FMNS: Programs in transition

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1 Seminar 21 November 2014 Jos Roerdink Chairman Steering Committee International Bachelor FMNS FMNS: Programs in transition 10 bachelor degree programmes of Undergraduate School of FMNS will become international and be taught in English. The transition to the English bachelor programme is made by cohort: : year 1 of the programme in English : year 1-2 of the programme in English : year 1-3 of the programme in English 1

2 Names of the programmes Dutch name BSc Informatica BSc Kunstmatige Intelligentie BSc Natuurkunde BSc Scheikunde BSc Scheikundige Technologie BSc Sterrenkunde BSc Wiskunde BSc Technische Bedrijfskunde BSc Technische Natuurkunde BSc Technische Wiskunde English name BSc Computing Science BSc Artificial Intelligence BSc Physics BSc Chemistry BSc Chemical Engineering BSc Astronomy BSc Mathematics BSc Industrial Engineering & Management BSc Applied Physics BSc Applied Mathematics International enrollment Program name BSc Astronomy 3 6 BSc Artificial Intelligence BSc Computing Science BSc Physics 9 15 BSc Applied Physics 2 6 BSc Chemistry 9 13 BSc Chemical Engineering 9 22 BSc Mathematics BSc Applied Mathematics 2 7 BSc Industrial Engineering & Management Total

3 Pilot International Classroom Model and tools based on the NVAO 1 parameters for Distinctive Quality Feature for Internationalization (DQFI). Information collection: 1. student evaluation reports 2. programme descriptions including learning outcomes 3. recent reports and curriculum guidelines 4. semi-structured interviews with staff and students 1 NVAO: Nederlands-Vlaamse AccreditatieOrganisatie Pilot at FMNS Two bachelor programs: Computing Science (CS) Industrial Engineering & Management (IEM) Period: April September 2014 People: Franka van den Hende & Kevin Haines Gerald Jonker (IEM), Jos Roerdink (CS) 3

4 Computing Science Bachelor Program First year Computing Science Extended Orientation Foundations of Computing Mathematics Communication and social competences Business Computing Basic Computing 150 EC Business Intelligence Marketing Management of Product Innovation ACM/IEEE characteristics for Computer Science graduates domain Graduate characteristics Technical understanding Mastery of CS core body of knowledge Familiarity with common themes and principles Graduates need understanding of a number of recurring themes, such as. Interplay between theory and practice Graduates need to understand how theory and practice influence each other System-level perspective Graduates need to think at multiple levels of detail and abstraction Problem solving skills Graduates need to understand how to apply their knowledge to solve real problems Commitment to life-long learning Graduates need to realize that they must continue to learn and adapt their skills throughout their careers Commitment to professional Graduates should recognize the social, legal, ethical responsibility and cultural issues in use of computer technology Communication and organizational skills Graduates should be able to make presentations to a range of audiences, work effectively in teams, and manage their own development 4

5 IEM Specializations First year Discontinuous production Continuous production Production Technology and Logistics Product and Process Technology: Chemical and Biochemical faculty of mathematics and natural sciences industrial engineering and management Final learning outcomes for IEM LO 1. describe within a business context LO 2. determine and assess the functionality and performance in a multidisciplinary way LO 3. skills to design, redesign, implement and subsequently validate IEM engineering skills LO 7. communicate effectively with both engineers and managers Elementary technological products and processes LO 8. leadership, socially and ethically responsible behaviour LO 6. academic attitude conduct elementary academic research LO 4. Life-Long Learning LO 5. Master s degree programme Academic skills 5

6 faculty of mathematics and natural sciences industrial engineering and management Start University of Groningen Date International Bachelor Among 70 (European) universities Pilot: specific objectives discover how principles of learning and teaching across cultures work in another disciplinary setting how do we deal with diversity in the classroom? what is intercultural learning and teaching? evidence of good practices? can the results serve as a framework across (and beyond) FMNS? 6

7 Intermezzo: Newton s Law of Universal Gravitation International? Intercultural? International Classroom to include and immerse students from other cultures into the local culture and educational system for local students to collaborate with students from other countries for a rich educational and cultural exchange H. Teekens: Profile of the ideal lecturer for the international classroom, In: Teaching and learning in the international classroom. The Hague, NUFFIC,

8 Interviews Semi-structured interviews based on questionnaire addressing: international/intercultural learning outcomes teaching and learning arrangements assessment content/context didactics language employability Questions derived from Leask (2009) and Lauridsen (2013). Interviews Interviewees Details 10 students 8 first year students (partly group interview), 1 master student, 1 alumnus, 1 teaching assistant, old/new chairman student association 3 faculty overall vice dean, director undergraduate school, policy advisor international relations, chairman steering committee 2 program coordinators for CS and IEM 3 lecturers 2 for CS, 1 for IEM (non-dutch) 2 study advisors for CS and IEM 1 language instructor from University Language Centre 8

9 Constructive friction Student: let s say I do something in a project, we split the work. In my part I do something, and I have been working on it, considering it, talking with people without asking the rest. Then we meet up and they say that it is wrong. So they do not consider that there might be other ways of doing it, or reasons. I put a lot of effort in and it is not ok to say that it is wrong... but once you talk, they have fewer problems to adapt to the other s ideas. Teaching & learning arrangements Program director: it is more or less adequate, but I wonder whether we might improve it by doing it more professionally, in a more systematic way. The message should be that this is an international discipline in which you will be educated in an international way. 9

10 Teaching & learning arrangements Teaching assistant: so I thought we would get more high school reports, but they surprised me with the level of difficulty. It was content-wise really good; they have analyzed two or three things and drawn a useful conclusion out of it. Apparently we told them what we expected and how we expected it, but I do not realize when. And I think they perform better under pressure. Assessment Student: all the exams in Italy have an oral and written examination at the end of the program. We have nothing like presentations or assessment throughout the course, which I find bad. Here (at RUG) I like it, because there is someone looking after what you are doing. We have a gradual assessment, so it is not that your grade depends only on your last exam. 10

11 Language instructor: Language a VWO 6 diploma is no guarantee that you can write academically. We re talking about English for specific purposes and for academic purposes, not a review of a Shakespeare play. Invariably you will hear [from Dutch students]: I got a 7 (at school) but I don t remember doing any writing, it was all reading and commenting on that. Language Chairmen student association: we have this code of conduct that you always speak in English and you never switch. For me it goes that when you are with people who do not speak Dutch you will not speak Dutch. But this is not the case for all people. But first year Dutch are really willing to cooperate and speak English. I believe it is always necessary to speak English when there is a non-dutch speaker in the room. [ ]. We cannot do this in 1-2 years, but we should make a step every year. 11

12 Support Study advisor: international students find it strange to be approached for social activities when the study program is so demanding. And: not all international students are used to having a student advisor. Employability Lecturer: they are not looking for a job, the job is looking for them. Alumnus: the program did not train me sufficiently in interacting with people having difficult conversations, working in groups, etcetera. 12

13 Student support Student: I was really impressed with the welcoming ceremony for the international students; it was very well organized (combining fun stuff and informational stuff). [ ] It was a really good idea to get to know each other, to bond and it was really helpful. Results: indications of good practice informal environment with very committed staff and students; feeling of `community learning arrangements with small groups such as tutor groups, mentor groups, and the buddy system international nature of the field & research networks large proportion of teaching staff with international background key role of the student associations within the faculty 13

14 Recommendations 1. embed language support more in the programs 2. use English more consistently 3. develop integrated vision on internationalization at program level 4. make learning outcomes more explicitly international and intercultural; link them with employability Conceptual Framework International Classroom RUG, Draft November 2014 Recommendations 5. provide more extensive training for teaching assistants and mentors 6. recruit students from a diversity of (language) backgrounds 7. further build on formal and informal monitoring and evaluation 8. build on learning communities to develop an international, inclusive, innovative faculty environment 14

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