Competency Area

Competencies

1. Designing Education  

• designing course units with an eye for their place in the curriculum and the relationship with other course units;

• defining the final competencies of one’s course units, in alignment with the programme competencies, and policy  choices made at programme, faculty and university level;

• creating a powerful learning environment that is at once well-suited to student population, didactic principles and policy choices;

• developing “studiable” and research-based learning materials that include international and socially relevant perspectives;

• involving (international) stakeholders in education design.

2. Providing Education 

• using a broad repertoire of interactive and active teaching methods that offers all students learning opportunities to acquire the predefined competencies;
• encouraging students to adopt an active and socially committed study and research attitude;
• creating a safe and structured learning environment for all students based on a positive attitude towards students;
• radiating enthusiasm for one's own academic discipline and teaching activities;
• communicating transparently with students about a course unit’s intended final competencies, approach, planning and assessment requirements.

3. Coaching (Groups of) Students

• giving students constructive feedback during and after the learning process;
• encouraging students by drawing on their talents and qualities;
• adequately tailoring student supervision to their specific needs;
• referring students with specific problems to the appropriate contact persons or organizations when these problems exceed one’s own counselling options.

4. Assessing students

• using valid, reliable and transparent assessment (methods) in accordance with the study programme’s, faculty’s and university’s assessment policy;
• ensuring that all students can demonstrate the acquired competencies in an assessment as much as possible.

5. Optimizing education and lifelong learning

• critically reflecting on one's own education views, teaching practice and teaching qualities;
• taking a specific initiatives in terms of  education-related professional development.

6. Taking responsibility at team, programme, faculty, and university level

• co-ordinating teaching and assessment practice with colleagues at course unit, learning pathway, study programme or faculty level;
• taking final responsibility for the execution of teaching and assessment assignments by other lecturers in course units of which one is the lecturer-in-charge;
• helping to shape study programme vision, study programme competencies, curriculum and assessment within the study programme;
• playing an active role in education policy and quality assurance at programme, faculty or university level;
• adopting a pioneering role in education innovation at team, programme, faculty or university level.