Meet the Makers

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.

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.

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.

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.

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.  

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.

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.

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.

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.

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.  

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.

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. 

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.

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.

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.

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.  

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.

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.

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.

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.

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.  

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. 

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.

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.   

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. 

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.

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.

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.

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.

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.

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.