Program Overview

Co-curricular Student Team Learning

The pilot course "Flexible and self-directed learning in co-curricular Student Teams" offers a unique opportunity to deepen expertise in a self-chosen topic that directly contributes to the role within the Student Team. This course allows for a highly personalized learning trajectory, where learning objectives are defined based on interests and the team's challenges.

About the Course

This course aims to equip students with essential skills to tackle real-world challenges. Students will learn to apply interdisciplinary knowledge, critically evaluate concepts for problem-solving, and become proficient in developing innovative solutions within their student team. Beyond technical skills, students will also identify and translate professional development needs into personal learning goals, choose effective learning activities, communicate project outcomes clearly, manage project complexity, and develop strong interdisciplinary teamwork awareness.

Key Features

• Personalized Learning Trajectory: Define specific learning goals, covering both disciplinary and transversal competencies. A learning contract outlines the focus.
• Learning in Context: Actively apply learning to real-world team projects, gaining hands-on experience.
• Flexible Structure: The course has no fixed start/end date, timeslot, or quartile. The timeline is agreed upon between the student and their academic supervisor.
• Assessment: Assessment is programmatic, focusing on growth in advanced-level competencies, with evidence based on project progress, reflection, and a final presentation.
• Credits (EC): This elective course carries 10 EC, counting towards either the Bachelor program (Level 3) or Master program.

Frequently Asked Questions

How is assessment organized and what is it focused on?

Assessment is programmatic and focuses on growth in advanced-level competencies (knowledge, skills, attitudes). It is based on multiple feedback moments and overall development throughout the project. Assessment evidence includes:

• Documented progress on the project: (40% weighting) This includes the learning contract and progress on the defined project within the team.
• Reflection on Learning: (20% weighting) Self-reflection on the decision-making process and overall learning during the project.
• Final Presentation: (40% weighting) A presentation discussing evidence, reflection, and overall development (self-directed learning, application, reflection) and product (impact on the team, final deliverable).

What does the course structure look like?

This course does not have a fixed start/end date, timeslot, or quartile. The timeline is flexible and agreed upon between the student and their supervisor.

• Meetings with Supervisor: Minimum 3 compulsory meetings (Intake, Intermediate, End). Maximum number (including on-demand coaching) is defined in agreement with the supervisor. Each meeting averages 60 minutes.
• Learning & Development Days: 2 compulsory meetings (halfway and at the end), each 3 hours long.
• Day-to-Day Activities: Active involvement in student team projects and informal mentoring by team members.

Pilots: What does it mean?

Being part of a pilot program means being at the forefront of educational innovation. Pilots are crucial for gathering insights, evaluating viability, and shaping future educational offerings, particularly around flexible and self-directed learning. As a participating student, you become a co-creator, actively contributing to the development of these new methods by providing valuable feedback.

Course Codes

• For Master Built Environment students: 7QQ6M0
• For Master Chemical Engineering students: 6EMAC9

Availability

During the pilot phase, the course is primarily available for CE&C and BE students, but there are plans to extend its availability after the pilot period.