HANDBOOK TEACHER COACHING DEPARTMENT OF INDUSTRIAL DESIGN. Version 3.2 / / 2017/05/03

Transcription

1 HANDBOOK TEACHER COACHING DEPARTMENT OF INDUSTRIAL DESIGN Version 3.2 / / 2017/05/03

2 Colophon Editors dr. ir. Stephan Wensveen dr. Migchiel van Diggelen dr. ir. Miguel Bruns Meerthe Heuvelings MSc Authors ID Education Design and layout Van Alles Wat Ontwerp Meerthe Heuvelings MSc Zeno Kapitein Department of Industrial Design Eindhoven University of Technology Postbus MB Eindhoven The Netherlands Eindhoven University of Technology 2017 All rights reserved, No part of this book may be reproduced or transmitted in any form or by any means, electronical or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission from the authors. 2

3 Index ing 4 Topic List for Conversations 8 Bachelor Year 1 10 Teacher coach meeting 0 September 5-15, Teacher coach meeting 1 September 26 - October 14, Teacher coach meeting 2 November 28 - December 14, Teacher coach meeting 3 March 6 March 24, Teacher coach meeting 4 May 8 May 24, Bachelor Year 2 24 Teacher coach meeting 1 September 26 - October 14, Teacher coach meeting 2 November 28 - December 14, Teacher coach meeting 3 March 6 March 24, Teacher coach meeting 4 May 8 May 24, Bachelor Year 3 Internship 38 Bachelor Year 3 FINal Bachelor Project 48 Appendix A: Reflection Questions 52 Appendix B: Year Overview 54 3

4 ing We expect our Bachelor students to actively explore the industrial design engineer they want to become and to develop a firm and realistic impression of the field of design. We want students to develop a clear professional identity, vision on the profession and on the future design practice and use it as a starting point for consciously arranging a personal learning path. What is teacher coaching about? Teacher coaching is a form of coaching that supports students professional identity and vision development. Furthermore, teacher coaching contributes to the students employability perspective, self-directedness and overall competence of designing. Teacher coach meetings are regularly scheduled throughout the program to monitor and formatively assess the students self-assessment pertaining to their professional identity, vision, ability to learn self-directed and continuously and overall competence of designing. In meetings the teacher coach provides verbal feedback on where students are in terms of professional identity, vision, ability to learn self-directed and continuously and overall competence of designing as well as on the students future (personal development) plans. Professional identity and vision Students have to individually regulate their professional identity, vision and overall competence of designing throughout the whole Bachelor program. Teacher coaches monitor where students are, want to go and provide verbal feedback during meetings, which students have to summarize and use as input for follow-up meetings. Students are responsible to contact their teacher coach and to come well prepared to the meeting. Students should pro-actively look for information and should not expect that their teacher coach has insight in all development possibilities. Professional identity (study guide p16) The professional identity is who the student is as a designer. It is a product of their personality traits, personal history and what drives and inspires them, their interests and beliefs. It describes the role they typically assume in a design process, and their strengths and weaknesses as a designer. The professional identity is in constant development as students must continuously refl ct on their desired professional identity. The desired professional identity describes who they want to be as a designer, and is constructed by placing their current professional identity in the context of their vision on the future role of the designer. As such, the professional identity is built on past experiences, expresses how they currently view themselves, and states who they would like to become. Vision (study guide p16/17) A vision is an inspiring and coherent set of ideas and beliefs about the future of society, and the future role of academic designers or design researchers in that society. A vision has a long-term perspective and indicates how something will be, should be or can be interpreted. It is based on personal drives and needs, and influences actions and decision-making. Consequently, it directs personal development and gives meaning to learning. A vision covers the principles, values and norms that are important to an individual or organization. From a vision, one should be 4

5 able to deduce the competencies that must be developed. Consequently, a vision should have a clear focus to serve as a point of reference and should be connected to the professional identity. Supporting our students to prepare teacher coaching: blended learning approach To support in their preparation, we offer a blended learning line on professional identity and vision. The digital element of the learning line is comprised of a series of modules offered via a platform. These modules offer students the basis to learn about self-directed and continuous learning and provide the necessary knowledge and skills for personal development. Teacher coaching is considered as the face- to-face element of this learning approach. In dedicated weeks (9 and 10 of each quartile), students work on their portfolio, which includes reflections and evidence from the most relevant learning activities. In this portfolio, students describe their professional identity, vision as well as their overall competence of designing. They do this by describing past experiences, reflecting on present learning activities, and by planning future learning activities in the context of the competency framework. The portfolio is assessed at three instances throughout the Bachelor program. As part of Design Project 1 Core design course: professional identity and vision As part of the Final Bachelor Examination Important changes compared to One teacher coach for first year students One teacher coach for the second and third year students. The second year students in your squad will be your students as a teacher coach. Providing an agenda for teacher coaches Providing information about student deliverables in each year of the program Creating a common ground about PDP and reflections Rules and regulations F.A.Q. Guidance in where to find information 5

6 Set-up of teacher coaching In the first year we expect our teacher coach to organize five conversations with the students. In the second and third year we expect you to organize four conversations. Blended learning approach In the set-up of teacher coaching there is little dedicated coaching time to actually teach your students new knowledge/skills. To make sure students develop their PI and V, their professional skills and reflect on their competence development we offer a blended learning approach consisting of different modules. These modules are arranged in such a way that students can prepare themselves well for their teacher coach sessions. In year-1 students start with a fixed set of modules to be completed by all students. In year-2 we offer a few modules to be completed by all students and some optional modules. The modules in year-3 are not obligatory and are therefore optional. So, we deliberately increase the freedom of choice for our students across the program. For an overview of the modules of the blended learning line see figure 1. Teacher coach and assessments During the examination moments of year-1 and year-3 and the assessments of the internship, the teacher coach is involved. In year-1 the teacher coach is only consulted when doubt exists about the final verdict of a student. In the assessment of the internship, the teacher coach acts as a first examiner and bases the verdict on an internship report and an oral exam. In year-3 when assessing the Final bachelor project, the teacher coach acts as second examiner. 6

7 Learning Line Overview Bachelor Year 1 Generation Wk 0 Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Module 0 Platform Mod 1 Intro Module 2 Reflection Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Christmas Wk 17 Wk 18 Wk 19 Wk 20 Module 3 PI&V Wk 1 Wk 2 Wk 3 Carnaval Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Module 1 Self-directed learning Module 6 Report 1.0 Module 2 Presentation Skills Mod 3 PI&V Module 4 Reflection Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Wk 17 Wk 18 Wk 19 Wk 20 Wk 21 Module 5 Portfolio 1.0 Module 7 Portfolio 2.0 Module 8 Pitching Module 9 Final Deliverables Bachelor Year 2 Generation Wk 0 Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Module 1 Self-directed learning 2.0 Module 2 External Learning activity 1.0 Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Christmas Wk 17 Wk 18 Wk 19 Wk 20 Module 3 Learning by reflection 2.0 Wk 1 Wk 2 Wk 3 Carnaval Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 module 1 Communication module 2 Career Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Wk 17 Wk 18 Wk 19 Wk 20 Wk 21 Module 5 trends Module 6 business Models Module 7 reflection and PDP Bachelor Year 3 Generation Wk 0 Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Module 1 Professional Identity Visual Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Christmas Wk 17 Wk 18 Wk 19 Wk 20 Module 4 Semester Storyline Module 5 Professional Identity Visual 2.0 Module 2 Corporate Culture Module Feedback and Reflection Wk 1 Wk 2 Wk 3 Carnaval Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Wk 17 Wk 18 Wk 19 Wk 20 Wk 21 Figure 1. 7

8 Topic List for Conversations specific instructions Do not discuss practicalities with your students refer the students to the online study guide: For more information about registrations (of electives and projects) and allocations the Educational Office can be consulted. Introduce yourself and make them familiar with where your expertise lies. General set-up of a session Topic Content Questions Look back to content of electives/basic courses/core courses - - Content of the modules - - Looking forward (to explore) choosing electives/basic courses/core courses etc. - - General learning progression - - (person/academic/profession) 8

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10 Bachelor Year 1 Generation Q1 Sep 5 Nov 11 Wk 0 Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Module 0 Platform Meeting 0 Sep 5 Sep 16 Mod 1 Intro Student Mentor Meeting 1 Sep 7 Student Mentor Meeting 2 Sep 21 Meeting 1 Sep 26 Oct 14 No Project Module 2 Reflection Student mentor Meeting 3 Oct 19 Curriculum Q1 Core course: DCB100 From Idea to Design (compulsory) Core course: DBB100 Creative Programming (compulsory) Basic course: 2WAB0 Calculus (compulsory) dates and Deadlines meeting 1 September 26 - October 14, 2016 Deadline registration courses Q2 October 23, 2016 Wrap up courses Q1 October 24 - October 28, 2016 Teacher coach meeting 2 November 28 - December 14,

11 Teacher coach meeting 0 (September 5 - September 15, 2016) Goal Content Example Questions Look back to content of Getting to know each So, you came at the matching-day; what was your first impression electives/basic courses/core other, inform students of our program? courses about your expertise, Why did you choose for Industrial Design? ask about a students Why did you choose for Industrial Design in Eindhoven? educational and design What makes you motivated? history and motivation for What is your image of Industrial Design? What do you think you this program? will enjoy the most about our program? Canvas Module 1 Introduction In student-mentoring the students learned to introduce themselves to the others and considered what their interests and fascinations are. Looking forward (to The expertise areas What is the goal of [.]? explore) choosing addressed in: Why is this course important for you as a designer? electives/basic courses/core courses etc. Creative programming, From Idea to design Calculus What did you learn during the first lectures/contact moments? What did you enjoy the most? What expertise area is addressed in this course> What is your current knowledge/skill set related to this course? What do you want to learn? How can you formulate this into a goal? 11

12 Teacher coach meeting 1 (September 26 - October 14, 2016) Goal Content Example Questions Look back to content of The expertise areas What is the goal of [.]? electives/basic courses/core addressed in: Why is this course important for yourself? courses. Creative programming, From Idea to design Calculus Why is this course important for you as a future designer? What did you learn during the first lectures? What did you enjoy the most? To what extent are you motivated for this course? Why? Discuss the elective choice for Q2 and Q4. To what extent does the content of this course align/question/ change beliefs you have? Why? To what extent does this course match/question/change your interests? Why? What expertise area is addressed in this course? What is your current knowledge/skill set related to this course? What do you want to learn from/in this course in the rest of the time? How can you formulate this into a (SMART) goal? Canvas Module 2 Reflection The goal of this module is for students to get a clear idea of reflection, reflective writing and how to improve their reflections. During the module they explore different models of reflection. Furthermore, students practice their own reflection skills by writing a reflection on their first learning experiences of From Ideas to design and discuss their reflection during the mentor meeting. What is your strength in writing reflections? What is something you probably need to learn to improve your reflections? Why is being able to reflect important? What is a good reflection? How will you develop your skills in writing reflections? Looking forward (to User-centred Design Where is this course about you think? explore) choosing Electives in Q2 and Q4 How can you discover the goals, content and relevance of this electives/basic courses/core Applied Natural course? courses etc. Sciences What elective will you pick? Why? How will this contribute to your development? Why does this fit your interests?

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14 Bachelor Year 1 Generation Q2 Nov 14 Feb 3 Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Christmas Wk 17 Wk 18 Wk 19 Wk 20 Module 3 PI&V Student Mentor Meeting 4 Nov 23 Meeting 2 Nov 28 Dec 16 No Project Student mentor Meeting 5 Jan 11 Curriculum Q2 Core course: DDB200 User-centred Design (compulsory) Elective: Level 1 or level 2 elective to be decided by the student. Basic course: 3NAB0 Applied Natural Sciences (compulsory) dates and Deadlines Teacher coach meeting 2 November 24 - December 14, 2016 Project market December 2, 2016 Deadline registration project preferences December 14, 2016 Deadline registration courses Q3 January 15, 2017 Wrap up courses Q2 January 16 - January 20, 2017 Teacher coach meeting 3 March 6 March 24,

15 Teacher coach meeting 2 (November 28 - December 14, 2016) Goal Content Example Questions Look back to content of The expertise areas What is the goal of [.]? electives/basic courses/core addressed in: Why is this course important for yourself? courses. User-centred Design Electives in Q2 and Q4 Applied Natural Sciences Why is this course important for you as a future designer? What did you learn during the first lectures? What did you enjoy the most? To what extent are you motivated for this course? Why? To what extent does the content of this course align/question/ change beliefs you have? Why? To what extent does this course match/question/change your interests? Why? What expertise area is addressed in this course? What is your current knowledge/skill set related to this course? What do you want to learn from/in this course in the rest of the time? How can you formulate this into a (SMART) goal? Canvas Module 3 professional identity and vision The goal of this module is to introduce students to the definition of professional identity and vision, and make them discover what these concepts entail. What are professional identity and vision? How are they perceived by different people? Why are they important? How can they be stimulated? Students watch a movie and write a one pager about their Identity and Vision (see questions in the next colon). During the student-mentor meeting students discuss their text. After the mentor meeting they write a short reflection and write down the three most important things they have recently learned about their professional identity and vision. What is your personal history? What are your most important personality traits? How would your best friend describe your personality? What are your interests, passion and what drives you? Why do you want to become an industrial designer and how does that relate to your answers on the previous questions? Questions about their vision: Describe your ideas and beliefs about current society? What should be the function of design in nowadays society? How can you develop a clear and coherent vision? Looking forward (to Project 1 Design Where is this course about you think? explore) choosing Creative Electronics How can you discover the goals, content and relevance of this electives/basic courses/core Introduction to course? courses etc. Modeling What elective will you pick? Why? How will this contribute to your development? Why does this fit your interests? 15

16 Bachelor Year 1 Generation Q3 Feb 6 Apr 21 Wk 1 Wk 2 Wk 3 Carnaval Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Tutor Meeting 1 Feb 8 Module 1 Self-directed learning Tutor Meeting 2 Feb 22 Deadline Final PDP Feb 24, 17:00 Meeting 3 Mar 6 Mar 24 Module 2 Presentation Skills Workshop Photography Mar 10 Check your MAtch Mar 29 Mod 3 PI&V Meeting 3 Mar 29 Midterm Demo Day Apr 3 Module 4 Reflection Tutor Meeting 4 Apr 5 Curriculum Q3 Project: DPB100 Project 1 Design (compulsory) Core course: Creative Electronics (compulsory) Basic course: Introduction to Modeling (compulsory) dates and Deadlines Information on how to plan program March 8, 2017, 12:00-13:00h Check your Match (choosing USE) March 29, 2017, 11:00-14:00h Deadline registration courses for Q4 March 26, 2017, 23:59h Wrap up courses Q3 April 3 April 7, 2017 Mid-term demo day Project 1 April 3, 2017, Bachelor college exam weeks April 10 April 21, 2017 Teacher coach meeting 4 May 4 May 24, 2017 Project market May 12, 12:00 14:00h,

17 Teacher coach meeting 3 (March 6 March 24, 2017) Goal Content Example Questions Look back to content of The expertise areas What is the goal of [.]? electives/basic courses/core addressed in: Why is this course/project important for yourself? courses. Project 1 Design Creative Electronics Introduction to Modeling Why is this course/project important for you as a future designer? How can this course/project help you in developing your professional identity and vision What did you learn during the first lectures/moments with your coach? What did you enjoy the most? To what extent are you motivated for this course? Why? To what extent does the content of this course align/question/ change beliefs you have? Why? To what extent does this course match/question/ change your interests? Why? What expertise area is addressed in this course? How are you going to integrate the expertise areas in your project? Where are you in developing your expertise areas and your professional skills? What is your current knowledge/skill set related to this course? What do you want to learn from/in this course in the rest of the time? How can you formulate this into a (SMART) goal? Canvas Module 1 Self-directed learning and planning your development Goal is to make students discover the importance of selfdirected learning. Furthermore, students learn how to set up a good PDP by comparing documents of different students. At the end of this module they will write their own PDP, receive feedback on it and discuss it during their tutor meeting. What do you want to learn? Why do you formulate this goal? What knowledge/skill/attitude related goals you would like achieve? How do these goals relate to your pi and V? How do these goals contribute to your PI and V development? How do these goals contribute to the development of your OCD? How do these goals contribute to a balanced development of all the EA you need to have after your graduation? 17

18 Goal Content Example Questions Canvas Module 2 Presentation Skills This module educates students about making photos and the basics of videos. These two are a suitable medium to communicate your ideas, work and evidence. Finally, students learn the basics of file management. Why is learning to make photos and videos important for an industrial designer? What are your strengths and weaknesses related to making photographs and video s? How can you develop these skills? Looking forward (to Project 1 Design Where is this course about you think? explore) choosing Elective How can you discover the goals, content and relevance of this electives/basic courses/core USE Ethics and course? courses etc. Engineering History What elective will you pick? Why? How will this contribute to your development? To what extent/why does this course fit your interests? Check your Match event Discuss with your students whether s/he is going to visit the Check your Match event on March 29. During this event students to explore what USE learning trajectory and electives they would like to pick. They are able to receive information about the Honours program. 18

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20 Bachelor Year 1 Generation Q4 Apr 24 Jul 7 Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Wk 17 Wk 18 Wk 19 Wk 20 Wk 21 Meeting 5 Apr 26 Module 5 Portfolio 1.0 Tutor Meeting 6 May 3 Module 6 Report 1.0 Meeting 4 May 8 May 24 Tutor Meeting 7 May 17 Module 7 Portfolio 2.0 Module 8 Pitching Meeting 8 May 31 Demo Day Jun 9 Tutor Meeting 9 Jun 7 Report Jun 15 Module 9 Final Deliverables Portfolio Jun 22 Curriculum Q4 Project: DPB100 Project 1 Design (compulsory) Elective: Level 1 or level 2 elective to be decided by the student. Basic course: 0SAB0 USE Ethics and Engineering History dates and Deadlines Teacher coach meeting 4 May 4 May 24, 2017 Project market May 12, 2017, 12:00 14:00h Deadline project preferences May 31, 2017, 23:59h Wrap up courses Q4 June 19 - June 23, 2017 Bachelor college exam weeks June 26 July 7, 2017 Deliverables Project 1 Demo day June 9 Report June 15, 2017, 17:00h Portfolio June 22, 2017, 17:00h Retake deadline (when applicable) July 13, 2017, 17:00h 20

21 Teacher coach meeting 4 (May 8 May 24, 2017) Goal Content Example Questions Look back to content of The expertise areas What is the goal of [.]? electives/basic courses/core addressed in: Why is this course/project important for yourself? courses. Project 1 Design Elective USE Ethics and Engineering History Why is this course/project important for you as a future designer? How can this course/project help you in developing your professional identity and vision What did you learn during the first lectures/moments with your coach? What did you enjoy the most? To what extent are you motivated for this course? Why? To what extent does the content of this course align/question/ change beliefs you have? Why? To what extent does this course match/question/ change your interests? Why? What expertise area is addressed in this course? How are you going to integrate the expertise areas in your project? Where are you in developing your expertise areas and your professional skills? What is your current knowledge/skill set related to this course? What do you want to learn from/in this course in the rest of the time? How can you formulate this into a (SMART) goal? Canvas Module 3 Professional identity and Vision 2.0 The goal of this module is to learn more about professional identity and vision. What are professional identity and vision to different people? How are they used by different people? Why are they important? How can they be stimulated? What do professional identity and vision mean? How important is your identity as a designer and your vision on design in the daily design practice? How do they influence your work and choices? Canvas Module 4 Learning by Reflection 2.0 The goal of this module is to recognize the different levels of reflection and learn how to reflect broader and deeper. Video reflection 2.0 Why is reflection so important? What are your strengths and weaknesses in writing reflections? How can you improve or develop this skill? To what extent is writing a reflection on teamwork the same as writing a for your report to be delivered for project-1? 21

22 Goal Content Example Questions Looking forward (to Prepare for Do you know how the project market works? explore) choosing assessments How are you going to prepare for exams? electives/basic courses/core Project market How are you going to prepare for your competence assessments courses etc. (demo-day, portfolio, report)? Do you know what is expected of you? How can you find out? Discuss with your student his/her development with respect to the expertise areas and how s/he can further develop these expertise areas and demonstrate it during the demo-day and in the assessments. Project 2 Design Where is this course about you think? Use Course or Elective How can you discover the goals, content and relevance of this Basic course course? Engineering Design What elective will you pick? Why? How will this contribute to your development? To what extent/why does this course fit your interests? 22

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24 Bachelor Year 2 Generation Q1 Sep 5 Nov 11 Wk 0 Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Face to face session PDP Sep 19 Module 1 Self-directed learning 2.0 Meeting with Master Students Oct 10 Meeting 1 Sep 26 Oct 14 Deadline PDP Sep 23, 17:00 Information External Learning Activity Oct 12 Module 2 External Learning activity 1.0 Curriculum Q1 Project: DPB210 Project 2 Design Core course: DBB200 Creative Electronics (compulsory) Basic course: 4WBB0 Engineering Design (compulsory) dates and Deadlines Deadline Personal Development Plan (PDP) September 23, 2016, 17:00 h PDP information and guidelines Teacher coach meeting 1 September October 14, 2016 Deadline registration courses Q2 October 23, 2016 Wrap up courses Q1 October 24 - October 28, 2016 Teacher coach meeting 2 November 28 - December 14, 2016 Project market December 2,

25 Teacher coach meeting 1 (september 26 - october 14, 2016) Goal Content Example Questions Look back to content of electives/basic courses/core courses. Generation : Project 2 Design Engineering Design Creative Electronics What is the goal of [.]? Why is this course important for yourself? Why is this course important for you as a future designer? What did you learn during the first lectures? What did you enjoy the most? Check the curriculum overview for other generations. To what extent are you motivated for this course? Why? To what extent does the content of this course align/question/ change beliefs you have? Why? To what extent does this course match/question/change your interests? Why? What expertise area is addressed in this course? What is your current knowledge/skill set related to this course? What do you want to learn from/in this course in the rest of the time? How can you formulate this into a (SMART) goal? Canvas Module 1 Self-Directed Learning 2.0 The goal is to further improve the competence of selfdirected learning. Through different exercises students focus on aspects students perceive as difficult. It will help them further improve their goal-setting and support them in writing their PDP. Finally, students write a PDP and discuss it in their project-group during a tutor-meeting in order to receive feedback. Students are asked to bring a printed PDP to the teacher coach meeting. What do you want to learn? Why do you formulate this goal? What knowledge/skill/attitude related goals you would like achieve? How do these goals relate to your PI and V? How do these goals contribute to your PI and V development? How do these goals contribute to the development of your OCD? How do these goals contribute to a balanced development of all the EA you need to have after your graduation? Looking forward (to Generation : What courses will you pick? explore) choosing electives/basic courses/core courses etc. Design <> Research Elective What external learning activity (internship/exchange/external minor/electives) are you planning to do and why? How will this contribute to your professional identity and vision Check the curriculum overview for other generations. development? How will this contribute to your OCD? How will this contribute to a balanced development of all the expertise areas you need to have after your graduation? 25

26 Bachelor Year 2 Generation Q2 Nov 14 Feb 3 Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Christmas Wk 17 Wk 18 Wk 19 Wk 20 Module 3 Learning by reflection 2.0 Face to Face session - Reflection 2.0 Nov 28 Meeting 2 Nov 28 Dec 16 Demo Day Dec 23 Pictorial Jan 12 Presentation Jan 20 Curriculum Q2 Project: DPB210 Project 2 Design Core course: DDB100 Design < > Research (compulsory) Elective: To be decided by the student. dates and Deadlines Teacher coach meeting 2 November 28 - December 14, 2016 Project market December 2, 2016 Deadline registration project preferences December 14, 2016 Deadline registration courses Q3 January 15, 2017 Wrap up courses Q2 January 16 - January 20, 2017 Teacher coach meeting 3 March 6 March 24, 2017 Deliverables PRoject 2 Demo day December 23, 2016 Pictorial January 12, 2017 Presentation January 16 - January 20,

27 Teacher coach meeting 2 (November 28, - December 14, 2016) Goal Content Example Questions Look back to content of Generation : What is the goal of [.]? electives/basic courses/core courses. Design <> Research Elective Why is this course important for yourself? Why is this course important for you as a future designer? What did you learn during the first lectures? Check the curriculum overview for other generations. What did you enjoy the most? To what extent are you motivated for this course? Why? To what extent does the content of this course align/question/ change beliefs you have? Why? To what extent does this course match/question/change your interests? Why? What expertise area is addressed in this course? What is your current knowledge/skill set related to this course? What do you want to learn from/in this course in the rest of the time? How can you formulate this into a (SMART) goal? Canvas Module 2 External Learning Activity Orientation In this module students will reflect on the choices they need to make concerning the first phase of their third year. Students do exercises in a card-sorting app choosing the options they intuitively value most. Furthermore students meet a master-student to ask them questions about their experiences with doing an internship/ exchange and so on. Students are asked to write a short reflection about it. What answers did you get on the questions you had for the master students? Did the answers from the master student change your view on the kind of external learning activity you want to do? Do you have more insights on whether you are able to reach the goals you have for your external learning activity Do you know which steps to take now to arrange an external learning activity? Looking forward (to Generation : What courses will you pick? explore) choosing electives/basic courses/core courses etc. Project 3 Design Research Aesthetics of interaction Elective What external learning activity (internship/exchange/external minor/electives) are you planning to do and why? How will this contribute to your personal identity and vision development? How will this contribute to your OCD? How will this contribute to a balanced development of all the Check the curriculum expertise areas you need to have after your graduation? overview for other generations. 27

28 Bachelor Year 2 Generation Q3 Feb 6 Apr 21 Wk 1 Wk 2 Wk 3 Carnaval Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Interactive Lecture Communication Mar 7 Deadline Final PDP Feb 24, 17:00 module 1 Communication Meeting 3 Mar 6 Mar 24 Workshop Career Mar 27 module 2 Career Information Session b3 Options Mar 22 Workshop Career Apr 3 Curriculum Q3 Project: DPB220 Project 3 Design Research Core course: DDB200 User-centred design (compulsory) Core course: DAB100 Making sense of sensors dates and Deadlines Deadline registration courses for Q4 March 26, 23:59h Wrap up courses Q3 April 3 April 7 Bachelor college exam weeks April 10 April 21 Teacher coach meeting 4 May 4 May 24 28

29 Teacher coach meeting 3 (March 6 March 24, 2017) Goal Content Example Questions Look back to content of Generation : What is the goal of [.]? electives/basic courses/core courses Project 3 Design Research project Making sense of sensors USE course/elective Why is this course/project important for yourself? Why is this course/project important for you as a future designer? How can this course/project help you in developing your professional identity and vision What did you learn during the first lectures/moments with your coach? Check the curriculum overview for other generations. What did you enjoy the most? To what extent are you motivated for this course? Why? To what extent does the content of this course align/question/ change beliefs you have? Why? To what extent does this course match/question/ change your interests? Why? What expertise area is addressed in this course? How are you going to integrate the expertise areas in your project? Where are you currently in developing your expertise areas and your professional skills? What is your current knowledge/skill set related to this course? What do you want to learn from/in this course in the rest of the time? How can you formulate this into a (SMART) goal? Canvas Module 1 Communication Students will gain insight in several ways to express their identity as a designer and their vision on design. In this module students will learn to communicate in an efficient way: (re)use content for different goals, get to know their own tone of voice and the effect of the use of design and imagery. Canvas Module 2 Career During the Career module students will learn practical skills they might need when applying for a job, internship or minor. In collaboration with Coby Doreleijers from the TU/e Career Center topics like application letters, resumes and LinkedIn profiles will be covered. 29

30 Goal Content Example Questions Looking forward (to explore) choosing electives/basic courses/ core courses etc., the professional practice of industrial designers and choice for a follow-up program. Generation : Project 3 Design Research Aesthetics of interaction Elective Check the curriculum overview for other generations. Where is this course about you think (e.g. Project 3)? How can you discover the goals, content and relevance of this course? What elective will you pick? Why? How will these courses contribute to your professional identity and vision development and the development of your expertise areas? To what extent/why does this course fit your interests? B3 phase 1: Internship Exchange Minor Electives What are the different options you have for the first phase of your third year? What could be reasons for choosing for a minor, for a exchange, for an internship or for electives? What option fits your personal desires, abilities and ambitions for the future and/or professional identity and vision development? Explore the professional practice of industrial designers Help students explore and consider the professional practice of industrial designers Can you picture what an industrial designer can do in practice? To what extent do you have an adequate picture of the professional practice of industrial designers you think? Why is it important to have an adequate picture of the professional practice of industrial designers How are you going to get an adequate picture of the professional practice of industrial designer What are daily activities of an industrial designer What for jobs/functions can industrial designer fulfil? What kind of companies an industrial designer can work? What are the knowledge and skills needed to become a successful industrial designer What are the possibilities for an exchange? Where can you find the information? Where would you like to go to (international relations)? 30

31 Goal Content Example Questions Choice for follow-up program. Perhaps relate the B3 external learning options to the Master tracks to make students consider these options: Design Leadership and Entrepreneurship: to what extent are you interested in finding out whether you would like to work at or start your own company in the Creative Industries sector? (internship) Research, Design and Development: to what extent do you wish to develop a specific expertise that would make you eligible for a job at a R&D or design department of a corporation or public institution? (internship or exchange) Constructive Design Research: have you considered to become a researcher and/or continue after your Bachelor with the Master track Constructive Design Research? (a research oriented internship or a research project at a partner university abroad) Have you already thought about what you will do after the Bachelor? Will you choose another master? What can you do to find out what you will do after your graduation? 31

32 Bachelor Year 2 Generation Q4 Apr 24 Jul 7 Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Wk 17 Wk 18 Wk 19 Wk 20 Wk 21 Module 5 trends interactive lecture trends may 9 Meeting 4 May 8 May 24 Module 6 business Models interactive lecture business models may 24 formal approval May 31 Demo Day Jun 9 Module 7 reflection and PDP paper Jun 15 Presentation Jun 23 Curriculum Q4 Project: DPB220 Project 3 Design Research Core course: DCB200 Aesthetics of interaction Electives: Elective chosen by student. dates and Deadlines Formal approval deadline May 31, 17:00h, 2017 Wrap up courses Q4: June 19 - June 23, 2017 Bachelor college exam weeks: June 26 July 7, 2017 Form external bachelor activity* deadline August 31, 17:00h, 2017 *Important note: It is necessary to complete this form in order to link the external learning activity to the correct registration in the administration, students will not receive credits when they do not complete the form in time!) Deliverables Project 3 Demo day June 9, 2017 Paper and personal reflection June 15, 2017, 17:00h Presentation June 23,

33 Teacher coach meeting 4 (May 8 May 24, 2017) Goal Content Example Questions Look back to content of Generation : What is the goal of [.]? electives/basic courses/core courses Project 3 Design Research Aesthetics of interaction Elective chosen by student. Why is this course/project important for yourself? Why is this course/project important for you as a future designer? How can this course/project help you in developing your professional identity and vision What did you learn during the first lectures/moments with your coach? What did you enjoy the most? Check the curriculum overview for other generations. To what extent are you motivated for this course? Why? To what extent does the content of this course align/question/ change beliefs you have? Why? To what extent does this course match/question/ change your interests? Why? What expertise area is addressed in this course? How are you going to integrate the expertise areas in your project? Where are you currently in developing your expertise areas and your professional skills? What is your current knowledge/skill set related to this course? What do you want to learn from/in this course in the rest of the time? How can you formulate this into a (SMART) goal? Canvas Module 3 Trends- Interactive Lecture The goal of this module is to make students see wider and understand the meaning and role that designer can be and play in the near future. Canvas Module 4 Business Model PI&V Learning Line & Business Model You - Interactive Lecture During the meeting students learn how to manage their talent, adapt to changing marketplace needs and create new, more satisfying work possibilities (Business Model You). They will also get an insight in how to create a business model for companies, a useful skill which you can directly apply in your projects (Business Model Canvas). Canvas Module 5 reflection and PDP The goal of this module is to support students in making their PDP for formal approval and improve their reflections. 33

34 Goal Content Example Questions Looking forward (to B3 phase 1: What are the different options you have for the first phase of your explore) choosing Internship third year? electives/basic courses/core Exchange What could be reasons for choosing for a minor, for a exchange, courses etc. Minor for an internship or for electives? Electives What option fits your personal desires, abilities and ambitions for the future and/or professional identity and vision development? Discuss formal approval and check requirements for internship/ exchange/minor/electives? How will this choice for arranging your first phase of your third year add to your professional identity and vision development and contribute to the development of your expertise areas? Explore the professional Help students explore and consider the professional practice of practice of industrial industrial designers designers Can you picture what an industrial designer can do in practice? To what extent do you have an adequate picture of the professional practice of industrial designers you think? Why is it important to have an adequate picture of the professional practice of industrial designers How are you going to get an adequate picture of the professional practice of industrial designer What are daily activities of an industrial designer What for jobs/functions can industrial designer fulfil? What kind of companies an industrial designer can work? What are the knowledge and skills needed to become a successful industrial designer What are the possibilities for an exchange? Where can you find the information? Where would you like to go to? (international relations)? 34

35 Goal Content Example Questions Choice for follow-up program. Perhaps relate the B3 external learning options to the Master tracks to make students consider these options: Design Leadership and Entrepreneurship: to what extent are you interested in finding out whether you would like to work at or start your own company in the Creative Industries sector? (internship) Research, Design and Development: to what extent do you wish to develop a specific expertise that would make you eligible for a job at a R&D or design department of a corporation or public institution? (internship or exchange) Constructive Design Research: have you considered to become a researcher and/or continue after your Bachelor with the Master track Constructive Design Research? (a research oriented internship or a research project at a partner university abroad) Have you already thought about what you will do after the Bachelor program? Will you choose another Master? What can you do to find out what you will do after your graduation? 35

36 Goal Content Example Questions Formal approval (deadline May 31, 2017) As a teacher coach, you have to give a formal approval for the PDP of a student for their B3 option. Students need to maintain coherence in their development during the bachelor program. Therefore the students need to make a personal development plan wherein they include: Professional identity and vision and alignment of the learning activity with the student s PI&V development. Argumentation for the student s decision for the learning activity. Contribution of the student s activity to your development (expertise areas and overall competence of design). Goals for the student s learning activity. Therefore during the fourth teacher coach meeting in the second year, the student needs to discuss the alignment of the chosen B3 option. The students will bring a printed version of their PDP to the meeting. You as a teacher coach, will judge the personal development plan and decides whether the student makes the right choice, based on adequate motives. You as a teacher coach will check if there will be sufficient opportunities (of the right level) for the student to realize their goals as formulated in their personal development plan in their chosen learning activity. You as teacher coach need to complete the Formal approval form (see form on the right) and approve the student s choice of learning activity and sign the form before the deadline (May 31, 2017). The student needs to store the form and include this in their deliverable(s) of their B3 option. Please check the requirements for starting an internship, guidelines for internchip companies and company coach, requiremetns for starting an exchange or requirements for starting a minor and take these into consideration for the formal approval. 36

37 Formal approval [Select B3 option] Student [Name of the student] Date 01/05/2017 Teacher coach [Name of the teacher coach] Period activity September / December February / June Personal Development Plan for formal approval Does the choice of the learning activity align with the Professional Identity and Vision development of the student and are his/her choices well-argued? Does the learning activity contribute to the development of the student? Does the chosen learning activity contribute to a balanced development in the bachelor program of industrial design? [Select answer] [Additional feedback.] [Select answer] [Additional feedback.] [Select answer] [Additional feedback.] Internship Are the goals well formulated? Complete the aspects for the chosen learning activity: Does the company profile aligns with the requirements for internships of ID? [Select answer] [Additional feedback.] [Select answer] [Additional feedback.] v Doing an internship at one-man businesses is not allowed; unless the company owner is currently teaching at the Department of Industrial Design, Eindhoven University of Technology. v The company must support development in expertise areas. Does the company coach aligns with the guidelines for internships of ID? [Select answer] [Additional feedback.] v The company coach must hold a MSc. degree in (Industrial) Design or has at least 10 years of professional experience as a designer. Can the student work on a clearly framed design project or tasks? [Select answer] [Additional feedback.] Positive aspects company*: Negative aspects company*: v [Positive aspect.] [Negative aspect.] v [Positive aspect.] [Negative aspect.] v [Positive aspect.] [Negative aspect.] *Discuss these positive and negative points in the teacher coach meeting and how the student can develop expertise areas that are not covered within the internship. Exchange Exchange University and program [Description of the program.] Minor Electives Minor at Department Industrieel Ontwerpen Twente or Deparment Industrieel Ontwerpen Delft (no other departments are allowed without permission of BoE.) Minor elsewhere in the Netherlands What are the chosen electives? [Description of the minor.] The student needs file a request to the Board of Examiners. [Elective], [Elective], [Elective], [Elective], [Elective] [Generations before choose 6 electives, later generations choose 5 electives] Approval The personal development and chosen learning activity are approved: [Select answer] [*If no, explain why.] Signature More information: ID.internshipcoordinator@tue.nl /M.M.L.H. Heuvelings MSc This form needs to be completed and send to the student. In case of an internship as B3 phase one activity, the student has to add their personal development plan plus this signed form to the appendix of their internship report. Version

38 Bachelor Year 3 Internship Generation (nominal) 1 Wk 0 Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Q1 Sep 5 Nov 11 Module 1 Professional Identity Visual Meeting 1 Sep 26 Oct 14 Deadline PDP Sep 23, 17:00 Module 2 Corporate Culture Module Feedback and Reflection dates and Deadlines Deadline Personal Development Plan (PDP) September 23, 2016, 17:00 h PDP information and guidelines Teacher coach meeting 1 September October 14, 2016 Teacher coach meeting 2 November 28 - December 14, 2016 Project market December 2,

39 Bachelor Year3 Internship Generation (nominal) 2 Wk 11 Wk 12 Wk 13 Wk 14 Wk 15 Wk 16 Christmas Wk 17 Wk 18 Wk 19 Wk 20 Q2 Nov 14 Feb 3 Face to Face session - Reflection 2.0 Nov 28 Meeting 2 Nov 28 Dec 16 Deadline Report Dec 19 Reflection + Company coach Evaluation Jan 6 Oral Exam Jan 13 Module 4 Semester Storyline Module 5 Professional Identity Visual 2.0 dates and Deadlines Teacher coach meeting 2 November 28 - December 14, 2016 Project market December 2, 2016 Deadline registration project preferences December 14, 2016 deliverables Internship Internship report December 19, 2016 Company coach evaluation form January 6, :00h Personal reflection January 6, :00h Oral exam January 13, 2017 You can find further instructions for the internship assessment for teacher coaches on intranet. deliverables Exchange/Minor Transcript of records March 3,

40 Bachelor Year 3 Internship other generations (not Nominal) 3 Wk 1 Wk 2 Wk 3 Carnaval Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Q3 Feb 6 Apr 21 Deadline Final PDP Feb 24, 17:00 Meeting 3 Mar 6 Mar 24 Module 1 Professional Identity Visual Module 2 Corporate Culture dates and Deadlines Deadline PDP February 24, 2017, 17:00h PDP information and guidelines Teacher coach meeting 1 March 6 - March 24, 2017 Teacher coach meeting 2 May 8 - May 24, 2017 Project market May 12, 2017, 12:00-14:00 h Deadline project preferences May 31, 2017, 23:59h 40

41 Teacher coach meeting 3 (March 6 March 24, 2017) Goal Content Example Questions Look back to content of the Internship What is the goal of your learning activity during this semester? learning activity in the first Exchange Why is this activity important for yourself? phase of the third year. Minor Why is this activity important for you as a future designer? Electives How can this activity help you in developing your professional identity and vision? What did you enjoy the most? To what extent are you motivated for this activity? Why? To what extent does the content of this activity change beliefs you have? Why? To what extent does this activity change your interests? Why? What expertise areas are addressed in this activity (refer to PDP of formal approval)? Are there differences between the addressed expertise areas in your PDP for formal approval and the actual expertise areas you are developing? How are you going to integrate the expertise areas during your activity? Where are you currently in developing your expertise areas and your professional skills? What is your current knowledge/skill set related to the activity? What do you want to learn from your activity in the rest of the time? How can you formulate this into a (SMART) goal? Module 1 professional identity visual: Exchange, Internship, Minor, Electives (optional) The goal of this module is to make the students aware of their professional identity in context of the external learning activity. By translating their professional identity into a visual, they are forced to prioritise its different aspects and how these relate to each other. Making the visual can inspire the student do develop certain aspects of their professional identity during the learning activity in the first part of the third year. Module 2 corporate culture: Exchange, Internship, Minor (optional) The goal of this module is to think about the corporate culture the student is working in. What are the shared values, attitudes, standards and beliefs that characterise members of the organisation? The students need to reflect on the corporate culture they are currently working in and compare them to the situation they are familiar with (university). Is this a situation they want to work in during their professional career as an industrial designer? 41