Ceremony Teacher Awards 2020: Gerda Andringa and Lorena De Vita

Laudatio Lorena De Vita, presenter: Christa Wesselink, Education officer of the Utrechtse Historische Studenten Kring (UHSK)

Lorena has a clear vision on education. She compares education to a Roman forum, with which she means an open place where everyone has the opportunity to learn from each other. She knows how to create an atmosphere in which, according to a student,  ‘even the most shy student is able to say something.’ In doing so, Lorena’s forum is always open and inclusive. This type of atmosphere is absolutely necessary since Lorena often touches upon sensitive and complex topics in her classes such has the Holocaust and the Israel-Palestine conflict. Lorena actively gives students the space to explore these areas and to have a discussion.

She also believes it's crucial to increase the university's inclusiveness and openness. She expresses this by being a supervisor for a group of new international lecturers, by participating in the History of decolonisation group and by assisting in organizing the first activities for internationals at the UHSK, a few years ago.

It may not come as a surprise, but history and international relations can be abstract fields of studies. She brings life into her classes and makes these subjects more tangible to students by using methods such as UN simulations and debates about conflicts. These methods are not only fun, but also very useful, because they give you a grip on the subject. Another remarkable characteristic of Lorena's education is that she opens up her forum to experts from the field to contribute. Lorena’s approach to this is by inviting real experts out of her network, such as UN Special Coordinator for the Middle East Peace Process Robert Serry or UNHCR Head of Office Andrea Vonkeman. By doing so, Lorean  not only inspires her students, she also bridges the gap between University and society.

She also does this by literally stepping out of the classroom and connecting her students with the outside world. For example, she organises several interesting excursions for her own courses so that the theory becomes very real. An example of this is the visit to the international criminal court where the students could watch a real trial of a notorious criminal.

Above all, Lorena's contagious passion for the field is an inspiration and motivation for others to try to get the best out of themselves during her lessons. She gives you a lot of space and responsibility to learn about something for yourself and she treats her students as her colleagues. The equal atmosphere that is created by doing this, is very motivating and ensures that you sincerely want to get the best out of yourself and actively delve into the content.

Dear Lorena, on behalf of myself and the UHSK I can say that it has been a tremendous honor to work with you and I am beyond proud that you may receive this much deserved award. Thank you.

Laudatio Gerda Andringa, presenter: Joëlle Stocker, External Officer of the Academic Affairs Council of University College Roosevelt

In the study of liberal arts and sciences, students have the freedom to combine their own fields, tailored specifically to them. In such an environment, a professor may choose to do one of two things. The first is that they pre-select the most important pieces of information for every student to learn. That way, the student has the necessary information to choose whether they would like to continue in that field but they may also only hold on to the information they find most relevant. Alternatively, that professor may give their students the tools and skills to find their own way through the field. In this case, they can find the right information by themselves and personally discover which information is most relevant. In working on the teacher prize award, it has become abundantly clear that Dr Andringa has managed to master both. In the courses she teaches at UCR, students are not only required to understand basic principles and explain scientific concepts. They are also taught to critically reflect and read the information that is presented to them. Dr Andinga supports the students as they work together in grasping difficult concepts so that they may continue to do this in the future without her aid as well. This is only one of the many reasons why Dr Andringa fully deserves the prize she is about to receive today.

While assembling the portfolio for Dr. Andringa back in November, I was struck by how many of her students were willing to help, including a number of alumni. I think this demonstrates very clearly how well Dr. Andringa manages to touch her students, motivate them and inspire them within and outside the field of cognitive science. I believe this is also what makes the cognitive science track at UCR so popular among students, many of which do not major in the track, but choose to take courses with Dr. Andringa nonetheless. This is because in her teaching she has the ability to shape her courses in such a way that it is simultaneously challenging for students with a stronger background in the field, and achievable for students that have less experience.

Rather than handing out the correct information on a silver platter, Dr. Andringa points students in the right direction to become an academic, giving them the space to fail and the guidance to grow again. Though active thought and discussion is encouraged through her assignments, Dr. Andringa also carries this engagement over throughout her lectures. By frequently asking questions, patiently listening to student answers, even if they are entirely incorrect, and carefully guiding them into the correct thought, she creates a safe environment where students can genuinely make their own way through the content of the course. On top of that she makes sure to always present the latest research and studies in the field, leading to an always evolving and up to date set of courses.

Because of this encouraging nature, students often feel a personal incentive to understand the course content themselves. In such cases, Dr. Andringa takes a lot of time for individual guidance to answer questions or discuss individual student projects, often even being willing to meet with students in the evening or over the weekend so they can reach a higher level of understanding.

Dr. Andringa’s teaching style revolves around letting her students reach their highest potential. But this is not all that makes Dr. Andringa an exceptional professor. The influence that she has had in the community extends to governance positions, having been a member of the UCR council and taking a lead role in the university’s adaption to the new COVID-19 regulations. At present, she also plays an important role in the inner workings of the university as the head of the Science Department. In this function, she is not only able to improve the Department as a whole by taking a position in the Board of Studies, but is also able to help and guide more students in a broader perspective. Naturally, she often finds herself as the main communicating vessel between the students and the overall science department.

Her reach also extends to the province of Zeeland, where she utilizes her knowledge and skills to give back to the province’s community, for example by organizing projects in which she, together with students, attempts to find new ways to combat cognitive decline in the elderly.

Ultimately, the value of teaching is not limited to the success of motivating and training the student community, but to improve society. Dr. Andringa has managed to achieve greater understanding among her students of the contribution that they can make to society and she has created confidence in society that they can rely on the academic community.

This is why we are honoured and proud to celebrate the Outstanding Teaching Award presented today to Dr. Andringa.

Thank you.