By Tullio Viola When I started my supervision activity at FASoS a couple of years ago, I noticed something I wasn’t anticipating. In comparison to other institutions where I had previously worked, students were paying much more attention to making…
By Sjoerd Stoffels The latest buzz word in the world of education is ChatGPT. This type of artificial intelligence (AI) produces credible texts in a matter of seconds that are often usable for book reports, essays, and other assignments. The…
By Karin Bijsterveld Anyone who has ever taken over the course coordination from someone else or started directing a teaching programme will likely remember the very first year. No matter how well you thought you knew the course or the…
By Patrick Bijsmans & Sally Wyatt The way in which our curricula are designed means that we are not always able to teach subjects that exactly fit our research expertise. Even though commitment to interdisciplinarity and PBL are very persuasive reasons for this, some of us…
By Patrick Bijsmans & Anna Harris One of the key characteristics of Problem-Based Learning (PBL) is its emphasis – or even dependence – on active student engagement. One way of activating students in such a context is the use of…
By Yf Reykers Peer feedback is often included in courses as a tool for collaborative learning. Yet, is it always so collaborative and constructive? In theory, providing comments on another student’s assignment and engaging with the comments from peers is…
By Patrick Bijsmans & Andreea Nǎstase Podcasts are rapidly becoming an important medium, with over 400 million podcast listeners worldwide projected for this year. Search for “podcast higher education” in Spotify and you’ll find yourself scrolling for quite a while…
By Paul Stephenson How do you organise a student trip to the EU institutions in the middle of a global pandemic? What do you when you can’t cross the border to Belgium? How do you cope when the Commission and…
By the Technology-Enhanced Learning Taskforce We are just over two years into a pandemic that has changed our world in many different ways, not least when it comes to teaching and learning in higher education. This is reflected in an…
By Karin Bijsterveld A few years ago, I changed my way of organising individual thesis supervision meetings with BA and MA students. I know I am not the only one—I heard other teachers talking about similar ‘systems,’ but newcomers might…
By Merijn Chamon As course coordinator and tutor for the only mandatory law course in the Bachelor in European Studies, I typically start the course with a clear message to students: Law as a discipline has its own language and…
By Ragna Zeiss As a teacher, I am always keen to engage with new teaching and learning formats. While preparing for the Globalisation and Development (GDS) course ‘Science and Technology Studies for Development in a Global Context’, I encountered an…
By Darian Meacham As the Netherlands goes into another light lockdown, UM staff and students are again dealing with a changing landscape of public health policy regulations and recommendations, with these come tough philosophical questions. In September when we returned…
By Patrick Bijsmans FASoS assistant professor and editor of RevDem Ferenc Laczó recently met with Emily Levine (Stanford University) to discuss key ideas in her new book Allies and rivals: German-American exchange and the rise of the modern research university….
By Patrick Bijsmans When our BA European Studies (ES) started in 2002, I embarked on a job as teaching assistant at FASoS. A crazy time, but also a fun and rewarding one. I was the only teaching assistant back then….
By Johan Adriaensen The (under)graduate thesis is a challenging exercise not only due to its length, but also due to its unstructured format. There is no pre-determined set of questions that require answering, no pre-defined theory or method to arrive…
By Elsje Fourie This has been an upside-down year in all sorts of ways, and I’m no exception. After more than a decade on the other side of the classroom, I suddenly found myself cast in the role of a…
By Clara Weinhardt As another academic year shaped by online teaching is coming to an end, everybody is longing to bringing education back to our campuses. While we may not like it, we currently do not know with certainty in…
By Patrick Bijsmans & Simon Lightfoot It’s been over 15 months since we’ve had to suddenly move our courses online. A time during which we have learned many new things about synchronous versus asynchronous learning, about the technicalities of Microsoft…
By Diede Diederiks In March 2020, I started working at FASoS as an educationalist. It seemed like a clear job, working at the educational policy department on a couple of ongoing projects. How little did I know about the changes…
By René Gabriëls & Robert Wilkinson The Englishisation of education and research attracts worldwide interest – not just from scholars, but also among the general public. Englishisation can be defined as the process in which the English language is increasingly…
By Yf Reykers Kahoot, Mentimeter, Wooclap, Gosoapbox. Does this sound familiar? These digital platforms are nowadays part of our standard teaching toolbox, perhaps even more so after a year of online teaching. But no matter how interactive, much of students’…
By Eliyahu Sapir & Thomas Frissen In January 2021, second-year BA Digital Society students followed an intensive introduction to big data analysis. Students were trained in quantitative data analyses and using R and RStudio in an earlier course. They employed…
By Lauren Wagner; graphics by Pinelopi Kaslama The students of this year’s MA Globalisation and Development Studies (GDS) have just rounded up Period 3 working on their MA thesis proposals. As they finished the thesis development course, I heard from…
By Patrick Bijsmans PBL course design is a recurring topic in academic literature, but also in staff development. This concerns, for instance, applying general PBL principles to assignment design, but also the need for varying assignments. The design process is…
By Talisha Schilder “Flexible bachelor”, “tailor your own study programme” and “freedom to pursue your own interests” are examples of how universities promote curriculum flexibility on their websites. Student-customers scroll, or let’s say stroll, through the online syllabus aisles to…
By Swantje Falcke and Marie Labussière Last Spring, the courses taught in period 5 had to be moved online within a matter of days. Although challenging under these circumstances, adapting to online teaching has led to a great range of…
By Maud Oostindie When we discuss the PBL classroom, we cannot but address group dynamics. Although group dynamics are important to many types of education- and learning practices, they are especially central to PBL, with its focus on constructive, collaborative,…
By Sjoerd Stoffels Using video in education has become part of teaching reality during recent months. Moving from on-campus to online teaching and learning, accelerated developments that were already literally ‘visual’ in educational organisations on a global scale for quite…
By Patrick Bijsmans Throughout the last couple of months I have joined several national and international webinars, observed colleagues’ online tutorials and lectures, and read several blogs and papers to inform myself about online teaching and learning. This includes excellent…
By Stefan Jongen After reading Mirko Reithler’s blog post, I was thinking about how to build a boat for my teaching in period 5 of the Maastricht Science Programme, a bachelor programme that is offered by the Faculty of Science…
By Patrick Bijsmans After weeks of online teaching and learning, you may be totally Zoompt and perhaps you have even developed a case of Zoomophobia. Inversely, you may have become a Zoomophile who looks back at the pre-Zoom age with…
By Darian Meacham The owl of Minerva spreads its wings only with the falling of the dusk, Hegel wrote in Elements of the Philosophy of Right (1820). He meant that philosophy, and thinking in general, arrives late on the scene…
By Patrick Bijsmans One of the few good things about the the need to stay at and work from home, is that we’ve managed to get a lot of work done in the garden. We’ve enlarged one of the borders,…
By Paul Stephenson So we have just started period 5 and I have a stack of assessments to do of individual papers, group papers and take-home exams from across the BA and MA programmes. Ordinarily I would print the papers, grade them…
By Sjoerd Stoffels The launch of Zoom at Maastricht University took many of us by surprise. A launch that also lacked necessary information regarding the ins and outs of this application. The result of this information vacuum: turmoil among staff and…
By Mirko Reithler I am a complete novice to online teaching. Embarking on this journey with hasty preparations seems like a daunting task that reminded me of the saying “building the boat while sailing”. Googling the expression, I discovered a…
By Patrick Bijsmans We are now in week 3 of online teaching and learning here in Maastricht. Last week I posted some first reflections on my own experience so far, and I want to come back to this again. But…
By Patrick Bijsmans It must have been about 15 months ago when, after a meeting with a group of faculty colleagues interested in teaching and learning research, Afke Groen and I started to think about launching a teaching and learning…
By Johan Adriaensen & Caterina Pozzi Curriculum design is the backbone of programmes in Higher Education and the framework within which all teaching and learning take place. Surprisingly, there is relatively little comparative research on curriculum designs within the Scholarship of…
By Esther Versluis Expectations beforehand As horrible as the situation is, particularly for those who are really influenced by the pandemic either health- or workwise, for us – academics with kids – it might actually be a nice opportunity…
By Patrick Bijsmans It’s been just over a week since Maastricht University decided to move all teaching online. I’ve been lucky because my teaching from last week onwards was going to be centred around individual meetings anyway, so it’s been…
By Andreea Nastase, Petar Petrov, Maarten Vink and Hylke Dijkstra Following the university’s decision to suspend in-class education, we decided to move our MA European Studies courses online per Monday 16 March. We want to share our experiences, as novices…
Prepared by BA Programme Directors, Coordinator for Continuing Professional Development, and FASoS Student Representatives, 18 March 2020 FASoS students already know a lot about independent learning and self-directed study. You can do this! Here are some tips to help…
By John Harbord The coronavirus has forced us all, without much preparation, to switch to online teaching. But what about online individual feedback? Synchronous conversation is often more effective than asynchronous written feedback, so maybe you want to talk to…
By Emilie Sitzia As teaching staff we have been discussing the use of video in teaching for many years already. Actually, the first investigations into the use of videos in the classroom go back to the 1970s… I have been…
By Yf Reykers We have all been there, working under the coordination of someone we think is not acting efficiently. It is easy to believe that we can do something better than someone else. Until you face the challenge yourself….
By Maud Oostindie & Robin Schormans The PBL-classroom is not only a site of learning, but also a site of performance; a metaphorical stage, in which individuals perform certain roles. The student, scribe, chair and tutor play their respective parts…
By Anna Harris, Shanti Sumartojo and Sally Wyatt On 22 October 2019, about 30 people gathered together in the FASoS attic for a sensory and design ethnography workshop in order to explore the places in which we learn and teach,…
By Jasmijn van der Most When I was a student in the Bachelor in European Studies (BA ES), I thought that a PBL pre-discussion worked as follows: you read the assignment text, scan it for difficult words, and you put…
