2019 Senior Fellow
Students who care
De Wit, L.M. (VU, FGB)
In the project “Students who care,” Master’s students in psychology, after preparation in the bachelor, will provide low-intensity online psychological treatments to fellow students across the VU who are struggling with mental health issues. The project uses a digital platform within the Caring Universities project. This innovation prevents more serious complaints in students and promotes the connection with the professional practice for the aspiring psychologists.
2019 Teaching Fellows
Opening a Dialogue about Mental Health through Comics and Creative Writing
La Cour, E.L. (VU, FGW)
The number of students with mental health problems is increasing. Creative writing and drawing can have a positive impact on self-understanding and well-being. By having students create short stories and comics, students explore their personal experiences with mental health issues. These may be their own experiences, or those of a friend, family member, or literary character. This creates a safe learning environment where students can talk to each other about these topics.
Breaking the silence. Medicine students create connective theater about safety and wellness
Leyerzapf, H. (VU, VUmc)
Many medical students face (sexual) harassment and exclusion. This is related to the norm image of the doctor: white, male, high socio-economic background and heterosexual. It is necessary that students learn to translate prejudice into open questions, to discuss insecurity and exclusion, and to name values, emotions and norms. Through interactive theater, students with faculty, physicians, and researchers develop ways to break silences and competencies to care for themselves and their colleagues.
Learning by teaching. Law students in the high school classroom
Reneman, A.M. (VU, Rechten)
Law students learn to understand the law by teaching it. That’s the idea behind Street Law, a program in which undergraduate law students teach workshops on the law to high school students. Students offer interactive teaching methods, such as discussions, role plays and practice courts. The learning process of law students is central. They set their own learning goals, reflect, and create lesson plans on legal topics that students encounter in their daily lives.
VU-BugZoo. A persuasive digital platform for teaching software testing
Silvis-Cividjian, N. (VU, Bèta)
Students consider software testing a boring, thankless, dogmatic activity. That changes when they can see the errors, whose presence they usually only suspect. To verify this hypothesis, VU is developing a lively, persuasive, and motivating learning platform consisting of software rich in bugs, both self-contained and hidden. Furthermore, advanced tools for code diagnostics and visualization are available, among others.
Skills-based education. Statistics education for training critical academics
Stunt, J.J. (VU, VUmc)
Society needs critical and reflective academics. This also applies to statisticians and data analysts. The VU is therefore developing a didactic concept in which students discuss scientific research and the meaning of empirical results with each other and with scientists. In addition to lectures and workshops, students interview scientists and develop both an e-learning and a blog.
Buddies breaking barriers. A buddy system for diversity promotion in medical school
Wouters, A. (VU)
A diverse student body and physician population are crucial to training and an inclusive health care system. However, non-Western immigrants, students without a medical network or from lower socioeconomic backgrounds are particularly underrepresented in medical school. In attracting precisely these students, role models are important. In this project, medical students go to high schools with relatively many students who can provide diversity. In a buddy system, students accompany students interested in studying medicine.
Embodied and Object-Based Learning in Medical and Health Humanities
Parry, M.S. (UvA)
Studenten lezen, luisteren, schrijven en praten. Ze doen weinig met andere zintuigen. Om daar verandering in te brengen integreert de UvA twee innovatieve pedagogische methoden: Embodied Learning en Object-Based Learning. Studenten uit verschillende disciplines delen hun specifieke kennis en leren om benaderingen uit andere vakgebieden te integreren. Het klaslokaal is ingericht als ‘multi-sensorische collaboratory’ waarin studenten, docenten en partners van organisaties in de gezondheidszorg, culturele instellingen en creatieve industrieën samenwerken.
2018 Teaching Fellows
Give each student a voice!
Veen van der, M. (VU)
The student population of the Pedagogical Sciences program at VU University is very diverse. The program has a lot of small-scale teaching with opportunities for group interaction. To increase the quality of interaction, instructors receive training that also helps them better utilize the diversity of the student population.
2018 Senior Fellow
A didactic approach to 3D reasoning with a virtual reality tool
Muijlwijk-Koezen, van, J.E. (VU, Bèta)
A prototype virtual reality tool has been developed within the Drug Discovery & Safety program at the Vrije Universiteit that allows students to explore and manipulate the 3D structure of molecules. Students can walk around structures, as it were, but also descend into a structure to examine details. This project for STEM education links the development of didactics for inquiry-based learning with the further development of this virtual reality tool.
2018 Leadership Fellow
Community service interactive and interdisciplinary CS12
Zweekhorst, M.B.M. (VU, Bèta)
Vrije Universiteit initiates a course and a final project for master’s students to conduct interdisciplinary research in collaboration with society. Master’s students identify and analyze problems with various stakeholders in society. In interdisciplinary teams, students conduct research on the identified problems with social actors. The results are presented and discussed in a broader context. The intention is to make this project also available to other (international) universities.
2017 Teaching Fellow
Diversity in Talents
Van Luijn, A. (VU)
In this project, students from the master’s program “Management, Policy Analysis and Entrepreneurship in the Health and Life Sciences” will create their own labor market orientation track on “Diversity in Talents”. They will organize a seminar with keynote speakers, their own presentations and info stands of possible employers. Talent development, professional skills and attention to cultural differences are combined with the formation of a professional network.
Diversity in medical education
Muntinga, M.E. (VU, VUmc)
Medical students at VU are a very diverse group, but the standard image of ‘the doctor’ in the hospital is often still ‘white’ and ‘male’. ‘Professional behavior’ of a doctor is often still ‘neutral, contextless and depersonalized’. Can it be done differently? In this project, residents, doctors in training and specialists discuss cultural diversity, inclusion and intercultural communication. An artist makes a film based on the conversations. This film will be used to further disseminate the conversation within the hospitals. The project is part of the VUmc’s learning line “Interculturalization and Diversity.”