The Delft Education Fellowship recognises and appreciates the efforts of lecturers for educational innovation and boosts the impact on educational reform and development. Lecturers, Assistant professors, Associate professors and Full professors can become Education Fellow when they have made a visible, substantial and valuable contribution to the education of TU Delft. The Dean of each faculty will nominate potential Fellows. Each year TU Delft appoints four new Education Fellows. Since 2016 twenty-three Education Fellows have started their educational fellow project.
A Delft Education Fellow is appointed for a period of two years. They receive a two-year grant of €25,000 per year for educational purposes.
Every year Rob Mudde, Vice-Rector Magnificus/Vice President Education, and Annoesjka Cabo, Academic Director Teaching Academy invite the Deans to nominate suitable candidates among their faculty members by sending in their names together with a concise dossier for each of them. The deadline for the nominations is Monday 20 September 2021.
An assessment committee will assess all nominations on the basis of assessment criteria and a dossier. They will select maximum 4 proposals on the basis of the criteria and dossier.
(A delegation of) the committee will have interview(s) with the four selected candidates individually, in which the candidate’s proposal will be discussed in more detail and mutual questions can be answered. (beginning October-mid October)
Before the end of October, the assessment committee will decide about granting the Fellowships. The winners will be announced on the TU Delft Education Day on 4 November 2021.
On 1 January 2022, the appointed Fellows will start their projects.
Education Fellows are accountable for intended project results and should actively propagate them to the (Engineering) Education Community both inside and outside the university.
Education Fellows perform an ambassadorial role within the university. They could encourage other lecturers to also be or get actively involved in educational innovation. To this end, Fellows will also be actively involved in the TU Delft Education Day.
Lecturers, Assistant Professors, Associate Professors and Full Professors can become Education Fellow when they have made a visible, substantial and valuable contribution to the improvement of education at TU Delft.
Nominated candidates are expected to have demonstrated:
- Structural quality of their education, demonstrated in evaluations, assessments and other educational information.
- Their commitment to effective innovation in education.
- The continuing development of their teaching knowledge and skills.
- Cooperation with other lectuers for the development / modernisation of education.
- Sharing their knowledge and experiences inside or outside the university, for example through presentations, publications, workshops or lunch seminars.
- The set-up of an innovative educational project for their Educational Fellowship, describing clear goals, activities and outcomes and fitting within the TU Delft Strategic Framework on Students & Education.
The six criteria mentioned above should be accounted for in a dossier containing:
- An education CV of the candidate.
- A description of the innovative project to be carried out by the candidate.
- A nomination letter by the Dean of the Faculty the candidate is employed at.
TU Delft Lecturers of the Year can be nominated without a dossier: their status as Lecturer of the Year allows them to propose an educational project without additional evidence.
The Assessment Committee consists of the Vice-Rector Magnificus/Vice President Education, Academic Director of the Teaching Academy, a Dean, a Director of Education and an appointed Education Fellow.
Appointed TU Delft Education Fellows:
Data-driven decision-making, often enabled by AI techniques, is increasingly in demand. Next to great promises, major concerns are rising on whether this is done in valid and responsible ways. While we are increasing AI teaching activities at TU Delft, it will be worthwhile to jointly investigate how matters of responsibility can best be taught to our students, from the three complementary perspectives of science, design and engineering. This includes, but should not be limited to courses on ethics and value sensitive design; beyond these, we should more consciously think about teaching methodological and scientific integrity, as well as communication across disciplines. With my project, I wish to create a community of like-minded colleagues and interested stakeholders in beyond TU Delft, jointly building a common ‘best practice’ catalogue.
My interest in the context of educational innovation lies in reaching the students in a dynamic and active classroom where a student’s individual preferences and needs are taken in account. Personalization of education is mostly limited to flipped classroom approaches, but that has long proved to be insufficient. Within this Fellowship, I will develop a series of study materials focusing different aspects of the content. E.g., certain theoretical parts of my Transport Phenomena course are best explained with the help of experiments. These parts will be taught in a lab where demonstrations of such experiments will be shown and at the same time, the students will carry out experiments themselves for hands-on experience. Once these different sets of study materials/learning activities are developed, the students will not be categorized to follow just one of them but rather, be exposed to all of them. This is thus also a method which attempts to take the students through a path of self-exploration and self-discovery ultimately leading to a complete learning experience.
Practice material is often organised linearly (by topic, or chronologically). This simplification does not reflect the complex dependencies between topics. By making these dependencies explicit, we offer students an organisation of their practice material that shows them what prerequisite knowledge we expect, and where this knowledge will be needed again in the future. Both within a course, but also between them. This way we make explicit how different parts of our field are related, whilst helping students transfer skills beyond the current courses.
In this fellowship I plan to further develop the platform we currently use for these so-called skill circuits (available at skills.ewi.tudelft.nl), as well as design workshops to encourage my colleagues (that’s you!) to explore to what extent skill circuits as a design work for their courses.
Sjoerd van Dommelen
Students today desire to achieve a genuine contribution to society. Some say they are better `wired’ to deal with our global challenges, as they grew up within social- and data technologies. Therefore, the new bachelor curriculum of IDE will enable students to envision, consider and start pursuing their part as an agent of change. A dedicated learning line and elective space will help them find their individual position. The Education Fellowship grant enables us to develop the activities for this learning line, train staff, learn from application in practice and explore the translation of this learning line to other faculties. The larger scope is to help secure TU Delft's ambition to deliver responsible, reflective practitioners - not just engineers.
While we all know that the future is multi-disciplinary, the textbooks from which we teach are usually still written from a monodisciplinary perspective. To compensate, many teachers develop their own material. Most of those materials however don’t make it beyond a single class, as teachers lack the time and options to develop them further. Much can be gained by working together, if we have the right tools. In particular, we could develop educational materials in the same spirit in which open software is developed: a combination of the approach of gitlab and Wikipedia, allowing people to contribute to or branch from projects while getting credit for their work. In this project, we will develop the necessary tools and kickstart the collective development of new, open, multi-disciplinary and multi-resources ‘textbooks’, giving teachers new ways to share, and students new ways to learn.
We already know by now the importance of programming skills. But whenever we think of becoming programmers, we think of learning a programming language or algorithms and data structures. However, a skill that is as important as writing programs is to test those programs, and make sure that they actually work. After all, society depends on working software!
The goal of my fellowship is to develop a platform fully focused on software testing education. Software testing education offers lots of challenges for both teachers and students. In this platform, students will exercise different testing skills, such as writing automated test cases that achieve a certain level of coverage, chasing bugs in real-world programs, and developing code in a test-driven manner. Teachers will also leverage the analytics data to understand how their students are doing. The platform will also keep proposing new exercises based on real-world open source bugs.
The aim of my fellowship is to improve our understanding of (the conditions for) effective approaches to strengthening community engagement. I want to develop educational activities that enable students to make a positive local impact through their research and design. Think in terms of developing a knowledge-based intervention or network in a locality (e.g. street, square, neighbourhood, shopping centre, or school area). Or informing urban policy and answering specific knowledge questions that grapple local practitioners who often lack time and other resources to do proper research. I want to achieve this by enabling students to conduct research and design which truly connects to and engages (members of) local communities. This will be done in the context of several bachelor and master courses, which will be further developed for this purpose.
I will use my fellowship to further gamify and blend education. Currently only material-related practices, such as welding, bending and milling are part of the course. To provide the experience of actual shipbuilding practice, I would like to develop a virtual practice, using Virtual Reality (VR) together with the VR-Zone and virtual excursions together with the New Media Centre. In the second phase these models will also be used to create a sort of interactive 3D lecture notes for the course. The main aim is to improve the knowledge retained by and the motivation to study of the students by replacing the statement of facts by experiencing the facts yourselves.
Astrid van Laar
Although you can survive in the Netherlands perfectly well with English, some engineers notice that a good command of Dutch can also be very useful. If you want to be able to function within a Dutch-speaking technical-scientific context, then knowledge of general Dutch is not enough. For this reason, future bachelor students at TU Delft have been taking the course in Language of Science at ITAV for many years. But there are more people looking for a language course at this level. For example, when they start working in the Netherlands in companies where Dutch is the primary language used by colleagues and clients, or when they want to work as a much-needed teacher of mathematics or physics. My Education Fellowship will make it possible to renew the existing Language of Science course and make it available to a wider audience. We can refresh and revise the course material and redesign the existing course into an effective interactive online teaching format.
At Delft University of Technology we have been ‘making engineers’ for over 175 years. Our engineers are known throughout the world for their resourcefulness and their can-do mentality. Training our engineers has always involved hands on activities. All engineers from Delft have gotten their hands dirty somewhere in their education. During the two year run as an Educational Fellow I will first identify what the common thread in all these practical assignments is, to distill "the Delft Approach to Maker Education (DAME)". I will disentangle what is the common core of making engineers from the discipline specific content. Using this, I will communicate this result with other teachers, both at Delft University of Technology and beyond, to help them with implementing the Delft Approach to Maker Education in their own courses.
My concept for the fellowship is to develop an open and immersive digital textbook that makes use of the latest technology for embedding video and interactivity within the epub format for a digital textbook. This includes embedded teaching videos, virtual experiments with VR capabilities (filming with 360 camera to allow student to control what they see), and interactive problems. The main aim of this project is to increase the engagement for learners outside of the classroom by providing a learning resource that encourages the student to explore and interact with central concepts within a course.
What does education look like when our world will be 'painted with data'?During his two year fellowship, Martijn will make a number of Augmented Reality exhibitions. The exhibitions will showcase spatial education examples from all faculties. Martijn will invite colleagues to collaboratively prototype their future classes, laboratories and studios.
“Structured Electronic design for Engineers”.
To support students in their academic writing tasks, Angeniet will develop online materials about scientific writing that will be accessible for the whole TU community. Past of this will be an information hub about bachelor and master thesis writing, where students from all faculties will be able to find the information they need about this large individual writing task. Furthermore, a new program for giving (peer) feedback, D-PAC, will be tested with students and lecturers. Finally, a writing centre will be started where students can talk with a writing coach.
Pasquale is going to expand risk consciousness and management within TU Delft. Pasquale strongly believes that risk philosophy and modeling should be part of the background of all engineers, designers and scientists, that is of all our students. He plans to develop two related activities: “Risk Mind(s) - The Logic of Risk”, an online project on risk in engineering, the social sciences and life in general. And “The Risk Lab”, a series about risk perception and decisions under uncertainty, open to all the interested students and staff.
Kevin's project aims at the thinking process at the core of the engineering sciences. His goal is to augment this thinking process with suitable computer tools, and to use them as a core driver for coursework. Kevin will create a virtual computing lab to make an immediate, symbiotic connection between theory, application, and implementation. Doing so will place curiosity and investigation at the center of engineering coursework while simultaneously strengthening a student’s understanding of fundamentals.
Four years ago, Pieter developed the “modelling estafette”: an innovative work form for students to develop quantitative modelling skills. It combines stepwise project organisation, double-blind peer review and peer appraisal, and a set of “rules of the game” that provides strong incentives for producing quality deliverables while appraising fairly. Since peer appraisal is crucial for the estafette method, Pieter wants to gain better understanding of how students perceive a modelling estafette, and more specifically the peer review and appraisal process.
Anton has developed open source software for online grading of handwritten exams. The prototype software called Zesje saves a lot of time and allowed Anton and his course team to grade in parallel, while ensuring the consistency of the grading scheme. The use of Zesje improved the analysis of the student performance, transparency of the grading scheme, and makes it possible to provide detailed feedback to every student. The fellowship supports Anton to further develop his software program.
Merle de Kreuk
Merle will evaluate an existing course that’s using blended learning for over 3 years and a course that will start to use prof-ed material currently in development. The outcomes will help and stimulate other teachers to use already developed knowledge clips in class.
This Fellowship project aims to develop a biology course for students in non-biology programs and building a visual, interactive interface that allows users to experience the connections between TU-Delft disciplines in the hierarchy of natural processes.
Finding the answer on how can you best assess the learning of student-entrepreneurs who set up and grow their own companies as part of their educational MSc programme without a clear theoretical framework. That is the quest of Frido’s two-year Education Fellowship. Frido develops educational modules that bring entrepreneurial practice at academic level into education.
Classes can become more interactive and effective by flipping the tasks students do at home and during meetings. Ivo collects the experiences of teaching staff and students, and distributes the lessons learned in the form of an online guide and meetings.
Joris' idea: let students build actual airplanes. A unique experience that teaches them both the theory and practical reality of aerospace research and engineering.
- Aircraft Manufacturing Laboratory
Dick van Gameren
Dick's design studio focuses on the question of affordable housing in ever-increasing cities. He looks to develop a global and open online platform where teachers and students worldwide van debate, exchange and spread designs.
Bas aims to break down barriers by mapping the effects of education methods & -concepts at TU Delft. This will result in Teaching Recipes: clear overviews of the best tools, together with simple instructions, pro's and cons and (time) investment costs for his fellow teachers.
Fokko van de Bult
How do you motivate more students for mathematics education? Fokko will develop short clips, together with colleagues from different fields, that demonstrate the application of mathematics in those fields. They can be used for classes and blended learning concepts.