The Special Interest Group (SIG) Impact Learning is a network with the aim of making Impact Learning more generally applicable at UvA and exchanging knowledge between interested parties and experts in the field. The Education Lab team of the Institute for Interdisciplinary Studies (IIS) and the Teaching & Learning Centre (TLC) work together to organize meetings on topics such as impact learning and assessment, client involvement or impact learning and policy. The Impact learning group started with 15 educators and now has more than 80 members (also outside the UvA).

What does Impact Learning entail?

Impact Learning is a form of education that actively engages students in addressing real problems and making meaningful contributions to society. Impact Learning goes beyond the traditional classroom and encourages students to engage with society, apply their skills and knowledge to solve real problems and turn challenges into solutions. This involvement can take various forms, including direct collaboration with society, engagement with external project partners or communities, and participation in citizen science initiatives. There’s a variety of methodologies used in impact learning, such as: design thinking, transition cycle, placemaking, and citizen science. This shows that there are multiple approaches to facilitating this type of learning experience.

Did you already know about the Impact Learning grant?

The Impact Learning grant offers you time and space to develop and co-create an education innovation project related to Impact Learning themes.

Below, you can find more information about previous grant projects.

Who is this SIG for?

All UvA teachers who would like to contribute to today’s society from their teaching can participate in the SIG Impact Learning. Whether you are an expert who brings a lot of expertise with you or mainly want to learn more. Impact Learning is for everyone!

What does the SIG look like?

At the moment, the SIG Impact Learning consists of more than 80 enthusiastic UvA teachers. Those are involved and active within the SIG to varying degrees, while they all share the same goal: to make impact with their teaching.

How to apply?

For more information and to apply for this SIG, please get in touch with coordinators Katusha Sol (k.sol@uva.nl) and Rosanne van Wieringen (r.vanwieringen@uva.nl).

Coordinators

Katusha Sol (left) works at the Educational Lab of the Institute for Interdisciplinary Studies (IIS). She is dedicated to promoting transdisciplinary education at the University of Amsterdam, enabling students to both learn from and contribute to society. Katusha is the initiator and project leader of the educational program Placemaking. In 2023, this initiative won the Dutch Education Award.

Rosanne van Wieringen (right) is educational developer and lecturer at the Institute for Interdisciplinary Studies (IIS). The education she develops and teaches focuses on transdisciplinary educational initiatives. A distinctive feature of this education is that it bridges the gap between academia and society. To achieve this, it is essential for students to acquire certain transformative skills, which she has also researched. Examples of the innovative impact education she helps shape include the award-winning programs Placemaking and Changemaking. Her ambition is for students to experience some form of impact learning in every curriculum.

Knowledge & experiences

Interview grantholder: Max van der Linden

I joined the SIG Impact Learning because my collaboration with Rosanne and Katusha for my teaching in psychology sparked my interest in their involvement with this group. Their pragmatic and transdisciplinary approach greatly appealed to me, especially given my focus on theoretical subjects such as the philosophy of science and neurophilosophy. I was inspired by their vision of the relationship between the university and society, particularly how they put this into practice with courses like Placemaking.

In my role at Impact Learning, I have my third-year Honors students work on assignments from external clients each year, using design thinking to come up with solutions. Additionally, I have developed a new course for the Institute for Interdisciplinary Studies, titled ‘How to Deal with Climate Emotions: An Existentialist Approach’. In this course, we delve into existentialist thought to better handle various climate-related emotions.

Impact Learning is important to me because it is crucial that we use all our skills and insights to keep the world livable for everyone. With the help of the grant, I have been able to dedicate more time to developing exercises for students and have initiated long-term research on the course’s effect on students’ climate emotions.

My advice for other educators regarding Impact Learning is to embrace the complexity of working with various stakeholders from science and society. Although this may make science more complicated, it brings us closer to addressing the challenges we face today.

I envision a future for Impact Learning where all University of Amsterdam students are introduced to this way of thinking and working during their studies. This will make them more flexible professionals with a broader perspective on science and society.

Interview participant: Pepijn van Neerijnen

At our educational institution, I am deeply involved in pursuing continuous innovation and maximizing societal impact. My engagement with SIG Impact Learning began when, as part of the UvA community service learning working group, I sought ways to more effectively integrate community service learning into our curricula. This complex challenge led to extensive collaborations with various bodies, including SIG. These experiences were not only enriching but also resulted in lasting relationships and insights.

Joining SIG Impact Learning was a logical step, driven by my passion for educational innovation and creating societal impact. Within SIG, I found a community of like-minded individuals also focused on educational innovations. This community is a source of support and knowledge, essential for navigating the challenges and resistance that often accompany innovation.

My contributions to Impact Learning are extensive. I have led multiple educational innovations within UvA EB, ranging from strengthening community service learning projects to increasing the number of ‘live cases’ in elective courses and integrating internships into bachelor’s and master’s programs. Recently, together with my colleague Peter van Baalen, I explored how our economics faculty could contribute to the ‘community wealth building’ program of the ‘National Program: Together New West.’ This led to a proposal to establish an ‘advisory shop’ where students and faculty, alongside local entrepreneurs and social partners, work on real socio-economic issues.

I find Impact Learning crucial because it educates students to become critical thinkers and doers who can apply theory to complex, practical problems. This approach promotes self-reliance and a deep understanding of the subject matter, essential for both academic and personal growth. Impact Learning is an integral part of achieving the core learning objectives of both bachelor’s and master’s programs, as outlined in the Dublin descriptors.

I encourage other educators to actively apply Impact Learning, not only to enliven course content but also to learn from practice. This interaction provides valuable opportunities to test the relevance of academic knowledge and explore new research areas.

Looking to the future of Impact Learning, I am optimistic. I believe that universities will increasingly open their doors to collaboration with society, not just in research but also in education. With a collective effort, we as an academic community can make a significant contribution to solving the complex issues of our time.