Testen van software is een speerpunt in onze opleiding Software Engineering. In de propedeusefase wordt de testgedreven software-ontwikkeling geoefend. De student wordt aangeleerd software met testen at te leveren. Als onderdeel van de toetsing werd een performance-assessment ontwikkeld, dat de mogelijkheid biedt modelleren, programmeren en testen integraal te toetsen. Studenten blijken deze nieuwe toetsvorm positief te waarderen. In het kader van competentiegericht onderwijs is dit performance-assessment een waardevolle toevoeging.
DOCUMENT
The Department of Electrical and Electronic Engineering at the Fontys University of Professional Education in Eindhoven, The Netherlands, offers a course which is being developed around the principles of Concurrent Engineering. From research we found that in general students are not completely aware of aspects of cost-effectiveness but they are fully oriented towards technical problem solving. In order to improve on this aspects, we introduced the framework of "design to cost": learn to choose the right tools, concepts and technologies in a way that successful products can be designed and developed. This second edition of the course, based on 'design to cost', showed to be very successful and was strengthening our self-confidence. So in the third edition we started to work together with the regional industry. The companies paid for the development and, this money is used for intensive group coaching by tutors and specialists. It turned out that the contacts with the industry proved to be a very stimulating factor for the students. Working together with industry raises the quality of the education and it proved to be an excellent preparation for the final thesis period of the students.
DOCUMENT
This paper is a case report of why and how CDIO became a shared framework for Community Service Engineering (CSE) education. CSE can be defined as the engineering of products, product-service combinations or services that fulfill well-being and health needs in the social domain, specifically for vulnerable groups in society. The vulnerable groups in society are growing, while fewer people work in health care. Finding technical, interdisciplinary solutions for their unmet needs is the territory of the Community Service Engineer. These unmet needs arise in local niche markets as well as in the global community, which makes it an interesting area for innovation and collaboration in an international setting. Therefore, five universities from Belgium, Portugal, the Netherlands, and Sweden decided to work together as hubs in local innovation networks to create international innovation power. The aim of the project is to develop education on undergraduate, graduate and post-graduate levels. The partners are not aiming at a joined degree or diploma, but offer a shared short track blended course (3EC), which each partner can supplement with their own courses or projects (up to 30EC). The blended curriculum in CSE is based on design thinking principles. Resources are shared and collaboration between students and staff is organized at different levels. CDIO was chosen as the common framework and the syllabus 2.0 was used as a blueprint for the CSE learning goals in each university. CSE projects are characterized by an interdisciplinary, human centered approach leading to inter-faculty collaboration. At the university of Porto, EUR-ACE was already used as the engineering education framework, so a translation table was used to facilitate common development. Even though Thomas More and KU Leuven are no CDIO partner, their choice for design thinking as the leading method in the post-Masters pilot course insured a good fit with the CDIO syllabus. At this point University West is applying for CDIO and they are yet to discover what the adaptation means for their programs and their emerging CSE initiatives. CDIO proved to fit well to in the authentic open innovation network context in which engineering students actively do CSE projects. CDIO became the common language and means to continuously improve the quality of the CSE curriculum.
DOCUMENT
Background In Dutch engineering education, female students outperform male students.Using an interactionalist framework, this study explores factors that contribute to this gender-based difference.Purpose This study aims to answer two questions: Do female and male students differ in background characteristics, engagement factors, and academic success? Are differences in the relationships among background characteristics, engagement factors, and academic success gender-specific?Design/method Data on male and female engineering undergraduate students from five Dutch universities were subjected to linear structural modeling to compare potential gender differences in the relationships among the focal variables. Two structural models were considered.Results Female students spent more time on independent study, reported more social inte- gration, completed more credits, and were more likely to stay in engineering than were male students. Academic integration and intention to persist were important for comple- tion of credits for both genders. Social integration was only important for men’s academic success. Females seemed to benefit less from good preparation through active learning during secondary education, and the effect of a high grade point average on math was neg- ative for females but positive for males.Conclusions Interactionalist concepts can explain academic success, but the relationships among concepts vary by gender. Males’ intentions to persist in engineering are an outcomeof engagement processes during the first year, whereas females’ intentions to persist in engineering are manifest at the start of the first year.
DOCUMENT
Full text via link Curricula in higher education are constantly subject to change, especially those curricula that educate people in the dynamic field of energy and sustainability. The aim of this paper is to describe the process of developing a new curriculum in energy engineering called Advanced Energy Technology at the HU University of Applied Sciences Utrecht
LINK
Covid-19 made us realize that educational practices in higher education must change AND can change. A possible solution for practicing lab work is working in a remote lab: a real lab in which students and the equipment/instruments are physically apart. The concept of printed touchless electronics was taken as the leading principle for students in the Department of Electrical Engineering of a university of applied sciences. They got the assignment to write a programming code, with which they could control a robot. This robot was supposed to draw, with conductive ink, a pattern, that could function as a printed (light) sensor. The robot was situated in the lab, the students uploaded their code from home. Via a live stream, the students could follow the movements of the robot and the pen. From a didactical perspective, the goal was to find out if the selected didactical methods: teamwork and feedback via an internet platform and working with consultation hours, had the estimated effect. An interdisciplinary team of three lecturers was composed to guide the students. Students thought that the consultation hours were very helpful. The online teamwork between the students did not work so well. In the future, students would like to have more opportunities for testing and working with the remote lab.
DOCUMENT
Industrial Design Engineering [Open] Innovation (IDE) is a 3-year, English taught, VWO entry-level, undergraduate programme at The Hague University of Applied Sciences (THUAS). The IDE curriculum focuses on the fuzzy front end of (open) innovation, sustainable development, and impact in the implementation phase of product-service design. The work field of Industrial Design Engineering and Open Innovation, like many other domains, is growing increasingly more complex (Bogers, Zobel, Afuah, Almirall, Brunswicker, Dahlander, Frederiksen, Gawer, & Gruber, 2017). Not only have the roles of designers changed considerably in the last decades, they continue to do so at increasing speed. Therefore, industrial design engineering students need different and perhaps more competencies as young professionals in order to deal with this new complexity. Moreover, in our transitional society, lifelong learning takes a central position (Reekers, 2017). Students need to give their learning path direction autonomously, in accordance with their talents and interests. IDE’s Quality & Curriculum Committee (QCC) realized in 2015 there is too much new knowledge to address in a 3-year programme. Instead, IDE students need to learn how to become temporary experts in an array of topics, depending on the characteristics of each new project they do (see Textbox 1). The QCC also concluded that more than just incremental changes to the current curriculum were needed; thus, the idea for a flexible, choice-based semester approach in the curriculum was born: ‘Curriculum M’ (Modular). A co-creational approach was applied, in which teaching staff, students, alumni, prospective students, industry (including the (international) social profit sector), and educational advisors collaborated to develop a curriculum that would allow students to become not just T-shaped (wide basis, one expertise) professionals, but U- or W-shaped professionals, with strong links to other disciplines.
DOCUMENT
Engineering Schools were among the first to address the challenge of Sustainable Development, and integrate Sustainable Development into their curricula. This paper identifies a tendency that this progress is stalking. Main factors are an increased tendency to train more narrowly specialized engineers, while specialized SD programs sometimes became an alibi to remove SD course from the major programs. Broader engineering programs are required for mainstreaming SD in engineering education. DOI: 10.15341/jmer(2155-7993)/01.09.2019/003 LinkedIn: https://www.linkedin.com/in/karel-mulder-163aa96/
DOCUMENT
Met dit document wil ik de lezer een nieuwe invalshoek tonen op mobiliteit (Driving Guidance) en een andere benadering van automotive hbo onderwijs. De wereld om ons heen verandert en deze nieuwe wereld zal een ander type automotive ingenieur eisen. Dit is een korte weergave van een lezing voor de MBO-raad onderafdeling docenten automotive (Onderstructuur Btg MCT). De presentatie is gehouden op Miniconferentie Onderstructuur Btg MCT op 23 april 2010 bij Innovam te Nieuwegein. Kort worden trends op wereldniveau geschetst waarna wordt afgedaald naar het niveau van mijn werkplek. Het pad verloopt via niveau van Nederland, Regio Eindhoven, Helmond en tenslotte eindigt het pad bij Lectoraat Automotive Control. Als voorbeeld wordt het project Cooperative Driving getoond. Parallel aan de schets van werkzaamheden wordt besproken wat de veranderingen zijn in automotive onderwijs. Traditioneel komt automotive vanuit de invalshoek werktuigbouwkunde. De nieuwe opleidingen automotive HBO en WO zijn meer gericht op de drie componenten werktuigbouwkunde, elektrotechniek en ICT.
DOCUMENT
In dit artikel wordt onderzoek over de effecten van ISO van de laatste twintig jaar op een rij gezet. Het is daarbij belangrijk onderscheid te maken tussen de verschillende versies van ISO 1987, 1994 of de meest recente 2000. Het betreft veel case studies met een beperkt bereik of artikelen op basis van beschrijvende statistiek. Als er sprake is van het gebruik van vragenlijsten zijn managers in de meeste gevallen de doelgroep. In een enkel geval kwaliteitsverantwoordelijken. Medewerkers worden slechts zeer beperkt betrokken in de onderzoeken. Aandacht wordt besteed aan de mate waarin ISO in het (hoger) onderwijs voet aan de grond heeft gekregen.
DOCUMENT
