attendance

Questioning and disrupting existing (disciplinary) structures, finding new ways of working and collaborating with tutors, students and other partners from a range of different disciplines are both very valuable and challenging at the same time. We do not expect you to know how to do all of this, or even master it at the end of the minor, but we do ask for a committed attitude, an open mind and that you listen carefully and treat your fellow students, tutors and external partners with respect. In addition, the minor is an intensive programme and revolves around self-directed learning, which means that while we offer you help along the way, you are responsible for your own learning journey, and we ask you to take an active approach to what and how you want to learn.

Always inform us in advance when you will miss a session or meeting. Email both Fem (fem.windhorst@eur.nl) and your (visiting) tutor. Please notify us 24 hrs. in advance, and in case of a last-minute absence, email us 30 min. before the start of a session, with an explanation of the late notification.

It might be the case that you have to miss a session because of scheduled classes or other educational obligations. In that case, please email both your guiding tutor and Fem at least 24hrs and we will find a solution together. If you fail to inform us in advance, it will be counted as an absence without valid reason and will affect your professional behaviour.

All scheduled sessions on Mondays and Thursdays are mandatory. Missing more
then one Monday and Thursday session leads to losing your professional conduct (10%), according to Article 4.4 of the Erasmus University College Academic Rules and Regulations. Always inform us in advance when you will miss a session or meeting.

Important to know
The RASL Minor is formally located at Erasmus University College. This means we follow EUC's Academic Rules and Regulations, also with regards to assessment. The ARR can be found here.

Assessment is an important part of higher education, but not something we generally spend a lot of time discussing in class. Assessment does have a huge effect on what and how we learn, however. The ways in which we assess, the learning aims or competencies that we assess, and the type of assignments you are asked to hand in: they together make up what is considered relevant and valuable in the learning process. Assessment also has an important function in supporting your learning process: it can offer structure, focus and feedback.

In the RASL Minor we believe that assessment should primarily support the learning process, and therefore we aim to provide you with feedback and insights that help you reflect on your work, and gain a variety of perspectives, which are also useful beyond the scope of the minor period. This means that while we offer a specific theoretical and practical framework in which we work, you decide on the matter of concern, on the basis of what you feel is relevant and useful to your own study, context and futures (of course, with the help of their guiding tutors). This, in combination with valuing and encouraging experimentation and acknowledging the importance of failure in the learning process, means that we have a tense relationship with more common ways of doing assessment, which are often based on standardization (through general learning outcomes, rubrics and criteria) and measurement (comparing students, grading). Because the RASL Minor is embedded in existing institutions with each their own rules and regulations regarding assessment, we have to relate to and work within these boundaries, while at the same finding ways to assess in the RASL way - which questions the status quo and aims to find alternatives to assessment that better suit undisciplinary education. This creates tensions which we do not want to hide or necessarily resolve, but instead acknowledge and stay with in order to reflect critically on current higher educational practices.

Composition of final grade:
> Learning Experience (20%)
> Situating statement (20%)
> Presentation and publication (50%)
> Professional conduct (10%)