Celebrating Educational Leaders finishing the LDE Educational Leadership Programme

Master Nanobiology Restructure

The MSc program in Nanobiology, while highly valued for the content, had a very high workload, mainly due to the large number of courses. To improve, we combined all existing academic skills courses into one. This new course also acts as a preparation for the end project. Moreover, we re-structured the program to reduce the number of courses in the first semester and eliminated the need to do electives in parallel with the internship. During the project, we collected feedback from both students and teachers, which shows that the new structure has many benefits, and also provided ideas for further.

Reflection for Offshore & Dredging Engineers

What are the consequences if we fail to teach our engineers the skill of reflection? How will they assess their own performance, recognize technological opportunities, and understand societal needs without it? Encouraging reflection enables our students to comprehend their societal roles and establish personal objectives for their professional growth. Furthermore, reflection is essential for nurturing critical thinking skills, which in turn, equips our students to effectively collaborate within diverse, multidisciplinary, and multicultural teams. Such teams are indispensable for addressing future challenges. My innovation project culminated in a strategic plan to integrate reflective practices into the Master's programme in Offshore & Dredging Engineering.  

"The LOL programme has taught me the importance of reflecting on my role as an educational leader." 

Crafting the Landscape of Interfaculty Education
Strategies for Active Portfolio Management  

This project focuses on active portfolio management within Interfaculty education at TPM, specifically targeting Master elective packages and elective courses. The current practice of lecturer-proposed courses has resulted in a continuous growth in course offerings, potentially causing clutter, overlap, and a lack of cohesion. The project aims to conduct a systematic thematic review, implementing effective course management strategies to enhance coherence. The structured overview facilitates a holistic approach, ensuring synergies to streamline course offerings by addressing latent demand of students/industries or gaps in course offerings. The result is a topical and relevant interdisciplinary/transdisciplinary educational experience for students.  

Reflection on my one-year educational leadership course journey:  

“The educational leadership course (Leergang Onderwijskundig Leiderschap) has been a transformative learning experience for me. The course not only heightened my reflective capacity but also strengthened my ability to further grow as an educator. Throughout the course, I have learned to develop a clear vision that encourages an integral leadership style that aligns with my values.”

Rededine, Reshape a dainty curriculum

Due to some external force, the curriculum was required to be reshape. We took this occasion for streamlining it, improve its structure and understanding. This implies unpopular decision such as cutting down the number courses. We design several tools and process in order to get the acceptation of the teachers and the students. It resulting in a much logical and coherent curriculum and a method to continue the process.  

Course: meet with other programme director to discuss about the joy and the chaos of the work. Get inspired by a great team, motivated and stimulated speakers and fun colleagues. Visit other lands with different view point of the problem we share as leader in education. Enjoy the time offer to solely focus on what is to be an education pathfinder.

Registering the more technical skilled architectural engineers?

I started my project with the idea to provide an advice to our dean on whether or not it should be able for graduates of our Building Technology track in the MSc Architecture, Urbanism and Building Sciences to apply for access to the ‘architectenregister’ and also to investigate the relationship between professional registers and scientific education. During the project, my focus shifted to how can we foster in our education to skill designers with more than the 'ordinary' technical background and what role does the architect register play in this, in the end I proposed a way to implement.

Working together for more than a year with other program leaders having a complete different background, but encountering the same issues was an amazing experience, especially our discussions, meetings, peer sessions enriched me very much. 

Implementing the Software Development trajectory

My innovation project was part of the merge of two small master programs into one situated in between Electrical Engineering and Computer Science. We had the luxury of setting up two courses from scratch, which  allowed for introducing the modern Rust programming language at once; both as an individual online learning module and as part of a group project. In addition the flagship quadcopter project in the 3rd quarter has switched to Rust as well, making for a neatly aligned  software development trajectory spanning three courses.

The first feedback indicates that students appreciate the integrated and forward looking approach taken in the new master program.

"Leren = repeteren en varieren"