Constructive yet critical
UReka devotes extra effort to remain cooperative towards the executive board, while keeping a critical view on the subject at hand. It is crucial for a healthy relationship to maintain a mutual trust between the council and the board. UReka aims to keep a proactive attitude, as this stimulates the mutual trust and enables both parties to move towards their objectives.
Students are the core of this university – therefore, it is important that students are involved in policy making and its implementation, as their experience of education is valuable in this process. This helps to create the best learning environment for both staff and students. UReka is eager to facilitate and motivate students to join committees, workgroups, and councils, with the goal to make all students heard. To be able to voice the opinion of the students and inform them, UReka remains in close contact with programme committees and faculty councils.
Enforced 0/15 system is not the way to reach integration
In the Twente Educational Model (TOM), the UT strives towards integration of modules. UReka underlines the importance of coherent modules and is not necessarily against central regulations to do this, but disagrees with enforcing a 0/15 EC system to achieve this. Regulations that award ECs for integrated module parts are desirable to ensure fairness amongst students across programmes and to recognise their efforts.
Integration of RESTS-education
UReka believes RESTS-education (Reflection on Science, Technology and Society) is a valuable asset for all students, and therefore wants to further improve its implementation in all programmes. It is often hard for programmes to integrate these subjects within modules, as RESTS-education is mainly supplied by two research groups within the faculty of BMS at the moment. As integration is the goal of TOM, the implementation of RESTS-education currently needs more efforts to accomplish this. UReka suggests that programmes should specify RESTS-education to their curriculum in collaboration with the current RESTS suppliers.
Researchers are not necessarily good teachers
Students deserve well-equipped teachers, especially with the aim of the UT to provide high-quality education. However, researchers are not necessarily good teachers as lecturing is definitely not an easy job. UReka notices that this is often forgotten and believes there should be more focus on teaching quality. This opens up possibilities in having higher quality requirements for to-be-appointed lecturers and allocates more resources to provide training for the educational staff.
Sustainable in actions and decision making
UReka believes that the UT should aim to achieve the Sustainable Development Goals (SDG) of the United Nations related to Affordable and Clean Energy, Climate Action, and Responsible Consumption and Production by integrating them more in its organisation, education and policy. This can be done by raising awareness, equipping students with the knowledge to tackle the SDGs, and for instance by selecting sustainable suppliers. Additionally, the university should make sustainable decisions to strive for minimal risk and maximum benefits to society, the environment and the university itself.
Digital Lectures are not contact hours
UReka values student-lecturer interaction and notices that programmes are starting to offer more lectures digitally. Integrating technology within education is a good development but this should be done with the goal of improving educational quality. Digital lectures should not replace interaction between teacher and student and, therefore, should not be considered as contact hours.
Minimized evening lectures
Because of the large shortage of lecture rooms on the campus, evening lectures will be unavoidable next year. UReka is of the opinion that the UT should try to let go of evening lectures as soon as possible. In the meantime the amount of evening lectures should be minimized. UReka demands that evening lectures should only take place at the beginning of modules and no more than one evening lecture per week should be scheduled per programme. Additionally, these lectures should be planned at different days every week, to avoid disabling students to attend their regular social activities.