UTQ Modules

Teaching for Student Learning: Teaching and Supervising essentials

This module focuses on the primary question of ‘How can I most effectively help my students learn?” Students are more likely to be successful in a classroom that has organised instruction, safe atmosphere, and activating learning methods. That being said, all of this takes time to develop and occurs over time for all teachers. Key topics supporting the development of effective classrooms include:

• Defining "good" teaching
• Fostering students' sense of belonging and motivation
• Implementing active learning methods
• Creating a lesson plan
• Providing effective supervision (for small groups or individual students)

Fully booked! Group A (English)

Group B (English)

Fully booked! Group C (Dutch)

The dates for the runs that start in February 2026 will be announced in May 2025.

How you will learn in this module

Teacher development is a continuous journey that requires reflection, feedback, and collaboration. This module supports your growth through:

• Classroom observations: You will be observed twice and observe two colleagues using structured research-based observation forms.
• Micro-teaching: A mini-lesson presented to peers for constructive feedback.
• On-site activities: Interactive discussions and exercises during sessions.

Note: Enrollment in this module is only for those actively teaching, as observations are essential to the module.

Designing & Assessing

This module focuses on the topics of effective course design, feedback and assessment in Higher Education. Whether you are involved in the design of a new course, or are thinking about adjusting a course unit, you’ll be provided with a toolbox that contains all the ingredients to adjust or revise a course design. Furthermore, you will explore the ins and outs of different types of assessment and feedback to enhance student learning. In all workshops, you will actively work on your own course design or assessment.

If you do not have responsibilities as a (co-)course coordinator, try to discuss with the course coordinator whether there are possibilities to work on a revised course design or to work on an improvement plan for the current course.

Key topics that will be discussed:

• Learning outcomes and the principle of ‘constructive alignment’
• Fitting your course (unit) in the curriculum and/or programme
• A diverse student population
• Assessment for, as and of learning
• Implementing different forms of assessment and feedback fitting your course design

Group A (Dutch)

Group B (English)

Group C (English)

The dates for the runs that start in February 2026 will be announced in May 2025.

Day one of this module primarily focuses on the central questions of “What is ‘good’ teaching and how is it done?” Students are more likely to be successful in classrooms that are organised, safe, and active in a way that focuses on the facilitation of learning rather than passive delivery of content. That being said, this is a developed conception that occurs over time for all teachers. Through conversations with colleagues from across campus as well as looking at observation instruments to further reflect on quality teaching, we hope to start this process of developing these instructional competences.

Day two takes these ideas into a more specific topic: the learning that happens in supervision moments with students whether that be in individual or small group processes. Lastly, and not to be overlooked, we will reflect on how we can evaluate our teaching through multiple sources while thinking through future improvements to your teaching.

Important: as also stated in the ‘entry requirements’ listed below, please register for this module only during blocks where you will be teaching as observations of your classroom teaching are required.

Learning outcomes

After completing the training, you will be able to:

• Choose suitable modes of instruction (various seminar forms, practicals) that align with overall course design;
• Facilitate stimulating and interactive teaching and learning activities for small and large groups of students;
• Explain and reflect how you supervise students in either group and/or individual supervision (e.g. thesis);
• Critically reflect on instructional performance through feedback that you have received and given from different peers as colleagues and students;
• Reflect on multiple evaluative sources (including student course evaluations) in order to create plans for future instructional improvement.

In this module, we focus on the level of constructive alignment between the learning outcomes, teaching and learning activities, and assessment tasks in one of the courses you are teaching. We reflect on the way your course fits with the curriculum and the vision of your faculty. Besides this, you learn how to design courses that take a diverse student population into account. By doing assignments you work on the (re)design of your course.

Learning outcomes

After completing the training, you will be able to:

• Design a course according to Bigg's constructive alignment principles;

• Formulate SMART learning outcomes with the support of Bloom's taxonomy;
• Reflect on how your course aligns with other courses in the curriculum and the faculty vision;
• Design a course that takes different preconditions, such as students' educational background, into account;
• Redesign parts of a course based on course evaluations.

In this module we discuss tips and tools for designing and constructing assessment, and the steps to take after the administration of the assessment. We discuss ways in which to enhance the quality of your assessment. Your own assessment practice will be central during the module. You will have to prepare for the module by watching relevant videos and making assignments. The assignments will be discussed during the meetings.

Learning outcomes

After completing this module, you can:

• Position your assessment within the wider assessment plan of the faculty;
• Develop and implement tests that match the students’ intended learning capabilities;
• Ensure as much validity, reliability and transparency in tests and assessment procedures as possible;
• Apply various formative assessment methods;
• Analyse study results (exams, written assignments etc.) to evaluate how studentrs are grasping your material as well as achieving the learning outcomes you have set.