Pascal Frank
Assistant professor
Wageningen University & Research
In my research, I investigate how pedagogical approaches and activities to promote inner development for sustainability impact personal growth, as well as concrete methods for measuring their effectiveness. I examine the necessary conditions for successful implementation, such as the required skills of educators and the didactic design of educational programmes. As a former member of the scientific advisory board of the Inner Development Goals, I have contributed to shaping and applying the IDG framework in both research and education.
Hendrik de With
Associate professor
University of Amsterdam
Envisioning and exploring alternatives for the current systems are some of the most important tasks in higher education. Marketing is still a large part of the problem, associated with stimulating overconsumption, marketing harmful products, greenwashing and so on, while I believe it can also be used as a force for good. It’s crucial to challenge the systems in which we operate, envision alternatives and act. I am pleased to see that so many students take an active part in shaping a better future.
Esther Reefman
Medical educator, immunology lecturer and trainer
Amsterdam University of Medical Sciences
In 2011, I shifted my focus to human and team development, with an emphasis on coaching and education. Since then, I've incorporated inner development into my management style, course designs and mentoring by embracing new experiences, exploring new places and connecting with nature. Establishing nurturing habits has been key to my development.
Nienke Meulenbroeks & Daniëlle Takkenberg
Researcher & project lead
Fontys University of Applied Sciences
Daniëlle developed a training programme focused on enhancing the sense of competence in future change-making professionals, specifically around sustainability. Witnessing those students challenge themselves and realising that situations they once found difficult or intimidating, are not as scary when armed with the right knowledge and practice, inspired us to become Transition Makers.
Hebe Verrest
Associate professor
University of Amsterdam
Dealing with complex world problems requires creative, outside-the-box solutions that are continuously rethought and adjusted to reflect insights generated from experience and new knowledge. However, many students struggle when faced with assignments that push them out of their comfort zone, requiring them to experiment with new ways of thinking or try something they have never done before. With the right support and practice, they can develop the critical thinking skills needed to tackle these challenges.
Rosanne van Wieringen & Silke van Beekum
Teacher trainers and Education developers
Institute for Interdisciplinary Studies at the University of Amsterdam
The education we develop and teach focuses on transdisciplinary teaching initiatives, closing the gap between science and society. We are also conducting evaluative education research on students’ experiences and skills gained during transdisciplinary education. Our Onboarding tool is based on the need to facilitate transdisciplinary collaboration in the Bachelor’s programme in Computational Social Sciences.
Madelinde Winnubst
Assistant professor
Utrecht University School of Governance
As a social anthropologist, I am interested in people’s daily behavior, including their community engagement and relationship with the government. My experience with ethnographic projects in water management and community building is input for collaboration with colleagues from other disciplines and partners with various backgrounds. Curiosity, open mind and learning are the focus points of my tool, stimulating thinking about knowledge and the contribution of multiple bodies of knowledge.
Hanna Eppink & Anke Swanenberg
Educational advisors for the Society Based Education team
EWUU alliance, Wageningen University & Research
In Society Based Education, students are introduced to their future knowledge domain, learn to apply scientific knowledge and engage and collaborate with other students and societal actors with various knowledge levels and backgrounds. Our tool teaches students to facilitate a safe, inclusive learning space where all participants connect, listen and interact without holding back.
Guido Knibbe
Teacher at Placemaking and Interdisciplinary Social Sciences
University of Amsterdam
As a teacher in transdisciplinary and transition-focused courses, I guide students to collaborate with societal partners. My role is to help students prepare for engaging with complex challenges, for example, through Placemaking and systemic sustainability approaches.
Wouter Buursma & Lucho Rubio
Trainers & Educational Specialists
Centre for Teaching & Learning at Vrije Universiteit Amsterdam
In these times of conflict, there is a high appeal for us as teachers to find a way to create space for a dialogue with our students. Many teachers avoid the topic, fearing escalation. We developed a tool to support teachers who consider opening the dialogue in class to reflect on and learn from hot moments collectively. We imagine a world where reflecting on ourselves and how we impact others is something we do naturally. To make a real difference, we need to start with ourselves. When we bring our inner and outer worlds together, that's where the learning happens.
Philippa Collin
Researcher
Inholland University of Applied Sciences
I’m hugely inspired by the IDGs. As Einstein wisely pointed out: ‘We cannot solve our problems with the same thinking we used when we created them.’ I experience the IDGs as a radical departure from the cognitive/tech approach that got us into our current conundrum.
Katusha Sol
Teacher and Education Developer at the Institute for Interdisciplinary Studies (IIS)
University of Amsterdam
I enjoy developing and teaching educational programmes that empower students to not only learn about and from society, but also to make a meaningful impact within it. While learning about transitions, students learn to integrate valuable knowledge from different disciplines and perspectives, including non-academic actors.
Guido de Wilde
Manager Global Student Experience and Engagement & Cultural Exchange Ambassador
University of Amsterdam
With my background in Communication Science and subsequent professional training, I am very committed to supporting students in developing 21st-century skills, such as cultural intelligence, reflection and leadership. I truly belief that nurturing intercultural awareness, promoting creative thinking, and embracing social innovation can empower communities to overcome barriers and achieve transformative change.
Debby Gerritsen
Curriculum Developer at Institute for Interdisciplinary Studies
University of Amsterdam
I am passionate about innovative interdisciplinary education, especially if it empowers students to develop skills they can use in their future careers when dealing with societal transitions. Our inner compass is a great guide towards change for good.
Rianne van Lambalgen
Assistant Professor at the department Philosophy and Religious Studies and Programme leader of the Liberal Arts and Sciences (LAS) programme
EWUU alliance, Utrecht University
In my research, I combine my expertise in psychology, artificial intelligence, and educational science by investigating how digital teaching methods can support students’ learning through interdisciplinary research. In addition, I teach in the interdisciplinary core curriculum of LAS and the humanities university teaching qualification.
Caspar Schoevaars
Policy adviser
EWUU alliance, Utrecht University
Whilst creating Exchanging Perspectives, I worked for the Centre for Unusual Collaborations and as an integration expert for the Da Vinci Master course. Now, I work in the Interdisciplinary Education programme at Utrecht University. Exchanging Perspectives introduces students to new ways of working that open their attitudes to approaches that are not their own.
Michèle Gerbrands
Senior advisor and educator
EWUU alliance, UMC Utrecht
In the past decade, I focused on innovating the Dutch higher education landscape based on the belief that students need more than disciplinary knowledge to become the future problem solvers the world needs. Complex problems require adaptability, as a situation can change rapidly or unexpectedly. Creative thinking helps students remain flexible and adaptable in their approach.
Roelof Jousma
Lecturer at Global Project & Change Management
Windesheim University of Applied Sciences
After working in for-profit business environments, I switched professions to become a full-time lecturer and strive for a holistic view of business management in education, taking sustainability fully into account. Next to my regular teaching of business topics, I developed a training on “Education for Sustainable Development” for lecturers at universities of applied sciences.
Dan Lockton
Assistant professor in Industrial Design
EWUU alliance, TU Eindhoven
My work centres on applying imagination to climate futures, via designing tools for creative participatory (re-)imagining in an age of crises and transitions. Creating New Metaphors is an example of this approach, originally released in 2019, and continuously developed through workshops inside and outside of academia, with researchers and students.
Ulrike Scholtes
Teacher and coach
Institute for Interdisciplinary Studies at the University of Amsterdam & Institute of Arts Maastricht (Zuyd)
In addition to being a lecturer of the honours course “Feeling Science” and “The Body as Sensitive Research Instrument”, I coach art students in their artistic research process. In my research and teaching in arts and science, I work with body awareness as a skill to do research and engage otherwise with different kinds of worlds.
Roos de Jonge
Educational department
EWUU alliance, UMC Utrecht
I started as an advisor on patient involvement in medical education at the Faculty of Medicine, but my role has been slightly changed to developing education with and around patients. A lot of education is challenge-based and involves the community.
Janneke de Ruiter
Programme leader for the interdisciplinary Leadership programme
EWUU alliance, Utrecht University
In the extracurricular honours programme at Master’s level, I work with students from diverse backgrounds in terms of experience, personality, field of expertise, gender and nationality. When students dare to be open to other perspectives and truly be vulnerable and reflective, they are able to develop themselves and grow into the future leaders we need.
Karolina Doughty
Assistant Professor in the Cultural Geography group
EWUU alliance, Wageningen University & Research
I am a human geographer focusing on interactions between place and wellbeing, with a particular interest in soundscapes and emplaced sonic practices and experiences. My research utilises qualitative, ethnographic and audio-visual modes of enquiry. I have published widely on topics such as therapeutic landscapes, geographies of sound and everyday mobilities.
Wendelien van Eerde
Associate Professor at the Amsterdam Business School
University of Amsterdam
My research interests concern work motivation, procrastination and time management. Towards Structured Decision-making aids structured critical thinking in complex decisions, so students learn to critically evaluate sources and think of different perspectives in decision-making.
Bram Kuijken
Lecturer in Entrepreneurship
University of Amsterdam
Triggering Team Trust is useful in a course in which students extensively work together on complex projects. I coached hundreds of student teams and realised that team dynamics can make a huge difference in those projects: teams with a high level of trust can create a lot of synergy.
Siebren Teule
Teacher at the Liberal Arts & Sciences programme
EWUU alliance, Utrecht University
Academic education often assumes that students already have an open and learning mindset, while this is very much a capability that they need to develop. Especially when students are asked to be vulnerable and embrace feedback on their personal development. Positive Gossiping grants students an opportunity to reflect on their personal development.
Anke de Vrieze
EWUU alliance, Wageningen University
I work as a knowledge and learning advisor. To achieve a more sustainable future, I believe we should not only keep our human perspective in mind but non-human perspectives as well – such as animals, plants, rivers, trees, oceans, and so on. Inviting Non-Human Stakeholders teaches students to empathise with non-human perspectives.
Shweta Srivastav
Global Project and Change Management
Windesheim University of Applied Sciences
As a design researcher, educator and sustainability consultant with a Ph.D. in urban sustainability, I am interested in trans-disciplinary learning, critical sustainability studies, pathways to sustainability transitions and future studies. I believe that the first step to change is imagining another way is possible and that the narratives we see as fixed are ever-evolving.
Yolanda van Ede
Senior lecturer in the Anthropology department
University of Amsterdam
I have been teaching qualitative methodology and courses on the senses in the Anthropology department for many years. In 2021, I also graduated in fine arts at the Gerrit Rietveld Academy. Favoring empirical, phenomenological approaches to social science in general, this holds certainly for studying art and craft in the context of ecology and sustainability.
Timothy Bland
Teacher at the Liberal Arts and Sciences programme and Policy advisor on interdisciplinary education
EWUU alliance, Utrecht University
We have much more knowledge than our cognition can grasp. I am committed to incorporating more types of knowledge into education and increasing self-awareness. For example, affective knowledge. Affect is a way of communicating feeling to each other, it resonates and people can pick up on this – like feeling the atmosphere in a room.
Sanli Faez
Physicist at the Debye Institute for Nanomaterials Research
EWUU alliance, Utrecht University
In my course for the Master’s programme in Experimental Physics, I combine developing technical skills for designing and running a scientific experiment from scratch with a tool for open collaboration and persuasive communication. Next to my work at UU, I am a co-founder of the Climate Helpdesk, where scientists answer questions from the public.
Penny Sheets Thibaut
Senior Lecturer in the Department of Communication Science
University of Amsterdam
As a life-long optimist, I see the Toolbox as a way to help students learn key skills that will help them not only be happier, healthier, kinder and more persevering in their lives, but also better learners, thinkers and professionals in the future.
Maria Garcia Alvarez
Coach and coordinator of the educational concept Value Creators
Windesheim University of Applied Sciences
Together with my coworkers, I developed the 4E model, which integrates elements of Design Thinking and Theory U, to shape the journey of our students. We believe that in a VUCA (Volatile/Uncertain/Complex/ Ambiguous) and BANI (Brittle/Anxious/Non-linear/Incomprehensible) world, we have the responsibility to help our students understand the dimensions of awareness and move to new perspectives.
Jelger Kroese
Teacher at the Tesla minor programme
University of Amsterdam
Cultivating Awe was developed in collaboration with Dr Hanneke Scholten and Dr Thomas van Rompay of the University of Twente and is part of self-reflection exercises for students of the Tesla minor. In my creative studio, I focus on the relationship between awe, (virtual) sonic nature environments, ecological awareness and psychological well-being.
Mashiho Mihalache
Assistant professor in International Business
Amsterdam Business School of the University of Amsterdam
Optimism is an important frame of mind to have for anyone, and for students that learn about societal transitions in particular. Reframing is a matter of practice, and we benefit greatly from optimistic thinking. It is good to start practising this as we can transform our basic interpretational habits into more optimistic ones.
Edith van Ewijk
Post-doc researcher and lecturer
University of Amsterdam and the Delft University of Technology
I have work experience in mutual learning, multi-stakeholder partnerships, sustainability transitions and governance. Currently, I work as an action researcher at the NWO project “Stepping Out”, which is centered on stepping out of disciplines by professionals to integrate perspectives with other professionals through joint learning.
Dimitra Mousa
Project Co-ordinator Educational Innovation, Educate-it
EWUU alliance, Utrecht University
My work aims at supporting educators to design, develop and run Challenge Based educational programmes at the University of Utrecht, the EWUU alliance and the European university alliance CHARM-EU. Brainstorming with Eureka aims to help students in their course journey, but also to practice their creative thinking skills.
Ilja Boor
Senior interdisciplinary curriculum developer and co-founder of the Toolbox
Institute for Interdisciplinary Studies at the University of Amsterdam
My work revolves around empowering students to actively contribute to shaping societal change. The Deep Listening tool focuses on compassion and empathy, which cannot be underestimated – especially in team-based environments. By teaching students to listen deeply and respectfully to each other, we lay the foundation for any meaningful relationship.