Overzicht en planning skills¶

In mei 2024 is er een werkgroep opgericht om met elkaar na te denken over de invulling van de skills in het nieuwe curriculum.

In de werkgroep hebben deelgenomen: Dr. Wim Bouwman (RST, docent Design Engineering voor Fysici bij TN, lid werkgroep herstructurering en betrokken bij aansluiting VWO-WO), Drs. Gertjan Broekman (Studieadviseur TN en betrokken bij Learning My Way), Dr. Hylkje Geertsema (ImPhys, Docent TN, lid werkgroep herstructurering en betrokken bij de aansluiting VWO-WO), Dr. Rolf Hut (CITG, docent Design Engineering voor Fysici bij TN), Dr. Freek Pols (SEEd, practicumdocent bij TN), Prof. Dr. Bernd Rieger (docent TN en hoogleraar bij ImPhys), Dr. Maria Sovago (ImPhys, docent TN bij Technology Management), Dr. Caroline Wehrmann (SEEd, deskundige skills-onderwijs).

Startpunt skills¶

Als startpunt heeft de werkgroep gebruik gemaakt van de skills zoals gedefinieerd in de VALUE rubric van de American Association of Colleges and Universities. Dit in navolging van het verzoek van de faculteit aan de bacheloropleidingen om hierop aan te sluiten.

Doelstelling skills¶

Onderstaande milestones geven een gemiddeld niveau aan over een skill. Het aangewezen niveau varieert soms significant per indicator.

Skill	Milestone	Opmerking
Intercultural Knowledge	2	Valt onder interdisciplinair samenwerken. Vergelijk eigen cultuur met die van andere studies. Vooral een indicatie voor niveau bij Skills en Attitudes.
Information Literacy	3	Onderdelen 'determine the extend of information needed' en 'evaluate information and its sources critically' vallen buiten beoordeling.
Critical Thinking	2	Hogere milestone bij 'explanation of issues', lager bij 'influence of context and assumptions'
Quantitative Literacy	3	Onderdeel assumptions is nog kwetsbaar.
Reading	?	Lezen voor natuurkundige is niet binnen meerdere genres, maar gaat altijd om onderzoeksverslag of ontwerpverslag. Hoort als zodanig bij uitbreiden van kennis.
Integrative Learning	?	Heeft weinig overlap met de skills van onze opleiding.
Oral Communication	2	Willen misschien wel mikken op niveau3, maar de lat ligt op 2.
Lifelong Learning	2	'begins to look beyond classroom requirements...' laten we buiten beschouwing.
Civic Engagement	1	Interpreteren deze skill door civic engagement als interactie met bedrijfsleven te zien.
Teamwork	2	Willen hier wel vaak mikken op niveau 3. 2 is de lat.
Creative Thinking	2	Categorie 'taking risks' laten we op niveau 1. 'embracing contrdictions' binnen de natuurkunde moet eigenlijk op niveau 2 of 3, maar interdisciplinair niet.
Problem Solving	2	Kan soms wel mikken op niveau 3.
Inquiry and Analysis	2	Kan soms wel mikken op niveau 3.
Written Communication	2-3	Kan vaak wel mikken op niveau 3, maar lat op 2.
Ethical Reasoning	?	De manier waarop deze skill gepresenteerd wordt sluit niet goed aan bij onze beleving bij natuurkunde.

Skills in detail¶

Intercultural knowledge and competence

BELOW Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.)
BELOW Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices.
Views the experience of others but does so through own cultural worldview.
Identifies some cultural differences in verbal and nonverbal communication and is aware that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding. Towards: Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences.
Asks deeper questions about other cultures and seeks out answers to these questions.
Expresses openness to most, if not all, interactions with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, and is aware of own judgment and expresses a willingness to change.

Information literacy

Defines the scope of the research question or thesis incompletely (parts are missing, remains too broad or too narrow , etc.). Can determine key concepts. Types of information (sources) selected partially relate to concepts or answer research question.
Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.
(Derde categorie niet meegenomen)
Communicates, organizes and synthesizes information from sources. Intended purpose is achieved.
Students use correctly three of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. OR MORE

Critical thinking

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Quantitative literacy

Provides accurate explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph. TOWARDS: Provides accurate explanations of information presented in mathematical forms. Makes appropriate inferences based on that information. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events.
Competently converts relevant information into an appropriate and desired mathematical portrayal.
Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem.
Uses the quantitative analysis of data as the basis for competent judgments, drawing reasonable and appropriately qualified conclusions from this work.
Explicitly describes assumptions. TOWARDS: Explicitly describes assumptions and provides compelling rationale for why each assumption is appropriate. Shows awareness that confidence in final conclusions is limited by the accuracy of the assumptions.
Uses quantitative information in connection with the argument or purpose of the work, though data may be presented in a less than completely effective format or some parts of the explication may be uneven.

Reading

(eerste categorie niet meegenomen)
(tweede categorie niet meegenomen)
Engages texts with the intention and expectation of building topical and world knowledge. TOWARDS: Uses texts in the context of scholarship to develop a foundation of disciplinary knowledge and to raise and explore important questions.
Recognizes relations among parts or aspects of a text, such as effective or ineffective arguments or literary features, in considering how these contribute to a basic understanding of the text as a whole.
Demonstrates that s/he can read purposefully, choosing among interpretive strategies depending on the purpose of the reading.
Discusses texts in structured conversations (such as in a classroom) in ways that contribute to a basic, shared understanding of the text.

Integrative learning

Rubric in zijn geheel niet meegenomen. Voegde niet toe aan inzicht.

Oral communication

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.
Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Language in presentation is appropriate to audience. TOWARD?: Language choices are thoughtful and generally support the effectiveness of the presentation. Language in presentation is appropriate to audience.
Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative. TOWARD?: Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable.
Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that partially supports the presentation or establishes the presenter's credibility/authority on the topic.
Central message is basically understandable but is not often repeated and is not memorable. TOWARDS: Central message is clear and consistent with the supporting material.

foundations and skills for Lifelong learning

Explores a topic with some evidence of depth, providing occasional insight and/or information indicating mild interest in the subject.
Completes required work and identifies opportunities to expand knowledge, skills, and abilities.
(Third categorie not always desired within our program)
Makes references to previous learning and attempts to apply that knowledge and those skills to demonstrate comprehension and performance in novel situations.
Reviews prior learning (past experiences inside and outside of the classroom) with some depth, revealing slightly clarified meanings or indicating a somewhat broader perspectives about educational or life events.

Civic engagement

Expresses attitudes and beliefs as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures. TOWARDS: Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures.
Begins to identify knowledge (facts, theories, etc.) from one's own academic study/field/discipline that is relevant to civic engagement and to one's own participation in civic life, politics, and government.
(Third category does not fit the program)
Communicates in civic context, showing ability to do one of the following: express, listen, and adapt ideas and messages based on others' perspectives (when interacting with other disciplines). Effectively communicates in civic context, showing ability to do all of the following: express, listen, and adapt ideas and messages based on others' perspectives. (when interacting with technical staff)
Has experimented with some civic activities but shows little internalized understanding of their aims or effects and little commitment to future action.
Experiments with civic contexts and structures, tries out a few to see what fits.

Teamwork

Offers new suggestions to advance the work of the group.
Engages team members in ways that facilitate their contributions to meetings by restating the views of other team members and/or asking questions for clarification. TOWARDS: Engages team members in ways that facilitate their contributions to meetings by constructively building upon or synthesizing the contributions of others.
Completes all assigned tasks by deadline; work accomplished advances the project.
Supports a constructive team climate by doing any two (ideally no 1, 4 and either 2 or 3) of the following:
- Treats team members respectfully by being polite and constructive in communication.
- Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
- Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.
- Provides assistance and/or encouragement to team members.
Passively accepts alternate viewpoints/ideas/opinions. TOWARDS: Redirecting focus toward common ground, toward task at hand (away from conflict).

Creative thinking

Adapt: Successfully adapts an appropriate exemplar to his/her own specifications.
Stays strictly within the guidelines of the assignment. TOWARDS: Considers new directions or approaches without going beyond the guidelines of the assignment.
Considers and rejects less acceptable approaches to solving problem.
Acknowledges (mentions in passing) alternate, divergent, or contradictory perspectives or ideas (outside physics). Incorporates alternate, divergent, or contradictory perspectives or ideas in a exploratory way (inside physics).
Experiments with creating a novel or unique idea, question, format, or product.
Connects ideas or solutions in novel ways.

Problem solving

Demonstrates a limited ability in identifying a problem statement or related contextual factors.
Identifies only a single approach for solving the problem that does apply within a specific context.
Proposes one solution/hypothesis that is “off the shelf ” rather than individually designed to address the specific contextual factors of the problem.
Evaluation of solutions is brief (for example, explanation lacks depth) and includes the following: considers history of problem, reviews logic/reasoning, examines feasibility of solution, and weighs impacts of solution. TOWARDS: Evaluation of solutions is adequate (for example, contains thorough explanation) and includes the following: considers history of problem, reviews logic/reasoning, examines feasibility of solution, and weighs impacts of solution.
Implements the solution in a manner that addresses the problem statement but ignores relevant contextual factors.
Reviews results relative to the problem defined with some consideration of need for further work.

Inquiry and analysis

Identifies a topic that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic. TOWARDS: Identifies a focused and manageable/doable topic that appropriately addresses relevant aspects of the topic.
Presents information from relevant sources representing limited points of view/approaches.
Critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.
Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities. TOWARDS: Organizes evidence to reveal important patterns, differences, or similarities related to focus.
States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings. TOWARDS: States a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.
Presents limitations and implications, but they are possibly irrelevant and unsupported. (varies strongly)

Written communication

Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions). TOWARDS: Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).
Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation. TOWARDS: Demonstrates consistent use of important conventions particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices.
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.
Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. (strongly influenced by advent of generative AI)

Ethical reasoning

To be developed.

Verdeling skills¶

Propedeuse	Q1 Introductie	Q2 Onderzoek	Q3 Simulatie	Q4 Innovation & Design
Intercultural Knowledge	Veilig klimaat			Contact met technici
Information Literacy		gebruik bronnen
Critical Thinking		validatie
Quantitative Literacy	Werkcollege IDEA	aannames noemen	kwantificeren eisen, Schattend rekenen, Taylor reekslengte
Reading		peer review verslag
Integrative Learning				reflectie proces
Oral Communication		presenteren	training ITAV	kan ook hier
Lifelong Learning	Zit door hele opleiding
Civic Engagement				werk met technici
Teamwork	samenwerken wc/prac		rollen en feedback	kan ook hier
Creative Thinking		ontwerp experiment	oefen methodologie	toepassen methodologie
Problem Solving	werkcollege IDEA			herdefiniëren opdracht
Inquiry and Analysis	opzet onderzoek	correct argumenteren		interpreteren
Written Communication		vorm verslag
Ethical Reasoning

Tweede jaar	Q5 Onderzoek	Q6 Simulatie	Q7 Innovation & Design	Q8 TM
Intercultural Knowledge			Contact met technici	Contact non-fysici
Information Literacy	refereren en citeren		zoeken bronnen
Critical Thinking		benadering bij aanname
Quantitative Literacy			verifiëren	Fysisch Transport - Dimensie analyse en ordegrootte
Reading	Leesstrategie
Integrative Learning				zelfreflectie
Oral Communication				Breed publiek (nieuw)
Lifelong Learning	Zit door hele opleiding
Civic Engagement				werk met bedrijf
Teamwork				andere cultuur RBS
Creative Thinking			toepassen methode
Problem Solving				toepassen
Inquiry and Analysis	interpreteren en relateren theorie
Written Communication	inhoud	verslag
Ethical Reasoning		Opnemen in AI

Derde jaar
Intercultural Knowledge	Andere supervisors bij BEP
Information Literacy	Literatuur onderzoek in opdracht
Critical Thinking	Impliciet in BEP
Quantitative Literacy	Impliciet in BEP
Reading	Wetenschaps- en argumentatieleer
Integrative Learning	Zelfreflectie BEP
Oral Communication	Eindpresentatie BEP
Lifelong Learning	Zit door hele opleiding
Civic Engagement	Afhankelijk van opdracht
Teamwork	Afhankelijk van omgeving
Creative Thinking	'denk even terug aan ontwerpen'
Problem Solving	Impliciet in opdracht
Inquiry and Analysis	Koppel onderdelen en interpreteer
Written Communication	Individueel eindverslag
Ethical Reasoning

Overige opmerkingen en vragen¶

Creative Thinking en Problem solving: komen ook bij simulaties aan bod. Bespreken hoe precies. Kan relevant zijn in ontwikkeling.
Teamwork: Als hier meer nadruk op komt in Q1, dan moeten de groepen groter. Bij het practicum nu in paren.
Problem solving: Ideaal zou zijn als dit wordt geïntroduceerd bij de designvakken en de andere vakken hiernaar terugverwijzen. Dienen dezelfde terminologie te hanteren.
Oral communication: Verplaatsen van DEF2 naar DEF1 (Q3/Q4). In eerste semester wel al laten presenteren en feedback geven, maar nog niet beoordelen in cijfer. Als mogelijk dan vervolgvak in tweede jaar met meer focus op science communication (idee om Julia Cramer in te schakelen)
Quantitative literacy is een van belangrijkste skills en dat moet zo blijven. Studenten hier meer bewust van maken. Op meer plekken inzetten: werkcollege, onderzoeken, simuleren, etc.
Intercultural knowledge: Aan het begin in Q1 moeten we een veilige leeromgeving creëren met ruimte voor vragen en failing forward. Positieve ervaringen met samenwerken in het begin van de opleiding kunnen bijdragen aan self-efficacy van studenten.
Lifelong learning: Model van Paula Meesters over 4 fases die studenten doormaken in transitie van leerling tot (master)student kan als uitgangspunt dienen. Elk semester de focus op een andere fase.
Civic engagement is iets dat door voorbeelden uit de praktijk mooi kan aansluiten bij hoorcolleges. Studenten vinden dit interessante informatie die motivatie en verbinding kan verhogen.