One of the main pillars of TOM is to help students discover as quickly as possible whether they have made the right choice.
The first semester
For that reason, the first two modules reflect the nature and content of the bachelor’s programme. These two modules can provide an overview of the field of expertise or they can zoom in on the most important roles or skills that graduates of the programme have to possess. Additionally, the University of Twente aims to ensure that these modules provide insight into whether study success is a realistic expectation. We therefore have high expectations of our students – just like during the rest of the bachelor’s programme. These two modules also focus on learning to learn and include intensive tutoring. Additionally, students are also given advice and guidance by the study adviser.
Binding Recommendation (Bindend Studie Advies, BSA)
At the end of the first year, students who have obtained fewer than 45 ECTS will receive a binding recommendation and they will not be allowed to renew their enrolment for the programme. Since modules are indivisible educational units, this means that our students are required to successfully complete at least three of the first year’s four modules.
15 ECTS principle
It is the UT’s policy that modules have to be successfully completed in their entirety. This may lead to situations in which students of whom it is expected that they will be able to successfully complete the entire degree programme will still receive a binding recommendation regarding the continuation of their studies because they failed one or two tests. In order to prevent these situations from occurring, we want to work towards developing optimally integrated modules in which the differences between various “courses” are hardly discernible. When a student works hard enough and has the required academic capacities, they should be able to earn the 15 ECTS. However, this is only possible when test schedules are not overly complicated and falling ill for a week does not have irreparable consequences. This does not mean that tests have to become easier. Rather, it means that students should not be tested excessively and that they must be able to obtain sufficient insight into their own progress during a module. It is recommended to take a critical look at the learning objectives of the module and to think of ways to asses these objectives, instead of testing per “course.”