English Language Screening for Scientific Staff at Delft University of Technology

Delft University of Technology (DUT) screened her (non-native English) scientific staff on their level of English proficiency in the academic year of 2006/2007. In this paper this large scale operation, involving planning, policy decisions, assessment means, advice and training are discussed. Since 2005 all the master programmes at DUT have been taught in English and since 3 years ago DUT has been an officially bilingual university with around 5,500 master students and 1,100 international students in the year 2008. Therefore, results are framed against the background of becoming an international university

Enhancing Retention And Transfer Of Mathematics In Engineering Education

This article is a reflection of a SEFI workshop on Retention. In the workshop, a SWOT Analysis has been realised of four pedagogical solutions addressing Retention in undergraduate STEM education. The pedagogical solutions are programmatic assessment, micro-credentials for online mathematics (support) learning modules, autonomous and self-regulated learning and mathematical competencies for learning. Results have provided insights into the relevance and feasibility of implementation

Engineering roles in Building with Nature interdisciplinary design: Educational experiences

Building with Nature (BwN) infrastructure designs are characterised by disciplinary integration, non-linearity, diverse and fluid design requirements, and long-term time frames that balance the limitations of earth’s natural systems and the socio-technical systems created by humans. Differentiating roles in the engineering design process may offer strategies for better solutions. Four complementary engineering design roles were distinguished, namely: Specialists, System Integrators, Front-end Innovators, and Contextual Engineers. The key research question addressed in this paper asks, how can the introduction of engineering roles enhance interdisciplinary processes for BwN design? Three Building with Nature design workshops with international groups of students from multiple disciplines and various education levels provided the ideal context for investigating whether engineering roles enhance such interdisciplinary ways of working. Results indicate that the application of engineering roles in each of the three workshops indeed supported interdisciplinary design. A number of conditions for successful implementation within an authentic learning environment could be identified. The engineering roles sustain an early, divergent way of looking at the design problem and support the search for common ground across the diverse perspectives of the team members, each bringing different disciplinary backgrounds to the design table. The chapter closes with a discussion on the value of engineering design roles and their significance for the Building with Nature approach

A cross curricular comparison of professional capabilities in engineering education

In this paper we studied the student’s perception of the acquisition of professional capabilities in Challenge based learning environments with a strong reflective component. The results show students feel the relevance of personnel development from the very moment the enter their master studies. However, they only truly acquire all the relevant professional capabilities when working in interdisciplinary teams on real life problems in interaction with stakeholders

Between Flexibility And Relativism: How Students Deal With Uncertainty In Sustainability Challenges

Universities open their doors to society, inviting the complexity of the world to enter engineering education through challenge-based courses. While working on complex issues, engineering students learn to deal with different kinds of uncertainty: uncertainty about the dynamics of a real-world challenge, the knowledge gaps in the problem, or the conflicting perspectives amongst the people involved. Although we know from previous research that students are likely to encounter these uncertainties in sustainability challenges, which metacognitive strategies they use to deal with them is unclear. We interviewed nine MSc students at the end of a challenge-based course at a Dutch university of technology. We asked the students how they dealt with uncertainty in collaboration with the commissioner, their student team, and the teachers. The interviews were analyzed through grounded, consensus-based coding by two researchers. Preliminary results show students use three main strategies. First, the different perspectives from peers in their team inform the position of the student. Second, students find expectation management of the commissioner essential, yet students struggle with how to do this in a professional and timely way. Third, students frame the uncertainties they encounter as part of the learning process, which allows them to accept the possibility of failure. This study provides first insights in metacognitive uncertainty strategies and suggests those strategies should become a more prominent topic in coaching students. When uncertainty becomes an explicit part of challenge-based education, students learn to deal with both the known and unknown in the transition to a sustainable society

Episodic memory encoding in middle age: effects of ageing and cognitive fatigue on brain activation

Klaassen, E., Evers, E., De Groot, R. H. M., Veltman, D., & Jolles, J. (2011, September). Episodic memory encoding in middle age: effects of ageing and cognitive fatigue on brain activation. Poster presented at the Annual meeting for the international society for neuroimaging in psychiatry, Heidelberg, Germany.Healthy cognitive aging is thought to impact most heavily on episodic memory [1]. However, changes in episodic memory prior to the age of 60 are more controversial than changes in older adults [2]. Furthermore, cognitive decline already present in middle age may not yet manifest in behavior due to the action of neural compensation processes that preserve performance at the behavioral level. Therefore, fMRI can provide valuable insights into age-related changes present in middle age [3]. It is also important to determine the extent to which middle-aged adults must compensate for the effects of cognitive aging in order to maintain performance not just in the short-term, but following sustained, fatigue inducing task performance likely, for example, to be commonly encountered during the workday. Therefore, in the current study, each participant was tested twice: once following a fatiguing condition involving the sustained performance of cognitively demanding tasks and once following a less demanding baseline condition.At baseline, activation was greater, primarily in PFC regions, in middle-aged compared to young adults. This suggests increased exertion of top-down cognitive control in middle-aged adults during successful encoding. In the fatigue condition, activation differences between the two age groups were no longer apparent. Activation in both age groups, but particularly the middle-aged group, decreased in comparison to baseline activation. Therefore, in a state of induced fatigue, middle-aged adults no longer showed greater exertion of cognitive control than young adults, and instead showed activation changes suggestive of an exhaustion of cognitive resources

Research on mathematical competencies in engineering education: where are we now?

In tertiary mathematics education for engineers (hereafter called service mathematics education, SME), there is a long-lasting controversy on what and how to teach. The goal of SME is to provide a base for engineering-specific courses and to develop mathematical competencies needed for academic success and professional practice. A leading question in engineering education is how to take mathematical competencies into account when designing content. Mathematical competencies are employed to understand, judge, do, and use mathematics in a variety of mathematical contexts and situations in which mathematics could play a role [1]. Although mathematical competencies have been introduced for about two decades, Alpers [2] noted that research in engineering higher education had focused chiefly on the modelling competency and less on other competencies. By means of a scoping review, the current study aims to examine how mathematical competencies are investigated in higher education research. The main research question is “To what extent and in what ways have mathematical competencies been examined in higher engineering education research?” Papers were retrieved and qualitatively reviewed using the Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA) guidelines. A systematic search yielded 166 records, of which, 65 unique records were relevant to engineering education and screened for eligibility. A synthesis of 23 studies reviewed showed that problem-solving and modelling were the most investigated mathematical competencies and were often investigated together or with other mathematical competencies. The inconsistencies in the terminologies used suggest a need for clearer conceptualizations to advance research and inform practice on mathematical competencies