WELCOME TO THE

UNIVERSITY

OF TWENTEAnne Muller, Daniëlle Aagten, Renilde van Seters

Tom Mulder, Irene Visscher-Voerman

OF TOM.UNIVERSITY

When What

9.30 - 10.30 Session 1 Opening: What is TOM?

10.30 - 11.30 Session 2: Project-led education @ UT

Coffee

12.00 - 13.00 Session 3: Innovation and implementation of TOM

Lunch

14.00 - 15.00 Session 4: TOM in practice – Campus tour

15.15 - 16.15 Session 5a: Q&A session

16.15 - 17.00 Session 5b: Q&A and drinks (one on one)

TODAYS’ PROGRAMME

SESSION 1: WHAY, WHAT AND RESULTS

WHY

1. 2. 3. 4. 5.

WHAT RESULTS GAINS & OPPORTUNITIES QUESTIONS

Irene Visscher-Voerman & Tom Mulder

1. WHY

WHY TOM: DRIVERS BEHIND THE MODEL

EducationalResearch (HE) Developments

& Constraints

UTVision, mission & profile

TOM

1-6-2017 7

WHY TOM: PROFILE OF THE UNIVERSITY

ENTREPRENEURIAL

• A steady workload is better than ‘binge learning’ for tests (Jansen, 1996; Vos, 1998);

• Frequent and adequate feedback helps students adjust their learning (Hattie & Timperly, 2007);

• A variety in teaching methods keep students engaged (Van den Berg & Hofman, 2005);

• Community helps students help each other (Tinto, 1993);

• Ambitions must be clear and high, yet realistic (Hattie, 2008); and

• Teachers work best in teams (Louis & Marks, 1998; McLaughlin & Talbert, 2006), with minimal regulation (Niemiec & Ryan, 2009).

1-6-2017 TOM Toolkit 8

WHY TOM: OUTCOMES OF EDUCATIONAL RESEARCH

• Dutch system

• 50% of first year students ever graduated (in their own discipline)

• Large number gives up after two years

• Average study time was 7.4 years (for a 5 year Ba+Ma programme)

• Less than 20% of the students chose STEM subjects

• Of which is 80% male

• Goals:

• Drop-out rates are to be below 30% (70% graduates within 4 years)

• Attract more students

• Attractive education: at least 20 hours of guided activities

• Cost reduction at UT level

1-6-2017 TOM 9

WHY TOM: HIGHER EDUCATION DEVELOPMENTS & CONSTRAINTS

2. WHAT

1. MODULES AND PROJECT-BASED WORK

2. STUDENT DRIVEN LEARNING

3. RESEARCHERS, DESIGNERS AND ORGANIZERS

UNIVERSITY OF..

WHAT: MODULES & PROJECT-BASED WORK

• Modules are the new courses (from 12 to 4 per year)

• All modules are 15 EC

• 1 grade in the end; towards integral/comprehensive testing

• BSA: 3 modules (45 EC)

• Shared education where possible

• Projects!

1. Developing skills and searching/deepening

knowledge

2. Applying theory to practical solutions

3. Group projects (or/with individual assignments)

4. Changing teacher role

WHAT: VARIOUS MODULE TYPES

1 2 3 4B1

5 6 7B2 8

9 10 11 + 12B3

WHAT: CURRICULUM STRUCTURE

Shared education:- Modules - Module parts- Mathematics / research

methodology & statistics- Reflection on Science,

technology and Society

WHAT: STUDENT-DRIVEN LEARNING

• (pro-) active, entrepreneurial

attitude

• flexibility

• in content, time, activities, role…

• not only help students apply or test

their understanding and develop

skills, but also invite them to ask new

questions and seek other learning

opportunities

WHAT: THREE PROFESSIONAL ROLES

Researcher

Designer

Organizer

The university of Twente wants to

train highly skilled professionals

who are able to critically assess,

combine and apply scientific

knowledge on societally relevant

issues

3. RESULTS

3. RESULTS

• ‘Shared’ education (module map)

3. RESULTS

• ‘Shared’ education (module map)

• Coherent modules:

• Content is (partly) integrated

• Assessment (mostly) separate

• Overall appreciation scores increase

3. RESULTS

• ‘Shared’ education (module map)

• Coherent modules:

• Content is (partly) integrated

• Assessment (mostly) separate

• Overall appreciation scores increase

• Reducement of (late) drop-out: students drop-out earlier (also because of BSA)

1-6-2017 TOM 22

3. RESULTS: DROP-OUT RATES (JUNE 2016)INCLUDING SWITCH TO OTHER UT PROGRAMME

0

2

4

6

8

10

12

14

16

18

< 6 months 6-12 months 12-24 months 24-36 months > 36 months

Drop-out rates (%) (including switch)

2011 2012 2013 2014 2015

3. RESULTS

• ‘Shared’ education (module map)

• Coherent modules:

• Content is (partly) integrated

• Assessment (mostly) separate

• Overall appreciation scores increase

• Reducement of (late) drop-out: students drop-out earlier (also because of BSA)

• Study yield: More students graduate within three years

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Cohort 2008 Cohort 2009 Cohort 2010 Cohort 2011 Cohort 2012 Cohort 2013

PER

CEN

TAG

E R

E-EN

RO

LLER

S W

HO

FIN

ISH

ED T

HEI

R P

RO

GG

RA

MM

EW

ITH

IN A

CER

TAIN

NU

MB

ER O

F Y

EAR

S

Bachelor study yield re-enrollments per cohort

≤ 3 jaar ≤ 4 jaar ≤ 5 jaar ≤ 6 jaar

4. GAINS AND OPPORTUNITIES

|

GAINSFor teachers:

Innovative teaching methods

Collaboration in module teams

Integration and learning in

projects

For students:

Learning together

More distributed workload

Frequent feedback

Increased level of deep learning

OPPORTUNITIES• Decrease the testing pressure >

administration load high work load

students

• Student Driven Learning > for

example more free planning

• Improve the organizational

aspects of modules (SEQ) > clear

communication of expectations

• More integration of skills and

knowledge

ENGLISH SPOKEN

5. QUESTIONS?

MORE INFORMATION ON TOM: WWW.UTWENTE.NL/TOMTOOLS AND SUPPORT EDUCATION: WWW.UTWENTE.NL/CELTICT: WWW.UTWENTE.NL/TELT/SOLUTIONS/