Fontys PULSED Brandbook

P U LSE D BRANDBOOK

Fontys PULSED

M A K E E D U CAT I O N A N D L I F E O N E

Fontys PULSED Picture of Fontys TEC Tasting event.

Doubt is the beginning of all wisdom, so whoever begins to doubt is on his way to becoming wiser; education is hesitating.

That is how science is knowing that we really do not know everything. Sometimes it is heavy, but before we see the big picture many small things have to be done. Whoever learns from yesterday but works on tomorrow, is developing himself.

Wondering forms the basis, we are all part. Because differences make people, like people, the difference. We call it research, but it is also about experiencing.

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C ONT E NT

I N T RO D U CT I ON 2 TA BE L O F C O N T E N T

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MI SS I O N A N D V I S I O N

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O U R VA LU E S

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W E M A K E A D I F F E R E N CE

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SE L F D I R E CT E D T E C P RO FES S IO NA L

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APPROAC H 1 2 D E SI G N BAS E D L E A R N ING

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PRO G RA M M E S 1 4 O U R E D U CAT I ON A L P RO GRA MS

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E XPE CT E D S T U D E N TS

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W I T H E D U CAT I O N A L PA RTNERS

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PA RT N E R S O F I N D U S T RY

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D E SI G N M A P

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BRA N D I N G 2 4 T E AM

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PU LS E D O RGA N I Z AT I O N C HA RT

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N OT E S

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O UR MIS S ION IS TO

M A K E E D U CAT I O N A N D L I F E O N E Education is not a preparation for life.

We believe that education is part of life itself. Where “learning” is the connecting factor.

Fontys PULSED at Paaspop Academy 2019. Picture made by Joep van Dijk.

OUR V IS ION IS T HAT

B O U N DA R I E S A R E M E A N T TO B E C RO S S E D To be able to empower yourself and society it’s important that you explore and cross boundaries.

p. 4 Fontys TEC Tasting event with student lectures.

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O UR VA LU E S Our values are based on how we work as a team and how we work with students.

Every day we keep each other focused on living up to these values and putting them into practice.

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TRUE COLOR Who are you really? What influence does your cultural background have on your identity? We believe it is important that you consciously think and act from your own ‘color’.

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THE NEXT STEP Is there always a next step? We believe so, and this requires that you be self-directed and to be creative.

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COMMITMENT

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You don’t learn alone. It is a social process that focuses on working together. Working together on challenges requires resilience and perseverance.

Picture of design session PULSED with alumni.

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WE MA K E A DIFFE R E NC E We make a difference in education through the following elements. Every day we are busy expressing these elements in our professional practice.

@HOME FEELING We believe it’s important to create an open learning dynamic environment where students from different cultures, nationalities and disciplines of expertise are united in a place that feels like home for everyone. In order to do so, we (re)shape and (re)create this unique and modular/flexible environment together with our student.

FA I L F O R WA R D Failure has a permanency to it and we don’t want students to fail. “We want them to revise and iterate based on what they learned from failing – all on a path to real success.”

This requires support, guidance, and most importantly, the time and space to reflect on their ‘fantastic fails.’ This subtle shift from failure to failing can reduce the unease of judgment or acceptance that may be holding students – and teachers – back.

S PA R K FAS C I N AT I O N We believe great ideas start with your very own fascination. Sometimes this creative spark can start from empathy, but sometimes it’s also the problem or the process where you relate yourself to that sparks up the design process you are working on.

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A great idea can be born quickly and later on connected with the audience, but the beginning part always starts with the sense of awareness. This might involve tapping into prior knowledge, but it might also involve providing a new question, scenario, story, or phenomenon that pushes you to question your prior knowledge.

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Picture of the PULSED PEAK office.

S E L F D I R E CT E D T E C P ROFE S S IONA L Fontys PULSED Picture of DNA TEC professional.

Our programs have been developed in such a way that students can develop into self-directed professionals with the ability to work creatively together in different fields and disciplines. The design-led creative process developed by PULSED promotes the personal, professional and educational background of the students and strengthens their existing identity, skills and knowledge.

This process also enriches them with additional competencies in order for them to grow into virtuous team players who are able to take on today’s complex challenges.

We aim for a multidisciplinary intake of students for each program. We distinguish two main streams: technical and non-technical students. The DNA of the Self Directed Professional that we educate is also created by paying attention to the following concepts in the programs. The emphasis within the DNA profile differs per program.

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PERSONAL IDENTITY The True Colors program assumes that the uniqueness of every individual is already present from birth. It believes strongly in a student’s true colorfulness and potential, regardless of origin, nurture and experiences. The program helps students to acquire the knowledge and skills to become aware of their personal identity, their true colors.

A didactic and pedagogical learning environment helps them to make this uniqueness visible and connect their true colors to the contemporary complex challenges.

The True Color process takes place in an international and intercultural environment where students from all over the world follow the same program, however, from a different disciplinary, cultural and international perspective. With a presence of so much diversity and students becoming responsible global citizens, exposes the richness of the true colors of the individual and the group at the same time.

PRACTISE BASED RESEARCH Practice based research is an essential part of the PULSED programs. We aim to train professionals who have the inquisitive ability to systematically shape the design process of social and technological innovation from different perspectives. Research is always an integral part of the design process.

Research takes place during the design process (research through design) and design as a means of participating in research (design science research).

In each process role of design based working, the development of inquisitive ability and the execution of one or more research cycles are necessary. However, the emphasis is different, depending on the process role.

DESIGN BASED WORKING Design based working stands for: “Actively seeking out and creating opportunities for alignment, concerning the realization of positive impact, using technology.” During the PULSED learning activities, we emphasise the process and emerging artefacts, rather than the actions one executes. We believe that this stimulates both a ‘makers mindset’ and the discovery of one’s own preferred approach to designing.

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The PULSED designer works according to the following principles: authentic, context appropriate, involvement of stakeholders, cross disciplinary and scalable. while critically evaluating their actions and continuously validating their assumptions through their artefacts.

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FUTURE TECHNOLOGIES In the year 1820, a person could expect to live less than 35 years, 94% of the world’s population lived in extreme poverty and less than 20% of the population was literate. Today, humanity’s life expectancy is more than 70 years, less than 10% of the world’s population lives in extreme poverty and more than 80% of people are literate. These improvements are mainly due to technological progress, which begins in the industrial age and continues in the information age.

Many exciting new technologies are continually changing the world and improving human well-being.

Basic knowledge and some practical experience enable people to feel and understand these new technologies. This leads not only to their use, but also to their application in new innovations. A self-directed professional creates a responsibility and awareness of future technologies. And has insight into the impact of these technologies and the role they play in today’s and tomorrow’s society.

How does it affect my personal life, my professional career, my friends and family?

GLOCAL IMPACT When we see a bold or tremendous change, there’s no doubt we’re witnessing impact. Some changes, though, are small, gradual, or even take place over generations. Those shifts are more difficult to identify, but are nevertheless evidence of impact. The impact of the artifacts designed by students must be confirmed by the ‘actual’ users. This means that they must proactively seek out the user and involve them in the realization process.

We empower students to find out where they want to create their own impact on society. By looking inwards and finding their own core values, passions and frustrations they create their own message to the world. Translating this message into a measurable future solution (realisation of an artefact) is where they add value to the people around them or maybe even on the other side of the world.

A learning line has been included in all programs on sustainable development goals. The aim is for students to find out which goals they want to contribute to on a local or global scale.

SOCIAL ENTREPRENEURSHIP Social entrepreneurship is, at its most basic level, doing business for a social cause. In other words, social entrepreneurs create social impact by doing business. They combine social issues with commercial ones in a way that improves the lives of people who have to deal with the cause. Ethics and sustainability are therefore important aspect that social entrepreneurs take into account when developing and bringing new solutions to the market. They do not only measure their success in terms of profit. Success to social entrepreneurs means that they have improved the world. So it doesn’t necessarily mean that they set up their own company, but they do have an entrepreneurial attitude, are proactive and have a sense for new possibilities. p. 10

p. 11 Fontys PULSED Picture of Minor Embrace TEC students at keynote session Paaspop Academy.

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A P P ROAC H

p. 12 Picture of design sessions PULSED.

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DE S IGN BAS E D LE A R NING

Design-Based Learning (DBL) is an educational approach based on the research processes and reasoning to generate innovative artifacts, systems and solutions. It uses the pedagogical insights of problem-based education. Broadly speaking, DBL can be seen as an instruction method that involves students in solving realistic (design) problems while reflecting on the learning process.

It emphasizes the planning and design of activities that resemble authentic technical environments where students make decisions in the design of cognitive thinking processes as they go through iterations in generating specifications, making predictions, experiencing and creating solutions, testing and communicating.

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The focus of learning is in defining opportunities and creating concepts through a design-led innovation process. Acquiring the theoretical knowledge and practical skills necessary to perform these conceptual developments prepares professionals who are able to handle contemporary complex issues and search for hidden opportunities in order to develop these into value-creating concepts.

Picture of hashtags Design Based Working.

P ROGRA MS Fontys PULSED

Our programs are built on an understanding that disciplinary, cultural and intellectual diversity, combined with a creative and open mindset, drives successful (social, business & technological) innovation.

P icture of Minor ETEC shitty robot challenge.

During the programs students will work on challenges, where students train and polish their ability to conduct research and notice areas of opportunity, to sense the current limits of technology and how to expand those borders, to notice changes in people’s needs and habits and uncover new possibilities by reframing familiar problems.

Our programs combines education and innovation into an active learning approach.

Students are challenged to search for new ways to address complex contemporary challenges by utilising the synergy that comes from creative practices and exploring emerging technologies.

Picture of drawing bots made by Minor Embrace TEC.

Picture of hastags Design Based Working.

During their studies, students get a unique creative educational experience by participating in the innovation process in collaboration with industry, community and government partners.

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OU R E DUCAT IONA L P ROGRA MS

This is a TEC program for ‘dropouts’. These are students who drop out of Fontys in the first year. The causes of the dropout are diverse. In collaboration with the Fontys services SV and M&C and R&D, the Empower curriculum has been developed. The aim of the program is for students to remain active in a social community that also contributes to the recognition and recognition of their personal identity. From this self-knowledge and the implementation of TEC for Society educational projects, they also develop knowledge and skills at higher professional level.

Picture of DNA Empower TEC.

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EMPOWER TEC

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EMBRACE TEC An international and intercultural learning environment is created in this minor because there is a broad influx of both disciplines and nationalities. The aim of the minor is to enable both technical and non-technical students to work on Future Solutions that they have created themselves. The curriculum has been developed in such a way that students experience and/or develop a high degree of entrepreneurial spirit, so that they are much more in control of their own professional development. Because we work with learning outcomes, an important aspect of the minor is that there is a lot of attention for the development of ‘self directing’ attitude.

Picture of DNA Embrace TEC. p. 16

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This program was created because there is a great demand for professionals who can work together between and with other disciplines. In the curriculum, students will work both design-based and research-based in order to discover new solutions in collaboration with the business community in the Brainport Region. The solution is not the most important in this master’s program. First of all, there is a strong emphasis on researching the environment and the problem mentioned. Is this the real problem? In addition, every technological solution we come up with today has ethical pros and cons that have consequences for the interaction between people themselves, but also between people and technology and people and the planet. The master Future Impact Design provides professionals who can both do research and realize a solution.

Picture of DNA Future Impact Design.

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FUTURE IMPACT DESIGN

E X P E CT E D S T UDE NTS Fontys PULSED p. 18 Picture of amount of students in TEC programs.

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W I TH E DUCAT IONA L PA RT NE R S

These activities contribute to the realization of a continuous (learning) line around TEC knowledge and skills from pre-vocational secondary education to higher professional education. It is important that there are warm transfers between the different levels of education and that young people come into contact with the (im)possibilities of technology at an early stage. In order to achieve this, we do the following.

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EDEX

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INCOMPANY EDUCATIONAL DESIGN EXPEDITIONS

Every January we organize the Educational Design Expedition in Eindhoven.

A three-day event in which teachers (of all levels of education) from all over the country come together to design education. During this three-day event we focus on design questions that an individual teacher or a team of teachers brings with them.

By giving the teachers ownership of their own design process, every conceivable design question is possible. Whether it concerns the (re)design of a curriculum component or the design of a learning line, or a project that does not yet exist.

In doing so, we pay attention to experience, didactics and the design of learning materials. For more info ww.educationaldesignexpedition.com

Do you have an education (re)design question within your school? Would you like to come to a concrete (re)design instead of long, not very concrete discussion sessions? Then EDEx can offer the solution. With the “Expedition in house� we offer a customized program in which we work with your (re)design questions.

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VOCATIONAL TEC PROGRAMS

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SECONDARY SCHOOL TEC PROJECTS Together with teachers of secondary school in the Brainport Region we design TEC project. These projects have a running time of 10-20 weeks. We implement them together what means that our teachers, materials and learning environment are available to the students.

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Students of Summa College have now the opportunity to follow a Social Entrepreneurship program. We designed this program together with teachers and students and currently we finish the first tranche.

PA RT NE R S OF INDUS T RY Fontys PULSED

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We train self-directed professionals who must be able to be of value in different companies. Because we have multi-disciplinary learning groups in all programs, we also like to visit different business contexts. On the one hand it is about what the companies do with regard to technology or creativity.

And on the other hand because of the organizational forms they use, with all field trips we’re aiming to get students to taste the different sectors and we challenge the students to think and act cross-sectorally.

TMC TMC is a unique collection of self-starting, highly skilled and almost self-employed technical professionals. Their unparalleled Employeneurship model offers engineers from all backgrounds the comforts of employment and the opportunities of entrepreneurship. # This makes their context a challenging, stimulating environment in which our students are welcome to explore and work on short term projects. Many of our students also do an internship at TMC after the minor. https://tmc-employeneurship.com/

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CSU Dutch top 3 player in cleaning. CSU wants to be an expert, reliable and innovative party that distinguishes itself by being a good employer, excellent operations and a customer-oriented approach.

A company where customers like to become and remain customers and where people like to come and continue to work. # We work with the Innovation team of CSU, they innovate by exploring the possibilities of technology and robotics for their industry. They follow the technological and social developments in the world, translate these into CSU’s customer-oriented services. Our students bring some TEC power to the projects. https://www.csu.nl/

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BODEC The expert in process optimization for the food industry, was founded in 1994 by Frank de Boeff and Paul Deckers. For more than a quarter of a century, they have been able to translate new, innovative possibilities and opportunities in the field of process technology into practice. They support the entire process from A to Z: from design and modelling to engineering and production. # Our students combine fieldtrips to BODEC to get hands on with new food combinations and start prototyping real quick. https://www.bodec.eu/

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SMART PHOTONICS Is a foundry offering production services for mainly Indium Phosphide based photonic components.

They are an independent pure-play foundry, using their knowledge, experience and equipment to produce photonic components for their customers, based on their designs.

Smart Photonics offer the complete production process from epitaxial growth and re-growth, processing, polishing and dicing of wafers into chips. # Our students combine a fieldtrip to the context of Smart Photonics with a challenge to find out of they have the motivation to start working with Photonica. https://smartphotonics.nl/

It’s true, VanBerlo is a special company. That’s in large part due to their people. They can create the difference for their clients not only because we have a highly skilled team of experts, but because they work well together as a whole. The VanBerlo family has its own unique atmosphere, and working with them is more than a job. It’s an experience. https://vanberlo.nl/

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VAN BERLO

BRA NDING Fontys PULSED

Sharing the brand, stories and create visibility is important to reach our target groups..

We make a selection of our content and decide why, what and where we share it to the world.

F O N T YS . N L / P U LS E D Internal website

The internal website is used to share formal content with our target groups. It’s mostly used to communicate substantive information about our organization and programs.

P U LS E D - E D U . C O M External website

This platform is used to represent our brand. It’s the place where we showcase what we do and how we do it by sharing our stories and taking our target groups on our journey.

S O C I A LS Instagram, YouTube, Twitter, LinkedIn (& Facebook)

We use these social media channels to engage with our target groups, share our stories and keep them up to date about the latest developments within our programs.

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Picture of Unsplash photography..

TEAM Fontys PULSED

The way we work, the way we behave at work and the way we think about work is transforming in line with the changes in society and technological developments.

Work is mobile, flexible and project-based. We work in many project at the same time or shift quickly from one role to another. Work is often projectbased and happening in temporary teams.

The way we work as a team of teachers is the same as how we want to work with students. We work in small multidisciplinary teams mixing different skills and backgrounds, engineers and designers, gender and culture. Not only the teams are multidisciplinary; the subjects are understood and dealt with in a cross-disciplinary manner.

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J O C H E M G O E D H A LS P RO G RA M M A N AG E R

Educational Rethinker, because I think too many people don’t like their school time.

I’am a real Fire starter, it’s very natural for me to take the first action. In everything I start up, I believe in a positive outcome and ditto consequences. I need people around me who want to think and act with me so that the dots are put on the i’s. I need to be alert to tell people around me what’s going on in my brain and where I want to go. And of course I have to prioritise my actions.

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PETER BIEKENS P RO J E CT OW N E R M AS T E R F I D

Educational designer because I believe education should fit everyone I am a bridge builder who is very good at empathizing with others and their perspective.

I give people the time and space to make their own contribution and to work together towards a common goal that is always focused on the student. In order to achieve this, it is sometimes necessary to say no and take on the confrontation, which is sometimes a challenge.

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LO R N A M I N K M A N P RO J E CT OW N E R T R U E C O LO R S

Intuitive thinker The Pulsed learning environment is dynamic.

It’s also very playful and therefore inspires me to explore new things that have not yet been thought out. In this environment, I am able to talk and act based on the true colors of each student, give them feedback and feed forward on their true talents and in that way challenge them a little bit more.

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ERIK FREY P RO J E CT OW N E R E M POW E R T E C

Growth nurturer Being part of personal development and growth of identity is what gives me energy. I see what the skills of other people are and like to help them become even better. With enthousiasm, attention and sharing experience to guide them with every step. Creating an environment to fail, learn from mistakes, experience succes and let people feel proud.

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N I E LS RO E LO F S P RO J E CT OW N E R E M B RAC E T E C

Facilitating the development of others is what makes me proud. Making sure the ingredients are there so they can create the perfect flow for themselves. Setting a calm and restful environment for one, pushing them outside and challenging them for another.

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Silent Helper, helping people grow is all I need.

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L AU R E P E E T E R S E D U CAT I O N A L C O U R S E T E A M

Designer, advocate for and all round explorer of all things cool Got an idea? I’m here to say: LET’S GOOO! I believe that everyone has the potential to change the world, but to unleash this potential people need the time and space to explore.

My main gig is to seduce people into trying something new by providing both the inspiration and structure they need to turn thoughts into action. Trying to practice what I preach, I’m constantly on the lookout for awesome people, societal trends and new applications of technology. Establishing connections between them will elevate us to the next level.

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MARJOLEINE BOERSMA E D U CAT I O N A L C O U R S E T E A M

Selective perfectionist Creating self directed TEC professionals is what I love to do. My dream is for everyone to become a life long learner. Learn whatever interests you in your own way! Learning happens everywhere and with everybody.

Capturing learning moments with tools and learning outcomes is what I live for. It is great to contribute to self directed TEC professionals for the future.

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TA N JA L A M A I N B RA N D I N G

Mood reader If I go for something then with the full 100%. I mainly work based on my feelings & by thinking logically.

I need structure to keep the overview. I sometimes jump from the heel to the branch, because of my enthusiastic attitude.

With everything I do I want to be meaningful and make my environment more beautiful and better than it already is.

I make connections and use my network to achieve goals. Together you achieve more than alone.

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NICK FUHREN B RA N D I N G

Source of unique ideas

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I am always full of ideas and I love coming up with new things. Mostly my ideas come to mind when I am relaxing. Sometimes they pop up one after another. Then I know my creative spark started working and I have to take a minute to write them down. The best thing about these ideas is to connect them with the ideas of my colleagues and combine them to meaningful concepts.

P U LS E D ORGA NIZAT ION C HA RT Fontys PULSED Picture of organization structure

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DE S IGN MA P

The design map of the Fontys PULSED corporate identity consists of a logo, title, subtitle, color, atmospheric images and typography. The PULSED logo visualizes the values, mission and vision of PULSED. A dynamic logo that arises from a core, allows you to constantly move and opportunity to create your own path. PULSED is positioned as a brand where culture, community and atmosphere very important is.

The balance in the logo is translated into color and typography. A dynamic design which means that all elements used can be applied in different combinations without losing the strenght of the brand.

LOGO :

COMBINATION LOGO WITH BRANDNAME:

PULSED

COLOR PULSED

COLOR FONTYS

#61a8bd

#512a5b

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COMBINATION LOGO WITH FONTYS LOGO:

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Picture of the PULSED learning environment

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Fontys PULSED MAKE EDUCATION AND LIFE ONE