EDLAB Education Research Fellowship programme

This project explores the experiences of UM staff and students across faculties regarding the uses of GenAI in teaching and learning. Since the public release of ChatGPT in November 2022, the topic of GenAI in education has received increasing visibility. However, the discussion of GenAI as a didactical tool is commonly overshadowed by a focus on assessments and damage control. 

In contrast, this research examines the possibilities and limitations of using this technology in UM’s educational practices. The focus is on use cases, and the research investigates the ways in which GenAI is currently being employed by educators in the PBL context as well as their visions for the future of AI usage at UM.

Data is being collected through a series of interviews with UM staff and students, a review of existing literature, and a study of use cases at other universities. The aim is to bring together the findings to help provide teaching staff with more specific guidance and support. The project centres on collaboration with various parties, working closely with those interested in rethinking pedagogical practices. Findings will be disseminated at UM and beyond to offer necessary insights on how GenAI can (and will) influence the future of education.

For more information about the project, contact Robyn.

In our rapidly advancing technological world, tools like Large Language Models (such as ChatGPT) and Virtual Reality (VR) offer exciting possibilities yet present unique challenges. Currently, our understanding of how those technologies can enhance teaching and learning within Science, Technology, Engineering and Mathematics (STEM) disciplines, particularly in a Problem-Based Learning (PBL) environment, remains limited. 

My research fellowship in collaboration with EDLAB is dedicated to exploring how these innovative tools impact both educators and students. Our initial focus is on the role of Large Language Models in PBL. Together with a team of student-assistants, we are writing a review that aims to establish practical guidelines for using LLM in PBL for educators and students. This includes feedback from students within the Liberal Arts and Sciences colleges, who have shared valuable insights through surveys on their opinions of using LLMs in a PBL setting. Students at the Maastricht Science Programme conducted these studies in their 4-week project period. 

Looking ahead, our research will expand to investigate the potential of Virtual Reality to enhance student-learning experiences in STEM in collaboration with the Faculty of Health, Medicine, and Life Sciences (FHML). We will also design and evaluate a new module in the University Teaching Qualification program at the Faculty of Science Engineering. This module will include the role of technology in educational design.  The goal here is to inform educational design strategies to better serve our educators and students. Ultimately, this fellowship aims to broaden our understanding of these technologies for effective learning and to apply these insights to design and deliver high-quality education at UM.

Contact Stefan for more information about the project.

Educational programmes rely on the quality of their teachers, shaped by contextual and personal factors. Higher Education Institutes monitor, control and continuously improve educational quality. These processes may create tensions between an organisation’s need to monitor improvement efforts, and to simultaneously foster teacher’s Continuing Professional Development (CPD). If teachers are to fulfil their potential as evaluators of their own teaching performance and contribute to educational quality, we need more insight into how we can support our teachers’ Continuing Professional Development (CPD).

Using a case study approach, we will collect data across different UM faculties, by conducting focus groups with teachers on their use of evaluation data to reflect on their teaching. This project will raise awareness around learning and development opportunities that stem from evaluation data, thereby enabling organisational learning through sharing best practices across faculties.

We pose the research questions: How do UM teachers across faculties perceive and use evaluation data for their continuing professional development? How can teachers reflect on their teaching performance, and make an informed choice of CPD activities, aligned with their learning needs?

For more information about the project, contact Carolin.

It's crucial for students to possess diverse competencies to excel in academia, practice, policy, and industry. But how do we ensure students are fully prepared for their future roles? At our university, while we focus on imparting subject expertise and research skills, it's equally vital to prepare students as collaborators, communicators, and professionals. Defining "professionalism" isn't easy—so how do we teach this to our students?

In my research project, I aim to delve into these competencies, particularly emphasising professional conduct. I'll explore effective methods to impart these skills, shifting from traditional teaching to experiential approaches. Moreover, the study emphasises self-management principles—helping students identify needs, set goals, seek coaching, and track progress.

During this study, I will also be excited to collaborate with various stakeholders, especially students and teachers, to brainstorm what the future student will need and how we can best support students in this regard. Do you have ideas or experiences to share in this area? Let's connect!

Contact Daniëlle for more information, and to share your input.

Ernest Boyer urged universities to not only explore the frontiers of knowledge, thus perform scientific research, but also ‘integrate ideas, connect thought to action, and inspire students’. Boyer proposed that education aims to prepare students for productive careers and simultaneously enables them to live their life purposefully. 

Now, over 30 years later, universities, including their staff, are still struggling to balance their research and education efforts. Part of the struggle lies in the identity of academic staff. Do they see themselves as a scientist, a teacher, or a combination of these? And does this identity fit with what institutions expect from their staff, so fit with the institution’s culture? 

It has been shown that teacher identity, relating to somebody’s sense of self as a teacher, is highly linked to intrinsic motivation. If one works in a culture that highly supports research efforts and in which teaching only becomes second, staff members may not feel the three basic psychological needs related to intrinsic motivation: competence, autonomy, and relatedness. 

The current study aims to assess UM’s academics’ identity and academic culture to understand how academic identity and culture relate to job satisfaction.

For more information about the project, contact Anke.

To provide high-quality education that meets students' needs and maintain competitiveness, higher educational institutions must innovate. Collaborative educational design has been recognized as a promising strategy for necessary and ongoing renewal, as well as for teacher professional development. However, there has been little research on collaborative educational design in higher education. 

In light of Maastricht University’s vision on assessment (2022), the Learning Academy at SBE developed a trajectory on collaborative education design and constructive alignment meant to support the teaching staff in the adaptation of their work according to the university’s new vision. The goal of the trajectory is to empower educators to reflect and adjust their curriculum (incl. assessment) for improved quality and effectiveness for students and teachers alike. 

This project aims to (1) research the impact of the collaborative educational design activities on the professional development of the educators involved, and (2) study and evaluate the collaborative design process. It will do so by studying teacher teams’ perceptions of the trajectory, perceived impact on their educational design tasks, and collaboration within teacher teams.

Contact Marloes for more information about the project.