Good practice - Community Engaged Learning

Alissa joined the bachelor of Pedagogical Sciences at Utrecht University as a junior lecturer. Particularly within the pedagogical practicum, in which students during the first year of the bachelor work on a question that concerns a practice organization, she performed many tasks. Therefore, three years ago, she decided to "make a bold move" and ask if she could take on the coordination of this module. For this, she and a colleague had written a plan in which she indicated that she would like to receive supervision. She received the confidence and, under the guidance of a supervisor, she was allowed to coordinate the module. For the past two years she has been coordinating the pedagogical practicum herself along with a co-coordinator. In addition, she gets the space to develop the practicum further, to set up a pilot by developing education in practice together with the HU, Youké and Handjehelpen and to follow different courses within Community Engaged Learning.

Alissa's story demonstrates the importance of recognizing and rewarding a person's qualities and ambitions, regardless of their formal position. By being given the space and confidence to pursue her ambitions, Alissa was able to further develop herself while also improving the practicum. This is a win-win situation and a great example of Recognition and Rewards in practice.

Gerda is employed at the University College Roosevelt. Within the University College, she felt a strong need to conduct research together with students in the community. Gerda's research mainly focuses on elderly people and their social well-being. She decided to do research in co-creation, i.e. in collaboration with students, professionals in elder care and the elderly themselves. From this, a number of products for elderly care organizations have emerged.

She also set up an ‘academic workplace for elderly care’ together with partners from Hogeschool Zeeland, Erasmus University and care organizations. She explains that the care organizations in Zeeland are small, which created the need to join academic forces and disseminate knowledge within the organizations.

Gerda's story is a great example of recognizing and rewarding an academic profile that focuses on teaching and interaction with society. She says, 'I believe that the way I weave research into teaching and involve many students, as well as the creation of such a network, are the reasons why I was able to take the step to become a professor.”