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MIGRATE

The MIGRATE project explores the integration of power electronic devices into future power systems by 2040. It focuses on adapting protection and control strategies to manage reduced system inertia and bi-directional fault currents resulting from a shift to renewable energy sources. The project involves 27 partners, including universities and European Transmission System Operators, and is funded under the EU Horizon2020 framework.

Where did you obtain your degree?

Angola A Master’s degree (Grau de mestre), with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 15/20 or better. Only having an undergraduate degree from Angola does not qualify for admission to an MSc programme. Australia A bachelor honours degree with First Class or Second Class (Upper Division) or High Distinction or Distinction. Your documents must clearly state that you have obtained/will obtain an honours degree. If this is not stated on your degree, an official letter from your university indicating that it’s an honours degree needs to be uploaded with your diploma. Austria A University bachelor degree with a final cumulative grade point average (CGPA) of 2.5 or better. A bachelor degree from a Fachhochschule does not qualify for admission Argentina To be considered for admission to an MSc programme, applicants should have a Licenciado/Título professional with a cumulative grade point average (CGPA) of 7.5/10 or better. A Título Intermedio does not qualify for admission. Bangladesh A 5 year Architecture degree, or a (minimum) 4 year Bachelor of Science in Engineering from a programme accredited by IEB or BAETE with a final cumulative grade point average (CGPA) of 3.5/4.0 or better. Belgium An Academisch Gerichte Bachelor accredited by the NVAO or Grade de Bachelíer (de transition/de type long) with a final cumulative grade point average (CGPA) of 13.0/20 or better. A Professioneel Gerichte Bachelor does not qualify for admission. Benin A Master’s degree, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 15/20 or better. Only having an undergraduate degree from Benin or a Maitrise degree does not qualify for admission to an MSc programme. Botswana A Master’s degree, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 4.0/5.0 (B) or better. Only having an undergraduate degree from Botswana does not qualify for admission to an MSc programme. Brazil A (minimum) 4 year Bacharel(a), Licenciado/a or Titulo professional with a final cumulative grade point average (CGPA) of 7.5/10 or better. Bulgaria A 4 year Bakalavr (Бакалавър) degree with a final cumulative grade point average (CGPA) of 4.5/6 or better.r. Burkina Faso A Diplôme d'Études Supérieures Spécialisées or Diplôme d'Études Approfondies, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 14/20 or better. Only having an undergraduate degree from Burkina Faso does not qualify for admission to an MSc programme Burundi A Diplôme d'Études Approfondies, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 70% or better. Only having an undergraduate degree from Burundi does not qualify for admission to an MSc programme. Cabo Verde A Licenciado degree with a cumulative grade point average (CGPA) of 15/20 or better. Cameroon A Diplôme d’Ingénieur Agronome (DIA) or Master/Maîtrise, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 3.0/4.0 or better. Only having an undergraduate degree from Cameroon does not qualify for admission to an MSc programme. Canada A Bachelor Honours degree, or a Baccalaureat/Bachelier (Quebec) with a final cumulative grade point average (CGPA) of 3.0/4 or better * TU Delft does not accept unofficial transcripts or statements. Official documents must be issued by your university. Chile A Grado de Licenciado or Titulo de professional (Only from a University (Universidad)) with a final cumulative grade point average (CGPA) of 5.0/7.0 or better. China A bachelor’s degree from a Double First Class University with a cumulative grade point average (CGPA) of 80% or better. Colombia A 4 year Licenciado or Titulo Professional degree with a cumulative grade point average (CGPA) of 3.75/5.0 or better. Costa Rica A minimum 5 year Licenciatura degree with a final cumulative grade point average (CGPA) of 7.5/10 or better. A university Bachiller or a Diplomado / Technico superior degree are not considered for admission. Croatia A Sveučilišni Prvostupnik/Prvostupnica (University Baccalaureus/Baccalaurea) (Bachelor’s degree) or a minimum 4 year Diploma Visoko Obrazovanje (Advanced Diploma of Higher Education) with a final cumulative grade point average (CGPA) of 3.75/5 or better. A Stručni Prvostupnik/Prvostupnica (Professional Baccalaureas/Baccalaurea) does not qualify for admission. Cyprus A minimum 4 year Bachelor’s degree or Ptychio (Πτυχίο) with a final cumulative grade point average (CGPA) of 7.5/10 or better. Czech Republic A Bakalář degree with a cumulative grade point average (CGPA) of 2 or better. Denmark A bachelor’s degree from an (academic) university with a cumulative grade point average (CGPA) of 8.0/12 or better. A professional bachelor’s degree (Professionsbachelor) from a university college (Pofessionshojskole) and from an Academy of Professional Higher Education (Erhvervsakademi) do not qualify for admission. Djibouti A Master/Maîtrise degree, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 14/20 or better. Only having an undergraduate degree from Djibouti does not qualify for admission to an MSc programme. Ecuador A Licenciado or Titulo (professional) de (subject area) with a final cumulative grade point average (CGPA) of 75% or better. Egypt A minimum 5 year university bachelor's degree (Licence) with a final cumulative grade point average (CGPA) of 7.0/10 or better. Eritrea A Bachelor of Engineering degree from the University of Asmara with a final cumulative grade point average (CGPA) of 3.0/4 or better. Estonia An academic bachelor degree (Bakalaureusekraad (Ülikool)) with a final cumulative grade point average (CGPA) of 3,75/5 or better. A Rakenduskõrgharidusõppe diplom (higher professional education degree) does not qualify for admission Eswatini (Swaziland) A Master degree, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 70% or better. Only having an undergraduate degree from Eswatini does not qualify for admission to an MSc programme. Ethiopia A 5 year Bachelor of Science degree with a final cumulative grade point average (CGPA) of 3.0/4.0 or better Finland A bachelor’s degree from a University (Kandidaatti/Kandidat/Bachelor) with a final cumulative grade point average (CGPA) of 3.75/5 or better. A bachelor’s degree from a University of Applied Sciences (Polytechnic/Ammattikorkeakoulu/ Yrkehogskola) does not qualify for admission. France A bachelor’s degree or Licence from a French University/Grande École or a Diplôme d'Ingénieur from a Grande École (including two years of Classes Preparatoires) with a cumulative grade point average (CGPA) of 12.0/20 (Assez Bien) or better. Gabon A 5 year Diplôme d'Ingénieur with a cumulative grade point average (CGPA) of 75% or better. Gambia A master’s degree, with relevant bachelor degree, with a final cumulative grade point average (CGPA) of 3.3/4.3 or better. Only having an undergraduate degree from Gambia does not qualify for admission to an MSc programme. Germany An academic bachelor's degree with a cumulative grade point average (CGPA) of 2.5 or better. Ghana A minimum 5 year bachelor's degree with Upper Second Class Honours or better from an accredited university. Greece A 4 year Ptychio or a 5 year University Diploma (Δίπλωμα) (Integrated Master) from a University with a final cumulative grade point average (CGPA) of 7.0/10 or better. Hong Kong A minimum 4 year bachelor's degree with a cumulative grade point average (CGPA) of 75% or better. Hungary A Bachelor Degree (Alapfokozat) or Egyetemi oklevél alap képzés degree with a final cumulative grade point average (CGPA) of 3.75/5 or better. Iceland A Baccalaureus (Bakkalarprof/Bachelor) with a final cumulative grade point average (CGPA) of 7.25/10 or better. India A 4 year bachelor's degree from a recognized institution with a cumulative grade point average (CGPA) of 75% or better. If your university only uses a class system, First Class with Distinction or First Class is required. Please make sure to upload information regarding your university's grading system. Depending on the grading system your university uses, the weighted average mark (CGPA) is leading in the assessment for admission. Indonesia A Sarjana I (SI) degree with a final cumulative grade point average (CGPA) of 3.0/4 or better. A Diploma IV or Sarjana Terapan (S. Tr) does not qualify for admission. Iran A 4 year bachelor's degree with a cumulative grade point average (CGPA) of 15.0/20 or better. Iraq A 5 year university degree with a cumulative grade point average (CGPA) of 75% or better. A 4 year engineering degree does not qualify for admission. Ireland A university bachelor honours degree with a First or Upper Second Class Honours. Israel A minimum 3 year University bachelor degree with a final cumulative grade point average (CGPA) of 7.5/10 or better. Italy A Laurea with a cumulative grade point average (CGPA) of 25.0/30 or better with a minimum of 180 ECTS credits. A Diploma Accademico di Primo Livello does not qualify for admission. * TU Delft does not accept 'Self declarations' by students; (provisional) degrees and transcripts must be issued by the university. Ivory Coast A Diplôme d'Études Approfondies (DEA), Diplôme d'Études Supérieures Spécialisées (DESS) or Master degree, with relevant bachelor degree, with a final cumulative grade point average (CGPA) of 14/20 or better. Only having an undergraduate degree from Ivory Coast does not qualify for admission to an MSc programme. Japan A University Bachelor’s degree (学士 Gakushi) with a final cumulative grade point average (CGPA) of B or better. Kazakhstan A minimum 5 year Specialist Diploma with a final cumulative grade point average (CGPA) of 80% or better. A Bachelor degree is not sufficient for admission. Kenya A 5 year bachelor's degree with First Class Honours or Second Class Honours Upper Division. Latvia An academic bachelor degree (Bakalaura Diploms) from an Akadēmija, Augstskola, Institūts or Universitāte with a final cumulative grade point average (CGPA) of 7,5/10 or better. A Profesionālā Bakalaura Diploms (higher professional education degree) does not qualify for admission. Lebanon A minimum 4 year Bachelor degree with a final cumulative grade point average (CGPA) of 75% or better. A Diplôme Universitaire de Technologie does not qualify for admission. Lesotho A Master degree, with relevant bachelor degree, with Upper Second Class Honours or better. Only having an undergraduate degree from Lesotho does not qualify for admission to an MSc programme. Liberia A Master degree, with relevant bachelor degree, with a final cumulative grade point average (CGPA) of 3.0/4.0 or better. Only having an undergraduate degree from Liberia does not qualify for admission to an MSc programme. Lithuania A Bakalauro Diplomas degree with a final cumulative grade point average (CGPA) of 8.0/10 or better. A Profesinis Bakalauras Diplomas or Aukštojo Mokslo Diplomas does not qualify for admission. Macau A bachelor's degree with a cumulative grade point average (CGPA) of 75% or better. Madagascar A Diplôme d'Ingénieur, Diplôme d'Études Approfondies, Diplôme de Master or a Maîtrise degree with a final cumulative grade point average (CGPA) of 14/20 or better. Malaysia A bachelor’s degree with a cumulative grade point average (CGPA) of 3.0/4.0 or better or at least Class 2: Division I. Malawi A Master degree, with relevant bachelor degree, with a final cumulative grade point average (CGPA) of 70% or better. Only having an undergraduate degree from Malawi does not qualify for admission to an MSc programme. Malta A bachelor honours degree with Upper Second or First Class. The cumulative grade point average (CGPA) must be 70% or better. Mauritius A 4 year bachelor's degree with First Class Distinction or Class I or Class II Division I. Mexico A (minimum) 4 year Licenciado/a or Titulo (professional) de (subject) with a final cumulative grade point average (CGPA) of 8.0/10 or better. Mozambique A Grau de Mestre, with relevant bachelor degree, with a final cumulative grade point average (CGPA) of 15/20 or better. Only having an undergraduate degree from Mozambique does not qualify for admission to an MSc programme. Namibia A 4 year Bachelor Honours or Professional degree, both from a University, with a final cumulative grade point average (CGPA) of 70% or better. Myanmar A Master’s degree (with a relevant Bachelor degree) with a final cumulative grade point average (CGPA) of 70% or better. Only having an undergraduate degree from Myanmar does not qualify for admission to an MSc programme. Nepal A minimum 4 year Bachelor degree, or a minimum 3 year Bachelor degree in combination with a relevant Master degree. Both are required to have a final cumulative grade point average (CGPA) of at 75% or better. New Zealand A bachelor honours degree with a cumulative grade point average (CGPA) of 75% or better. Your documents must clearly state that you have obtained/will obtain an honours degree. If this is not stated on your degree, an official letter from your university indicating that it’s an honours degree needs to be uploaded with your diploma. Niger A Diplôme d'Études Approfondies or Diplôme d’Études Supérieures Specialisées, with relevant bachelor degree, with a final cumulative grade point average (CGPA) of 14/20 or better. Only having an undergraduate degree from Mozambique does not qualify for admission to an MSc programme. Nigeria A 5 year bachelor's degree with First Class Honours or Second Class Honours Upper Division. Norway A Bachelor’s degree (Bachelor i) with a CGPA of B/C or higher. A Høgskolekandidat does not qualify for Admission. Pakistan A 5 year Professional Bachelor's degree. The degree must have been awarded with a final overall mark of 70% or better. Poland A Licencjat or Inzynier university degree or a 3 year 1st cycle university bachelor's degree with a minimum of 180 ECTS credits. A cumulative grade point average (CGPA) of 4.0/5 or better is required. Peru A University Bachiller or Licenciado/Titulo (professional) obtained after a University Bachiller with a final cumulative grade point average (CGPA) of 14/20 or better. Philippines A minimum 4 year Bachelor’s degree and a relevant Master’s degree. Both obtained with a final cumulative grade point average (CGPA) of 7.5/10 or better. Portugal A Licenciado/a degree from a University with a minimum of 180 ECTS credits. A final cumulative grade point average (CGPA) of 15.0/20 or better is required. An undergraduate degree from a Polytechnic Institution does not qualify for MSc admission. Romania A 4 year Diplomă de Inginer or a minimum 3 year Diplomă de Licenţă with a final cumulative grade point average (CGPA) of 8.0/10 or better. Russia A 5 year Specialist Diploma or a 4 year Bakalavr degree with a cumulative grade point average (CGPA) of 4.0/5 or better or a significant number of ‘Excellents’. Rwanda A 5 year Bachelor Honours degree, or a 2 year Bachelor Honours degree obtained after a 3 year Bachelor Ordinary degree. In both cases a minimum of 600 credits needs to be achieved. The degrees need to be First Class Honours or Upper Second Class Honours. Senegal A Diplôme d'Études Approfondies (DEA), Diplôme d'Études Supérieures Specialisées (DESS) or a Master II, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 14/20 or better. Only having an undergraduate degree from Senegal does not qualify for admission to an MSc programme. Serbia An academic bachelor’s degree from a basic academic study with a final cumulative grade point average (CGPA) of 7.5/10 or better. Degrees from a basic professional study (Applied studies) do not qualify for Admission. Seychelles A bachelor's degree with First Class or Upper Second Class. Sierra Leone A minimum 4 year Bachelor Honours degree from a public university with First Class or Upper Second Class. Singapore A Bachelor Honours degree from an autonomous university or an ordinary Bachelor from Singapore University of Technology and Design (SUTD) and Singapore Management University (SMU) with a cumulative grade point average (CGPA) of 75% or better. Slovakia A Bakalár degree with a cumulative grade point average (CGPA) of 2 or better. Slovenia A bachelor’s degree with a cumulative grade point average (CGPA) of 75% or better. Somalia A 5 year bachelor's degree from a public university with a cumulative grade point average (CGPA) of 80% or better. South Africa A 4 year bachelor honours degree with a First or Upper Second Class Honours. South Korea A minimum 4 year bachelor's degree (학사, Haksa) with a minimum final cumulative grade point average (CGPA) of 80% or better. South Sudan A Master degree from a public university, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 75% or better. Only having an undergraduate degree from South Sudan does not qualify for admission to an MSc programme. Spain A Graduado/a (Titulo de Graduado/a) degree with a final cumulative grade point average (CGPA) of 7.0/10 or better. Sudan A 5 year bachelor's degree with a cumulative grade point average (CGPA) of 70% or better. If you have a 5 year bachelor's degree from a private university this university should be recognized by the Sudanese Ministry of Higher Education and Scientific Research. Sweden A bachelor’s degree or kandidatexamen obtained after three years of study (180 ects credits). Switzerland An academic bachelor’s degree with a cumulative grade point average (CGPA) of 4.5/6 or 7.5/10 or better. A bachelor’s degree from a Fachhochschule or Haute Ecole Spécialisée (University of Applied Sciences) do not qualify for admission. Syria A 5 year bachelor's degree from a recognised university with a cumulative grade point average (CGPA) of 70% or better. Taiwan A minimum 4 year bachelor's degree with a final cumulative grade point average (CGPA) of 75% or better. Tanzania A minimum 4 year Bachelor’s degree with a First or Upper Second Class Honours. Thailand A 4 year bachelor's degree with a cumulative grade point average (CGPA) of 3.0/4 or better. Turkey A bachelor's (Lisans Diplomasi) degree with a cumulative grade point average (CGPA) of 3.0/4 or better. Uganda A 4 year bachelor’s degree awarded by a public university or an institution accredited by the National Council for Higher Education with a cumulative grade point average (CGPA) of 75% or better, Class I (top honours) or Class II (honours upper). Ukraine A minimum 4 year bachelor’s (Dyplom Bakalavra - Диплом бакалавра) degree with a CGPA of 75% or higher or a significant number of ‘Excellents’. United Kingdom A bachelor honours degree with Upper Second or First Class. Your documents must clearly state that you have obtained/will obtain an honours degree. If this is not stated on your degree, an official letter from your university indicating that it’s an honours degree needs to be uploaded with your diploma. The cumulative grade point average (CGPA) must be 60% or better. United States A bachelor's degree with a cumulative grade point average (CGPA) of 3.0/4 or better. * TU Delft does not accept unofficial transcripts or statements. Official documents must be issued by your university. Venezuela A minimum 5 year Licenciado or Titulo de (subject) degree with a minimum cumulative grade point average (CGPA) of 75% or better. Vietnam A Bachelor's degree (Bằng tốt nghiệp đại học), Degree of Bachelor (Bằng cử nhân) or Degree of Bachelor of Engineering (Bằng kỹ sư) with a final cumulative grade point average (CGPA) of 7.5/10 or better. Yemen A minimum 5 year bachelor degree with a final cumulative grade point average (CGPA) of 75% or higher. Zambia A Master degree, with a relevant bachelor degree, with a final cumulative grade point average (CGPA) of 3.0/4.0 or better. Only having an undergraduate degree from Zambia does not qualify for admission to an MSc programme. Zimbabwe A (minimum) 4 year Bachelor Honours degree from a University accredited by ZIMCHE with First Division or Upper Second Division.

Nikos Vasilikis

Koopmeiners

Santiago Mendoza Silva

Jasper Boeren

Lurling

Benjamin Habib

Marcus Becker

Half Height Horizontal

First-ever imaging of pathogens on lettuce leaves in real-time

Met een groeiende wereldbevolking van meer dan 8 miljard mensen is voldoende voedsel produceren een uitdaging. Nederland is ‘s werelds tweede exporteur van voedsel en verbouwt enorm efficiënt allerlei gewassen. Plantenziektes zoals valse meeldauw zijn echter een veelvoorkomend probleem dat de oogst van de boer flink kan bederven. Delftse wetenschappers hebben voor het eerst een manier ontwikkeld om de infectie in planten real-time te volgen, zonder de plant te hoeven doden. De hiermee opgedane kennis helpt om nieuwe resistente gewassen te kweken met een hogere opbrengst en minder gebruik van pesticiden. Het onderzoek staat nu in Nature Communications.

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

IDE Publication Highlights (Week 39 2024)

Click here to view recent publication highlights from our staff and students.

National and International Phishing Attackers revealed

Phishing attacks, which trick users into sharing private data, have been a major online security threat for years. According to a 2023 FBI report, it is the top digital crime type. Researchers from the Intelligent Systems department have collaborated with three European country-code top-level domains (ccTLDs) to characterize phishing attacks, focusing on the Netherlands’ .nl, Belgium’s .be, and Ireland’s .ie. By understanding these patterns, the research aims to enhance security measures and protect internet users from phishing threats.

11,000 young researchers have obtained a PhD from TU Delft

It was a very memorable day for PhD Amey Vasulkar last Thursday, the 19th of September. Not only did he successfully defend his promotion on Arctic Sea Ice in Tide Models, but he was also the 11,000th student to obtain a PhD from TU Delft. We are incredibly proud of and thankful for every single one of these 11,000 PhDs who started their scientific journey with us and continuously strive to change the world through their scientific innovations.

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 .

Kaitai Liang receives Distinguished Reviewer Award by ESORICS 2024

I am pleased to share that Kaitai Liang, a tenured faculty member of the Cybersecurity group, has been honored with the Distinguished Reviewer Award by ESORICS 2024.

Compliant DNA nanopores capable of size-selective molecule transport across cell membrane

Scientists at TU Delft and the Max Planck Institute have made a new class of structurally adaptable ‘mechanical’ pores made from DNA that can transport molecules through cell membranes. These innovative nanopores can open and close on demand and, for the first time, adjust their diameter.

New Delft Lectures in Design

This autumn marks the introduction of IDE’s three renewed Masters programmes. One of the unifying features is a stronger link with the world-leading research carried out in IDE. “Delft Lectures in Design - Where IDE moves the Horizons of Design Research” is a case in point. This new cross-programme course serves as a rigorous and inspiring introduction to the broad variety of IDE’s research.

Safety and Security Week 2024

Join us on 7, 8 and 10 October! From October 7 to 12, 2024, the national Safety & Security Week will take place. The free program organised by TU Delft takes place on October 7, 8 and 10. It will be an educational and interactive week— make sure you're there! The full program can be found on the website , including: Two interesting masterclasses ‘ Aggression and violence on campus: Navigating between reality and myths’ and ‘ Predict and Prevent: Masterclass in Safety, Crowd and Crisis Management’ Security & Privacy symposium Safety Square: increase your knowledge about safety and prepare yourself for emergencies For more information: Safety & Security Week (tudelft.nl) . Please note: some activities require registration through the website.

Flight Case 2024: A Journey to Japan

From 22 July – 3 August, 20 IDE master students, 8 committee members from the ID Study Association, assistant professor Rebecca Price, and professor Gerd Kortuem travelled to Japan for a unique learning experience. The group worked on cases for three global companies, Sony, NHK Spring, and Sekisui, each of which provided its own distinct challenges and insights.

Boosting sustainable building education

On 17 September, TU Delft launched a new initiative to implement sustainable building practices across the Dutch educational landscape by bringing together educators from Dutch vocational institutions (MBO) and TU Delft lecturers.

Do something that matters

We komen in Nederland in het basis- en voorgezet onderwijs samen 13.500 leraren tekort. Het leraarschap heeft niet altijd de reputatie die het verdient. En dat terwijl het alles in zich heeft. Daarom startte Universiteiten van Nederland (UNL) vorig week de campagne ‘Doe iets wat ertoe doet’. Het doel is om mensen met een nieuwe blik naar het leraarschap te laten kijken.

Marina Bos-de Vos wins EURAM best paper award

At the end of June, IDE Assistant Professor of Strategic Design for Ecosystem Innovation, Marina Bos-de Vos, won two awards as a first author at the European Academy of Management (EURAM) Conference for her research paper "Projecting for accelerating sustainability transitions: practices of joint value creation in circular economy programs".

Three Students Nominated for the ECHO award

Three TU Delft students have been nominated for the ECHO Award 2024. The ECHO award is awarded to students with a non-western background who are actively engaged in society. Sibel, TJ and Pravesha talk about their background their nomination. The finalists will be selected on September 27th. Sibel Gökbekir How has your background influenced your academic journey? As a woman with Turkish roots, my academic journey has been about more than just pursuing degrees in engineering and law; it’s been about consistently advocating for the diverse needs of women and multicultural groups, ensuring their voices are heard in important decisions. This is why I actively contributed to different board positions at TU Delft, working to promote inclusivity and equality. My background inspired me to explore how engineering, law, and social justice intersect, particularly in empowering marginalised communities. I chose to study energy transitions and human rights to contribute to a fairer, more inclusive World. How have you turned this into contributions to society? I’ve dedicated my academic and personal life to promoting diversity and inclusion. As a youth ambassador for Stop Street Harassment, I aimed to create safer spaces for women and minorities because I believe everyone has the right to feel free and safe in society. Through the Turkish Golden Tulip Foundation, I advocated for vulnerable communities in earthquake relief. Additionally, I founded an initiative for migrant students in Rotterdam-South and I have been committed to improving educational opportunities for secondary school students with a migration background. Next, I gave guest lectures across the Netherlands to educate the younger generation about climate change and equitable energy transitions, emphasising the importance of a fair transition for all communities. What does it mean for you to nominated to the ECHO award? I feel very honoured to have been nominated on behalf of TU Delft. My commitment to community engagement is part of who I am, and therefore the ECHO Award is more than just a recognition; It offers me an opportunity to further expand my contributions to a more inclusive society. As an ECHO Ambassador, I plan to expand my efforts in promoting equality and sustainability, while inspiring others to take action for a more equitable World. TJ Rivera How has your background influenced your academic journey? My background as a Filipino in a Dutch-speaking bachelor’s programme made my academic journey both challenging and enriching. Being gay in a male-dominated field like Architecture, where most role models were heteronormative men, added another layer of difficulty. It was intimidating to not see people like me represented. However, this experience fuelled my belief that systems can and should be challenged, changed, and updated. I aimed to bring a fresh perspective, advocating for greater diversity and inclusivity in the field. How have you turned this into contributions to society? I translated my personal challenges into tangible contributions by advocating for inclusivity within architecture. Together with like-minded individuals, I began exploring the intersection of identity, sexuality, and architecture, and collaborated with my faculty’s diversity team to raise awareness. As I became known for my work with the queer community, I saw an opportunity to create lasting change. I co-revived ARGUS, the once-inactive study association for the Master of Architecture, which now serves as a platform to discuss and address issues of diversity within the field. This initiative continues to foster a more inclusive academic environment. What does it mean for you to be nominated to the Echo award? Being nominated for the ECHO Award is a significant milestone in my journey to expand my mission beyond the confines of my faculty. This national platform provides the opportunity to raise awareness and advocate for social justice on a larger scale. I believe students are key to driving change, and my focus is on amplifying the voices of the queer community, which is often overlooked. The ECHO Award will enable me to form partnerships with organizations and universities, further promoting diversity, inclusivity, and equality. It’s a chance to create broader, tangible change, addressing the needs of those who often go unheard. Pravesha Ramsundersingh How has your background influenced your academic journey? As a woman in STEM (Science, Technology, Engineering, and Mathematics), my background has been a powerful motivator to challenge gender disparities within Computer Science. Experiencing firsthand the underrepresentation of women in this field, I have been driven to not only excel academically but also become an advocate for diversity. Through leadership roles in the Faculty and Central Student Councils, I’ve focused on creating an inclusive environment that supports women and minority students, ensuring that everyone has the opportunity to succeed. How have you turned this into contributions to society? I’ve translated my experiences into actionable contributions by actively advocating for DEI at TU Delft. I ensured sexual education and consent training for 3,000 freshmen students, and I led initiatives like the Social Safety Initiatives Conference alongside the Dutch National Coordinator against Racism and Discrimination. In my student governance roles, I pushed for policies that address gender discrimination and social safety concerns, creating a more supportive environment for students of all backgrounds to thrive in both academic and social spaces. What does it mean for you to nominated to the ECHO award? Being nominated for the ECHO Award is an incredible honour that highlights the importance of the work I have done to promote DEI. It inspires me to continue advocating for systemic change in the tech industry and academia. This nomination reaffirms my commitment to driving equity in STEM, ensuring that future generations have more inclusive opportunities. It also motivates me to keep pushing boundaries and empower others to take action for a more just and equal society. The ECHO Award Every year ECHO, Center for Diversity Policy, invites colleges and universities to nominate socially active students who make a difference in the field of Diversity & Inclusion for the ECHO Award 2024. The ECHO Award calls attention to the specific experiences that students with a non-Western background* carry with them and the way they manage to turn these experiences into a constructive contribution to society. Winners are selected by an independent jury and may attend a full-service Summercourse at UCLA in the United States in 2025. Read more: ECHO Award - ECHO (echo-net.nl)

Boosting Research Skills through Digital Data Workshops

Data Carpentry Workshop for Social Sciences and Humanities at TU Delft. In a Data Carpentry workshop on 30 September and 1 October 2024, researchers will learn best practices and explore tools to make their data reusable and open, while enhancing the efficiency and reproducibility of their research workflows. Organised by colleagues from the Leiden University Libraries' Centre for Digital Scholarship , the TU Delft Library , Erasmus University Rotterdam Data Stewards , and VU Amsterdam data stewards , these workshops are designed for researchers in the social sciences and humanities who are novices in digital skills. Participants will engage with best practices, new tools, and the basics of the programming language R in a safe, supportive, and inclusive environment. The workshops are highly interactive, featuring live coding sessions and exercises. A dedicated group of helpers will be available throughout to assist participants, ensuring a smooth learning experience even when technical challenges arise. This supportive approach aims to minimise the initial frustrations that can come with learning new technologies. The curriculum is openly available and has been created, curated, and maintained by a global community of volunteers under the coordination of The Carpentries , a worldwide non-profit organisation. Authors: Peter Verhaar, Paula Martinez Lavanchy, Kristina Hettne, Daphne Barrow Picture by: Robèrt Kroonen Other news 30 January 2024 Interactive Environments Minor students bring the Library's Collection Wall back to life Several projects being led by or involving IDE researchers have secured kick-starter grants from the Convergence’s Resilient Delta Initiative. 23 February 2023 Call: Would you like to contribute with your XR experiences in education and research? Closing date is Friday the 17th of March. 01 February 2023 Short Scientific work at TU Delft From 1 February 2023, the TU Delft Short Scientific Work Scheme will come into force as part of TU Delft's Open Access policy. 23 February 2023 Call: Would you like to contribute with your XR experiences in education and research? Closing date is Friday the 17th of March. 01 February 2023 Short Scientific work at TU Delft From 1 February 2023, the TU Delft Short Scientific Work Scheme will come into force as part of TU Delft's Open Access policy. 11 May 2023 Increase in Open Access publications by 2022 For the 9th time, the open access monitor was carried out for TU Delft by the Research Support team. The report is based on the current definitions of the national OA monitoring framework. More than in all previous years, the share of open access within TU Delft has grown.

All renewed BK bachelor courses relate to Sustainable Development Goals

All 24 courses in BK’s renewed bachelor’s programme are now connected to at least one Sustainable Development Goal (SDG). The most prevalent SDG in this new programme is SDG 11 (Sustainable Cities and Communities), followed by SDG 4 (Quality Education) and SDG 15 (Life on Land). In total, 14 of the 17 SDGs are linked to at least one course: a starting point for better integrating sustainability in the courses’ contents, assignments and teaching materials.

2nd round of the 2024 SPRINT funding call with São Paulo, Brazil

The second round of the 2024 SPRINT call has opened . This SPRINT (São Paulo Researchers in International Collaboration) fund supports exchange visits and/or joint workshops undertaken by TU Delft staff and researchers from the State of São Paulo, Brazil. SPRINT funds the initial phase of joint international research collaborations with clear expectations that the researchers will submit a follow-up research proposals that continues the research started under SPRINT and consolidates the research partnership. The deadline for the 2024.2 edition is October 28, 2024.The total duration of a project can be 1 year, and the budget envelope is up to 7,500 Euro from TU Delft and up to 10,000 USD from FAPESP. FAPESP and TU Delft will fund a maximum of 4 approved proposals under this call. Please note that the Brazilian partners must have a current project funded by FAPESP to be eligible. Applicants need to send an application to both FAPESP and TU Delft. See full details in the call conditions. More information from FAPESP on past and present SPRINT calls can be found here. Questions on the call can be directed to Daphne van de Sande at D.vandeSande@tudelft.nl or Marie Kummerlowe at a.m.kummerlowe@tudelft.nl . SPRINT 2024.2 – Guidelines Delft University of Technology

Cutting-Edge Multi-Camera System for Multi-Modal Data Capture

Researchers from the Intelligent Systems department have built an advanced multi-camera capture system designed for high-quality data collection from objects and people. By incorporating existing audio devices, this system enables the recording of multi-modal data from human social interactions including both video and audio, offering invaluable resources for understanding human behavior, modeling physical objects, and analyzing human-object interactions.