1 TU/e

TU/e 2030

2030 2018

MIT-4TU.CEE Discussion on Future Proof Engineering

Education

17 May 2018

Lex Lemmens Dean Bachelor College

2 TU/e

Learners are changing

• By 2030 the group of learners is very diverse in culture, age and beta-mentality.

• Learners take responsibility for their own learning process. They develop their unique learning paths aligned with their dreams

• Teachers support learners to understand themselves and to discover their talents, goals and the various possibilities.

• In their search for knowledge, learners combine online modules with hands-on experience at TU/e but also across its borders.

TU/e 2030

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What is learned changes

• In 2030 students and staff are driven to use technology to make the world a better place.

• At the ‘engineering campus’ cutting-edge science and technology are explored and used. Experimenting, applying, researching and analyzing are core activities.

• TU/e engineers are distinguished by their ability to apply technology hands-on as well as their ability to learn together with people of various ages, backgrounds and disciplines.

TU/e 2030

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Where we learn changes

• Our campus is known for its state-of-the-art facilities, guidance and opportunities for hands-on application in research labs and living labs in and around the city.

• Together with the ecosystem, a co-creative, experimental environment is realized, where the learners can experiment and try out their own ideas, and contribute to the welfare and well-being in the Brainport region and beyond.

TU/e 2030

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Engineer of the future

• Strong in one discipline

• Multidisciplinary

• System Thinkers

• Diversity of talents; Unique selling points’

• Highly analytical, problem-solving and innovative

• Link between engineering and society

• Working in a globalizing world

• Lifelong learner

TU/e 2030

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Experiments Innovations

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Initial goals for 2025

Engineers of the future:

• All students are T or π shaped students with the ‘Eindhoven profile’

• Cross-disciplinary experiences will be a regular element of the study programs

From teaching to learning:

• Develop and implement testbeds and pilots for radically new didactic and pedagogic learning

• Enable scientists to become coaches, guiding the students on their learning paths towards an academic profile of an ‘engineer for the future’

TU/e 2030

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Initial goals for 2025

Challenge-based learning:

• Relate learning to real-life research and design challenges and increase the share of challenge-based education to around 30% in the Bachelor’s degree and towards 50% in the Master’s degree phase

• Intensify collaborations within our ecosystem, through the Innovation Space and the Eindhoven Engine, to offer cross-disciplinary challenge-based projects both at TU/e campus and at partner institutions

TU/e 2030