Consultations

In order to help internationalize the curriculum, we can offer programme boards and lecturers the following ways of consulting 

• help internationalize learning outcomes
• help diversify teaching and learning activities to suit all learners
• review course material
• deliver TA training for course specific activities
• deliver workshops to students to help them become more aware of and work with (cultural) diversity

Some examples: 

• BSc IEM: Organization Behavior and Group Dynamics (OBGD) course involves multiple group assignments. The groups are assigned by the lecturer to ensure that each group is diverse. In this course, working together with the course lecturer, we
  added a learning outcome addressing intercultural communication and group work
  trained TAs to facilitate intercultural group work

  • facilitated a session for students to emphasize the importance of group work and how incorporating multiple perspectives can lead to better results

• MSc EES: Modeling energy and Material Systems (MEMS), a Master’s course, involves a 20-week long group project. The groups are assigned such that they are diverse. For this course, we delivered a training session to raise students’ awareness of cultural differences, and how to work with those cultural differences while working in culturally diverse groups.

• BSc Physics: Introduction to Nanophysics is a first-year course. In this course, working together with the course lecturer, we will

  internationalize course LOs
  include project topics/case studies from different parts of the world
  • introduce intercultural group work
  • train TAs and/or students

Consult our team for tailored support on course and curriculum design, assessment and teaching. We will discuss your needs and requests together and we will draw up a plan to see what is possible and how we can support you.

Below you can find some examples and testimonials of collaborations with programmes and individual teachers from the past.

• Collaboration with (Applied) Physics programme
  The (applied) physics programme wanted to develop a vision on the teaching style within the programme: what do we think is good educational design? How do we see active and blended learning in a physics context? What is already happening in our programme and what do we want to change in the future? Staff meetings were set up in a collaborative way
  “In the physics and applied physics programmes, we have been discussing the role and benefits of active and blended learning for some time. To exchange experiences and gather support for these modern teaching approaches, we have organised four topical meetings for and by colleague lecturers. The expertise and involvement [of the CLT] was a tremendous help - in setting up these meetings and by providing background material, research literature and possible examples. This really helped to move these meetings to a higher level.”
  - Diederik Roest, programme director bachelor (applied) physics.
• Collaboration with Pharmacy programme
  The pharmacy programme wanted to develop a module in the existing Pharmacy Game course (https://pharmacygame.education/). CLT was involved in the design phase, where we advised on setting up Learning Objectives (LOs), followed by aligning the assessment and activities to the LOs. One of the CLT staff joined all meetings on design, gave feedback on the written proposals and guided the process of setting up the constructive alignment of the module. After the module was finished, CLT supported the project team in setting up and reflecting on a student evaluation. This led to an improvement plan for future editions.
  "The focus on pharmaceuticals found in water has increased. Pharmacists are an important link in the chain of reducing medications in water. However, its role is not yet sufficiently addressed in the study programs. Therefore, at the PharmacoTherapy-  Epidemiology- and Economics department, we aimed to develop an educational module to increase our students' knowledge concerning this issue and train them to become leaders who take initiatives in the future to reduce pharmaceuticals in water. This process was supported by various partners, including the [CLT] colleagues who helped us structure this module, set the core learning goals, and provided us with advice and materials in each step of the module development. Their excellent support is very much appreciated, and we are already looking forward to the final stage, where we will gladly work with them around the evaluation phase."-Dr. Tanja Fens, responsible for the development of the educational module ‘Reducing pharmaceuticals in water’, part of the Pharmacy Game course at the University of Groningen.

Study associations can contact us to receive feedback on their policy documents regarding topics of diversity and inclusion and/or internationalization. Study associations can also ask for feedback on how to make their activities more inclusive. 

FSE students can contact us in case they: 

• witness or experience discrimination that they wish to report, which can also be done by filling out this form:

• have suggestions for the faculty, their programme or their study associations to become more inclusive