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27 oktober 2026

Workshop Public Engagement

This interactive workshop focuses on science communication as part of Public Engagement within Open Science. Through a ‘Whisper game’ and ‘Secret Mission’ containing role plays, students learn what public engagement entails, how scientific topics can be explained tailored to a specific audience and how they can incorporate public engagement in their own career. This workshop was created by students of the Graduate School of Life Sciences at Utrecht University and UMC Utrecht as part of the Open Science course within the Life Sciences and Society profile.

Presentatie

Nelleke Bekkers, Susan van Dijk, Nicole Ersoy, Daphne Rasser, Mathilde Serre

26 juni 2023

Engaged Scholarship and Emancipation: 75 Years of Cultural Anthropology and Development Studies at Radboud University

This collective volume celebrates that 75 years ago the foundation was laid for the Department of Anthropology and Development Studies at Radboud University, Nijmegen, the Netherlands. The contributions to this volume exemplify the evolution of the academic disciplines of anthropology and development studies at Radboud University in the course of its history. Radboud University itself celebrates its centenary in the year 2023. Originally this university was established for the emancipation of the Catholic population in the Netherlands. Emancipation continues to be a distinctive feature of the university’s policy, also of the scholarship as it is conducted in the department of anthropology and development studies. As emancipation and engagement are key concepts in the disciplines of anthropology and development studies at Radboud University, former and current staff members focus their contributions to this anniversary volume on the various meanings of the concepts of emancipation and engagement in their academic practices. They reflect on changes in the meaning of engaged scholarship in their own work, especially in relation to emancipatory issues. The outcome is a rich variety of contributions centering on the shifting tension between engagement and scholarship in the disciplines of anthropology and development studies. Thus, they not only exemplify the evolution of these academic disciplines at Radboud University, but also offer a topical and innovative perspective on a highly dynamic field. Book 55 in the NICCOS Series series

Open (Access) Tekst Boek

Toon van Meijl, Frans Wijsen

1 september 2018

Blogs in Education (Edublogs)

Thousands of (master) student papers are written each year. They are checked, graded and being archived. The student paper has no further 'life'; the research work gets ‘thrown away’. Using blogging in education offers an opportunity to give ‘life’ and usefulness for the research work of the student and his paper. This, among other things, will enhance the incentives of students in their research and writing. It is also beneficial for the education programmes, individual academic courses, teachers and the society at large. With these aspirations in mind, we created in 2018 this manual for university teachers, Utrecht University. This manual provides an overview of the what, the why and, importantly, the how of blogging in education (Edublogs). Of note, this manual was created for, but certainly not limited to, law students. 1] The first document discusses a number of points concerning opportunities, possibilities and risks interconnected with using blogging in education of university graduates. 2] The second document provides a step-by-step tutorial on how to get your own blog started (as a teacher). Of note: this is only necessary when you want students to also create blogpages. 3] The third document contains a flyer summarizing the most important ideas of Edublogs, which may be useful to share with your students. 4] The fourth document discusses which learning objectives for law students can be reached using blogging.

Document

Miroslava Scholten, Machiko Kanetake, Stefan Kulk, Otto Spijkers

25 februari 2021

Byzantium & Friends | 44. How can historians use new media to disseminate ideas?, with Merle Eisenberg Thursday Feb 25, 2021

A wide-ranging conversation with Merle Eisenberg (National Socio-Environmental Synthesis Center, University of Maryland) on the opportunities created for historians by media, old and new, to disseminate our ideas to the public. Among other things, I learned what a "press release" is and how it works, as well as how historians and scientists work differently with the press. Should we bring scholarly debates to the broader public? What do we lose when we craft a good story in order to do so successfully? We also talk about our pet peeves in films that tell a good story but get the facts so infuriatingly wrong.

Audio

Anthony Kaldellis, Merle Eisenberg

13 augustus 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

3 maart 2021

Communicating Research to the Public: Coronavirus, joggers, and social media

This case study asks students to use the Netherlands Code of Conduct for Research Integrity and Adina L. Roskies’ article “Neuroimaging and Inferential Distance” (2007) to discuss and assess a recent controversial example of communicating scientific findings to the public during Covid-19. Students prepare the materials in advance of class, where they work in small groups to assess the case in light of the two sources. The class reconvenes for a plenary discussion in which they generate tips and tops, or good and bad practices, for integrity in the communication of scientific findings in the era of social media.

Document

Samantha Marie Copeland, Andrea Gammon

2023

Critical Thinking in Legal Education (article & toolkit) - by Bart van Klink

Critical thinking is generally considered to be one of the central goals – if not the ultimate goal – of education. Critical thinking, as part of liberal learning, is done primarily for its own sake, for the sheer pleasure of thinking against the grain, exploring new ideas and thereby contributing to the development of scientific knowledge. The liberal conception of critical thinking is under threat, since education is nowadays turned into some form of social engagement. Increasingly, academic education is conceived in instrumental terms as a means to achieve some non-academic end: to create responsible ‘academic citizens’, who are committed to the values of diversity and inclusion and who are engaged in solving contemporary social problems. Against this tendency, this article defends a liberal conception of critical thinking in academic legal education and addresses three questions: (i) what is critical thinking? (ii) why do we need critical thinking? and (iii) how can we, as teachers, promote critical thinking in our students? Finally, it raises the question of whether a liberal conception of critical thinking rules out any kind of social engagement as pursued by universities in the present day.

Document

B.M.J. van Klink

2 november 2022

Wetenschappers in de Publieke Arena

In het eerste deel van de driedelige serie ‘Wetenschappers in de Publieke Arena’ van de Universiteit Utrecht wordt ingegaan op de verschillende rollen die de wetenschapper kan kiezen in de interactie met verschillende publieken. In deze sessie – die een grote intervisie-component heeft – wordt aandacht besteed aan de vraag hoe en wanneer wetenschappers (onbedoeld) het publieke debat aangaan, en welke (bewuste) keuzes deze kan nemen over hoe deze communicatie plaatsvindt. Op basis van het werk van Brian Wynne en Roger A. Pielke Jr. wordt een aantal dimensies van deze interactie toegelicht waaronder de waarden onderliggend zijn aan de gekozen insteek. De sessie houdt bewust ruimte voor interactie en reflectie en gaat niet uit van een normatief kader (zo moet het) maar stelt juist een aantal mogelijke rolopvattingen centraal (bewustwording en handelingsperspectief). In het tweede deel van de driedelige serie ‘Wetenschappers in de Publieke Arena’ van de Universiteit Utrecht wordt ingegaan op het thema ‘Kwetsbaarheid’. Kwetsbaarheid in de zin van je nek uitsteken en de publieke arena betreden, in de vorm van een interview of debat. Het is goed om te weten wat je ‘rechten’ wel en niet zijn en wat leidende uitgangspunten zijn in samenwerken met de media. Ook gaan we in op de mogelijke nare kant van deze interactie: wanneer interactie omslaat in intimidatie en bedreiging. Wat zijn dan de mogelijkheden en wie kan je helpen? Ook in deze sessie geldt dat er geen normstellend karakter vanuit gaat. Wel wordt ingegaan op de normen die de media en wetenschap zichzelf tellen, bijvoorbeeld in gedragscodes en procedures. In het derde en laatste deel van de serie ‘Wetenschappers in de Publieke Arena’ van de Universiteit Utrecht wordt ingegaan op het thema ‘Collegialiteit. Hier worden de deelnemers een spiegel voorgehouden: hoe ga ik eigenlijk zelf om met public engagement activiteiten en wie betrek ik daarbij? Wat doe ik als een collega (goed/slecht) in het nieuws komt of uitgenodigd wordt en graag wil voorbereiden? De koppeling wordt gemaakt met de academisch kritische houding, met Erkennen en Waarderen en team science

Presentatie

Sicco de Knecht

1 juni 2025

Week 7: Presenting your Solution

Around this last inspiring video, a lesson has been built with specific learning objectives, activities, and supporting materials for students. The lesson and video provide essential guidance for delivering a professional and effective presentation. It covers how to communicate findings with clarity and confidence, engage the targeted audience, and leave a lasting impression. Students will learn strategies for using body language to project confidence, managing anxiety to stay focused, coordinating smoothly with their team, and handling Q&A sessions effectively. The video and supporting materials also offer practical tips for presenting online, including setup, delivery, and maintaining audience engagement. By applying these techniques, students will be able to deliver a polished presentation that showcases their work and supports their team’s success.

Document

Hans van Oudheusden, Britta Stoelinga

20 september 2021

Drang naar Samenhang | #2 De kracht van het verhaal

Hoe komt het dat wij op kunnen gaan in de wereld van een verhaal? En dat we dit zelfs kunnen doen als de verhaalwereld heel ver afstaat van onze eigen wereld? Hoe verklaren we de enorme populariteit van fantasieverhalen zoals Lord of the Rings, Harry Potter, Star Trek, Star Wars en Game of Thrones? Aan de hand van recent psychologisch onderzoek bespreken Rolf en Anita antwoorden op deze vragen. Meer over de kracht van het verhaal vind je in de hoofdstukken 5 en 8 van het boek Drang naar Samenhang: De Psychologie van het Begrijpen. Meer over Need for Cognition wordt besproken in hoofdstuk 14. Over het situatiemodel wordt in verschillende hoofdstukken uitvoerig geschreven. Bronnen: Busselle, R., & Bilandzic H. (2009). Measuring narrative engagement. Media Psychology, 12(4), 321-347. DOI: 10.1080/15213260903287259 Dubourg, E., & Baumard, N. (2021). Why Imaginary Worlds?: The psychological foundations and cultural evolution of fictions with imaginary worlds. Behavioral and Brain Sciences, 1–52. https://doi.org/10.1017/S0140525X21000923https://doi.org/10.1017/S0140525X2100092 Green, M.C., & Brock, T.C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79(5), 701-721. DOI: 10.1037//0022-3514.79.5.701 Genoemde weblink: Reclame Google India

Audio

Anita Eerland, Rolf Zwaan

HBO/WO

MBO