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.@en

It is recommended to integrate specific management competencies in academic education to support the transition towards environmentally sustainable practices, particularly in the construction and real estate sector. This paper explores how architectural management education can integrate environmental sustainability within its current university programmes. In recent years TU Delft explored and experimented with various education initiatives to bring forward environmental sustainability knowledge and to connect with policy, societal and industry practices. This paper describes what we learned from both bottom-up and top-down initiatives implementing environmental sustainability in construction and real estate management education. Bottom-up educational initiatives show that knowledge about transition policies, stakeholder experiences, business models and management practices from a European perspective can help students across the globe to apply knowledge into their local context, reflecting on the overarching management principals across stakeholders, institutions, academic disciplines and cultures. Top-down initiatives show that the university has a vision on integrating sustainability in its curriculum, but that integrating environmental sustainability in construction and real estate management education is still challenging. Adapting the academic curriculum to integrate building and portfolio responses to environmental challenges might be a way forward and the experiences from numerous elective courses and educational initiatives can be a basis to identify the development of a future standard curriculum.@en

Future-proof engineering curricula can cope with fast-changing circumstances, and the opportunities and threats these bring along in the context of the curriculum. Curriculum Agility (CA) is a concept aimed at helping higher education institutions analyse how responsive their programmes are to changes in society, industry, and student characteristics and needs. The CA model describes features needed to adapt curricular and organizational structures, learning content and outcomes, learning activities and pedagogies, staff development, and examination design in a timely and proactive manner. Based on the model, a CA Self-Mapping Protocol has been developed that aims to actively engage and simultaneously enable curriculum stakeholders in the self-mapping process. It was tested at five European universities and at different levels, i.e. university, department, and program level. Leading questions focused on the effects of the CA self-mapping process; and what that could mean for the set-up of the protocol. The aim of this paper is to present to what extent, and in which form, the self-mapping protocol, as a design-thinking, guided dialogue with multiple stakeholders, is valuable and feasible in different higher engineering education institutional contexts. All facilitators were able to adjust the protocol to local contexts. And although there were all kinds of differences (of use and process) between the institutes, what ‘stands firmly’ is the importance of the negotiating understanding of what CA is and what it means to the local context. The presence of the ten principles were instrumental to ‘guarantee’ that people were discussing and considering the themes that needed to be addressed.@en

Evaluation of educational innovation at the course level is dominated by frameworks that are linear, built on simple models, lack grounding in theory, and are generally not flexible enough to provide actionable recommendations for improvements. Moreover, the guidelines provided by existing literature are difficult to transfer to other contexts as most of these are aimed at specific innovations only. Therefore, there is a need for a new approach that is flexible enough to enable adaptation to different contexts, and that draws on the strengths of existing evaluation traditions. This paper forms a starting point for a larger research initiative for developing a comprehensive innovation evaluation framework. The context of the paper is a project based within the four universities of technology in The Netherlands (4TU) dedicated to strengthening collaboration in engineering education and research needed to take on global societal problems. The potential reach of our framework has implications for the wider field. This paper describes the results of an exploratory literature review to draw on the strengths of various evaluation theories to develop a new approach to evaluating educational innovation in courses. Value, Methods, and Use are the main components identified for this approach. Secondly, we developed a workshop to pilot this approach. Lastly, the workshop was presented to educational researchers, engineering educators, and educational advisors. We share lessons learned from the workshop and conclude with descriptions of future research to refine the framework to prepare its application in real innovation initiatives.@en

Although for millennia the Mediterranean has facilitated the exchange of goods and people, in recent decades, it has been treated as a border between continents, nations and supranational institutions, with the European Union on one side and MENA region on the other. Yet pressing issues related to migration, climate change and pollution reveal problems with the border approach. In 1995, the Barcelona Process culminated in the creation of the Union for the Mediterranean (UfM) and the UfM Urban Agenda in an attempt to better connect countries around the Mediterranean. To concretise this agenda, TU Delft and the authors of this text were invited to work with DG-Regio, UNESCO, the EIB (European Investment Bank), and the ministries in charge of spatial planning in Member States, to draft the UfM Strategic Action Plan for Sustainable Urban Development. The goal of the Action Plan is to enhance the strategic and integrative value of spatial planning interventions in each country. Based on the personal reflections of the authors and the detailed communication with the institutions involved in the making of the plan, the article presents the history and the conceptual framework of the making of the UfM Strategic Action Plan. It concludes by highlighting the hurdles that the UfM Strategic Action Plan faces as a new transnational policy framework for the transfer of policy from the European Union to the MENA region (Middle East and the North of Africa). Such challenges are not only based on content, but they are also related to the frames and structures within which policy is developed and exchanged.@en

Rondetafelsessie met Remon Rooij, Olaf Oosting Michiel Susebeek, Hans Wamelink, Emma de Wijs, Indy van de Sande, Helmut Thoele. @en

In this paper, we take the position that teaching engineering itself is a design science. Engineering educators worldwide creatively design, implement, and evaluate new ways of teaching to facilitate the learning of their students and to respond to various societal challenges. Sadly, their teaching and course design discoveries often remain with them. By representing successful experiences in engineering education as structured pedagogical patterns, we could develop this vital professional knowledge collectively into a so-called pattern language. The pattern language method acknowledges the complexity of instructional design and divides it into smaller and more understandable pieces. One piece is called a ‘pattern’. This paper aims to set the argument of why and how to develop a pedagogical pattern language for engaging and activating engineering education. In Delft, we see this pedagogical language as a part of TU Delft’s so-called ecosystem approach toward learning and teaching. TU Delft recognizes the need among students for impact-driven education that matches the way this generation learns and what our society needs. Successful ecosystem pedagogies will be the core of the intended pedagogical pattern language. It is our idea to develop this pattern language in close cooperation with the teaching communities of TU Delft, that is the TUD Teaching Academy, the 4TU Centre of Engineering Education, and CDIO.@en

Based on the understanding of the built environment as result of competing claims on space that must be resolved via recognition, fair distribution of burdens and benefits of our human association, respect and care for the planet and just procedures to decide on those claims, Spatial Planning and Strategy is a chair in the Department of Urbanism within the Faculty of Architecture and the Built Environment of the Delft University of Technology, committed to helping create sustainability, resilience and spatial justice through the implementation of the New Urban Agenda, the Paris Climate Agreement and the European New Deal, among other frameworks. This commitment is reflected in activities, events, and courses. We are concerned with knowledge about the formulation, implementation, and evaluation of strategic and urban planning tools – visions, strategies, plans and programmes.@en

Reflection is a term often heard. But what is actually meant by it in the context of engineering education? How do we see reflection being applied in engineering, and where? To what could it contribute? And what are challenges involved? In 100 days, ‘Reflection in Engineering Education’ has been explored through journal clubs, conversations, presentations, a case pitching workshop, and peer exchange among scientific staff and educational support. This paper outlines this exploration with the aim of making reflection more accessible and concrete within the context of TU Delft Engineering Education.@en

For universities, educational change at institutional level is a slow process [1], [2]. To keep up with societal and technological advancement, education innovation project leaders at universities need practical guidelines and procedures in place that will enable sustainable and scalable innovation that can meet the needs of industry as we transition from Industry 4.0 to Industry 5.0 [3]. To develop such guidelines and procedures, we need to conduct socially responsible, evidence-based educational research [4]. This paper is part of a larger study during which we will conceptualize the planning and evaluation of innovation in engineering education at the Delft University of Technology (TU Delft). From this conceptualization, a framework for planning and evaluation of education innovation will emerge. The data collection process will take place in six phases: (1) Exploration of the problem (2) feasibility studies; (3) conceptualization and development of the framework; (4) piloting of the framework and its associated processes; (5) field study; and lastly, (6) evaluation of the framework. This paper provides an initial overview of the literature, as well as an explanation of the proposed research methodology.

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Teaching design skills to engineering students has long been one of the main building blocks of the bachelor curriculums at the TU Delft faculties of Industrial Design Engineering and Architecture & the Built Environment. We observe that our students achieve high-level (design) competencies during their study time at TU Delft. But we also observe that design education goes together too often with over-aroused students and ambitious teachers, leading too often to higher levels of student stress. With the support of the Dutch 4TU Centre for Engineering Education, we asked first-year bachelor IDE and ABE design students about their perceived levels of arousal and the factors within the design education learning environment, which contribute to a positive or negative study experience. This paper will show our understanding of our design education pedagogies, our model of spheres of influence, and potential coping strategies for students and tutors. We indicate five spheres of influence for our design students: the student self, design tutors, classmates, the learning environment, and society at large. Each sphere consists of various potentially stressful factors. The coping strategies we propose focus on helping students to find ways to become aware of their feelings and thoughts, the meaning they give to them, and the kinds of behaviors and (short-term and long-term) consequences which follow from there. We also emphasize the role of the community of teachers and students to help individual students assess those (potentially) stressful situations constructively@en

During past decades, Territories in-Between (TiB) have gained increased attention among researchers in the field of urban planning and design. TiB are often considered to be underused, lack spatial quality and are under mounting pressure of urban densification. However, the rich diversity of land uses and abundance of semi-open spaces in the TiB provide unique habitats and social-ecological potentials, different from exclusively urban or rural landscapes. Therefore, urban planners and designers should reconsider conventional planning and design approaches towards these kinds of territories. The objective of this paper is to present a holistic planning and design approach towards TiB which acknowledges and strengthens its unique social-ecological potentials on local and regional scales. The new spatial planning concept that was developed through a ‘research-by-design’ process is called: The Recovering Membrane. This concept was developed for the city of Rotterdam. The Recovering Membrane is defined as a spatial layer of interaction between two distinctive living environments – urban and rural – and various human and non-human actors in them. The research puts forward that design for the TiB should consider the urban fringe as a distinctive kind of TiB with unique social-ecological potentials. Moreover, spatial design should strengthen existing spatial qualities of the TiB, to protect its pressured, yet highly valuable, characteristics. Additionally, local nature-based interventions can provide an important tool for placemaking in the TiB, especially when integrated with long-term and large-scale area transformations.@en

The Department of Urbanism of the TU Delft is organised in six sections: Spatial Planning & Strategy (SPS), Urban Design, Environmental Technology & Design, Urban Studies, Landscape Architecture, and Urban Data Science. SPS has three distinct and complementary pillars: (i) Spatial Planning & Strategy, (ii) Regional Design and Planning, and (iii) International Urbanisation & Development Planning. Spatial Planning at TU Delft has an evident, but unique relationship with spatial design, focusing on the development and transformation of spatial form, composition, patterns, structures, and networks. [...]@en

Interviewen is een veelvoorkomende wetenschappelijke methode on informatie te verzamelen. Belangrijk is dat het interview inhoudelijk goed aansluit bij jouw ontwerpopgave of onderzoek. Daarnaast helpt het enorm om te werken met een systematische aanpak bij het vastleggen, ordenen, analyseren en rapporteren van de informatie uit je interviews. En natuurlijk is een goede gespreksvoorbereiding belangrijk. De interviewmethode omvat drie fasen: 1. Voorbereiding en randvoorwaarden 2. Uitvoering, gespreksvoering en vastleggen data, en 3. Uitwerking, analyse en rapportage. Interviews zijn zeer geschikt voor het in kaart brengen van percepties, ervaringen, opvattingen, verwachtingen, en het ophalen van kennis uit de praktijk. Om de complexiteit van datgene wat je onderzoekt te begrijpen, is het van belang dat je in het interview zelf flexibel kunt opereren. Gesprekken verlopen nog al eens anders dan tijdens de voorbereiding wordt verondersteld. Dit hoofdstuk biedt concrete handvaten voor alle onderdelen van het proces.@en

The UfM Strategic Urban Development Action Plan 2040 establishes a common vision to tackling urban challenges in the region. It is the result of a 3-year collaboration between the European Commission and all 42 UfM Member States, aiming to improve the quality of life for all citizens by building better, more inclusive, climate-resilient communities. The Plan promotes science-led, evidence-based, inclusive and integrated planning, investment and implementation of urban projects, with coordination at the local, national and regional governance levels. It involves cooperation between national and local authorities, intergovernmental organisations, international financial institutions, and other stakeholders. @en

Research courses are part of many higher education curricula. However, students’ attitudes towards statistics and research courses tend to be negative. One way to measure students’ attitude is with the Revised-Attitudes Towards Research scale (R-ATR). The current study examined: (1) the internal reliability of the R-ATR, (2) the attitude of Dutch second-year architecture students towards research courses, and (3) whether attitude is related to age and gender. It was found that the R-ATR has good internal reliability and that Dutch second-year architecture students’ attitude towards research courses is reasonably favorable. Students generally acknowledge the usefulness of research courses and do not feel anxious, but find them stressful and difficult to some extent and do not enjoy them. Further analyses showed three types of students: relaxed students, virtuous students and worried students, who each require a different approach to improving their attitude towards research courses. No relationship emerged between attitude and age or gender, but female students considered research courses somewhat more useful. Providing a research-friendly, enjoyable, and supportive environment might improve students’ attitude towards research courses.

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To address regional development effectively, integrative strategies are needed based on interdisciplinary and even transdisciplinary thinking. To prepare professionals for this task it is crucial to look at higher education, in particular regional design education. Three key disciplines which have become separated need to be re-coupled: planning, design, and social sciences. To assess whether regional design education is capable to do so, this chapter first presents a method to make such an assessment possible. This is followed by an application of this method through an analysis of two regional design courses at Master’s level from TU Delft and TU Munich, specifically looking at the underlying pedagogical principles. Two main outcomes of the analysis are: 1) it does not seem to be necessary to have consecutive Bachelor’s and Master’s degrees in order to understand and steer regional development; 2) it is necessary to prepare a variety of students from various disciplinary backgrounds for co-creation and cooperation. This leads to a number of follow-up questions, in particular in relation to the admission of students and the assessment of interdisciplinary learning.

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The UfM Strategic Urban Development Action Plan 2040 establishes a common vision to tackling urban challenges in the region. It is the result of a 3-year collaboration between the European Commission and all 42 UfM Member States, aiming to improve the quality of life for all citizens by building better, more inclusive, climate-resilient communities. The Plan promotes science-led, evidence-based, inclusive and integrated planning, investment and implementation of urban projects, with coordination at the local, national and regional governance levels. It involves cooperation between national and local authorities, intergovernmental organisations, international financial institutions, and other stakeholders. @en