Design your own talent development
in ATLAS
Wessel Wits, Maaike Endedijk, Jasper Homminga, Ruud van Damme
ATLAS, University of Twente
Contact: W.W.Wits@utwente.nl
1: Nicol, D. J., & Macfarlane‐Dick, D. (2006). Studies in Higher Education, 31(2), 199-218.
2: Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Educational Psychology Review, 20, 411-427.
INTRODUCTION
The Academy of Technology and Liberal Arts & Sciences (ATLAS) at the University of Twente is an interdisciplinary program for top students, integrating both social and technical perspectives into
a new engineering approach. Within ATLAS we have three domains (Physics, Math and Social Scnience) and six Learning Lines (Interdisciplinarity, Research, Design, Organization, Communication, Learning Capacity).
One of the aims of ATLAS is to
empower students as self-regulated learners
.This is generally important for their development in current and future work situations1, but it is even more important in a broad study program like ATLAS.
In ATLAS, students will not receive an in-depth education in every discipline, they should therefore learn how to develop and deepen themselves further in
a discipline. As self-regulated learning is not only a students characteristic, but also a feature of the learning environment2, we designed
a curriculum and feedback & assessment system in which students are responsible for
what, how and when they learn, and the evidence they want to provide of this learning
.
Students
write
their
own
Personal Development Plan
Guided by a mentor, the students:
• Design their own profile by choosing
every semester on which of the domains and learning lines they wish to excel and to which level.
• Design their strategy for achieving
those goals (for example through the project)
• Choose their evidence
Self Evaluation Report
I Self-reflection on development II Evidence, including feedback of experts:
• Parts of the semester project that they
contributed to.
• Results of group assignments (Social
science, Math & Physics)
• Extra curricular activities
• … Phy si cs Int e rdi sc ipl ina ri ty Le ar ni ng c apa ci ty D e si gn M ath O rg ani za ti o n C o mm un ic ati o n So ci al R e se ar ch
ATLAS excellence level
ATLAS honours level
Student 1’s DNA
Phy si cs Int e rdi sc ipl ina ri ty Le ar ni ng c apa ci ty D e si gn M ath O rg ani za ti o n C o mm un ic ati o n So ci al R e se ar chATLAS excellence level
ATLAS honours level
Student 2’s DNA
PASS
• Feedback on goals, strategies and evidence • No extra demandsConditional PASS
• Feedback on goals, strategies and evidence • Extra demands ongoals for next semester
