1. Zwillbrock, 25 IV 2003 Bridging the gap between schools and universities Presentation April 25 2003 Teacher Training 2 Zwillbrock Speaker: Marlon Domingus The Leiden Orientation Program Leiden University

2. Zwillbrock, 25 IV 2003 Table of contents 1. Current state of affairs: the gap and the bridge 2. Solutions: skills and moreover: from teaching to learning 3. The Leiden Orientation Program: mission statement 4. Some facts and figures 5. The proof of the pudding… 6. Q & A

3. Zwillbrock, 25 IV 2003 This presentation is from next Monday downloadable from: www.aansluitingsprogramma.leidenuniv.nl/zwillbrock.ppt

4. Zwillbrock, 25 IV 2003 1. Current state of affairs: the gap and the bridge

5. Zwillbrock, 25 IV 2003 The Gap secondary education - university education no structural contact between the two (too) different teaching methods, different roles consequences for future students bad decisions as to the kind of university education resulting in early drop-outs no optimal preparation for university education

6. Zwillbrock, 25 IV 2003 2. Solutions: skills and moreover: from teaching to learning

7. Zwillbrock, 25 IV 2003 Solutions: Government driven changes In 1999 the “Tweede Fase” – a radical change in secondary educational programs - was introduced. It emphasizes the acquisition of skills that teach a student to gather information on his own, independently. A teacher is no longer a lecturer who presents his students with easily digestible chunks of subject matter; a Tweede Fase teacher is mostly a supervisor. A student’s progress in his study process is his own responsibility; planning, the acquisition of research skills, and self-motivation are the key words in the preparation for academic studies.

8. Zwillbrock, 25 IV 2003 Solutions: Government driven changes In the Tweede Fase program, the traditional Dutch set of course options was given up, and replaced by Profiles (profielen). Alongside a compulsory general study program (40 %), each student opts for either one of these following four Profiles (40 %):

9. Zwillbrock, 25 IV 2003 Solutions: Government driven changes Cultuur & Maatschappij (Culture and Society): preparing students for studies in the faculties of Arts, Social Sciences, Law, Archaeology, Philosophy and Theology. Economie & Maatschappij (Economics and Society): preparing students for studies in the faculties of Social Administration and Law. Natuur & Techniek (Nature and Engineering): preparing students for studies in the faculties of Mathematics and Physics. Natuur & Gezondheid (Nature and Health): preparing students for studies in the faculties of Medicine, Biology and Chemistry.

10. Zwillbrock, 25 IV 2003 Solutions: Government driven changes The remaining 20 % of the time is set aside for extra activities, for example the production of an extensive essay for a subject of choice, the participation in special career orientation projects or programs that can facilitate the choice of advanced training. These programs are usually established in cooperation with universities, for example the Leiden Orientation Program.

11. Zwillbrock, 25 IV 2003 Solutions: Government driven changes Finally, the Dutch government dedicated a special, 3-year subsidy (Stimuleringsregeling vo-wo), to the creation of projects that were to facilitate a student’s transition from secondary school to university. All universities in The Netherlands developed Orientation Programs of their own, resulting in a set of activities set up according to a university’s needs and traditions. The quantity of activities varies from university to university, Leiden University having one of the most extensive Orientation Program created so far.

12. Zwillbrock, 25 IV 2003 Solutions: Government driven changes When the government’s 3-year subsidy was brought to an end, the Orientation Programs were allowed to continue their activities independently, and the programs became a definite part of Dutch universities. Nowadays, every Dutch university has an Orientation Program, or at least some special activities that are to help future students to make the right choices.

13. Zwillbrock, 25 IV 2003 3. The Leiden Orientation Program: mission statement basic orientation basic familiarity in-depth orientation decision making

14. Zwillbrock, 25 IV 2003 The Leiden Orientation Program mainly aims at two objectives Helping students to choose between the various university studies on offer Bridging the gap between secondary school and university teaching material

15. Zwillbrock, 25 IV 2003 The Orientation Program ‘cook book’ What should be achieved and be emphasized? A quiz

16. Zwillbrock, 25 IV 2003 Targets for the pupils: self-assessment aid providing correct factual information getting pupils to develop a realistic view on disciplines and studying in this specific field getting pupils to see they don’t automatically have to study at a university, but can study at a HBO as well – making a fitting choice triggering pupils with tough and challenging programs The abovementioned targets are achieved by teaming up with schools and career teachers / councils and by action learning.

17. Zwillbrock, 25 IV 2003 Targets for the secondary schools: developing meaningful and structural accountmanagement with schools stimulating and sponsoring actual and structual contact between school teachers and university teachers stimulating and sponsoring actual and structual contact between career teachers / councils and the university aiding schools on an ad hoc basis with topics as career counceling and specific needs informing schools about current developments within the universities (Bachelor Masters, ECTS and so on)

18. Zwillbrock, 25 IV 2003 Targets for the Leiden University: stimulating and sponsoring actual and structual contact between school teachers and university teachers het bevorderen van het (inhoudelijk) contact tussen docenten wo en leerlingen / scholen informing the university about current developments within the schools (Tweede Fase, trends in Profile choices and so on) advising faculties on topics such as development and design of a fitting curriculum

19. Zwillbrock, 25 IV 2003 School Visits

20. Zwillbrock, 25 IV 2003 Guest Lectures

21. Zwillbrock, 25 IV 2003 Trial Study

22. Zwillbrock, 25 IV 2003 Orientation Module

23. Zwillbrock, 25 IV 2003 development team: vwo en wo support: - educational - ict - co-ordination test team: pupils Orientation Module

24. Zwillbrock, 25 IV 2003 So far, ten different Orientation Modules have been developed, for the following departments: Social Administration, German, English, History, Dutch, Educational Theory, Psychology, Law, Philosophy and Mathematics. Work on Orientation Modules for Biology and Chinese is still in progress.

25. Zwillbrock, 25 IV 2003 Psychologie + workbookBlackboar d

26. Zwillbrock, 25 IV 2003 Psychologie + workbookBlackboar d + guidance

27. Zwillbrock, 25 IV 2003 4. Some facts and figures

28. Zwillbrock, 25 IV 2003 The Orientation Program works in close contact with 60 ‘participating’ schools – in particular with their career teachers / councils. These schools are for the greater part situated near Leiden but also remarkable exceptions can be mentioned (Friesland and Limburg).

29. Zwillbrock, 25 IV 2003 Workbook Average number of participating schools: 38 Average number of participating pupils: 3500 School visits – by a university staff member Average number of participating schools: 20 Average number of participating pupils: 1500 School visits – by a team of students Average number of participating schools: 17 Average number of participating pupils: 1000 Guest lectures Average number of participating schools: 17 Average number of participating pupils: 170

30. Zwillbrock, 25 IV 2003 5. The proof of the pudding... a closer look at a Orientation Module

31. Zwillbrock, 25 IV 2003

53. the orientation modules proved to be innovative the modules have a nationwide audience participants: spring 2001: 157autumn 2001: 229 spring 2002: 113autumn 2002: 189 pupils report that the module gives them a thorough view of the chosen discipline the modules are reported to be rightly adjusted to the capacities of the pupils pupils report that working at a module is fun both pupils and those who assist / guide them regard working via the digital platform is fun

54. Zwillbrock, 25 IV 2003 6. Q & A