Desired Outcome:
The plan seeks to create a cohesive, scalable first-year programming curriculum that prepares students with strong foundational skills in algorithms and computational thinking, resolves current course bottlenecks, and reduces both student and staff frustration.

Context:
The DSAI program faces challenges due to a diverse and increasing student intake, reliance on AI-generated code, and misalignment in course objectives. Key issues include a foundational first-year course becoming a stumbling block and discrepancies in skill preparedness among students. These challenges impact student progress, program reputation, and staff workload.

Approach:
To address these challenges, the plan involves:

1. Transitioning to interactive, real-time evaluation of coding assignments.

2. Shifting exam focus from coding tasks to theoretical understanding and concepts.

3. Aligning course objectives and improving cohesion between foundational subjects.

4. Prioritizing algorithmic thinking over coding syntax by introducing and deploying a specification language.

5. Conducting live evaluations for critical assignments to emphasize student engagement and comprehension.

This structured overhaul aims to ensure that students gain critical skills while reducing stress for both students and instructors, ultimately enhancing the program's quality and reputation.

Within our institute, we are responsible for 7 programs, with over 100 teachers and approximately 50,000 hours of education. The academic schedules within our institutes are quite full with a lot of activities (lectures, workgroups, exams) and a limited number of breaks throughout the year.

Aims:

One of the direct reasons for this project is the discussion about workload, making it necessary to jointly find solutions to reduce peak pressure and create breathing space throughout the academic year. Additionally, an increase in the number of students and a decrease in the budget demand smart choices to continue education with fewer teaching hours.

Desired outcomes:

• breaks throughout the year (for instance: no teaching in January)

• a shorter academic year (for instance: no teaching and limited testing in July/August)

• less peak moments throughout the year

  Innovation: this projects ask for a good collaboration across teachers, students, administrative colleagues and board members

did not make much use of during the development phase, however, mostly due to time restriction, is scientific knowledge and insights into multidisciplinary education in the natural science and technical domains. The aim of my innovation project is to fortify the fundamental educational base of the curriculum and develop a science-based vision for top-quality multidisciplinary education in quantum technology. I then want to use this vision, combined with practical experience gained so far within QIST and closely related MSc programmes in Europe, to, together with the lecturer team further increase the quality of (parts of) the programme.

The problems with that are threefold:

1) thesis tracks are not the same within the same programme; 2) workload of thesis supervisors is high; 3) thesis can be a stumbling block for graduation.

Aim: (1) improving and (2) harmonising the thesis tracks of the Master of Law's degree programmes.

Desired outcome: 1) a modern thesis process based on scientific insights on effective thesis design and 2) standardised assessment of the thesis, unless there are reasons for differentiation

Aim: In September 2025, the curriculum needs to be adapted. As part of this, less teaching will need to be delivered in less time. The toolkit can help study coordinators critically assess the content of their teaching, thereby reducing the study load and increasing student motivation.

Result: embrace of the toolkit by study coordinators, more motivated students, long-term learning

Innovation: A method to critically evaluate learning objectives and teaching activities in order to support both the instructor and the student.

At the Faculty of Architecture and the Built Environment of the TU Delft, the curriculum of the second year of the master program will be redeveloped. The impetus for this is the university wide introduction of multi and/or trans disciplinary courses in the first quarter of the second master year. As a result, the current graduation studios in the Architecture department will be shortened from four to three quarters (from 55 ects to 45 ects). At the same time this innovation must address current financial challenges and strengthen the accountability of the final design outcomes.

The aim is to keep the current quality of the final design projects in lesser study time and lesser teaching hours. The challenge is to develop a more lean and effective educational set up. Together with the teachers involved we will rethink the assignments and deliverables, share best practices, introduce new teaching methods and optimize feedback tools.

We offer around twenty different graduation studios with a capacity of around twenty-four students each.

Desired Outcome: Identification of effective components and areas requiring improvement in the curriculum, enabling timely adjustments and long-term enhancements, while fostering an evaluation mindset among all stakeholders.

Innovative Features: The program integrates competency-based learning, case-driven education, project-based learning, and programmatic assessment, all implemented for the first time in Rotterdam. A spiral evaluation approach ensures iterative improvements, and a longitudinal perspective tracks the progress of the same student cohort across three years.

Context: The curriculum reflects a shift in medical education, focusing on selective biomedical knowledge and competency development, addressing the exponential growth in medical knowledge and evolving educational needs.

Context:

This innovation project is part of a Continuous Medical Education program which takes place on the Intensive Care Unit at the Erasmus Medical Centre (400 healthcare professionals). This projects focusses on quality improvement in patient care through an educational strategy based on Kirkpatrick’s four levels of education model supported by real time dashboarding (level 1 of our AI program) of the results.

Aim:

The purpose is to create a result driven educational program that enhances healthcare professionals’ abilities to achieve key performance indicators through both digital an in-person education, where desired bedside behavior is continuously being monitored and supported by real time dashboarding.

Desired Outcome:

The desired outcome is to ensure that healthcare professionals consistently meet established KPI’s for specific patient categories, thereby improving patient outcome. This is visualized through real-time dashboarding and supported by a human factor monitoring and education system. Additionally, this is also the first step to introduce healthcare professionals to data-driven work as a precursor to implementing AI models in patient care.

Innovation:

The innovation lies in the comprehensive approach to education and monitoring:

- Blended and just-in-time learning: Combining digital platforms (ICU.nl) with in-person training to ensure just-in-time learning and practical application;

- Real-time dashboarding: Continuously displaying KPI’s at the bedside to monitor and support healthcare professionals;

- Human factor monitoring system: Daily experts visits to provide on the spot teaching and gather data on performance gaps to adjust the educational program accordingly.

Desired outcomes:

Next to developing the curriculum, two key challenges stand out:

1. Creating a Cohesive Teaching Team: How can we form a team of educators with a broadly supported and practical educational vision for interdisciplinary teaching?

2. Developing Clear and Assessable Learning Pathways: How do we ensure transparent and testable learning trajectories in areas such as knowledge, academic skills, transferable skills, and interdisciplinary working?

Context: The bachelor's program was approved by the NVAO in the spring of 2024 and is set to start in September 2025. It is a collaboration between three faculties (Faculty of Science, Faculty of Social and Behavioural Sciences, and Faculty of Governance and Global Affairs) and five institutes.

Students in the bachelor's programs of Dutch Law and Tax Law follow as part of the program a skills trajectory. Students receive a lot of individual written feedback for their assignments, but we have noticed that students not always use this feedback to improve their skills. Therefore, I aim to redesign the assessment within the skills trajectory into a more holistic approach, through which students are stimulated to take more responsibility for their learning.

Aim:

The goal of this project is to redevelop the skills trajectory in a way that is more aimed at the actual development of skills and that better matches the vision of Erasmus School of Law with regard to assessment. Two key objectives are central to this project:

1. Have students learn from assessment instead of assess their learning. We will focus on the process of skills development instead of assess their skills in a single moment.

2. Give students more responsibility for their own skills development.

Approach:

This innovation project will focus on 2 bachelor's program, involving in total around 1500 students. We will implement the redesigned courses per cohort of students. We will make use of various forms of feedback, such as peer feedback and self-assessment, thereby not only depending teacher feedback.

Aim: The goal is to increase the mutual interactions between entrepreneurial students, and to improve the impact of their experiential learning. as they interact with customers, entrepreneurs, partners and investors.

Results: Students in different programmes and study phases stimulate each other in their enthusiasm and ambition towards strategic entrepreneurship. Graduate students coach and inspire undergraduates. Together they develop opportunities to improve the world in a positive way. The Strategic Entrepreneurship graduates are specifically challenged to reflect on the collective learning journey, its optimization, and the potential impact from their graduate work.  

A cased-based educational course in obstetrics and gynecology in the revised BSc medical education program ErasmusArts 2030.

Desired outcome

A cased-based, five weeks course in obstetrics and gynecology. 11 exemplary clinical cases will be developed including (1) preparatory educational courses (e-learnings, e-clips, literature), (2) instructions for medical teachers and (3) a case-based exam.

Innovation

Current medical education in the BSc curriculum is merely based on reproduction of knowledge, at basic level instead of learning how to solve real-life medical cases of public health problems.

This new course, as part of the spiral curriculum ErasmusArts 2030 is well aligned to clinical practice. BSc medical students will not solely be trained to pick up basic knowledge but the focus will be shifted to applying this basic knowledge to real-life clinical cases. Testing and performance level will shift from Bloom level 1-2 to Bloom level 4-5.

Context

This course is part of / aligned to our spiral curriculum ErasmusArts 2030 (bachelor and master medical curriculum of the largest medical faculty in the Netherlands).

1.       Offer additional courses on methods and statistics

2.       More space in the curriculum for electives

3.       More space in the curriculum for practical internships

The master consists of eight different specializations. In each specialization, students currently follow a fixed program; there are no electives. The current program for each specialization consists of three theoretical courses and three practical courses offered in the first part of the year. After the Christmas breaks all students, regardless of the specialization, take the same statistics course. Students finish the year with a master thesis (based on an empirical research project) and, if they wish, a practical internship. Students have few opportunities to focus on topics that they find particularly interesting or relevant for their future careers.

The problem with the current statistics course is that students differ greatly in their knowledge of statistics, in the ambitions they have and in the extent to which certain statistical techniques are relevant to them. The better students find the statistics course not challenging enough and weaker students find it difficult. Furthermore, students would be better prepared for the master's thesis and their later careers if the content of the statistics course better matches the specific master's specialization and interests. Because the current statistics course is being moved to year 3 of the bachelor's program, there is room in the program for a more differentiated range of statistics courses, electives and expansion of the space available for practical internships.

As mentioned above, there are currently no electives in the master's program. Students therefore have only limited opportunities to place their own emphasis. With the development of a limited number of electives, which should be interesting for students of different specializations, we could offer a more interesting package of courses to the students.

A final change concerns the practical internships. With only 12 EC, there is currently little space in the curriculum to do a practical internship in addition to the master's thesis. This can cause study delays, especially for students in the Clinical Psychology specialization, as institutions often require students to complete an internship longer than 12 EC. With the curriculum changes, I hope to create more space for practical internships.

Design Phase (Sep 2024 – August 2025)

·       Programme Outline Drafts: presentation of drafts to Curriculum Revision Committee members (November, 2024)

·       Industrial Advisory Board: presentation of outline drafts to the Industrial Advisory Board (October, 2025)

·       Final Programme Outline: selection of Programme Outline (by August 2025)

Content Development Phase (September 2025 – August 2026)

·       Common Courses Coordination: coordination of learning objectives and topics in common courses

·       Track/Profile Coordination: coordination of courses within the track/profile

·       Course Descriptions: description of all courses (Study Guide) (by March 15th, 2026)

·       Further Course Development: development of Q1 (by Sep 2026) and further