CCCS for support staff
Recognising that support staff play a key role in the educational environment—affecting everything from campus settings to student interactions—EDLAB proposes initiatives to build CCCS awareness across all staff levels.
The delivery and quality of education depend on the efforts of many stakeholders and roles within UM, not just those who design and deliver (course coordinators and tutors) and participate in (students) the educational process.
Within a Problem-Based Learning university such as UM, support staff not only play a vital role in the organisation of education but also impact the learning experience of students in many ways (e.g. learning setting, advising, campus environment, direct point of contact). It is important to strengthen our educational practices by building upon the knowledge of those who support education at UM with the essential features of the CCCS educational principles (Constructive, Contextual, Collaborative, Self-directed).
CCCS knowledge of the entire UM staff helps to achieve a more integral culture with respect to UM's primary task and strength: delivering quality education. This is why EDLAB believes that this strength can be further deepened if (new) support staff is given the opportunity to gain basic knowledge and understanding of CCCS, resulting in a number of low-stake information and professionalisation activities.
We envision to (re-create) three main levels for PBL-CCCS knowledge building:
- Update and improve existing digital and physical information sources for (support) staff, with due attention to faculty differences and roles
- Enhance PBL-CCCS information and include PBL learning environment insights within physical onboarding meetings
- Provide workshops for support staff groups (to be) developed by EDLAB, allowing for a tailor-made approach with respect to specific roles and impact on educational processes.
Project coordinator: Lena Gromotka