Thesis Supervision and Group Dynamics in Problem-Based and Project-Centered Learning
Linda Rieswijk
Faculty of Science and Engineering, Maastricht University, the Netherlands
Challenge and goal
In educational institutions with a wide array of academic programs, instructors face the challenge of supervising students who come from diverse cultural backgrounds and study disciplines ranging from technical fields like data science to humanities. With no institution-wide guidelines or standardized practices for handling key tasks like thesis supervision or managing group dynamics, educators must navigate these complexities individually. This lack of a cohesive approach can lead to inconsistencies and difficulties in fostering effective student collaboration and academic mentorship across different departments.
The goal is to equip educators with the skills and strategies needed to address the challenges of thesis supervision and group dynamics in diverse, problem-based, and project-centered learning environments. By enhancing their capacity to manage these situations effectively, institutions can promote a more consistent and supportive learning experience for all students, regardless of their background or academic program.
Topic of the user case
The topic of the user case focusses on addressing the challenges faced by educators in diverse academic settings, particularly regarding the supervision of thesis projects and the management of group dynamics in problem-based and project-centered learning. The goal would be to develop and implement strategies to improve these competencies across faculty members, ensuring a more cohesive and effective approach to student mentorship and collaborative learning.
Local context (specific)
At Maastricht University problem-based learning and project-centered learning are the go-to approaches for teaching. Important concepts in this way of teaching are the CCCS principles (constructive, contextual, collaborative and self-directed). In order to provide good supervision to students for example during their bachelor or master thesis or during group work, teachers need to understand how to, for example, provide feedback in a good way or know how to recognize and solve certain group- or individual-related issues.
Local CPD goals
- Help learners to reflect, prioritise, and plan their work or (academic) development (ILO-1).
- Provide constructive feedback (for individual and group work) (ILO-2).
- Facilitate safe, open discussion, listen effectively and pose questions to encourage self-directed learning (ILO-3).
- Identify when and how to intervene when necessary (ILO-4).
Needs defined in STEM-CPD Roadmap
Competences
Attitudes
Activities
CPD activities at the local university
Incorporate this module as part of the University Teaching Qualification program within our faculty. The goal of this user case is to develop a blended and flipped classroom learning approach. In this user case we want to combine an asynchronous online module (including mandatory readings, videos and preparatory assignments), available via de LMS Canvas, with a synchronous onsite session/workshop for all teachers of the Faculty of Science and Engineering, who participate in the University Teaching Qualification (UTQ), which they can use to improve their skills in thesis supervision and dealing with group dynamics related issues in their teaching. Possible follow-up CPD activities could focus on diving into specific topics related with thesis supervision and group dynamics such as for example making the classroom more inclusive.
Teaching and learning materials
The module on Supervision and Group Dynamics will consist of a blended learning and flipped classroom approach. There will be an asynchronous (online module) and a synchronous part (onsite session). After the participants have done the two parts we will ask them for feedback and their help with co-creation. The module will be constructed keeping the four learning goals in mind. Per learning goal we will develop a submodule focussed on equipping teachers with the necessary theoretical background (through literature references and videos) and have them apply it through two different assignments (one will introduce different scenarios for supervision or groups dynamics and the other will serve as a reflection on the scenarios and their own practice).
At first, the participants of the University Teaching Qualification will do the asynchronous online module where they have the opportunity to read some mandatory literature references to set a foundational basis on the the two topics. Then, they will watch some videos on the topic on for example providing good feedback or how to deal with group dynamics. We will focus at first on material provided and generated at Maasstricht University. As a second step we will provide other materials as well to provide a complete package. During the online session the teachers will generate answers to the different submodules as means of reflective assignments. These assignments will serve as a preparation for the synchronous onsite session.
Sustainable implementation
Following the online module and the onsite session we will ask the participants, from the different departments, for feedback and have a session for co-creation focused on follow-up activities (for after the UTQ). The goal with these activities would be to generate more insight into the needs of the teachers. Possible follow-up activities could be focus groups or peer to peer feedback sessions (possibly through a mentorship program). Another goal would be to generate a handbook, made available through Canvas or a open source platform, which could serve as a guide in supervision and group work related educational activities.
Expected impact of the CPD User Case
With this CPD User Case we hope to equip teachers with better background knowledge and skills on how to deal with supervision of thesis students and group dynamics issues.
Plans for eventual continuation of the CPD within the same topic
Possible follow-up activities could be focus groups or peer to peer feedback sessions (possibly through a mentorship program). Another goal would be to generate a handbook, made available through Canvas or a open source platform, which could serve as a guide in supervision and group work related educational activities.
Developing confidence in interactive teaching, and learning facilitation (type P1-2, P1-3)
This CPD scenario describes a User case in which lecturers develop their competence in teaching in higher education and facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and organizing peer-feedback and collaborative learning and develop attitudes in how to stay motivated and self-regulate their continuous professional development and supporting student development and enabling students’ well-being in a learning process and inclusivity and practicing teaching and learning in an evidence informed way and knowledge sharing.
The approximate duration of a User case that follows this scenario is several weeks.
In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and meet in person on location with the training staff and with other participants.
Competences
Attitudes
Learning environment
Time
Several weeks
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