Motivation
Many students indicate that acquiring practical skills is not given enough attention in education and that they miss the connection with professional practice. The National Student Survey 2023 shows that current university initiatives do not directly contribute to a better connection. Moreover, professional practice increasingly demands skills that allow ideas to be presented in different ways, not just linguistically and academically. How can we ensure that our students regain this connection with professional practice?
Hypothesis
Integrating hands-on assignments into courses can bring education closer to professional practice. One dilemma involved is not to lose the scientific character of a university education. In addition, not every teacher is an expert in creating podcasts or videos, for example, so there is a need for teaching tools that can also transfer these skills to students. Practical assignments encourage students to be creative and approach the course material from new and surprising perspectives. Moreover, this gives them the chance to present their ideas in different ways, which is beneficial for students who are less linguistic.
Desired solution
Presenting ideas in ways that go beyond linguistic and academic approaches is a skill increasingly demanded by professional practice. Vincent's voucher aims to develop digital instructional modules for the Faculty of Arts that will allow both students and lecturers to independently learn the necessary skills for creating practice-based assignments. These instructions will focus not only on learning technical skills, but also on the ways in which podcasts and videos can convey a specific message or insights, while maintaining academic value. Moreover, students are given the opportunity to compile a portfolio of their final products, which they can use to show potential employers the skills they have developed.
Plan of action
Vincent will begin by taking an inventory of the use of practice-based assignments in teaching. The Writing Lab, in collaboration with teachers, will then develop three instructional modules that will independently teach students and teachers the skills needed for practice-based assignments. Using an inventory, Vincent will check whether practice-based assignments are actually used more when online instructional modules are available. By looking at future student evaluations and surveys, he will see if this will make education more in line with professional practice. In addition, Vincent regularly discusses with colleagues and students during the implementation of his project in order to improve the modules.