News

For ten years now, 4TU.CEE has focused on innovating engineering education. It’s a question of trial and error - just as in other design processes. What is already going well? How does this translate into practice? And what still needs to be done? Four experts (see text box) shed light on this, in the second part of our  interview series celebrating 10 years of 4TU.CEE.

We are proud to present the final publication of the sector plan project Advancing University Teaching and Educational Careers. This publication provides an overview of the current state of the teaching culture in the 4 TU’s. It highlights ongoing efforts to enhance the teaching culture and explores key questions:

My name is Victor Garcia Galofre, and I'm a PhD candidate at both Eindhoven University of Technology (TU/e) and Wageningen University & Research (WUR). My research focuses on how to educate future engineers with the entrepreneurial mindset needed to tackle grand societal challenges.

A new kind of engineering education is needed to address the future needs of society. How can this innovation be done most effectively? What are the challenges and solutions? Four experts share their views in this first issue of our three-part series ''Ten Years 4TU.CEE''.

A joint course development project of student and teacher of Applied Physics

The educator provides feedback, the students put it to good use, and overall understanding soars. Unfortunately, it is not that simple, especially in large classes.

Written by: Merel Engelsman

Written by: Merel Engelsman

Meet three new coordinators for 4TU.CEE - contact persons for TU Delft, UTwente and Wageningen University

Memorable and lasting ethics education for engineers

Seven new University of Twente CEE-Teaching & Learning Fellows have been appointed for two years.

Last year, elections were organised both nationally and by individual universities for the best educator of the year. 4TU interviewed the winners of the Educator of the Year Award and was curious to know why students are so enthusiastic about them and how they see the future of engineering education.

The successful application of Learning Analytics (LA) can improve student learning outcomes, student support and teaching. The key-challenges for LA adoption, such as Ethics, Leadership, Analytics culture, Analytics capabilities, Stakeholder involvement, and Technology have been investigated. However, large-scale adoption remains lacking as does research into it. 

University teachers have known for years that traditional lectures often are not a good choice for educating students. They offer a “one size fits all” teaching that does not consider students’ divergent needs, skills, and interests. Within recent years, however, Learning Analytics-based teaching methods have been developed that enable teachers to take into account some student differences. These methods utilize clickstream data that students generate while they use Learning Management Systems, such as Canvas, and facilitate differentiated teaching. Furthermore, Learning Analytics-based teaching reduces the distance between students and teachers in blended learning as the clickstream data can inform the teachers about a lack of student engagement that they may otherwise not detect.

Co-authors: Teun Veelenturf, Tilde Bekker, Clemens Verhoosel, Willem-Bart Bartels, Ruurd Taconis