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AUC and the wider learning context

Tilburg, 12 December 2012

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Aan een academicus/academica anno 2015 mogen meer eisen worden gesteld. Ik heb enkele jaren geleden de inhoud van de academische vorming met vier bestanddelen omschreven: 1. het beschikken over intellectuele basisvaardigheden (goed

kunnen lezen, schrijven en rekenen, vinden van bronnen en verwijzingen, spreekvaardigheid);

2. het beschikken over ruim voldoende disciplinaire kennis op een bepaald vakgebied;

3. het vermogen om zelfstandig problemen te kunnen en durven oplossen;

4. voldoende kennis van een andere vakgebied om de relatieve bijdrage van elke afzonderlijke discipline te ervaren; het over de muur van het eigen vak heen kunnen kijken.

K. Schuyt, 2011

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Prof. Dr. Robbert Dijkgraaf,

Director of Institute for Advanced

Study, Princeton

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Mission

Learning outcomes

Curriculum • Interdisciplinarity • Scientific Reasoning • Global Knowledge,

International and Intercultural Competence

• Civic Knowledge and Community Engagement

• Research-Based Learning

AUC community • Extracurricular activities • AUCSA (student

association) • Residential campus • Who’s in Town lectures • Faculty Meetings

‘Recruitment’ AUC community: Faculty, Students • Selective admission • Criteria for faculty recruitment; reflection on LAS! • Criteria of excellence (developed by AUC faculty)

Liberal Arts and Science tradition

Tutoring

Amsterdam University College

Excellence and Diversity in a Global City

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Excellence and Diversity in a Global City • We seek excellence in all that we do and believe that it

is not only the responsibility of each individual to strive for his or her best, but to create the conditions for the success of others.

• Diversity is our strength. Different approaches, ideas, and values are integral to the creation of a vibrant and challenging learning environment. Diversity, however, requires tolerance. Tolerance, understanding, and open-mindedness are therefore expected of every member of the AUC community.

• We believe that a global perspective is central to the success of every student. A global perspective requires active engagement with other individuals, communities, and the world. This engagement is celebrated and valued at AUC.

Mission

Learning outcomes

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2.3 Learning Outcomes The aim of the AUC programme and the campus experience provided is that AUC graduates acquire knowledge and skills as described below.

2.3.1 Knowledge Graduates will have achieved: a deep knowledge base in the chosen field of study. This depth is to be found in the understanding of the knowledge domain and in the ability to apply concepts, and not only in the accumulation of facts; knowledge of and the ability to apply the most prominent theories and methodological foundations of the chosen field of study; understanding of the broader context in which the research issues of the chosen field of study are positioned; breadth of knowledge, as demonstrated by a (general) knowledge of the physical and natural world, a (general) knowledge of European and world histories, philosophical traditions, major religions, and cultural life worlds and an understanding of economic forces and political dynamics.

2.3.2 Academic skills Graduates will have: highly developed cognitive, analytic and problem-solving skills; the capacity for independent critical thought, rational inquiry and self-directed learning; the ability to work, independently and collaboratively, on research projects that require the integration of knowledge with skills in analysis, discovery, problem solving, and communication; mathematical skills relevant to their major; familiarity with the general scientific method; second-language competence; the ability to engage with socio-cultural frameworks and traditions other than their own; the ability to plan work and use time effectively.

2.3.3 Interdisciplinary skills Graduates will demonstrate interdisciplinary skills, i.e. they will: be able to evaluate which disciplines are involved in the solution of complex issues; be able to assess which research methods are most suitable in a particular situation; be able to integrate the content and research methods from disciplines relevant to a particular situation; be able to defend a well-considered viewpoint covering the relevant disciplines; know which phenomena are being studied in the different disciplines and which research methods and theories are being used.

2.3.4 Learning skills Graduates will possess the attitude as well as the skills for lifelong learning, i.e. they: know how to obtain and evaluate information; are able to focus on a new knowledge domain, formulate an overview and determine their knowledge gaps.

2.3.5 Communication skills Graduates will demonstrate excellent communication skills, i.e. they will be able to: express themselves well verbally and at an academic level in writing; present ideas in a clear effective way; communicate knowledge to a public consisting of specialists or laypersons, making use of various modes of communication.

2.3.6 Engagement at local and global levels Graduates will demonstrate engagement at local and global levels, i.e. they will be able to: use a knowledge of cultures in explaining current problems in society; understand and appreciate cultural differences, not only at a distance, but in real life; live with different value systems in daily life, and reflect on their own value systems; demonstrate an international awareness and openness to the world, based on an understanding and appreciation of social and cultural diversity and respect for individual human rights and dignity.

2.3.7 Personal and social responsibility Graduates will demonstrate: profound respect for truth and intellectual integrity, and for the ethics of scholarship; intellectual curiosity and creativity, including understanding of the philosophical and methodological bases of research activity; an openness to new ideas and unconventional critiques of received wisdom; leadership skills, including a willingness to engage in constructive public discourse, to accept social and civic responsibilities and to speak out against prejudice, injustice and the abuse of power.

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AUC aims to educate students to become: • multilingual, • informed and engaged global citizens (‘competent rebels’), • with well-developed intercultural competences, • able to read intelligently, think critically and write

effectively on the processes shaping our world.

The aim of the combination of the AUC curriculum and the campus experience provided is that AUC graduates acquire knowledge and skills as described below.

‘21st century skills’ and learning outcomes:

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‘Recruitment’ AUC community: Faculty, Students • Selective admissions • Criteria for faculty recruitement; reflection on LAS!

• Criteria of excellence (developed by AUC faculty)

• Excellence is a reciprocal commitment to demanding academic standards and engagement on the side of the teacher and the student. Students take ownership of their learning process: prepare, participate, interact, and engage in self-reflection Students are encouraged to learn more than expected, think critically, and make connections with what is going on in science and society The teacher is an inspiring source of knowledge and provides guidance to learning The student needs knowledge to develop understanding and to analyse, before being able to discuss a subject critically While focusing on core concepts in their course, teachers relate course subjects to other fields and disciplines The teacher varies the forms of class activities and evaluation

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Curriculum • Breadth and depth

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Curriculum • Interdisciplinarity • Scientific Reasoning • Global Knowledge, International and Intercultural Competence • Civic Knowledge and Community Engagement • Research-Based Learning

Integrating insights from two or more academic disciplines in order to develop a greater understanding of problems that are too complex or wide-ranging to be dealt with using the knowledge and methodology of just one discipline. • Theme courses, Big Question courses • Cross-listed courses (e.g. SCI/SSC); where applicable.

Please note: we also highly appreciate mono-disciplinary courses! ‘breadth and depth’

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The development of academic thinking and strong analytical skills is an integral part of the curriculum for all students. The curriculum offers ample opportunities for students to focus on science and science-related majors in a liberal education context. Academic Core courses: • Academic English I & II (all) • Logic (all) • Basic Research Methods & Statistics I & II (SSC) • Calculus I, Calculus II, Linear Algebra (SCI) • (Near future: programming skills, ‘algorithmic thinking’?) • …etc.

• Part of almost all disciplinary courses

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• City of Amsterdam with its multicultural character and the strong presence of international businesses and cultural institutions is a perfect context where excellence and diversity can naturally meet.

• AUC student population, 50% international students, from over 35 countries. 35% of the students study for a semester abroad.

• Over 65% of the AUC faculty has an international background.


AUC-AGSS meeting, 2 February 2011 14

Global issues play a central role in the curriculum

• Training of intercultural skills is part of the compulsory 1st year course on ‘Global Identity Experience’ in which the global city of Amsterdam is actively used as a learning environment.

• Various courses, e.g. the theme courses on Cities and Cultures. Other examples are: Literary Cities, Cinematic Cities, Urban Life and Society, Urban Economics, Public Health

• AUC benefits from strong ties with the City of Amsterdam which result in partnerships, opportunities for excursions, guest lectures, internships and community projects.

• Community outreach is an explicit element of AUC’s external strategy and of faculty engagement.


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Active involvement with diverse communities and real-world challenges, including in-company internships and off-campus community engagement. • Explicit emphasis in course manuals (connections

to projects in the Amsterdam metropolitan area • Community Projects (degree requirement) • Internships (degree requirement)

Multiple opportunities to work, independently and collaboratively, on research projects that require the integration of knowledge with skills in analysis, discovery, problem solving and communication, • Disciplinary courses • Lab courses • Internships • Capstone (Bachelor thesis)


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AUC community

• Student Association (AUCSA) – 10

• Who’s in Town seminars (organized and chaired by AUC students)

• AUC sponsors (Rabobank, Shell, Schiphol, PWC, Akzo Nobel, City of Amsterdam)

• Faculty Meetings

• Residential Campus

• Science Park Institutes (AMOLF, NIKHEF, CWI, SARA, Matrix)

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Mission

Learning outcomes

Curriculum • Interdisciplinarity • Scientific Reasoning • Global Knowledge,

International and Intercultural Competence

• Civic Knowledge and Community Engagement

• Research-Based Learning

AUC community • Extracurricular activities • AUCSA (student

association) • Residential campus • Who’s in Town lectures • Faculty Meetings

‘Recruitment’ AUC community: Faculty, Students • Selective admission • Criteria for faculty recruitment; reflection on LAS! • Criteria of excellence (developed by AUC faculty)

Liberal Arts and Science tradition

Tutoring

Physical infrastructure

The student residences

Nobel laureates in the Sciences –

Liberal Arts and Science alumni

Tom Cech (U Colorado, president HHMI);

Chemistry 1989 “Thus, Liberal Arts college graduates not only

obtain PhD’s but go on to excel in their field of research at rate at least two-times greater than bachelor’s degree recipients in general”.

Tom Steitz (Yale); Chemistry 2009 Why are LAS colleges more successful? • Small scale • Faculty, motivated teachers • Cross-training in the Humanities • Development of oral and written

communication skills

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Questions – Workshop G. Krom/R. Puras 1) Extracurricular activities are important in a LAS context: for

credits or not? 1) Global leadership: intrinsic part of 21st century undergraduate

programme? 1) Is a LAS model transferable to disciplinary undergraduate

programmes? 1) We require civic engagement from our students. To which extent

are we (teachers, administrators) a role model?

AUC-AGSS meeting, 2 February 2011 27

• The Amsterdam International Model United Nations (AIMUN)

• The Solace party & excursion association plans various social activities and trips in the Netherlands and abroad.

• The Sports Association • On Stage organises cultural activities, • The Garden - urban gardening, local food

production and sustainability. • The Dicta Debate • The Kalahari Experience is committed to

enhance and sustain the education of the people in the Moshaweng Valley of South Africa.

• The Music Appreciation and Practice Society (MAPS)

• The Chamber Music association • The Soviet Heritage Club

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Curriculum structure Academic Core (60), major (90), minor (electives, 30)

M

E

AC = Academic Core, BQs = Big Questions, M = major, E = elective

Year 1

Year 2

Year 3

S1

S1

S1

S2

S2

S2

AC

AC AC

AC

M Capstone

M AC

M M AC

M

M

M

M

M E

E

E

Theme

M

AC AC

M

BQ

Theme

Major declaration

Minor declaration

M

E

BQ

M E

29 29

Academic Core

30 30

Sciences

31 31

Information, Communication, Cognition

32 32

Social Systems

33 33

Humanities: Cities and Cultures

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Titel: Academisch vorming in het curriculum en daarbuiten. Ervaringen aan twee University Colleges. Academische vorming is een begrip dat veel betekenissen kan hebben. Een groot deel van de academische vorming vindt uiteraard plaats binnen het curriculum. University Colleges vormen echter een omgeving waarbij –wellicht meer dan bij reguliere opleidingen- een groot deel van de academische vorming juist plaatsvindt op het snijvlak tussen de opleiding en de omgeving waarin de student verkeert. In de workshop zullen Ramon Puras en Guus de Krom voorbeelden geven hoe aan academische vorming bij respectievelijk het Amsterdam University College en het University College Utrecht inhoud wordt gegeven.