Pillar five: quick and correct fit
One of the guiding pillars of TEM is to help students realize 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. In addition, the University of Twente aims that these modules provide insight into the question whether study success is a realistic expectation. Therefore, we have high expectations of our students -just as in the rest of the bachelor’s programme. These two modules also focus on learning to learn, with intensive tutoring. In addition, the 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 less than 45 ECTS, will receive a binding recommendation and are not 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 four modules.
15 ECTS principle
The UT policy is that modules have to be successfully completed as a whole. This includes the risk that students of whom it is expected that they will be able to successfully complete the entire degree programme will still receive a binding recommendation on continuation of studies, because they failed one or two tests. In order to prevent these situations we want to work towards optimally integrated modules in which the differences between various ‘courses’ can hardly be discerned. When a student is working hard enough and is of sufficient academic level it should be possible to gain the 15 ECTS. However, this is only possible when test schedules aren't too complicated and catching the flu for a week does not result in major consequences and can still be fixed. This does not mean that the tests have to become easier. It does mean that students should not be overtested, as well as be able to obtain sufficient insight into their progress during the module. It is recommended to take a critical look at the learning objectives of the module and to think of ways to asses these, instead of testing per 'course'.