Learning & Teaching Portal

Senior University Teaching Qualification (SUTQ)

The Senior University Teaching Qualification (SUTQ), known in Dutch as Senior Kwalificatie Onderwijs (SKO), is a nationally recognised qualification for experienced university teachers.

At the University of Twente, it is developed in collaboration with 4TU-CEE. The SUTQ supports teaching staff in deepening their educational expertise through a structured and research-informed project. It aligns with the UT Career Framework for Recognising and Rewarding Teaching, supporting the development from a Skilled and Collegial Teacher (Level 2) to a Scholarly Teacher (Level 3).

Programme Overview

The SUTQ is a project-based learning trajectory. You identify a relevant educational challenge within your own teaching context and explore it using Educational Design Research. Through this process, you design, implement, and evaluate an evidence-informed innovation in your teaching practice.

You will attend monthly workshops, engage in peer exchange, receive personalised coaching, and reflect on your development. The trajectory concludes with the submission of a written paper and an interview as assessment forms, in which you demonstrate how your project has contributed to scholarly teaching and educational improvement.

In our SUTQ magazine recent participants share their experiences. 

Learn more about the SUTQ in our latest brochure, or browse the past projects below.

More information about the SUTQ

Previous SUTQ Projects

Year

Researcher

Title

Publication

2021-2023

Wietske Bijker

Shared success criteria and effective feedback for successful visits to organisations. International module of the Master’s Spatial Engineering.

Poster

2021-2023

Saskia Lindhoud

Developing blended learning in chemical education

Lindhoud, S. (2023). Hoe peer-learning blended learning kan versterken. SURF communities. Available at: Peer-learning, Online Learning, Poster

2021-2023

Alieke van Dijk

Co-creating assessment criteria to enhance students’ intrinsic motivation and autonomy

2021-2023

Cheryl de Boer

Increasing Argumentation Skills for Sustainability in the Master of Spatial Engineering

2021-2023

Janine van Til

Improving argumentation skills of first-year students health sciences

2019-2021

Rainer Harms

A diary-based reflection to assist STEM students in gaining clarity on the technology entrepreneurship professional identity aspirations

2019-2021

Pascal Wilhelm

Fostering quality of reflection in first-year honours students in a bachelor engineering programme technology, liberal arts & science (ATLAS)


2019-2021

Mireille Hubers

Developing students’ higher-order thinking skills

2019-2021

Marcus Pereira Pessoa

The use of socially shared learning regulation for teaching engineering project management

2019-2021

Tracy Craig

Making knowledge networks visible

Craig, T.S. (2021). Peer curation of Supplemental Materials. Herenga Delta conference, Auckland NZ.

2019-2021

Anna Bos Nehles

Co-created 360-degree peer feedback process

2019-2021

Klaasjan Visscher

Theatrical technology assessment

2019-2021

Frank Ostermann

Learning scientific reproducibility through peer assessment

Ostermann, F.O. (2021). Peer Assessment to Improve Reproducibility of Computational Project Work. SEFI Annual Conference.

2019-2021

Armağan Karahanoğlu

Act like a user, work like an expert

Karahanoglu, A. (2021). Act like a user, work like a teacher: Evaluation of experience design works through peer-testing. International Journal of Technology and Design Education. Available at: Springer

2019-2021

Hil Meijer

Reinforcing modelling in the applied mathematics curriculum

2019-2021

Richard Loendersloot

Redirecting the learning process of students toward self-directed learning

2018-2019

Tanya Bondarouk

Enhancing intercultural sensitivity of UT Bachelor students

2018-2019

Brigit Geveling

Team-based learning in a fundamental math course

2018-2019

Wouter Eggink

Design research in design education

2018-2019

Frans de Jongh

How to implement student-driven learning in the bachelor phase of technical medicine

2018-2019

Suhyb Salama

Entrepreneurship in geospatial education: a bridge towards sustainable development

2017-2018

Cora Salm

Why students plagiarise?

2017-2018

Andreas Hartmann

To play or not to play: on the motivational aspects of serious games


2018-2019

Alberto Martinetti

Optimising student-driven learning (SDL) through framework for tailoring personal student paths


2018-2019

Roy Damgrave

The impact and dependencies of different stakeholders in the development of a learning environment

2018-2019

Iris van Duren

Lessons learned from teaching international students

2018-2019

Javier Martinez

Design of a computer-supported collaborative learning approach to promote positive interdependence in a group assignment

2018-2019

Kees Venner

How to solve IT?

2018-2019

Anne Leferink

On the integration of soft and academic skills in the BSc. program of technical medicine

2018-2019

Leon Olde Scholtenhuis

Flipped micro-lectures: more enjoyable and higher performing classrooms?


2018-2019

Raymond Loohuis

Exploring opportunities for revising enterprise education in the IBA program: a practice-driven approach

2018-2019

Robin de Graaf

Improving learning outcomes of small groups working on an assignment during lectures

Graaf, R. de (2020). Improving Learning Outcomes Of Small Groups Working On An Engineering Design-Assignment During Lectures. In: J. van der Veen, N. van Hattum-Janssen, H-M. Jarvinen, T. de Laet, & I. Ten Dam (Eds.), SEFI 48th Annual Conference: Engaging Engineering Education, Proceedings.  (20 Sep 2020 - 24 Sep 2020).

2017-2018

Harry Aarts

A hybrid test for mathematics

2017-2018

Thomas Groen

Is student-centred teaching always fair?

Duren, I. C. van, & Groen, T. A. (2020). Appreciations of teaching methods across cultures: Lessons learned from international students. In: J. van der Veen, N. van Hattum-Janssen, H-M. Jarvinen, T. de Laet, & I. Ten Dam (Eds.), SEFI 48th Annual Conference: Engaging Engineering Education, Proceedings (pp. 1257-1263). Societe Europeenne pour la Formation des Ingenieurs (SEFI). Paper Video

2017-2018

Jan van der Meij

Towards practical and effective video intervision routines

2017-2018

Mark van der Meijde

Taming the wicked education

2017-2018

Carine Doggen

Effect of the flipped classroom in learning clinical research methods

Your Time Investment 

The SUTQ takes about 200 hours over 1–1.5 years, with monthly sessions that include workshops, inspiration sessions, and peer feedback. Additional meetings and self-directed work are also part of the journey.

Application and Admission

The SUTQ is intended for UT teaching staff who have obtained the University Teaching Qualification (UTQ) or an equivalent certification.

To apply, follow the instructions in the brochure (above)

Contact Information

For more information about the Senior University Teaching Qualification (SUTQ), and for placement on our mailing list, please contact: