Education guide 'Eindhoven designs' - Technische Universiteit ...
Education guide 'Eindhoven designs' - Technische Universiteit ...
Education guide 'Eindhoven designs' - Technische Universiteit ...
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Preface<br />
Since 2001 the Department of Industrial Design at Eindhoven University of Technology has<br />
been facilitating students to become professional designers. Given the department’s focus,<br />
educational approach and organisation, our graduates distinguish themselves from other<br />
designers in various ways. They design intelligent systems, are life-long and self-managing<br />
learners, develop their expertise and identity continuously, and contribute to building<br />
communities at the intersection of design, engineering and science.<br />
The design of our curriculum is rooted in the department’s focus on designing intelligent<br />
systems, products and services for social/societal transformation, a competency-centred<br />
approach to learning, and a network organisation that aims to integrate education and research.<br />
In this book we elucidate the theoretical bases for this foundational trinity and illustrate how<br />
we have implemented them in our curriculum. As such, it offers an explanation of the what, why<br />
and how to our staff members and students. But it may also prove to be a source of inspiration<br />
for external curriculum designers who would like to adopt a similar innovative and integrative<br />
approach or who are merely curious about the ins and outs. Moreover, it might give insight to our<br />
industrial partners: what can they expect and how can they benefit from the department and our<br />
students? What can our new type of designers do for you?<br />
For people who would like to have more detailed and practical information about our curriculum,<br />
we suggest having a look at our intranet: http://w3.id.tue.nl/en/intranet/<br />
Designing, improving, and enabling an innovative curriculum such as ours requires a continuous<br />
and joint effort. We would like to thank all staff members and students for their contributions to<br />
this process. Several of them took the responsibility to shape, for example, competency areas<br />
and Themes as described in this book. Many of them participated in sessions and workshops we<br />
or they organised as part of the implementation process. Their comments, questions and effort<br />
have been input for further improvement, have sharpened our thinking and have inspired us to<br />
write this book.<br />
We are very grateful for what all our students achieve in our programme and for the support<br />
our staff members provide them with. We would like to thank all students whose work is shown<br />
on the photographs in this book. Furthermore, we would like to give special thanks to those<br />
students whose work has been illustrated in this book for wanting to share it with this larger<br />
audience: Bas Groenendaal, Erica Battaglia, Veronica Cornacchini, Youyou Yang, Pak Wing Man,<br />
Jesper Schwachöfer, Sibrecht Bouwstra, John Helmes, Eva Hopma, Floris Kimman, Bram Knaapen,<br />
David Menting, and Emin Sinani.<br />
Caroline Hummels<br />
Director of <strong>Education</strong><br />
Diana Vinke<br />
Policy Officer <strong>Education</strong>