[staff-physics-and-astronomy-HL-UHD-UD] Learning Trajectories in the MSc Ph&A

[Jasper van Wezel]

*TL;DR: *
*We're introducing learning trajectories in the MSc. You may be contacted
shortly by a track coordinator or Jorik vd Groep as they search for staff
to lead trajectories, or later on to discuss the content of your courses in
the context of a trajectory.*

--

Dear all,

After some delay, and as announced in the beginning of this academic year,
we are now really making a start with the process of introducing Learning
Trajectories into the MSc programme. Notice that this is similar to, but
somewhat more involved than the process in the BSc, both because the MSc
has many more courses and possible curricula for individual students, but
also because we want to evaluate and align the content of trajectories as
well as making trajectories visible.

*What is a learning trajectory:*
A learning trajectory consists of a group of courses with a shared,
overarching learning objective. Students will be carefully mentored in
their choice of trajectories, and in their choice of courses within
trajectories. A trajectory typically has a backbone of a few core courses
throughout the first year of the MSc programme aimed at teaching a
particular topic in ever increasing depth. It is assumed that students
following a trajectory take at least all of these core courses (but note
that nothing is compulsory). The trajectory also contains a number of
recommended elective courses, from which students taking the trajectory are
encouraged to choose a few (again, encouraged through active mentoring,
with nothing compulsory). These recommended electives provide depth of
knowledge and typically showcase uses or applications of the material
taught in the core courses. Importantly, teachers of the core and
recommended elective courses agree on the learning objectives and structure
of the trajectory and align the content, structure, and implementation of
their individual courses with those of the trajectory. Finally, a
trajectory lists associated elective courses. These are courses that use or
refer to some of the core or elective material, and that naturally
complement courses in the core trajectory. They are typically part of other
trajectories as well, and thus provide connections throughout the programme
as a whole.

*Why are we introducing trajectories:*
As a quick reminder, introducing learning trajectories was one of the
strategic recommendations discussed some time ago in all staff meetings.
Notice that in some tracks introducing learning trajectories will just
consolidate already existing structures, while in others it may take
slightly more work. There are many foreseen benefits, including:
- *For students*: Trajectories provide clear guidance for choosing a
coherent set of elective courses and constructing a goal-oriented
individual study path. This will allow them to better prepare for both
advanced courses, research projects, and life after the MSc.
- *For staff*: trajectories provide a visible connection from the course
offering to research projects in *all* Amsterdam research groups. This will
allow staff to present specialised research directions earlier on and in a
more targeted manner.
- *For the programme*: trajectories provide a means for ensuring that we
achieve the programme objective of instilling both breadth and depth of
Ph&A knowledge and skills in all of our students.
- *For all three parties*: formulating trajectories and aligning content
will distribute study load more evenly across courses, as well as avoiding
any gaps, overlap, or repetition, and thus allows for a more streamlined
programme overall. It also increases flexibility without sacrificing
rigour, by making visible the connections between learning trajectories,
and pathways from one trajectory to another that require minimal extra work.

*What's happening now:*
- *Jorik vd Groep* has kindly agreed to oversee the implementation of
learning trajectories, and takes the lead in this process from here on.
- At the moment, all track coordinators are putting together a first draft
of what learning trajectories in their tracks could look like, and who
could coordinate each learning trajectory. *You may be contacted by track
coordinators to gauge your interest in this role*. Some hours will be
allocated in DVM for coordinating a trajectory.
- The next step will be for the coordinator of each trajectory to sit down
with all teachers of courses related to their trajectory, and together
determine the content of the trajectory. *If you teach in the MSc, you will
likely be contacted and asked to participate in discussions at this stage*.
We aim to have the bulk of these meetings before summer.
Note that these discussions will of course start from existing courses, but
that bits of re-ordering content between courses, avoiding overlap, adding
missing pieces, agreeing on notation and teaching aims, etc will probably
be called for. If needed, we may also consider some re-ordering of courses
or (small) changes to the curriculum, in consultation with everyone
involved.
- During the next academic year (2026-2027), proposed changes to individual
courses and to the curriculum should be implemented. During this time,
final learning goals for tracks, trajectories and individual courses will
be formulated, and trajectory coordinators will ensure that all of these
are aligned, agreed upon by the involved teachers, and actually implemented.
- In 2027-2028 the trajectories will finally go 'live' and be actively
advertised to students. Mentors and track coordinators will carefully guide
students in their use of trajectories. Trajectory coordinators will keep
organising occasional meeting with all involved teachers to monitor
progress of students through the trajectory and fine-tune where needed.


I hope this gives an overview of what's happening, and what to expect in
the coming time.
The whole process will likely involve quite a few discussions as well as
changes to some courses, so I realise we're asking a lot from all of you.
Nevertheless, this process is crucial for our MSc programme, and will
benefit us all, as well as our students.
Throughout the process, if you have any worries or questions, please don't
hesitate to contact Jorik vd Groep, myself, or one of the track
coordinators.

Best wishes,
Jasper.
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