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An additional point (from Misha):
- streamline co-teaching, which is to say consider making it an exception rather than a norm (see Topic 3 re: course coordination and course-ownership)

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(Julia's controversial addition): Abolish the MA Thesis Graduation

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(Julia's controversial addition): Abolish the MA Thesis Graduation

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Students can collect diploma at the Onderwijsbalie. Saves a lot of time and energy, also of the secretariat; frees up last week of August

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Start our teaching in the 2nd week (September and February)

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Start our teaching in the 2nd week (September and February)

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Problem/solution 8: decreases in student autonomy

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Problem/solution 8: decreases in student autonomy

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Make better/greater use of students teaching each other (e.g., groupwork, peer-review mechanisms) as well as other techniques (TBA) to enhance student autonomy (esp. at first-year).

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Problem/solution 7: 'best practice' assignments

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Problem/solution 7: 'best practice' assignments

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Introduce a site where we can share assignments that have worked well, e.g. a Google Drive, esp. if joined together with differentiation of three teaching modes (see above). Decide who's responsible for setting this up and how/who/when to add assignments.

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Responsibility and agency of the faculty; negotiations and actions:

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Responsibility and agency of the faculty; negotiations and actions:

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"L ess segmentation, more collectivity:"

Do we need a task force that spearheads arguments and spreadsheets.
(versus more direct action?)

Preparing (5-)points-demands:
1. budgetting practices (guaranteed freezing) at earlier phase
2. hiring calendar;
3. 3 year plan of over-provisioning (to reduce overhours);
4. over-provision model then temporary become permanent

We offer an ANALYSIS on the inefficiency:
1. either hours lacking, or people lacking to fill in the hours?
2. courses with scripting, versus courses with more ownership

Possible THREATS:
1. direct action (vulnerable staff?)
2. all go on sabatical together?
3. threat of mis-management?
4. artificial numerus fixus
5. we start our own faculty

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Flexibility in teaching means autonomy, which is important for teacher motivation. Diversity of teaching modes and assignments is a GOOD thing. This relates to two points specifically: 1) 'scripting' of seminars for large courses and 2) possibility of setting different assignments across workgroups. With reference to (1), scripting is pragmatic (very helpful for less experienced or first-time teachers), but should have room for flexibility if individual teacher wish. With reference to (2), flexibility of assignments may be ok, but ONLY if the department sets standards of expectation for toetsmomenten in 6/12 EC courses.

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Problem/solution 5: expectations for email/student contact

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Problem/solution 5: expectations for email/student contact

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Establish a standard of expectation for communication with students (e.g., no email at weekends); if this standard is met, then department will back you up

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Problem/solution 4: too many 'little things' that add to workload

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Problem/solution 4: too many 'little things' that add to workload

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(A few people) specify what these 'little things' are, so that we can address whether they're necessary and/or can be reduced

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Responsibility and agency programme coordinator and onderwijsdirecteur

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Responsibility and agency programme coordinator and onderwijsdirecteur

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- update/create norm hours for course coordination
- overview of the hour allocations on the entire programme;

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Responsibility and agency of the course coordinator

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Responsibility and agency of the course coordinator

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Course design:
- hour/work ratio in course design;
- in dialogue with leerstoel: consider types of docenten for # tasks

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Have a stricter division between three types of courses: exam-only courses, written-assignment courses, and 'laboratory' courses incl. peer-review by students. Courses would be divided as appropriate for subject matter/teacher, and assignments would be attuned to each respective teaching mode.

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Problem/solution 2: Junior staff pressures

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Problem/solution 2: Junior staff pressures

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First-time teachers should get more hours (e.g. as percentage of hours per course, or an additional number of hours)

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Responsibility linked to staff and courses: limit loss of capital.

STABILITY OF THE OOTV/ PROGRAMME
- "ownership of a course" for more senior staff. Both course design/coordination large courses and small seminars connected to research
- "ready-made" classes for junior/temporary
- consistency in in ootv
- concentration of tasks

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Decisions should be led by teaching rather than hours: use 20% 'increase' to rethink the metrics of hours (consider counting teaching workload in terms of number of courses, contact hours, number of students, etc.)

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Reduce seminars by better connecting courses within learning trajectories

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Reduce seminars by better connecting courses within learning trajectories

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Establish a learning trajectories task force

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Establish a learning trajectories task force

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Program structure: 12 +6 + 12 courses per semester

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Program structure: 12 +6 + 12 courses per semester

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Scroll down and click + to post your ideas and solutions.

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Scroll down and click + to post your ideas and solutions.

- proliferation of small quantified tasks (fragmentation) ameliorated
- account for or (preferably) reduce the little things around teaching (entering grades in 3 different systems).
- having more differentiated course formats (labs, etc.) that allow for differentiating between students
- account for first time teachers (need scripted courses in order to function)
- sharing assignment and seminar formats, a common pool of resources
- make clear to students what to expect

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Departement will stop budget cuts. Hire more UD's.

Student growth? The Hague only support for teaching time.

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Responsibility, agency (and vulnerability)

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Theme will be defined during the panel discussion. Main issues will be posted here.

Who is responsible for boutique teaching?

Normuren are too tight.

We follow all 'UvA' Rules. We need more flexibility.

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Measures already taken:
- maximum of 2 assignments per course
- One whole week without lectures (7-7-4)
- Extra hours trough 'Kwaliteitsgelden'.

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Measures already taken:
- Roll-over system: Courses last unless change requests are made.
- Progressive estimations of student numbers. Booking big lecture halls in advance. Hire lecturers earlier.
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What is our goal according to student numbers. Do we consider more as better?

8-8-4! (NO BREAKS FOR STUDENTS, EXTENDED ACADEMIC Year, permanent pressure).

Work not finished in holidays.

Lots of temp teachers. Transfer issues.

Feelings on 'how things should be' prevent valuable opportunities for change

How do we make the program 'teachable'.

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Not what we teach but how we teach.

How can we best teach in the available amount of hours.

Lots of students!

Increasing bureaucracy (eg. Toetsdossier)

We need more hours for the work we do. 20% extra from own budget.

Course documents are 'out off date'. These do not provide proper structure for new teachers. (need of well scripted instructions).

Teachters 'get the hang' of teaching after a few years. Most are already gone by then(?)

Same teaching as before, bit less compensation. (More work, less hours)

How can we  teach In the available amount of hours?

We are continuously understaffed. No procedures for expected leave like maternity leave.

Student assistants cost time (instead of save time).

Transfer issues