Many changes are taking place within university education, and there are specific developments in the field of engineering education. These changes require changing roles and competencies of university teachers and more opportunities for teaching specialisation.

The ultimate goal is to have a better understanding of the why, what and how of assessing student learning in transdisciplinary education, and the relation between these three aspects. From those insights we expect to create an assessment framework.

This project focuses on defining what challenge-based learning at WUR means.

This executive summary reports on a research study mapping the characteristics of educational innovation projects at WUR (Wageningen University and Research). It provides a general description of the research study, reports on key findings emerging from the study, and presents recommendations that can guide future innovation of WUR education. The study was funded via the Wageningen educational in…

This project has developed innovative learning materials and activities for fostering students’ transdisciplinary learning, in the context of the Academic Consultancy Training (ACT). Additionally, a complementary research study is performed in order to understand the effects of this innovation and to explore what helps cultivating and drives transdisciplinary learning in ACT, based on the views o…

Our society is in need of transdisciplinary professionals who can deal with or solve wicked problems. They need boundary crossing competence to be able to do so.

In her PhD, Nina investigated courses and curricula that build bridges to connect academic knowledge and the sustainability challenges of the city. Her research takes a specific interest in how students learn to deal with uncertainty.

WUR has created a new procedure for innovating education via Educational Technology (EdTech). Evaluation plays a key role in this procedure to provide an overall and detailed view of effectiveness and usefulness of the experimented IT tool.

This PhD research aims to gain more insight into the relationship between characteristics of Pedagogical Development Programs and university teachers learning outcomes.

The Redesign Lab is a method to facilitate educational innovations that involve multiple stakeholders. This project evaluates the effectiveness of the method.

Universities and municipalities meet around urban challenges and work together to create rich learning environments for students, course coordinators, and municipalities. As urban issues are not directly applicable in an educational context, we aim to provide guidelines for this.

This project evaluates the design and implementation of skills learning trajectories of bachelor programmes at Wageningen University. Perspectives of different stakeholders are taken into account. Including recommendations for implementating skills learning trajectories.

In this NRO practice-oriented research we study how teachers in higher education learn in the context of educational innovations. This will be done by conducting a literature study, a broad as well as an in-depth study of existing cases, and an intervention study.

In recent years, there has been an increasing trend in the number of students entering Dutch universities. The increasing student numbers bring about many advantages. However, more often than not, this increase in student numbers is not steadily met with an increase in resources (e.g. teachers, infrastructure etc.). As such, teachers are having to deal with an even larger group of students than b…

A Wiki that contains a collection of educational tips for the higher education context. On the one hand, these tips are related to teaching that stimulates the different academic competences of students, so-called TACTICS, or Tips for Academic Competence Teaching, Inspired by the Criteria (brochure Criteria for Academic Bachelor’s and Master’s Curricula, TU/e, 2007). Added are tips to improve stu…

This study explores students' AI literacy, use, and perceptions of Generative AI in education. A survey of 942 WUR students was conducted, but only 764 complete responses were analyzed to assess their knowledge, perceptions, and ethical awareness.

This study explores teachers' AI literacy, use, and perceptions of Generative AI in education. Survey responses of 390 WUR teachers were received, of which 302 complete responses were analyzed to assess teachers’ knowledge, perceptions, ethical awareness, and opinions regarding i