In onze snel veranderende maatschappij is het van belang dat toekomstige werknemers de motivatie en vaardigheden ontwikkelen om zelfstandig te kunnen blijven leren gedurende hun loopbaan. Of werknemers daadwerkelijk deelnemen aan relevante leeractiviteiten wordt bepaald hun door intentie tot leren en de motivatieovertuigingen die daaraan te grondslag liggen. In het onderwijs is het daarom ook belangrijk om de motivatie en intentie tot leren van studenten te bevorderen. Student-gecentreerde leeromgevingen hebben vaak als doel om deze motivatie voor het leren te vergroten. Of deze onderwijsmethodes dit effect daadwerkelijk kunnen bewerkstelligen, wordt in twijfel getrokken. Enerzijds krijgen studenten in deze leeromgevingen meer verantwoordelijkheid en kunnen ze initiatief nemen tijdens het leerproces. Anderzijds schuilt het gevaar dat studenten te veel in het diepe worden gegooid. De huidige overzichtsstudie beoogt het effect van student-gecentreerde leermethodes, zoals probleemgestuurd, projectgestuurd, casusgericht onderwijs en onderzoekend leren op de motivatie en intentie tot levenslang leren te onderzoeken. Bovendien wordt gekeken naar het effect van mogelijke moderatoren die invloed kunnen hebben op deze relatie, zoals de mate van begeleiding, het ontwikkelingsniveau van de studenten en het vak of onderwerp dat bestudeerd wordt. Op basis van de overzichtsstudie willen we duidelijkheid scheppen in de randvoorwaarden die aanwezig moeten zijn binnen student-gecentreerde leeromgevingen.

This research investigates how foreign language education can contribute to an appreciation of the paradigm of common humanity. It examines the concepts nature, its perception amongst teens and its representation in various European foreign language classrooms. In doing so, it offers, a solid empirical contribution to the enhancement of the cross-pollinating effect between language and global citizenship education, hereby supporting increasing international efforts to educate citizens more pervasively for their role as global citizens, who share a sense of belonging to a global community and humanity.

This proposal is for a new undergraduate interdepartmental level 3 course in Forensic Linguistics (FL) that combines academic learning with community engagement. FL is a dynamic subject that bridges language, law, psychology, and criminology, aligning with University College Utrecht’s liberal arts mission. It investigates how language is used in forensic settings, as well as its effects on people, institutions, and praxis. It will be the first FL course of its kind in mainland Europe. It targets social inequality through collaborative pedagogy and research with community and judicial organisations. This will be monitored, evaluated, and showcased through a new ‘task force’, ‘FLEX’ (Forensic Linguistic EXperiences), comprised of students, community stakeholders, and individuals who have experienced language-based challenges in forensic and institutional contexts. Our focus includes high attrition rates in Domestic Violence (DV) cases (DV is a key objective of the combined Dutch Ministries of Justice, Health, and Municipalities 2019-2021), linguistic disadvantage in witness/suspect interactions with police and prosecutors, and the manifestation of power and power asymmetries on real case outcomes. The proposed programme is educationally innovative and mutually beneficial for students, teachers, and stakeholders within and outside academia in NL and UK. The FLEX consortium will host a symposium where students will present research and pedagogical experiences. FLEX will provide a platform for knowledge acquisition and transfer, raise awareness of our activities, secure (and continue) collaborative partnerships, and facilitate our students career development. The project will also result in a publication that reflects on the educational innovations of this FL course.

The Joint Research Center Zeeland (JRCZ) is an innovative educational concept where students from vocational, applied sciences, and academic levels collaborate on current issues related to water, energy, and food. In makerspaces, they develop solutions for regional challenges alongside teachers, researchers, businesses, and others. This "challenge-based" education provides students with practical experience and fosters interdisciplinary collaboration, better preparing them for the job market. In this way, they contribute to innovations that directly impact the region. The JRCZ team connects education, research, and practice, promoting sustainable solutions for the Zeeland community, making the "waaier" (collaboration across educational levels) a reality!

Incidental data from sources such as social media, internet use, or mobile phones are generated at a staggering rate by a large proportion of society. Although such data contain considerable measurement error, they may still allow us to see – however dimly – into parts of social reality where traditional sources are blind. For example, they may record the impact of sudden events such as terrorist attacks, or reveal behaviors that self-reports would obscure. Use of incidental data in social research has skyrocketed—largely because of its predictive power: to call elections from tweets, flu cases from Google searches, and unemployment rates from mobile phone usage. But while prediction is certainly useful, social science is also concerned with advancing social theory by answering causal questions. In contrast with prediction, however, this requires valid measures of its variables – a requirement that incidental data, in spite of their exciting and potentially groundbreaking opportunities, simply do not fill. Thus, several decades of promise have revealed that progress in the use of incidental data for social theory is blocked by ubiquitous measurement errors. The aim of this project is to develop novel statistical methods that unlock incidental data. It will: 1. Develop a novel statistical framework to estimate and correct for measurement error in incidental data; 2. Provide the social science community with user-friendly software that can generate "virtual panel data” from sources such as Facebook, Google, Twitter, or LinkedIn; 3. Apply the developed novel techniques to answer substantive questions on basic human values, protests and repression, and environmentally friendly behavior. This will allow social scientists, for the first time, to reach into incidental data’s growing treasure trove and make valid comparative and longitudinal inferences on research questions of theoretical interest.