Project introduction and background information
The BSW programme personal development path is an educational innovation initiative aimed at implementing the three-year personal development course. The course was developed in response to recurring feedback from students, and observations by the Programme Committee (PC) and programme director on the following issues:
• Limited attention in the current curriculum to professional orientation, academic skills, and scientific development, which students felt was insufficient.
• Disconnection between introductory courses and real-world research or applications, hindering students from seeing the societal relevance of their field.
• Students often perceive the programme as a series of unrelated courses (“separate bricks”) rather than an integrated structure, leading to missed connections that could enhance learning.
• A lack of structured opportunities for students to reflect on their study choices, future paths (e.g., their BSc thesis or MSc specialisations), and their role as Earth scientists in society.
In response, the project team—comprising staff, the Pyrus study association, and support from the Education Support Centre—designed the Ribbon Course to:
• Foster student ownership of learning through an individual learning path.
• Create a supportive learning community that encourages reflection and connection across courses.
• Encourage students to develop awareness of their knowledge, skills, attitudes, and their impact on science and society.
Objective and expected outcomes
Students in the BSc programme Soil, Water, Atmosphere start a journey that is part of a longer path; a path started in their high school years, and that will lead to a first job somewhere in the distant future. That path, however, is not fixed and prescribed, and it is up to students to find a path that suits them best.
This course is, thus, meant to help students navigate their BSc programme. Finding their path involves developing skills, knowledge and attitudes, finding the connections between all those interesting and challenging courses, selecting courses and developing themselves into a budding scientists, ready to make the next step after completion of their BSc.
At the end of the course (that is: at the and of their BSc journey) students will be able to:
- LO1: Analyse connections between knowledge, skills and attitudes obtained in various programme courses, and choose their own learning path.
- LO2: Relate current scientific research and societal development to the content of programme courses and critically appraise course content.
- LO3: Evaluate their own progress in respect to academic and domain specific skills.
- LO4: Adhere to guidelines for proper academic conduct.
- LO5: Value to work in intercultural and (otherwise) diverse environments.
Related to the aforementioned learning outcomes, three themes are developed to structure this ribbon course. These are: Earth sciences, Society and You.
EARTH SCIENCES: aims to create coherency between course contents, and point out how the content builds up through various courses ins the programme. The subtopics in this theme could be general concepts, system explanation, and fieldwork.
SOCIETY: aims at helping you to: a) create a link between the Earth science field and society, b) see the broad and diverse application of the processes you learn about, and c) meet scientific community (your fellow students and staff) in your field.
YOU: aims at helping you actively evaluate your personal development related to academic and domain-specific skills. Also, it aims to help you discover your own learning path and choices. Therefore, your personal development on your way through the programme is an important aspect of the ribbon course, and as such, we consider the ribbon course to be equivalent to a journey.
Results and learnings
Biggest Challenges in Teaching the PDP
1. Lack of Student Reflection Skills
Many students initially struggled with reflecting on their own skills, attitudes, and knowledge, especially when it came to setting personal learning goals or evaluating their development. This highlighted the need for explicit instruction on how to reflect and self-assess effectively.
2. Limited Personal Contact in Early Versions
The first version of the course relied too much on online assignments with minimal teacher involvement. Students missed personal interaction and felt disconnected. The revised course included more live meetings, which proved essential for engagement and learning.
3. Student Motivation and Ownership
While some students embraced skills learning, others lacked motivation—especially when they didn’t understand the relevance of skills or viewed them as “soft” or secondary. Creating internal motivation remains a challenge, particularly in non-graded, zero-credit courses.
4. Coordination and Workload for Teaching Staff
Managing a PDP that spans three years and includes personalized student pathways requires significant coordination, feedback, and facilitation. Staff time and compensation are limited, particularly because the course carries no ECTScredits, making it harder to sustain teacher involvement.
5. Curricular Integration and Visibility
Although the PDP is linked to the programme, it is still a separate course. Ensuring consistent connection with domain courses and making skill learning visible across the curriculum remains a work in progress.
6. Long-Term Embedding and Resources
Securing long-term support—such as budget, structural staff time, and alignment with broader curriculum development—has been difficult. This limits the ability to expand or deepen the course sustainably.
Recommendations
1. Live, Structured Contact Moments
Regular in-person meetings (five per year) provide essential space for reflection, planning, and peer interaction. These sessions increase student engagement and help structure their skill development across the three years of study.
2. Personalised Skill Selection and Goal Setting
Allowing students to choose which skills they want to develop gives them ownership over their learning path. Annual planning activities (e.g. learning goals workshops) help students focus and stay motivated.
3. Integration with Course Content
The PDP connects with existing courses by encouraging students to use real assignments and learning moments to reflect on and demonstrate skill development. This makes skill learning more relevant and meaningful.
4. Guided Reflection Using Rubrics and Portfolios
Students use rubrics, self-assessments, and online portfolios to reflect on their progress. These tools help make the learning process visible and tangible, especially for abstract or soft skills.
5. Personal Contact with Teachers and Coordinators
Students highly value accessible guidance. Teacher involvement—especially in feedback, coaching, and reflection guidance—is critical for the success of PDP. The shift from a hands-off online approach to more live interaction significantly improved outcomes.
6. Feedback-Driven Course Design
The PDP was revised based on thorough student feedback, making it more tailored and relevant. Students were actively involved in shaping how the course evolved, which boosted engagement and ownership.
7. Collaboration with the Study Association (Pyrus)
Working with the student association adds an informal, peer-supported element to skill development, and strengthens the learning community around the PDP.
Practical outcomes
3. Student Portfolios and Use of Rubrics
Students build an online portfolio where they plan, monitor, and reflect on their skill development. Rubrics guide self-assessment and help structure reflection, making learning progress tangible.
4. Integration with Domain Courses and Extracurricular Activities
Students use examples and assignments from regular courses to develop and reflect on their skills. The programme also collaborates with the study association (Pyrus) to create extracurricular opportunities tied to skill development.
5. Stronger Student Ownership and Career Orientation
By setting their own learning goals and selecting which skills to focus on, students take more ownership of their learning journey. This strengthens career awareness, particularly in preparation for the third-year thesis and MSc choices.