Step 1: Inventory

• Do I need to fill in both the “course” and “curriculum” columns?
  • You do not have to fill in both columns. It will depend on where you want to address your academic skills-related issues. In some cases, it can be just at a course level, in other cases it can be at a curriculum level, or you can address both if necessary.

• Do I need to fill in every single key area?
  • You can just fill in the key areas that are crucial for addressing your concerns. If you want to use step 1 as an inventory, you can also fill in any field just for documentation purposes.

• Do I have to answer all of the questions for each key area?
  • The questions written for each key area are just a guide/inspiration for possibilities to write in each box. If you find other information useful, feel free to write it down in the appropriate key area. Contrary, if you believe some of the questions are not suitable for your case, you do not have to answer them.

• Is it normal that step 1 is taking longer than expected to complete?
  • The expected timeframe is just an indication. Some teachers might already have documentation with an inventory of the learning objectives, prior knowledge, etc. that are related to the skill being analysed. This will make this step much faster to complete. On the other hand, gathering all this information for the first time can be a lengthy process.

Step 2: Identify

• Do I need to fill in every key area in the course-level concerns table and in the curriculum-level concerns table?
  • Ideally, you should fill in the information regarding the key areas that you have covered in Step 1. If you do not have any concerns about a certain key area, select “No” in the “Do you have any concerns within the key area?” column.

• Why is there a “Yes, many” and a “Yes, a few” option in the “Do you have any concerns within the key area?” column?
  • Both options are available to provide an immediate overview of the number of concerns that you want to address in each key area.

Step 3: Prioritise

• What is the difference between the long-term impact on student learning and the impact on the programme?
  • Long-term impact on student learning focuses on consequences that directly affect the students. This can be the inability to follow other courses ahead in the academic path, but also related to their future professional lives.
  • The impact on the programme has to do with the curriculum itself. For example, if the progression of skill throughout the degree is not aligned or smooth.

• If when filling out the “Do you already have ideas on how to address the concern?” some ideas come up, where can I write them down?
  • The following step (step 4) will be dedicated to an action plan on how to address your multiple concerns. However, if you quickly want to note some ideas down in step 3 so you don’t forget them, you can use the “Notes” column.