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The new curricular framework Ir. Aldert Kamp,  Director of Education Aerospace Engineering Aerospace Engineering
Faculty of Aerospace Engineering   Facts and figures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Contents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Stakeholders
External forces Students ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Ref. studiekeuze123.nl)
External forces Students: how do they learn? ,[object Object],[object Object],[object Object],[object Object]
External forces Alumni ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Ref. promotion Saunders 2008)
External forces Labour market ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Ref. Industrial Board 2008)
External forces Society ,[object Object]
External forces The technical university ,[object Object],[object Object],(Ref. CDIO)
Shaping the curricular  framework Educating all-round Aerospace Engineers
The new Bachelor curricular framework Preparing for the masters
New BSc curriculum in key words A stronger graduate student ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The logical curricular structure (1) ,[object Object],[object Object],[object Object],[object Object],[object Object]
The logical curricular structure (2) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Metaphor of the curriculum (Ref. CDIO) Solve the right problem Solve the problem right
The curriculum structure
A curricular structure with a story The engineering design process
Thematic structure Engineering design life cycle 5 main steps = 5 semesters, culminating in a synthesis project
Storyline per semester ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
First thematic project   “Exploring Aerospace Engineering” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Second thematic project   “Design and Construction” ,[object Object],[object Object],[object Object],[object Object],[object Object]
MIT CDIO Engineering Education Initiative ,[object Object],[object Object],[object Object],[object Object],[object Object]
The new Master curricular framework Preparing for an all-round aerospace engineer
Shaping the curricular  framework Zoom in to Aerospace Engineering discipline
Master Tracks and Profiles
Concept programme outline The Standard 1st and 2nd year
The choice: mono-disciplinary   Specialisation, deepening BSc Core courses Profile courses Elective courses (deepening Thesis project All in one  (sub)specialisation
The choice: multi-disciplinary   Cross-over with other discipline BSc Core courses Profile courses Elective courses (broadening) Thesis project Main point in one specialisation Cross-over with another one
Multi-disciplinary thesis projects in multi-disciplinary student teams Project teams Examples
Master theme: research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusions ,[object Object],[object Object],[object Object]

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Aldert Kamp, TU Delft

Editor's Notes

  1. Ref. Study of Delft Aerospace Alumni, Saunders
  2. We have courses, and thematic projects
  3. Stap 1: Understand the problem, collect ideas Stap 2: Make a global concept design Stap 3: Detail design of subsystems, deeper level of detail Stap 4: Model, simulate, analyse, optimise Stap 5: Verify, validate, test flights
  4. It puts the semesters in the context of the professional engineering world The courses and projects are tuned with these themes But, a process is not sufficient
  5. The first project you will enter is about Exploration Within the theme, the projects and courses are related to each other. So follow them parallel In the projects you apply and practice the theory learned in the courses And your academic skills will be trained in the projects as well (working in a team, technical writing in English, scientific writing, presentation skills)
  6. Significant fraction of the final grade is based upon individual defense and a digital test