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European Project Semester (EPS)

The European Project Semester trains students to work together, providing tools and competences to realise ideas in a real-world environment in close cooperation with local industry and non-profit organisations.

What

Eu­ro­pean Project Se­mes­ter (EPS) is an international pro­gramme of­fered by 18 Eu­ro­pean Higher Education Institutions in 13 coun­tries through­out Eu­rope to stu­dents who have com­pleted at least two years of study. In the European Project Semester, students work together in an international team on a real-life project that matches their area of study and field of interest. AP offers different EPS projects in the second semester (spring semester, from February until June)EPS is a cooperation between all departments & schools of arts at AP University of Applied Sciences and Arts Antwerp.

EPS is a mix­ture of “Supportive (= project re­lated) Courses” and project organized/​problem based learn­ing. Stu­dents work in in­ter­na­tional and in­ter­dis­ci­pli­nary teams of 4-7 stu­dents on their projects. The language of communication is English. When a student successfully completes the EPS project, he/she is awarded 30 ECTS credits. 

For who?

Students who are selected by their home institution to participate in the “regular Erasmus-program” are free to apply for an EPS project, in so far as their study backgrounds comply with the required profiles for the EPS projects they apply for. As EPS projects focus on international and interdisciplinary teamwork, it is important that students have a solid academic background. Students should therefore have completed at least 4 semesters.

To be able to communicate effectively as a team member, students should have proficient understanding of the English language (B2 or more is highly recommended). Students will be asked to do papers, exams and presentations in English.

International students

  • Students of Higher Education Institutions with which AP has a bilateral agreement in the framework of Erasmus+
  • Students of EPS providers with a study background in Product development, ICT-electronics and applied informatics, Teacher training (pre-primary, primary and/or secondary education), Engineering, Social work, Social Educational Care Work, Marketing, Communication management, Journalism, Business management, Graphical and digital media / Multimedia design, Game development, Photography, ……

Belgian AP-students

  • Contact the master/bachelor thesis coordinator of your own department to check how you can add EPS to your current program.

Projects Spring 2022

  • A-city Teachers
    Client?

    Onderwijstalent, a public partnership focusing on jobs, information and training for teachers in Antwerp.

    CONTEXT?

    For teachers, Antwerp is an equally challenging and fascinating city to work in. Teachers in primary and secondary schools face a range of challenges such as cultural diversity (more than 50% of children in Antwerp primary schools have a migrant background, many of them grow up in non-Dutch-speaking families), deprivation passed on from generation to generation, and so on. At the same time, this multicultural reality is an asset for Antwerp, as numerous social organisations are developing inspiring initiatives that fight poverty, promote social cohesion, etc.  

    GOAL?

    How can we bring future teachers into contact with the multicoloured and socially challenging neighbourhoods in which they will later be active as teachers in an exciting, innovative and interactive way during their teacher training? 

    You will continue to work on an 'A-City Teachers' game app prototype that a team of EPS students developed over the past two years. Thanks to your creativity, your expertise in the field of social work and/or education and/or your technological know-how, this prototype will be even more interactive, dynamic and visually attractive. 

    The end result of your project will potentially be embedded in the curricula of the Antwerp teacher training programmes.  

    FOR WHOM?

    Students with a heart for education, social cohesion & diversity and/or game design & development and a study background in

    • ICT-Electronics and Applied Informatics
    • Teacher Training
    • Graphical and Digital Media
    • Storytelling
    • Product Development
    • Social work
    • Game design
    • Etc

     

  • Arts & Mindfulness in Education
    Client?

    Speel je wijs, a Dutch company specialised in educational innovation.

    CONTEXT?

    Mindfulness is slowly but surely finding its way into pre-primary and primary education. Teachers who experiment with it, experience the beneficial effect that mindfulness has on children who grow up in a world full of digital and other stimuli. Artistic teaching methods (making use of image, music, drama, movement and media) appear to be a good way for children and young people to become familiar with mindfulness. 

    GOAL?

    Together with your EPS teammates you continue to work on a mobile website prototype (conceptualised by two consecutive teams of EPS students) with inspiring tools and teaching methods that teachers can use to work with arts & mindfulness in their classroom and school context. A special focus is on children with behavioural problems: a target group that, possibly more than others, can benefit from a thorough training in mindfulness. 

    This EPS project is pioneering work in education. The results of your project will be tested in several schools in Flanders/Belgium, Norway, Ireland and Portugal. 

    FOR WHOM?

    Students with a heart for education, psychology, mindfulness, arts and/or digital innovation social and a study background in

    • Teacher Training
    • Applied Psychology
    • ICT-Electronics
    • Applied Informatics
    • Graphical and Digital Media
    • Fine Arts
    • Product Development
  • Escape from social exclusion
    Client? 

    Handicap International, an international non-governmental organisation known for its fight against anti-personnel mines and cluster munitions. Handicap International prevents disabilities (through training, awareness-raising campaigns, etc.), supports people with disabilities and enables them to participate fully in society.

    Context?

    In order to make young people between 14 and 18 years of age aware of disabilities in their many facets and the need for social inclusion, Handicap International intends to develop an innovative training module tailored to these target groups. This module will also enable young people to learn more about the specific approach of Handicap International, an organisation that was co-founder of the International Campaign against Landmines and was awarded the Nobel Peace Prize in 1997.

    Goal?

    Conceptualise and create – building on the result of a previous EPS team – a prototype of a digital ‘escape game’ that promotes, in an innovative and playful way, youngster’s learning on themes that are central to Handicap International's mission and vision (prevention of disabilities, support for people with disabilities, full participation in social life by people with disabilities, etc.). 

    As an EPS team you develop learning content that is adapted to the target groups. You develop a storyline, game scenarios and characters that appeal to the imagination of young people. The graphic design and technological conceptualisation lead to a prototype that a next generation of EPS students and Handicap International can further develop. 

    For whom?

    Students with a  heart for, and a study background in

    • ICT-Electronics and/or Applied informatics
    • Design (Graphical and Digital Media, Interaction design, Product design, Art): designing, prototyping, conceptual thinking, storytelling, etc.
    • Teacher Training
    • Occupational Therapy
    • Applied Psychology
    • Social Eductional Care Work
    • Product Development
    • Etc.
  • Hello Hyperreality
    Client?

    Jeroen Cluckers and the ‘AI-Driven Design’ AP research team of which he is part of. 

    Context and goal?

    "A movie that gives one sight and sound... I make it so that you are in the story, you speak to the shadows, and the shadows reply, and instead of being on a screen, the story is all about you, and you are in it. Would that be to make real a dream?"    
    From: Pygmalion's Spectacles, Stanley G. Weinbaum, 1935   

    In this EPS-project, you will learn how to immerse the viewer into virtual reality (VR), using artificial intelligence as your creative partner. Can virtuality feel as real as reality? With a powerful combination of immersive storytelling, VR and artificial intelligence under the hood, you will be able to blend real and virtual worlds, on a quest for total immersion.  

    We need an interdisciplinary team of world builders: IT-developers, storytellers, artists, designers, 3D-modelers, marketeers, scientists, researchers, organizers and communicators.   

    Will you join us in hyperreality? 

    For whom?

    Students with a heart for and a study background in

    • ICT-Electronics
    • Storytelling
    • Arts
    • Graphical and Media Design
    • 3D-Modelling
    • Marketing
    • Engineering
    • Product Development
     
  • Inclusive Playtime
    Client?

    KBT nv (nv = public limited company). KBT nv is active as a supplier of industrially produced components, both for residential activity toys as for public playgrounds. They are currently engaged in a companywide research project with the central goal of rethinking KBT’s offer in terms of both inclusive play products and (important in the context of AP’s European Project Semester) new inclusive solutions that shift away from traditional playground activities. 

    If the designed solution fits in the current offer and business model of KBT, they may decide to develop the design further into a marketable product. This will ultimately be depending on marketability, technical and financial issues related to the design. 

    Context?

    Playing is a right for all children, including those with a disability. Yet we see that, having a disability severely limits the opportunities for children to experience challenging play and to engage in fulfilling social interactions. 

    Traditional playground installations are typically not designed to be fully accessible or challenging for all children. Children with all kinds of disabilities experience various barriers while accessing or using the available playground toys. Constructions are often made for activities such as climbing, crawling, swinging. For children with reduced mobility or limited sensory abilities, these activities themselves may be impossible barriers to overcome. 

    By introducing new technology into playgrounds, we aim to design new types of play affordances. This way we create new opportunities for play and social interaction and thereby try to remove existing barriers. 

    Goal?

    In the playground industry more and more individuals and companies have started to address this issue by investigating the situation and by designing new products that are aimed to be more inclusive. Still we notice that most of these new products are quite traditional in the sense that they mimic existing constructions and activities and solve only some technical limitations but do not add any new ideas to the table. In this project we try to aim further, not only by introducing electronics as a field of solutions, but by starting the discussion from the angle of designing new play affordances that are more inclusive by the nature of their design. 

    In this project you will first investigate the current situation for children with different disabilities. What barriers are there and - on the other end - what are the existing capabilities for play for different children? You will work out and test new play affordances and finally you will use these in the design of a functional public playground toy. 

    The target group of the design are children between 3 and 12 years of age, who may or may not experience some kind of disability. A core aspect of the project is to design inclusive solutions and come up with new ideas to bridge the gap between able and disabled children. The difficulty in this regard is to design affordances that are equally challenging for both groups. 

    For whom?

    Students with a heart for, and a study background in:

    • Product Design and Product Development
    • Marketing and Business Development
    • Occupational Therapy
    • Social Educational Care Work
    • Sociocultural youth work
    • Applied Psychology
    • ICT-Electronics
    • Etc.

     

  • Mental Resilience in Performing Arts
    Client?

    AP, Research team Weerbare kunstenaars

    Context?

    Research has shown that performing artists who study or work within the fields of music, dance and theatre have an increased risk of developing mental health issues. In general, pursuing a career in the performing arts presents itself with significant psychological challenges: jobs are scarce and many artists do not have financial stability. In addition, artists often work long and unfavourable hours and have to deal with things such as negative feedback, competition, perfectionism, stage fright and anxiety to name a few.  

    Many performing artists as well as cultural institutions are concerned about the effect of these challenges on the mental health of performing artists. Moreover, the current restrictions on cultural life imposed by the Covid-19 pandemic have led to a significant increase in mental health issues amongst performing artists. Conversely, artists throughout the culture sector are emphasizing the need for developing digital tools that can aid performing artists in maintaining good mental health throughout their careers. 

    Goal?

    Together with your fellow EPS students, you will create a digital smartphone application and/or mobile website aimed at improving mental health among performing artists. It will be up to you to determine what the features of such an app/mobile website will be and what content it will provide (it can be inspired by your own research as well as by existing psychological treatments).  

    In addition, it will also be your job to think about how to make this smartphone application or mobile website ergonomically and visually attractive to the end user. This will include thinking about questions such as:   

    • How can you communicate your content to your target audience most effectively?
    • What are good formats for content (e.g., text messages with psychological tips and tricks, educational videos, etc.)?   
    • Accessibility and appeal to various target groups (musicians, dancers, actors, students, professionals, …)
    • Etc.

    Successful completion of this project will require an interdisciplinary approach that combines knowledge and insights from applied psychology and performing arts along with ICT, communication, and digital media skills.   

    For whom?

    Students with a heart for and a study background in:

    • ICT-Electronics
    • Graphical and Digital Media
    • Applied Psychology
    • Arts
    • Communication
    • Etc.
  • Plan Academy
    Client?

    The client of this project is Plan International Belgium (international website: https://plan-international.org/), Founded in 1937, Plan International is a development and humanitarian organisation that advances children’s rights and equality for girls. The non-governmental organisation strives for a just world, working together with children, young people, supporters and partners.

    In 2019, Plan International was active in 77 countries. 21,6 million girls and 18,9 million boys were reached by the NGO’s work.

    Context?

    “Education is the most powerful weapon which you can use to change the world.” This quote from the late Nelson Mandela shows why Plan International also attaches so much importance to education.

    Under the name 'Plan Academy digital', the NGO will focus on e-learning about children's rights and gender equality in the coming years. The objectives of this digital learning offer:

    • Promoting knowledge through information, awareness and learning.
    • Promoting empathy through, among other things, sharing experiences.
    • The further development of a close Plan community consisting of Plan parents, volunteers, teachers, supporting companies and new Plan members.
    Goal?

    With this EPS team, you are at the start of the development of 'Plan Academy digital':

    • Your team will shape the content of digital educational modules that focus on children's rights and gender equality.
    • Your team will help ensure that these educational modules are pedagogically underpinned in the field of blended learning.
    • You will make maximum use of your team's knowledge of graphic and digital technology to help develop the digital platform on which these educational modules will be offered.
    • Together with your team, you will be able to provide strong added value to the educational objectives of Plan International.
    • You will be supported by a team of experts who are all involved in 'Plan Academy international'.
    For whom?

    Students with a heart for, and a study background in:

    • Teacher Training
    • Pedagogy
    • Social Work
    • Social Educational Care Work
    • ICT-Electronics
    • Graphical and Digital Media
    • Product Design and Product Development
    • Marketing and Business Development
    • Etc.
  • Recap - Projects 2021

    Eager to take a quick peek at the process and results of the 2021 projects? Below you can find some of the project recap movies. Those will certainly provide you a clear and brief insight into each project!

     

  • Recap - Projects 2019

    Eager to take a quick peek at the process and results of the 2019 projects? Below you can find the research posters of every project group. Those will certainly provide you a clear and brief insight into each project!

  • Recap - Projects 2018

    Eager to take a quick peek at the process and results of the 2018 projects? Below you can find the research posters of every project group. Those will certainly provide you a clear and brief insight into each project!

Programme

The EPS projects consist of the following parts:

  • Project work by the participating students, with the aim of developing student initiative, individual creativity and entrepreneurial skills. Four to eight students work together in an international team on a specific (multidisciplinary) project while developing their cooperation and communication skills. (20 ECTS)
  • A number of short intensive courses, taught by different (international) lecturers, to support the project work (10 ECTS)

The project prepares students to be part of a multi-context environment. The problems need to be solved irrespective of nationality and culture. This enhances on the one hand the amount of work to be delivered and on the other hand the quality of the project process and project results.

Want to learn more about EPS? Check out this introductory video.

Courses Exchange Students 2022-23

*modeltraject steeds onder voorbehoud van wijzigingen

Timing and Location

Start date

2nd semester

    Welcome Week

Monday 30th January 2023 -  Thursday 2nd February 2023

    Welcome day

Friday, 3rd February 2023

    Start of programme

Monday, 6th February 2023

    Official end date

Friday, 23rd June 2023


Holidays

Spring Break: Monday 20th February – Sunday 26th February 2023 (1 week)
Easter Holiday: Monday 3rd  April – 16th April 2023 (2 weeks)
Ascension: 18th – 19th  May 2023
Other days off: 1st May 2023 / 29th May 2023

Location

AP Campus Spoor Noord - Noorderplaats
Noorderplaats 2
2000 Antwerp

The EPS projects will be organized on different locations in or near the city center of Antwerp.

Registration

Nomination

AP partner institutions should send the student’s nomination to the AP International Office. You can find the full application procedure here

Our programmes can only accept a limited number of students. After the application deadline, a selection will take place based on motivation/cv, study background, and, if necessary, date of application.

Students will be advised before 15th November of their approval/refusal.

Application

Please complete the online application form and send your documents to incomingstudents@ap.be.

We would like to take into account your preference concerning the projects. Therefore, we ask you to fill out a short online survey (link will follow later).

Projects will be assigned at a later stage, at the latest upon arrival. It is possible that not all projects will be organized as we often need very specific student profiles in order to be able to run certain projects. If that would be the case with the project(s) you prefer, we will propose an alternative project that fits your profile.

  • Application deadline: 1 November 
  • Selection and final acceptance: 15 November
  • Students that apply before 10 August can receive a decision about their acceptance on 7 September at the latest in case they ask for it.

Registration

Once accepted, please fill in the online registration:

  • Go to the registration form (link will follow later)

We will communicate with you by means of your personal email address and your mobile phone number, so make sure you provide us with the correct contact details..

After your registration, AP International Office will provide additional information pertaining to:

  • Welcome Week and Welcome Day
  • Procedure for registration (residence permit)
  • Invitation letter, for visa purposes
  • Housing, activities, integration & facilities

Credits

AP awards 30 credits for one semester. Credits are awarded only when the course has been completed and all required examinations have been successfully taken.

AP Grading Scale compared to the ECTS scale:
 

AP

ECTS grade

18-19-20

A EXCELLENT

15-16-17

B VERY GOOD

13-14

C GOOD

11-12

D SATISFACTORY

10

E SUFFICIENT

8-9

FX FAIL (with possible deliberation)

0-1-2-3-4-5-6-7

F  FAIL (no deliberation possibility)