth, and build confidence through hands-on projects and experiences. The tutors' input and open-minded approach provided the necessary reassurance and support to help students reach their full potential.
Inzicht
Academische Vaardigheden voor Bouwkundigen, 2e editie
Het boek Academische Vaardigheden voor Bouwkundigen geeft een verdiepend beeld van bouwkunde als wetenschappelijke discipline, gaat expliciet in op de relatie tussen ontwerp en onderzoek en richt zich met name op praktische vaardigheden die bouwkundestudenten ontwikkelen gedurende hun bacheloropleiding in Delft. Het boek is opgebouwd uit vier delen. Deel A richt zich op de plaats van bouwkunde binnen de wetenschap. Deel B richt zich op basisvaardigheden: algemene academische vaardigheden voor bouwkundigen. Deel C diept specifieke bouwkundige methoden van onderzoek uit. Deel D, het laatste deel, is enerzijds gericht op de praktijk en anderzijds op reflectie. Door deze brede opzet kan het boek niet alleen direct gebruikt worden door studenten en docenten in de leerlijn Academische Vaardigheden, maar juist ook in de andere leerlijnen en modulen. Tevens is het boek een naslagwerk voor andere Bouwkunde- en Architectuuropleidingen in binnen- en buitenland dat inzicht geeft hoe wij binnen de faculteit Bouwkunde van de TU Delft aankijken tegen het vakgebied en welke academische vaardigheden daar op bachelorniveau bij horen.
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Het boek Academische Vaardigheden voor Bouwkundigen geeft een verdiepend beeld van bouwkunde als wetenschappelijke discipline, gaat expliciet in op de relatie tussen ontwerp en onderzoek en richt zich met name op praktische vaardigheden die bouwkundestudenten ontwikkelen gedurende hun bacheloropleiding in Delft. Het boek is opgebouwd uit vier delen. Deel A richt zich op de plaats van bouwkunde binnen de wetenschap. Deel B richt zich op basisvaardigheden: algemene academische vaardigheden voor bouwkundigen. Deel C diept specifieke bouwkundige methoden van onderzoek uit. Deel D, het laatste deel, is enerzijds gericht op de praktijk en anderzijds op reflectie. Door deze brede opzet kan het boek niet alleen direct gebruikt worden door studenten en docenten in de leerlijn Academische Vaardigheden, maar juist ook in de andere leerlijnen en modulen. Tevens is het boek een naslagwerk voor andere Bouwkunde- en Architectuuropleidingen in binnen- en buitenland dat inzicht geeft hoe wij binnen de faculteit Bouwkunde van de TU Delft aankijken tegen het vakgebied en welke academische vaardigheden daar op bachelorniveau bij horen.
UNSPEAKABLE
Hidden curriculum of transdisciplinary skills
This project (poster) explores and maps transdisciplinary skills in the TU Delft curricula and challenge based education. Courses to address these skills have been identified by means of keyword search in the course descriptions. Interviews are used to explore the transdisciplinary approaches addressing reasons, values, learning activities, assessment and professionalisation. The exploration was initiated by a multidisciplinary group of educators from different TU Delft faculties. The initiators noticed that transdisciplinary skills are regularly part of a hidden curriculum, delicate to define or grasp, bear different names, are rarely made explicit or maybe even are considered a taboo. As such, the transdisciplinary skills remain unspeakable.
The exploration is made within the Technical University of Delft. It is to be expected that lessons learned will not be exclusive to this context and can be applied in other settings that aim for societal impact of science and education as well. ...
The exploration is made within the Technical University of Delft. It is to be expected that lessons learned will not be exclusive to this context and can be applied in other settings that aim for societal impact of science and education as well. ...
This project (poster) explores and maps transdisciplinary skills in the TU Delft curricula and challenge based education. Courses to address these skills have been identified by means of keyword search in the course descriptions. Interviews are used to explore the transdisciplinary approaches addressing reasons, values, learning activities, assessment and professionalisation. The exploration was initiated by a multidisciplinary group of educators from different TU Delft faculties. The initiators noticed that transdisciplinary skills are regularly part of a hidden curriculum, delicate to define or grasp, bear different names, are rarely made explicit or maybe even are considered a taboo. As such, the transdisciplinary skills remain unspeakable.
The exploration is made within the Technical University of Delft. It is to be expected that lessons learned will not be exclusive to this context and can be applied in other settings that aim for societal impact of science and education as well.
The exploration is made within the Technical University of Delft. It is to be expected that lessons learned will not be exclusive to this context and can be applied in other settings that aim for societal impact of science and education as well.
Wanneer is een onderzoeksopzet nu een case studie? Dit hoofdstuk beantwoordt allereerst deze vraag en gaat vervolgens in op de belangrijkste aandachtspunten bij het opzetten van een case studie onderzoek. Belangrijk is om twee kernvragen te beantwoorden bij de keuze van je opzet: waartoe dient het casus onderzoek en wat is de relatie tussen het te onderzoeken object en de te bestuderen aspecten? Net als bij elk onderzoek is validiteit een van de cruciale selectie criteria. Die validiteit vraagt om scherpte, isolatie en systematisch werken.
...
Wanneer is een onderzoeksopzet nu een case studie? Dit hoofdstuk beantwoordt allereerst deze vraag en gaat vervolgens in op de belangrijkste aandachtspunten bij het opzetten van een case studie onderzoek. Belangrijk is om twee kernvragen te beantwoorden bij de keuze van je opzet: waartoe dient het casus onderzoek en wat is de relatie tussen het te onderzoeken object en de te bestuderen aspecten? Net als bij elk onderzoek is validiteit een van de cruciale selectie criteria. Die validiteit vraagt om scherpte, isolatie en systematisch werken.
Het beoordelen van ontwerpalternatieven en ontwerp(deel)oplossingen is iets wat ontwerpers continu doen. Ontwerpdenken bestaat uit het reflectief heen en weer bewegen tussen vraag en oplossing. De manier waarop mogelijke oplossingen gewogen worden, blijven vaak impliciet. De ontwerper kiest de oplossingen en het is de vraag hoe de gekozen oplossing naar andere betrokkenen geëxpliciteerd kan worden en op basis van welke criteria de keuze gemaakt is. De multi criteria analyse (MCA) techniek stelt ontwerpers in staat om ontwerpalternatieven expliciet en systematisch te evalueren. De techniek bestaat uit de opeenvolgende stappen van: het definiëren van de evaluatiecriteria, het meten van de criteria, het standaardiseren van de metingen, het wegen van de criteria en de ranking van de evaluatieresultaten. De techniek helpt de ontwerper om het (heen-en-weer) denken te organiseren en om andere perspectieven bij ontwerpkeuzes en besluitvorming te betrekken.
...
Het beoordelen van ontwerpalternatieven en ontwerp(deel)oplossingen is iets wat ontwerpers continu doen. Ontwerpdenken bestaat uit het reflectief heen en weer bewegen tussen vraag en oplossing. De manier waarop mogelijke oplossingen gewogen worden, blijven vaak impliciet. De ontwerper kiest de oplossingen en het is de vraag hoe de gekozen oplossing naar andere betrokkenen geëxpliciteerd kan worden en op basis van welke criteria de keuze gemaakt is. De multi criteria analyse (MCA) techniek stelt ontwerpers in staat om ontwerpalternatieven expliciet en systematisch te evalueren. De techniek bestaat uit de opeenvolgende stappen van: het definiëren van de evaluatiecriteria, het meten van de criteria, het standaardiseren van de metingen, het wegen van de criteria en de ranking van de evaluatieresultaten. De techniek helpt de ontwerper om het (heen-en-weer) denken te organiseren en om andere perspectieven bij ontwerpkeuzes en besluitvorming te betrekken.
The rise of collaborative housing approaches in England, France and The Netherlands
(How) are national houisng policies responding?
The current development of collaborative housing in a number of North-Western European countries responds, to a large extent, to a series of failures of both housing policies and housing markets, which have accumulated over the last decades. The latter represent the inability of ‘formal’ housing institutions (stretching across market, State and third sector) to satisfy the housing needs and demands of increasingly large and diverse groups of the population. In particular, a structural housing affordability crisis is broadening its effects to include not only the so-called ‘traditional’ housing poor, but also a variety of middle-income groups, especially following the 2008/09 recession and ensuing austerity measures. This begs the question on whether, and to what extent, national and local (housing) policies are connecting with bottom-up housing initiatives. To shed light on this question, this paper will critically assess recent policy developments in England, France and the Netherlands.
...
The current development of collaborative housing in a number of North-Western European countries responds, to a large extent, to a series of failures of both housing policies and housing markets, which have accumulated over the last decades. The latter represent the inability of ‘formal’ housing institutions (stretching across market, State and third sector) to satisfy the housing needs and demands of increasingly large and diverse groups of the population. In particular, a structural housing affordability crisis is broadening its effects to include not only the so-called ‘traditional’ housing poor, but also a variety of middle-income groups, especially following the 2008/09 recession and ensuing austerity measures. This begs the question on whether, and to what extent, national and local (housing) policies are connecting with bottom-up housing initiatives. To shed light on this question, this paper will critically assess recent policy developments in England, France and the Netherlands.
Some self-provided housing projects in the Netherlands
Adaption and identification
Housing development projects can range from typical market provided, almost speculative projects done by for-profit developers, to projects that are individually self-built, one-of a kind. The Netherlands is no exception, more so, since the 90ties national housing policies aim to increase the amount of self-provided housing. The pathways to these projects, the backgrounds, and the characteristics can be very different. As a result, the conception of what a self-provided housing project is and what a DIY-housing project based on sweat equity is diffuse. The same is true for the division between individual and collective projects: where does one stop or start to call a project collaborative? Using a sample of projects from the Netherlands, the project characteristics are used to illustrate differences and similarities. Characteristics like who initiates the project, how are the finances arranged, selection criteria, what are the design results, and others, paint a picture of many possibilities and a broad genetic diversity. Thus being well suited to adaptation, but difficult to identify.
...
Housing development projects can range from typical market provided, almost speculative projects done by for-profit developers, to projects that are individually self-built, one-of a kind. The Netherlands is no exception, more so, since the 90ties national housing policies aim to increase the amount of self-provided housing. The pathways to these projects, the backgrounds, and the characteristics can be very different. As a result, the conception of what a self-provided housing project is and what a DIY-housing project based on sweat equity is diffuse. The same is true for the division between individual and collective projects: where does one stop or start to call a project collaborative? Using a sample of projects from the Netherlands, the project characteristics are used to illustrate differences and similarities. Characteristics like who initiates the project, how are the finances arranged, selection criteria, what are the design results, and others, paint a picture of many possibilities and a broad genetic diversity. Thus being well suited to adaptation, but difficult to identify.