How can we address the challenges we face? The Chemical Science and Engineering (CSE) programme at the Faculty of Science and Technology (S&T) has taken a step in that direction.
In response to financial constraints affecting the availability of teaching assistants (TAs), the CSE team, led by Saskia Lindhoud, Jéré van Lente (teachers) and Leonie Krab (programme director), has started involving PhD students in teaching roles to help maintain the quality of education. PhD students are taking on tasks previously filled by TAs, such as in labs and tutorials. This approach addresses immediate TA shortages and helps PhD candidates develop teaching skills and apply their research in real-world educational settings.
Instead of waiting for formal guidelines, the CSE team took early action before the summer break. The first step involved critically assessing whether TAs were necessary for all educational tasks. For example, in assisting students with Conceptual Modelling (CM), TAs were previously employed but recent research within the programme suggests that in Module 1, tutors (teachers) may be more effective for this purpose. For roles where TAs remain essential, PhD students have stepped in, starting with Module 1 and expanding quickly to Module 2. Other faculty members facing similar challenges have also shown interest in this approach. Early feedback has been encouraging, with positive results for both students and PhD candidates.
While PhD students play a valuable role, peer-to-peer learning also remains crucial. Senior students as TAs or Learning Assistants (LAs) continue to provide immense value to the educational experience.
By thinking creatively and acting swiftly, the CSE programme at the Faculty of Science and Technology (S&T) is addressing current difficulties while also contributing to the professional development of those involved.
