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Design for Fundamental Needs

Identifying and designing for enjoyable and meaningful experiences The essence of design lies in its ability to meet individual and collective needs. The relevance, purpose, meaning, and success of any design (product, service, building, etcetera) hinge on how well it satisfies fundamental needs. Design that addresses human needs not only evokes positive emotions but also has the potential to enhance long-term happiness. Date 25 & 26 September 2024 Group size 8-16 participants Location Industrial Design Engineering, TU Delft Deadline 16th of September 2024 This Master Class features a blend of interactive tutorials and workshops, exploring various aspects of design related to fundamental human needs, emotion, and happiness. The program includes theory, measurement, and practical applications. Participants will be introduced to design approaches that are grounded in robust theory yet remain pragmatic and user-friendly. By the end of the masterclass, participants will have deepened their understanding of fundamental needs, how design elicits emotions, and influences happiness. They will also gain hands-on experience in formulating design intentions that include Fundamental Needs. Learning Objectives During this masterclass, you will learn to: Understand what fundamental needs are and how they drive human emotions. Understand what emotions are and how design evokes emotions. Use tools and techniques to implement needs and emotions in design processes. Content Fundamental need, emotion and well-being related theory and research methods. Design for fundamental needs and emotion techniques and methodologies. Practical tools that can be immediately applied in everyday practice, along with a comprehensive reference guide. Speakers Pieter Desmet Pieter Desmet is full Professor of Design for Experience at IDE, TU Delft. He has published over 100 articles and books in the fields of experience design, emotion, design for fundamental needs and subjective well-being. Programme Day 1 Day 2 9:00 Registration, coffee and tea 9:45 Introduction: Emotion-driven design 10:45 Break 11:15 Lecture and exercise: Fundamental Needs 13:00 Lunch at the Porceleyne Fles 14:00 Lecture and exercise: Micro emotions 15:30 Break 16:00 Introduction: Functional perspectives on emotion 17:30 End of the first day 9:30 ​ Lecture and exercise: From needs to motives 10:45 Break 11:15 Lecture and exercise: capturing emotions 13:00 Lunch at the Faculty of Industrial Design Engineering 14:00 ​ Lecture and exercises: Design with dilemmas 15:30 Break 16:00 Debate: how to implement insights into practice 17:00 Closing and drinks Practical Information How to prepare? Bring an example of a product or design that contributes to your personal happiness. Book All participants receive a copy of the “Positive Design Reference Guide” (2015, TUD), and a copy of the “Human Experience Catalog” (2020, TUD). All course materials are included in the course fee. After the course Two months after the course, a pre-set consultation timeslot will be offered to all participants to share experiences and ask questions. The format and the timing will be discussed with the participants during the IDE Master Class. Costs Master Class € 950 standard € 850 for members of BNO, KIVI IO, HumanFactorsNL € 750 for IDE alumni Courses are VAT-free Lunch, drinks, material and book are included Reduction € 100 for each additional Master Class per organisation in 2024 € 100 if you register before the 15th of September 2024

Blended Bootcamp

<< Educational Advice Teach Open menu Improve student attendance and engagement Provide effective feedback Supervise your students Blended Learning support Collaborative Learning Need support? Get in touch with us! We are happy to help. Teaching-Support@tudelft.nl +31 (0)15 27 84 333 Anchor Links Example More contact details Course design bootcamp The course design bootcamp is an exclusive opportunity for you to immerse yourself in educational innovation for two days. You will collaborate with colleagues and experts to improve your academic education through practical and hands-on activities. The bootcamp is organised multiple times a year. You can reach out to the blended learning adviser at your faculty to learn about the next available dates. What is the course design bootcamp? The bootcamp aims to provide teachers and educators with inspiration, flow, and focus to improve the teaching they provide and the learning they facilitate. Together with educational experts, advisers, learning developers, and teaching assistants, ideas for development will be refined and various solutions explored. Feedback from peers and experts will strengthen your approach and guide you towards a solid action plan that can be executed after these intensive days of collaboration. What the bootcamp provides You can expect the bootcamp to provide you with: a concrete and practical design for educational improvement of your own course(s); a plan for developing and implementing your improved course; an expanded network of colleagues and experts who can also support you in further developments after the event. Who can participate? In total four course teams can participate in each bootcamp. A course team consists of at least two lecturers (e.g., the course manager, a lecturer, a PhD candidate) and someone who represents the student perspective and ideally has taken the course themselves, like a teaching assistant or senior student. Practicalities Participation in this unique opportunity is free of charge, including hotel accommodation and catering. To apply, you are requested to write a short proposal (maximum one A4). The proposal will be assessed based on the following criteria: Improvement of education: how do you want to improve (a part of) your campus course? Effect on student learning: how will your project outcomes affect student learning? Applicability in teaching: how will you and your colleagues use the project outcomes in your courses? Course team: who will be involved in your course team? A course team consists of at least two lecturers (e.g., the course manager, a lecturer, a PhD candidate), a student assistant. A blended learning adviser will also be available to support your course team. How to participate Write a short proposal of one A4. Make sure that the four aforementioned points are included. For support, please reach out to your faculty blended learning adviser. Submit your proposal to your blended learning adviser. This can be done year-round; we will consider your proposal for the next available bootcamp. Await outcome of the proposal submission. We will inform you at least one month before the bootcamp date if your proposal is accepted. For any further questions please reach out to the blended learning adviser at your faculty.

Admission procedure of Aerospace Engineering – TU Delft

The first step is to register via Studielink before 15 January. You will be officially enrolled once you have fulfilled the academic requirements for the degree programme, and when the digital authorisation for the payment of your tuition fees has been processed. You will then receive a notice of enrolment. Important dates: Registration in Studielink: Before January 15th 2024 Checklist Before you apply to this bachelor programme make sure you have taken these steps: Check if you meet the admission requirements. Read the information about the selection procedure. Apply before the deadline on January 15th. Application procedure Do you have a Dutch diploma? Students with a Dutch diploma can apply for enrollment at TU Delft via Studielink . You need your DigiD to enroll. Do you still need to apply for your DigiD? Then we recommend that you request and activate this at least 3 weeks before the registration deadline. Follow the steps below to register for this Bachelor with a Dutch diploma. Register with a Dutch diploma Do you have an international diploma? Students with a non-Dutch (international) diploma or education can apply for enrollment at TU Delft via Studielink . After registering you will receive an email with instructions to continue your registration in the TU Delft registration system Osiaan . The deadline for numerus clausus programmes is 15 January, for other programmes the deadline is 1 April. Register with an international diploma Prepare for the bachelor When applying for this bachelor you can further prepare for the programme with the following resources Mini-MOOC Find out whether you and the programme are a match by taking our online mini-MOOC. This course is also part of the selection procedure. Pre-University Calculus Prepare for Introductory Calculus courses. Refresh or become familiar with some elementary level mathematics needed for BSc studies in technical universities. Student-for-a-day Do you want to learn more about our study pogramme? Then join one of the Open Campus days or our student-for-a-day events. Questions? Do you have questions about the general admission procedure? You can contact the Contact Centre . Do you have questions about the selection procedure of Aerospace Engineering? Then contact study-ae@tudelft.nl.

BSc and MSc Thesis Project Opportunities

BSc and MSc Thesis Project Opportunities MSc Thesis Project Opportunities Next generation in-situ sensor on-a-chip for cell-culture monitoring Theme: flow / sensor technology Starting from: January / February 2025 Description: Organ-on-chips (OoCs) are micro-fabricated platforms that replicate the function and structure of human organs, enhancing the quality of in vitro testing, particularly in drug development[1, 2]. Despite the potential, OoC currently relies on fluorescent microscopy analysis, which requires labelling, thereby terminating the experiment. Thus, the need for label-free, continuous real-time analysis of cell viability parameters remains a critical challenge in advancing OoC models[1, 2]. Stimuli-responsive polymers have attracted great scientific interest in the field of chemical and biochemical sensors, due to their ability to change their physical and/or chemical properties in response to stimuli[4, 5]. In diagnostics, the development of stimuli-responsive microgel-based etalon sensors provide an optical response to a variety of stimuli such as temperature, pH and various biomolecules[6]. The microgels are made from pNIPAm (Poly(N-isopropylacrylamide)) thermo-responsive polymers, which are co-functionalized during synthesis to be responsive to other stimuli as well (e.g., pH, lactate, glucose and dissolved carbon dioxide (dCO2)). In this project you will develop an integrated metabolite-sensing platform designed for precise detection and monitoring of key metabolic indicators in cell cultures. The platform will utilize etalon sensors on substrates such as PDMS, glass, or silicon, designed to operate within an incubator environment at 37°C and high humidity. The aim is to integrate these sensors within Bi/ond’s microfluidic chip, and enable real-time, non-invasive monitoring of biological samples on OoC. Resulting in on-site analysis of crucial parameters for applications in tissue engineering, screening, and precision medicine.

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New LDE trainee in D&I office

Keehan Akbari has started since the beginning of September as a new LDE trainee in the Diversity and Inclusion office. What motivated him to work for the D&I office, what does he expect to achieve during this traineeship? Read the short interview below! What motivated you to pursue your LDE traineeship in Diversity and Inclusion office of the TU Delft? I completed both bachelor's and master's degrees in Cultural Anthropology and Development Sociology at Leiden University. Within these studies, my main area of interest was in themes of inclusion and diversity. After being hired as a trainee for the LDE traineeship, and discovering that one of the possible assignments belonged to the Diversity and Inclusion office, my choice was quickly made. I saw this as an excellent opportunity to put the theories I learned during my studies into practice. What specific skills or experiences do you bring to the D&I office that will help promote inclusivity on campus? I am someone who likes to connect rather than polarize, taking into account the importance of different perspectives and stakeholders. I believe that this is how one can achieve the most in fostering diversity and inclusion. You need to get multiple parties on board to get the best results. What are your main goals as you begin your role here, and how do you hope to make an impact? An important goal for me this year is to get students more involved in diversity and inclusion at the university. One way I will try to accomplish this is by contributing to the creation of D&I student teams. By establishing a D&I student team for faculties, it will be possible to deal with diversity- and inclusion-related issues that apply and relate to the specific department. How do you plan to engage with different (student) communities within the university? Since I am new to TU Delft, the first thing I need to do is expand my network here. Therefore, I am currently busy exploring the university and getting to know various stakeholders. Moreover, I intend to be in close contact with various student and study organizations to explore together how to strengthen cooperation on diversity and inclusion. Welcome to the team Keehan and we wish you lots of success with your traineeship!

Researchers from TU Delft and Cambridge University collaborate on innovative methods to combat Climate Change

For over a year and a half, researchers from TU Delft and the Cambridge University Centre for Climate Repair have worked together on groundbreaking techniques to increase the reflectivity of clouds in the fight against global warming. During a two-day meeting, the teams are discussing their progress. Researchers at Cambridge are focusing on the technical development of a system that can spray seawater, releasing tiny salt crystals into the atmosphere to brighten the clouds. The team from TU Delft, led by Prof. Dr. Ir. Herman Russchenberg, scientific director of the TU Delft Climate Action Program and professor of Atmospheric Remote Sensing, is studying the physical effects of this technique. Prof. Russchenberg emphasizes the importance of this research: "We have now taken the first steps towards developing emergency measures against climate change. If it proves necessary, we must be prepared to implement these techniques. Ideally, we wouldn't need to use them, but it's important to investigate how they work now." Prof. Dr. Ir. Stefan Aarninkhof, dean of the Faculty of Civil Engineering and Geosciences, expresses pride in the team as the first results of this unique collaboration are becoming visible. If the researchers in Delft and Cambridge can demonstrate the potential of the concept, the first small-scale experiments will responsibly begin within a year. This research has been made possible thanks to the long-term support from the Refreeze the Arctic Foundation, founded by family of TU Delft alumnus Marc Salzer Levi . Such generous contributions enable innovative and high-impact research that addresses urgent global challenges like climate change. Large donations like these enable the pursuit of innovative, high-impact research that may not otherwise be feasible, demonstrating how our collective effort and investment in science can lead to real, transformative solutions for global challenges like climate change. Climate-Action Programme

How system safety can make Machine Learning systems safer in the public sector

Machine Learning (ML), a form of AI where patterns are discovered in large amounts of data, can be very useful. It is increasingly used, for example, in chatbot Chat GPT, facial recognition, or speech software. However, there are also concerns about the use of ML systems in the public sector. How do you prevent the system from, for example, discriminating or making large-scale mistakes with negative effects on citizens? Scientists at TU Delft, including Jeroen Delfos, investigated how lessons from system safety can contribute to making ML systems safer in the public sector. “Policymakers are busy devising measures to counter the negative effects of ML. Our research shows that they can rely much more on existing concepts and theories that have already proven their value in other sectors,” says Jeroen Delfos. Jeroen Delfos Learning from other sectors In their research, the scientists used concepts from system safety and systems theory to describe the challenges of using ML systems in the public sector. Delfos: “Concepts and tools from the system safety literature are already widely used to support safety in sectors such as aviation, for example by analysing accidents with system safety methods. However, this is not yet common practice in the field of AI and ML. By applying a system-theoretical perspective, we view safety not only as a result of how the technology works, but as the result of a complex set of technical, social, and organisational factors.” The researchers interviewed professionals from the public sector to see which factors are recognized and which are still underexposed. Bias There is room for improvement to make ML systems in the public sector safer. For example, bias in data is still often seen as a technical problem, while the origin of that bias may lie far outside the technical system. Delfos: “Consider, for instance, the registration of crime. In neighbourhoods where the police patrol more frequently, logically, more crime is recorded, which leads to these areas being overrepresented in crime statistics. An ML system trained to discover patterns in these statistics will replicate or even reinforce this bias. However, the problem lies in the method of recording, not in the ML system itself.” Reducing risks According to the researchers, policymakers and civil servants involved in the development of ML systems would do well to incorporate system safety concepts. For example, it is advisable to identify in advance what kinds of accidents one wants to prevent when designing an ML system. Another lesson from system safety, for instance in aviation, is that systems tend to become more risky over time in practice, because safety becomes subordinate to efficiency as long as no accidents occur. “It is therefore important that safety remains a recurring topic in evaluations and that safety requirements are enforced,” says Delfos. Read the research paper .