Training offer

The training is designed for BSc and MSc students who will work as TAs and want to learn not only how to facilitate and guide the learning process but also how to create a safe, inclusive, and constructive learning environment. The training is held three to four times per academic year and is set up as follows:

The training is divided into two blocks: 

• A basic block, where all sessions are obligatory. In this part, we offer 4 sessions. Each session has a specific focus: the first is dedicated to the basics of didactics and facilitating the tutorials; the second, to group dynamics and constructive feedback; and the third and fourth sessions focus on intercultural competencies and culturally inclusive teaching. All tools and strategies discussed in the sessions are evidence-based and reported in the peer-reviewed literature.

  Upon the completion of a basic block, TAs are able to :

  • Explain the role of tutorials and TA in supporting learning during the course
  • Demonstrate the use of the Learning Objectives of the tutorials in designing their teaching activities
  • Apply the tools and strategies to engage students in the learning activities
  • Generate discussion during tutorials by asking critical and open-ended questions
  • Apply constructive feedback to increase the quality of learning         
  • Recognize the students’ needs/ability to learn/ understand the subject
  • Facilitate a group discussion and group dynamics
  • Use assessment tools to monitor the learning progress of students
  • Recognize cultural and academic differences and their impact on the learning of culturally diverse students
  • Apply tips and show commitment to enhancing cultural inclusion in group interactions

• A STEM module block, where students must follow a minimum of 2 elective modules. Based on the description of the modules, which can be found here, TAs are asked to select the best-suited sessions for their needs as a facilitators. Since the capacity of the groups is limited, we will prioritize:

  TAs who are active in the semester and blocks that follow the training (1a,1b, and 2a/2b);

TAs who enroll first based on the date of enrolment: first come = first served.

The total workload amounts to 21 hours approximately. Before the start of each session (both blocks), TAs are expected to complete preparation assignments. There is no final assignment. Upon successful completion of the training (see rules), each student will receive a certificate.

Table 1. Overview of all the sessions in TA training. Click here "STEM Module" to read the descriptions of the modules.

All sessions follow the flipped classroom set-up, which means that they are used to apply the knowledge gained during preparatory assignments. Thus, preparation is essential for this course and for a TA’s certification. All sessions are interactive. Students will work in groups, to discuss and reflect on the subject.

Registration

We are excited to announce that the training will take place before the 1b block. Stay tuned, we will open registration for the next session soon and share the details via email with all FSE staff and students.

Registration deadline: 28th September 2026, at 12:00 pm (noon). Upon acceptance you will be enrolled in the Brightspace course.

Start next training: 7 October 2026 (more information will follow)

If you have questions regarding the TA training, please contact us at fse-ta-training rug.nl 

As part of the introduction events for first-year students, our team offers the following: 

Introduction to the Dutch session

After this 2h workshop, students who have recently arrived in the Netherlands and Groningen, are able to identify some core values of Dutch society  and the Dutch academic system and how these manifest in daily encounters. 

Introduction Events (Bachelors, Masters & PreMasters) 

In the past years, the CLT was involved in introduction events and tried to help students become aware of the international environment they study in. We delivered a 1h session during the faculty Masters and PreMasters introductions. An animation film designed by DEI is shown yearly to new bachelor students too. 

All students who want to become mentors, will attend the following trainings: 1 basic session and 2 advanced ones, as outlined below. 

Mentor Training (basic) 

This compulsory module is for all newly starting mentors. It consists of a 3 h training and skill building session which focuses on privilege and cultural differences.  After the session, mentors are able to identify the impact that cultural differences may have on their mentor group and they have formulated strategies to create a more inclusive space.

Mentor Trainings (advanced)

Session on Empathy 
This compulsory advanced module is designed for experienced mentors. It consists of a 3 h training and skill-building session which focuses mainly on (self)- empathy. This module enables experienced mentors to use empathy and/or self-empathy to initiate intercultural dialogues with their mentees. 

Session on Gender Bias
In addition to the compulsory session on empathy, experienced mentors are asked to choose 3  advanced sessions that aim to broaden or deepen their skill set. This session on gender is one of  these optional modules. 

This advanced module is designed for experienced mentors. It consists of a 2h training session which focuses on gender equality. This session enables experienced mentors to provide equitable treatment to all genders in their activities as mentors.

Betastuf training for all Study Associations

To this day, the CLT yearly designed and delivered a tailor-made training for the Board members of all the Study Associations of FSE for Betastuf. The duration, format, focus and objectives of these trainings vary each year and is defined by the Betastuf chair.  

In the past years, our sessions focused, in turn, on: 

• Cultural diversity and inclusion
• Unconscious biases
• Gender identity & inclusion
• Inclusive language

In former trainings, we also offered group and/ or individual assessments as well as association specific consultancy. 

Study Association specific training

On demand, the CLT also provides advice and/or training to members of a given Study Association. These past years, the team delivered workshops to prepare Idun GLV language buddies and make them aware of the challenges newly arrived international students may run into at FSE. The team has also trained their active committee members to help them design and facilitate more inclusive activities. 

PhD students

Each year, the CLT delivers 3 editions of the Teacher Training for PhDs to PhD candidates who work or intend to work as teaching assistants. These trainings enable the participants to develop and practice their intercultural and culturally inclusive teaching skills.

These courses are initiated and coordinated by the CLT.

The course ‘How to teach tutorials’ consists of 5 workshops of 2.5h and some assignments. The second and fourth sessions focus on intercultural competences and culturally inclusive teaching. 

The course ‘How to supervise’ consists of 5 workshops of 2.5h and some assignments. In 3 sessions, participants focus on identifying the impact of cultural diversity on the supervision process,  developing intercultural awareness and providing feedback in a culturally sensitive manner.

In cooperation with the Corporate Academy of the UG, the CLT offers 2 workshops on supervising PhD candidates across cultures. The first workshop focuses on general cultural differences and the second workshop zooms in on Dutch and Chinese cultures. The courses are offered both in spring and fall.

Registration is done via the Corporate Academy:

Assessment and feedback 

Formative assessment strategies for inquiry-based learning

This workshop explores how formative assessment can support inquiry-based learning in higher education. Participants will examine and experience practical strategies for eliciting and interpreting student thinking throughout the inquiry process, using the science assessment, instruction and learning (SAIL) cycle as a framework.

Trainer: to be determind

Assessment and feedback 

Providing effective feedback

Constructive feedback practices are essential for formative assessment to enhance student learning. This workshop aims to help lecturers tailor feedback to maximize student learning and motivation using Hattie and Timperley's model of effective feedback. Attendees will learn to differentiate feedback based on task, process, and self-regulation levels.

Trainer: Edith Koh

Assessment and feedback 

Setting effective multiple-choice questions

This workshop aims to increase participants’ awareness and knowledge of the important aspects of item (MCQ) construction so as to increase the validity and reliability of this popular assessment tool. Participants will learn to apply their knowledge through a critique and discussion of a given list of MCQs.

Trainer: Edith Koh

Assessment and feedback 

Peer feedback and assessment

This workshop specifically focuses on the design of peer feedback and peer assessment in support of student learning. It explores its value and limitations in all learning environments and aims to equip participants with clear ideas and practical information to implement peer feedback and assessment activities to enhance student learning in their educational design.

Trainer: Ferdinand van der Graaf

Assessment and feedback 

Developing effective and efficient rubrics

Rubrics are a much used qualitative grading tool for grading diverse student products and performance such as presentations, reports, designs and many more. In this workshop we will explore characteristics of effective rubrics and use these insights to develop existing rubrics to make them more effective and efficient.

Trainer: Ferdinand van der Graaf

Assessment and feedback 

Assessing group work

 Avoid free riding and reward individual contributions in group work Explore methods to assess individual contributions to a collective product in your current teaching practice. Participants are invited to bring their current assignments and grading tools for group work assignments. This workshop focuses specifically on developing assessment tasks and grading tools.

Trainer: Ferdinand van der Graaf

Teaching and learning

Discover Challenge-Based Learning (CBL)

We will explore its key elements of CBL such as involvement of external stakeholders, student-centred activities, and the teacher’s role as a facilitator and coach. We will also discuss how to design a high-quality challenge, including what to focus on when writing it.

Trainer: Agata Szperl

Teaching and learning

Facilitating inquiry-based learning (IBL)

In this workshop, we will explore Inquiry-Based Learning (IBL), which includes problem-, challenge-, and project-based approaches—all rooted in student-centred inquiry. We’ll discuss the phases of IBL and the facilitator’s role in each, focusing on three key responsibilities: managing learning, activities, and group dynamics to support student-centred learning.

Trainer: Agata Szperl

Teaching and learning

Transforming lab manuals into inquiry activities

Does your lab manual elicit desired student learning during lab work practicals? Stimulate students towards critical scientific thinking during your lab work practical using an inquiry based design for the lab manual. In this workshop you will redesign your lab manual to create a challenging lab experience for your students.

Trainer: Ferdinand van der Graaf

Teaching and learning

Critical AI literacy

What you need to know about AI and AI based tools to use them in an ethical and productive way. We will explore the impact of the emerging AI revolution on education. We will look for ways in which these technologies can work to your benefit in education.

Trainer: Ferdinand van der Graaf

Teaching and learning

Ethical dilemmas in AI

AI offers both opportunities and risks. This workshop explores its ethical complexities in academia, encouraging critical reflection on the challenges posed by AI tools and their societal and academic impact.

Trainer: Swati Vartak and Hanneke Boode

Teaching and learning

Maximising TA Potential

 How can you and your TAs best support each other? Based on best practices and needs analysis from FSE at UG, we’ll explore the collaborative dynamic between lecturers/course coordinators and their TAs.

Trainer: Agata Szperl

Teaching and learning

Impact of cultural diversity on education

Understand how different cultures approach collaboration, decision-making, and conflict resolution. Learn to identify unconscious cultural assumptions and create learning activities that do not disadvantage students based on cultural background.

Trainer: Hanneke Boode, Ruben C. Granson and Swati Vartak

Teaching and learning

Inclusive teaching

Design group work, assessments, and teaching methods that accommodate diverse learning styles and communication preferences. Create equitable opportunities for all students to demonstrate their knowledge and skills.

Trainer:  Hanneke Boode, Ruben C. Granson and Swati Vartak

Teaching and learning

Effective group work

How to create and manage collaborative learning assignments that stimulate student participation and train specific group work skills? On the basis of realistic and coherent goals for group work learning, we will evaluate existing group work assignments and transform these into a coherent learning pathway for developing and assessing collaborative skills.

Trainer: Ferdinand van der Graaf

Teaching and learning

Intercultural group work

Develop strategies to help students and staff collaborate effectively across cultural boundaries in projects and research. Address communication styles, work preferences, and cultural expectations that impact team dynamics.

Trainer: Ruben Comadina Granson

Educational design of curriculum

Programme Profile: vision, graduate profile

The programme profile is the core of curriculum design. Develop or refine it to define the degree’s scope, graduate outcomes, core values, and preferred learning and assessment methods—creating a strong foundation to reflect on other elements, like PLOs.

Trainer: Agata Szperl

Educational design of curriculum

Aligning Programme Learning Objectives to NLQF

In this workshop, we will facilitate the alignment of your programme’s existing PLOs with the Dutch Quality Framework (NLQF), a national reference for quality assurance in higher education.

Trainer: Agata Szperl

Educational design of curriculum

Curriculum mapping: Alignment between Programme Learning Objectives and courses

In this workshop, we’ll map your curriculum to align Programme Learning Objectives (PLOs) with courses and reflect on their progression, ensuring each PLO is addressed effectively and builds coherently throughout the programme.

Trainer: Agata Szperl

Educational design of curriculum

Establishing/ reflection on Learning Progression

Explore the framework of Learning Progression (aka Leerlijnen) to systematically focus on key curriculum elements. We will discuss milestones and reflect on the core knowledge, skills, and attitudes that could anchor your programme’s progression toward graduation.

Trainer: Agata Szperl

Educational design of curriculum

Assessment vision development

In this workshop, ideally joined by all actors that are involved with assessment within a programme, we will explore current assessment practices. Within the assessment quality management framework participants will explore which ambitions to develop the assessment quality are realistic and set up a trajectory towards achieving these ambitions.

Trainer: Ferdinand van der Graaf

Educational design of curriculum

Internationalisation of the curriculum

In this workshop, we will explore the cultural paradigms of the curriculum and epistemology of your discipline, and what is currently in place in your curriculum. We will brainstorm what further steps are needed to create a culturally inclusive curriculum.

Trainer: Hanneke Boode

Wellbeing

Balancing AI and human connection to enhance student wellbeing

In this workshop, the balance between AI and human connection to enhance student wellbeing is explored, examining classroom differences, challenges, and opportunities, while introducing participants to Pedagogy of Kindness principles and practical classroom strategies to foster a sense of community belonging.

Trainers: Ruben Comadina Granson and Hanneke Boode

Wellbeing

Constructive conflict resolution

Diversity creates different perspectives and benefits for teams when facilitated properly. When the diverse groups lack awareness and openness towards diversity, the very same diversity can lead to conflicts. We help identify root causes of problems and provide tools for constructive resolution using inclusive communication approaches, thus helping navigate sensitive discussions in academic settings.

Trainers: Ruben Comadina Granson

Wellbeing

Social safety

Develop awareness of social safety and its impact on students' sense of belonging, engagement and success. Learn to create a socially safe environment that values open dialogue, mutual respect, and diverse perspectives while addressing challenges such as microaggressions and exclusionary behaviour.

Trainers: Swati Vartak

Wellbeing

Neurodiversity

Education is not designed keeping differences between neurotypical and neurodivergent students in mind. Learn to create educational environments where students and colleagues can realise their full potential.

Trainer: Swati Vartak