More adaptive education
Now, more than ever, it is important that students are able to study in a way that works best for them.
We are naturally curious, and that’s why we believe it’s only normal that students would like to learn about subjects outside their own field of study. This is why we want to try to enable students to take any course that sparks their interest. That way, they can broaden their knowledge as much as they would like. In addition to this, the deepening of one’s knowledge in a certain subject, usually achieved by taking honours courses or following an honours programme, should be possible for any student regardless of their grades. Therefore, we want to see that the admission requirements for such courses or programmes are based on motivation and not on a student’s previous results.
Although many students try to allocate as much time to their studies as possible, they often have additional obligations like part-time jobs and other things. For these students, it is good to be assigned to seminars in such a way that best suits their schedules. Therefore, we think it’s important that students are informed about their class schedule as soon as possible, and if needed, can apply for reassignment where possible.
Following from the previous point, it can happen from time to time that a student is unable to attend a certain seminar. Furthermore, a student can find that the specific implementation of a specific seminar does not work with their own style of learning. Students should therefore have the freedom to choose whether they will attend a seminar or not. Attendance requirements oppose this notion. If we want to take students seriously, we have to trust their own responsibility and their ability to judge for themselves how they must prepare for an exam.
Many students have to take resits from time to time. These students are barely supported in the time between the original exam and the resit. Regardless of this, it is expected that these students still have a clear grasp of the material after 1 to 2 months, in addition to the fact that they are taking 1, 2 or even more new classes parallel to their resit preparations. For these students, we want to ensure that a level of support is provided in the time preceding their resit.
LIEF stands for diversity and inclusivity and it is important that this is expressed. Everyone should be welcome at our faculty and everyone should feel welcome.
There is a hotline for discrimination and bullying, but this hotline is not very well-known. It is important that everyone is aware of this hotline and knows how to contact them if necessary. As soon as physical education is fully possible again, we will put up posters at the FNWI.
Furthermore, we would like to see that the FNWI expresses even more that everyone is welcome. One way of doing this is by placing rainbows. Rainbows namely represent diversity and accessibility, which are our core values. Among other things, extra colourful art could be placed or a rainbow pedestrian crossing could be realised. By Dzulkifi and Mustafar, among others, it has been proven that the presence of colour leads to a higher productivity and a good ambiance and the rainbows can help with that.
From assessment to improvement
Currently, the most important and most common form of assessing education at our faculty is the UvA-Q-questionnaire that is presented to participating students at the end of each course. In our opinion, this current format of assessment is not optimal. Often there are questions that are unclear to students; the results of the assessment are not published in many cases and finally, the response rate is too low to reliably draw conclusions based on the data. Therefore, we would like to take a closer look at the course of the process and how it can be improved.
In addition to the UvA-Q, other forms of accessible assessment should be considered as well in our opinion. The UvA-Q-questionnaires are only presented at the end of each course after all and because of this, it is not possible to process feedback from the students during the courses. To make this possible, some programmes organise so-called sounding board meetings – meetings between students and course coordinator in which the course is discussed, things that are going well and things to improve – about halfway through the course. We would like to look into which comparable initiatives there are in the different programmes of the FNWI and find out whether these can be used more widely.
Eye for mental health
In order to get the best out of their study, it is important that students feel comfortable and feel safe at university. That is why, according to LIEF, it is important to focus on mental health. By organizing open discussions about mental health and disabilities, LIEF wants to break through stigmas and stereotypes. In addition, LIEF strives to create better facilities for students who need them by making more student psychologists available at the FNWI and offering better support to people with a disability.