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HBO/WO

MBO

January 30, 2026

Constructive Alignment Prompt Guide

This prompt guide helps teachers, course coordinators, and educational advisors use MS Copilot (or another LLM) to review a course design through the lens of constructive alignment. It supports you in producing: A Constructive Alignment Table connecting Intended Learning Outcomes (ILOs), Assessment, and Teaching & Learning Activities (TLAs), and A brief Strengths & Weaknesses overview to identify improvement opportunities. The guide was initially constructed for use in our UTQ Design course (Dutch, University Teaching Qualification)

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Roos Köhler, Anne Velthorst

April 1, 2020

Visualizing a learning trajectory

This document can be used to visualize your BC learning trajectory consisting of several courses in your educational program. After visualization you can find some reflective questions and a sheet to identify the strengths and weaknesses of your trajectory thus far.4

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Judith Gulikers

March 3, 2026

Course Canvas - Course Analysis WUR

A practical Course Canvas template to analyse and (re)design (university) courses. Guides course coordinators through intentions and relevance, learning outcomes, alignment of assessment and teaching activities, student needs, programme embeddedness, and feasibility for both staff and students. Editable DOCX (plus PDF). CC BY-NC 4.0.

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Roos Köhler

September 4, 2024

Didactical Design Tool Interdisciplinary Education

As a teacher, you face some major challenges in designing, teaching and evaluating interdisciplinary education. So we have developed a design instrument to support you in your role as a teacher in choosing specific learning objectives, activities and assessment formats, which together design the students’ interdisciplinary learning process. This instrument utilises the constructive alignment design concept for interdisciplinary education.

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Programma Interdisciplinair Onderwijs

May 1, 2024

Interdisciplinarity and Interprofessionality explained

This material intends to explain to students and/or colleagues in an educational setting the way interprofessional and interdisciplinary teaching and research relate to each other. Through unambiguous use of terms and concepts, learning objectives, learning activities and learning outcomes can be better aligned (constructive alignment). The material consists of a Word-document and an accompanying slide depicting interdisciplinary and interprofessional education. J. Oudenampsen, Z. Shewangizaw, J. van de Poel (2024).

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Programma Interdisciplinair Onderwijs

2023

Development and implementation of a skills learning trajectory tool

The goal of the tool is to help other teachers to develop and implement a learning trajectory related to a (WUR bachelor) skill. In this tool you will find an example of the development and implementation of a learning trajectory for intercultural competence within the bachelor program of environmental sciences. Clear steps to take and examples of how to develop a learning trajectory are given. Collaboration - Attainment level: 1,2,3 Diversity and Inclusivity - Attainment level: 1, 2, 3 Social Embeddedness - Attainment level: 1, 2, 3

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Marijke Veugen

May 2, 2024

Multi-, inter- and transdisciplinarity explained

The goal of this document is to explain to students and/or colleagues in an educational setting how multidisciplinarity, interdisciplinarity and transdisciplinarity relate to each other. Through clear and consistent use of terms and concepts, learning objectives, learning activities and learning outcomes can be better aligned (constructive alignment). This material consists of a document and an accompanying slide displaying definitions of the terms multidisciplinary, interdisciplinary and transdisciplinary education. Multidisciplinarity, interdisciplinarity and transdisciplinarity are different (but related) concepts that may lead to confusion for both teacher and student. This material therefore starts with an explanation of the terms as used in the slides, starting with the concept of 'discipline'. It is advisable to explain the terms and concepts listed below to students and/or colleagues beforehand.

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Programma Interdisciplinair Onderwijs

February 4, 2020

Examples of boundary crossing learning activities

This document shows a variety of possible learning activities you can implement in your course. Every activity is described in how it could be used in a course, including several alternative options (though certainly not exhaustive!), the boundaries that are crossed, and the BC learning mechanisms that are typically addressed via this learning activity. The examples are meant to inspire you to make these activities your own or think of new kinds of boundary crossing learning activities yourself.

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Judith Gulikers

June 15, 2023

INPRO International Online Learning: reactions of the participants

This report summarises the reflections from educators and learners who were involved in the INPRO international online learning intervention (which is described at www.inproproject.eu). This intervention was conducted for the first time in 2021 with 50 students and 14 educators. It was repeated in 2022 with 125 students and 24 educators and implemented improvements. Further details are provided in a short overview, guide, and detailed description of the materials.

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Claudia Zimmel, Anita Kidritsch, Ursula Hemetek

September 1, 2024

Learning objectives minor Science, Technology & Innovation: Biomimicry

The learning objectives of the Biomimicry minor blend theoretical understanding with practical skills. Students engage with a broad spectrum of scientific disciplines including chemistry, biology, physics, and engineering, gaining a comprehensive grasp of biomimicry principles. Practical objectives emphasize hands-on experiences, where students apply these principles through advanced prototyping techniques such as CAD, 3D printing, and microcontroller programming. The course aims to enhance students’ abilities to think critically and solve problems creatively, preparing them to design and execute bio-inspired projects. Additionally, the program nurtures team collaboration and communication skills, essential for articulating project insights to diverse audiences, and managing long-term, complex projects effectively.

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Morten Stromme