AUC and the wider learning context
2
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.
Prof. Dr. Robbert Dijkgraaf,
Director of Institute for Advanced
Study, Princeton
4
AUC and the wider learning context
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
Amsterdam University College
6
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.
Learning outcomes
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
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.
‘21
st
century skills’ and learning outcomes:
‘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
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Curriculum
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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Curriculum
•
Interdisciplinarity
•
Scientific Reasoning
•
Global Knowledge, International and Intercultural Competence
•
Civic Knowledge and Community Engagement
•
Research-Based Learning
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.
• 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.
Curriculum
•
Interdisciplinarity
•
Scientific Reasoning
•
Global Knowledge, International and Intercultural Competence
•
Civic Knowledge and Community Engagement
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
1
st
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.
Curriculum
•
Interdisciplinarity
•
Scientific Reasoning
•
Global Knowledge, International and Intercultural Competence
•
Civic Knowledge and Community Engagement
Curriculum
•
Interdisciplinarity
•
Scientific Reasoning
•
Global Knowledge, International and Intercultural Competence
•
Civic Knowledge and Community Engagement
•
Research-Based Learning
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)
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)
Curriculum
•
Interdisciplinarity
•
Scientific Reasoning
•
Global Knowledge, International and Intercultural Competence
•
Civic Knowledge and Community Engagement
•
Research-Based Learning
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
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AUC and the wider learning context
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
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
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?
• 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
30 30
Sciences
32 32
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