On our way to the Bachelor College November 2011

In brief All Bachelor programs in one Bachelor College As of September 2012 Bachelor range more attractive, challenging and feasible For real scientists and more humanities-focused, general scientists

Reasons 1.Intake problem 2.Graduation rate problem 3.Demand from society

1. Intake problem TU/e attracts specifically one type of science focused Bachelor student (66%). Demographic shifts lead to a decline in Bachelor intake from Limburg and Brabant. TU/e attracts too few high-school pupils from other regions. TU/e attracts too few female Bachelor students.

2. Graduation rate problem 40% of the Bachelors drop out in the first year 10% of the Bachelors drop out in the 2nd and 3rd years 35% of the remaining Bachelors gain their degree within 4 years Result: an average of 20% of the Bachelors gain their degree within 4 years

3. Demand from society Increasing need for engineers. Engineers able to create links between engineering and non-engineering disciplines and humanities and social sciences. Need for entrepreneurial engineers able to transform that technological knowledge into societally and economically attractive innovations.

Intake goals of the Bachelor College 50% more Bachelor students Including 35% more female Bachelor students* This implies: *excluding transfer university and higher vocational students Intake Female share18%24%

Graduation goals of the Bachelor College Less dropout in the first year. 70% of re-enrollers, after the first year, gain their degree within four years. Higher Master program intake. More Master graduates each year. To 1250 MSc’s in 2020 Greater variation in MSc graduation profiles

Societal demand goals of the Bachelor College Growth boost for economic top sectors and Brainport Eindhoven. Towards engineer of the future.

Engineer of the future Multidisciplinary Diversity of talents ‘Unique selling points’ Highly analytical, problem-solving and innovative Link between engineering and society Working in a globalizing world Lifelong learning

Solving intake problem Include subjects that place their own discipline in a user, societal and/or entrepreneurial perspective More elective freedom: deepening in own discipline or broadening Coaching from moment of intake New majors Attract extra students by extending catchment area to the whole of the Netherlands and bordering countries

Solution to graduation rate problem Study program components (subjects and projects) of five credits or multiples thereof Maximum of three parallel study program components per quartile More student activating forms of work Possibility to test within study program components Fewer re-sits Compensation Coaching of study progress and choices Final exam is max. 70% of final grade

Study structure of TU/e Bachelor College Major (90 credits) Electives (45 credits) Basic subjects (30 credits) USE: User, Society and Enterprise (15 credits)

Major (90 credits) Under CROHO registration one study program may contain more than one major, each of which prepares for a separate Master or Master track. A Major is the door in any case to (one of) the Master(s) of the respective department.

Electives Departments make proposals for coherent elective packages. A coherent package contains max.15 credits. There is also room for individual subjects worth 5 credits. Coherent packages are also available for students with other majors.

Basic subjects (30 credits) Mathematics Physics (knowledge and methodology) Engineering Design Humanities & Social Sciences Professional skills (communication, cooperation, reflection)

USE Subjects (packages) that look at technology from the user, society and/or entrepreneur. In addition to 5 credits for Humanities & Social Sciences in de basis, a USE component of 15 credits. Several variants. Possibility to choose USE subjects in free electives.

Quality first! TU/e remains a university of technology. Level of graduate TU/e engineer remains high. More focus on varied needs in the education and employment market. Coaching: supervise student, monitor study progress, prevent dropout. Study components (subjects and projects) ascribed a level: introductory, deepening and specializing (advanced).