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HBO/WO

MBO

2023

Development and implementation of a skills learning trajectory tool

The goal of the tool is to help other teachers to develop and implement a learning trajectory related to a (WUR bachelor) skill. In this tool you will find an example of the development and implementation of a learning trajectory for intercultural competence within the bachelor program of environmental sciences. Clear steps to take and examples of how to develop a learning trajectory are given. Collaboration - Attainment level: 1,2,3 Diversity and Inclusivity - Attainment level: 1, 2, 3 Social Embeddedness - Attainment level: 1, 2, 3

Document

Marijke Veugen

December 1, 2018

Explicating boundaries and boundary crossing learning activities within courses

Use this document if you want to make boundary crossing a more explicit element of (several of) your courses. This document provides you with a format for identifying boundaries and options for boundary crossing in the courses within your educational program. It is best to use this document in a team meeting. With the tables below you go through all the courses in your program to identify several types of boundaries that are present, think about if and how these boundaries are explicitly known to teachers and students and how you want to make adjustments to make boundary crossing a more explicit element of this course.

Document

Judith Gulikers, Carla Oonk, Cassandra Tho

2022

Identification of your own and others’ expertise

This learning activity is meant to identify available and lacking expertise, skills and attitudes in a project team. Preferably, the activity is carried out when a team just started to collaborate and has a bit of an impression of what the project and or project assignment is about. Students put as many as possible knowledge aspects, skills and attitudes they master on separate post-its. They collect and categorise their findings and discuss overlap and gaps in their project teams’ expertise/portfolio. The assignment ends with the development of an action plan for dealing with any of the identified teams’ limitations/risks.

Document

Carla Oonk, Karen Fortuin

August 13, 2025

Faces of Open Science workshop

Drawing on Utrecht University's Faces of Open Science project, we’ve developed a set of ready-to-use educational activities that invite participants to explore the rich diversity of perspectives within the open science movement. These engaging, interactive materials help learners reflect on their own views, values, and roles in shaping open science—making abstract principles tangible, personal, and actionable. The materials can be used in full as a 4-hour workshop or can be split up in separate activities that take between 30 and 60 minutes. Activities are all developed to promote interaction between participants, for example by storytelling, crafting, or debating.

Document

Marc van Mil

2022

Rubric Boundary Crossing to support inter- and transdisciplinary learning in an intercultural setting

This rubric is developed to support and assess student boundary crossing learning. The rubric is supposed to be generally applicable for learners (e.g. students) who are part of a multi-disciplinary team and who collaborate in an inter- or transdisciplinary project.

Document

Karen Fortuin, Judith Gulikers, Carla Oonk

June 1, 2023

Stimulating Boundary Crossing Learning through the Learning Mechanisms

This document contains a visualization and aim of each of the boundary crossing learning mechanisms, and questions that can be asked to stimulate learning through each of the learning mechanisms. This document is useful for both educators and learners that want to develop their boundary crossing competence when working with multiple people/stakeholders from different backgrounds, experiences, expertise and/or practices.

Document

Judith Gulikers, Carla Oonk

October 31, 2022

REBELAH project results collections

This is a collection of all the results of the REBELAH project. The REBELAH project was designed to help foster more inclusive learning environments in adult education. Studies have shown that members of minoritized religious and ethnic groups experience trouble in educational settings, as learners from the majoritized groups feel uncomfortable when they are in their group. The REBELAH project aimed to create tools and activities that can help trainers and learners foster more inclusive and safe learning environments. These tools and activities have a particular focus on (European) cultural heritage. These results include two handbooks (a book with activities useful during inclusiveness and heritage workshops, and a train the trainer handbook), six videos showing how heritage items and sites can be used to foster inclusivity in workshops settings, and a Google maps infosheet with 24 Prezi presentations on specific heritage items used during the project. The handbooks are licensed under CC BY-NC-ND, and the other materials are licensed under CC By-NC-SA.

Website

Arjen Barel, Oumayma Bouamar, Adrián Crescini, Théo Dupont, Ana Fernández-Aballí, Tharik Hussain, Andrew Irving, Éva Káplár, Inge Koks, Meritxell Martínez, Dora Szűcs, Mathilde van Dijk, Vera Varhegyi, Todd Weir, Lune Culmann, Klára Gulyás, Diego Prunera

May 1, 2022

Examples of assessments for boundary crossing

This document contains examples of assessments of boundary crossing, all hypothetical and for inspiration. They focus on how to make student learning visible. That is, how to explicate/visualise what students have learned and developed regarding boundary crossing and/or their boundary crossing skills.

Document

Judith Gulikers

May 1, 2020

Stakeholder Perspective Activity

This document is an example of a simple exercise that can be used to get students to take on a different perspective (reflection; perspective taking and making). The exercise requires students to put themselves in the shoes of (one or more) stakeholders involved in a case study and to formulate a solution that would be desirable in the eyes of the stakeholder they have taken on. Students will then also share and reflect together with peers on the perspectives and suggested solutions.

Document

Gerlo Borghuis

September 1, 2021

Exploring boundaries in research

The assignment in this presentation can be used to explore any kind of boundaries experienced by participants in their research project. The aim of the questions is that participants explicate boundaries they faced (or may face in the future) and to discuss how to turn these boundaries into learning opportunities. The slides are used in a presentation given as part of a PhD course on Transformative research by Judith Gulikers and Karen Fortuin (Sept 2021).

Presentation

Judith Gulikers, Karen Fortuin