Profile of the minor

We believe that education should be focused on the learning goals and ambitions of a student. Understanding what the qualities of each individual student are and what the student wants to improve are of great importance to let this way of educating succeed. We believe that students should show a level of growth within their learning path and goals and are willing to share their knowledge and talents among other students. 

Our starting point within this minor consist of three main guidelines, showing our vision on education:

  • Focus on continuous learning, talent and feedback.
  • Learning in context
  • Sharing knowledge

Structure of the minor

The Be Creative minor is a project based minor, in which the student will work together in a group. Before the students are given the freedom to work on their project, the students have to participate in the bootcamp called “Blikwisseling”, which is organized during the first week of the minor. In this bootcamp, the students are provided with the necessary tools, skills and theory in order to approach their projects with a creative mindset. In the second week, the students will be provided with the necessary information about their project, by meeting their client and project coach. Also, interesting parties/stakeholders will be invited to give inspiring lectures. Below you can see the overall planning of the minor.

In order to structure the minor and the learning process of the students, a feedback session (FS) will be held every three weeks and a midterm demo is organized half way through the semester. The final presentation of the minor will be held together with the Engineering in Practice Symposium.

Learning goals

Throughout the minor the focus will be on three main learning objectives.

Focus on continuous learning, talent and feedback

  • Improvement of (technical) level;
  • Approach;
  • Working attitude;
  • Social communicative attitude;
  • Professional attitude;
  • Giving and receiving feedback;
  • Reflection;
  • Presentation skills.

Learning in context

  • Technical level;
  • Quality;
  • Integration soft skills and hard skills;
  • The problem environment;
  • The problem definition;
  • Approach research framework;
  • Design methods;
  • Results outcomes
  • Conclusions and recommendation
  • Summarize
  • Readability of report.

Sharing knowledge

  • Preparation;
  • Knowledge level;
  • Wide interest area;
  • Quality;
  • Learning goals;
  • Presentation and communication;
  • Questions;
  • Documentation.


The following requirements must be met in order to qualify for the final assessment:

  1. The student has written and delivered their Personal Development Plan with specific goals in the first weeks;
  2. The student has an overall positive chart, meaning that he/she showed an overall growth throughout the minor. An overall positive chart means:
    • The student has received neutral or positive in at least 3 out of 5 feedback sessions;
    • The student did not receive negative in the first two feedback sessions.
  3. The student has been present at all of the feedback moments;
  4. The student has shared knowledge among their peers and documented this in his portfolio;
  5. The student has kept a blog about the project and personal progress;
  6. The student has written a final document containing the following:
    • Personal Development Plan (this plan can be slightly different to the first version);
    • Collection of processed peer- and teacher feedback (as found in the feedback document);
    • Critical self-reflection on the whole project.
    • Group report about the project.
    • Portfolio (based on blog)
  7. The student has made a video about their project (1 video per group);
  8. Teacher should approve the final documents as mentioned in 5.

Since the minor is focused on feedback and not on grades, the student will receive either a 30 ECTS or none. (sufficient or insufficient).