Conference: From Student to Academic. Registration now open.

The Leiden Teachers’ Academy would like to invite you to attend the conference From Student to Academic. Teaching an Academic State of Mind on 7 November.

The academic education of students is the theme of this conference. Henk Procee, Emeritus Professor of Philosophy in relation to academic education, will open the conference with a thought-provoking lecture on the core values of academic education. In the afternoon delegates can gain inspiration on how to teach an academic state of mind. Teaching practice and discussion will take centre stage here. The conference will take place in the Pieter de la Court Building (Faculty of Social and Behavioural Sciences) from 11.30 a.m. to 5.30 p.m.

11.30-11.55 a.m.: Registration
12.00 noon-1.00 p.m.: Plenary session
- Welcome by Conference Chair Helen Westgeest
- Opening by Hester Bijl, new Vice-Rector
- Keynote by Emeritus Professor Henk Procee
1.00-1.40 p.m.: Lunch in the hall of the Faculty of Social and Behavioural Sciences
1.45-3.00 p.m.: Workshop round 1
3.00-3.30 p.m.: Coffee/tea break
3.30-4.45 p.m.: Workshop round 2
4.45-5.30 p.m.: Reception

Conference language: the keynote will be in Dutch, but will be simultaneously interpreted into English. Most of the workshops will be in Dutch, but a few will be in English.

Keynote Henk Procee

Intellectual passions: academic education for the specialist
The key to academic education is not knowledge transfer but the student’s development as a specialist. This perspective affords interesting new questions and viewpoints on the provision of academic education.


After the plenary session, you will be given the opportunity to participate in workshops, of which there will be two rounds. Each workshop will be held once. Each workshop will take one hour and 15 minutes.
The aim of the workshops is to provide you with hands-on information in the form of new knowledge and best practices that will help you improve your teaching. The workshops are interactive and focus on teaching practice. The workshops will be given by staff of Leiden University who have a wealth of experience in the field.
The workshops will cover two main topics: first, specific skills in academic education (presentation skills/written skills etc.) and second, academic education in a broader perspective (learning pathways throughout the entire programme, relationship to professional skills, etc.).

Round 1

1.  Academic writing in the curriculum: disciplinary teaching by academics or cross-curricular skills taught by language specialists. Nadira Saab & Joanne Mol (in Dutch)

In this workshop you will discuss the possibilities of teaching academic writing, share experiences and seek out best practices. Questions that will be covered include: how can you effectively implement a learning pathway? Should we learn academic writing from disciplinary experts or experts in academic writing?

2. Discussions in the classroom. Ethan Mark & Harmen Jousma (in English) 

The ability to discuss and challenge hypotheses properly is an important academic competence. How do we make these discussions effective and how do we use online resources here? How do we involve students in the creative process of designing, leading and participating in effective discussions? In this workshop we will look at ways in which this might be done and provide you with some hands-on experience.

3. More from collaboration. Kim Beerden & Dennis van Leeuwen (in Dutch)

Collaboration is an academic skill that is of great importance on the job market. Moreover, it is a learning outcome of many degree programmes. Despite this, lecturers and students often find it difficult to integrate collaboration explicitly in the teaching. How do we encourage students to work together? Which practical methods can we use?

4. The research question: the basis of academic research. Helen Westgeest & Anita van Dissel (in Dutch)

Formulating good research questions is at the heart of academic research. In our teaching we assess research questions in papers and theses, but how can students practise and thus improve at formulating research questions? Which exercises can help without burdening the lecturer?

5. Teaching scientific integrity. Ton Raap (in English)

The goal of this workshop is to discuss teaching practices that raise the awareness of the role and importance of research integrity. Subjects such as the following will be addressed: codes of scientific conduct and associated guidelines, and procedures for formally dealing with suspected academic misconduct. We will use model cases and cases from the participants’ own research environments and reflect on the dilemmas that arise in the event of suspected academic misconduct and their resolution.

6. Academic education versus transferable skills? Joanne Mol & Chris de Kruif (in Dutch)

‘Employability’ is a hot topic for universities. It means preparing students for the job market. Various options are conceivable. A direct approach can be chosen if the career perspectives are clear, but with many degree programmes alumni find general academic jobs, so the skills do not directly relate to the discipline. Are we training specialists or generalists? How does this relate to transferable skills? What are the options within academic programmes for accommodating both forms of job-market preparation? We will suggest a number of best practices and welcome discussion.

7. Assessing academic education. Mirjam Houtlosser, Nelleke Gruis & Adriaan Norbart (in Dutch)

How do we assess the development from student to academic? Surely not just by assessing skills? In this workshop we will investigate which values we want to see in the starting academic and how to follow and assess the development of students as they become academics. We will also share best practices.

Round 2

1. The presentation: a form of personal effectiveness? Armin Cuyvers & Sylvia Vink (in Dutch)

Generating new knowledge is an important aspect of academic education. But how do we ensure that students are able to convey this knowledge in the best manner possible? How do we ensure that they have an ‘impact’? How do we teach this? As part of a course or as a separate learning pathway taught by professionals such as presentation trainers? And what exactly is a ‘presentation’? What influence do images have? In this workshop we identify best practices that are applicable to the different degree programmes.

2. Learning pathways in academic education: a systematic structure and exploratory learning. Helen Westgeest & John O’Sullivan. (in Dutch)

How do we achieve a systematic structure in academic learning pathways from the first introduction to basic academic skills in the BA1 Curriculum to the BA thesis and subsequently the MA thesis? How can learning pathways encourage ‘exploratory learning’ (a key focus in the Educational Vision)? What is the effect of this on learning pathways that focus on knowledge acquisition?

3. Critical self-reflections. Rebekah Tromble & Ann Wilson (in English)

This workshop will explore ways to develop and engage students in critical self-reflection activities. Such activities can be employed not just to improve students’ understanding of the theories, concepts and ideas they encounter in the classroom, but most importantly, to strengthen students’ insights into their learning processes.

4. Interdisciplinary citizenship and educating the ‘whole person’: putting your conclusion in the classroom OR ‘Teaching for the zombie apocalypse’. Brandon Zicha. (in English)

Most students won’t become academics, but they will benefit from an academic state of mind. How do we help them develop the habits needed to move across domains? This takes practice and appropriate learning environments. It starts with modelling behaviour and seeking out interdisciplinary links in our own work. In this workshop we will review strategies for developing frameworks for thinking about, teaching and designing classes that encourage students to first integrate and then expand their thinking into other disciplinary-relevant domains that relate to all of our daily lives.

5. Lecturer professionalisation: which steps can you take to expand your teaching repertoire in exploratory learning? A practical tool and inspirational approach. Fred Janssen (in Dutch)

How do you encourage exploratory learning in practice? Does the theory come before or after the research? How much help should you offer during the various aspects of the research? In this workshop we will introduce you to a tool that will help you determine the current and desired situation for this and other dimensions.

6. Academic conduct: what is it and what is it for? Harmen Jousma & Friedo Dekker (in Dutch)

What is fitting conduct for an academic and what is not? How does an academic’s conduct differ from someone who has not been through university? Can we design our education in such a way to foster academic conduct?

7. Evaluation of academic skills. Jop Groeneweg & Esther van Leeuwen (in Dutch)

How can lecturers measure the extent to which, alongside teaching students knowledge and skills, a course also changes their attitude towards the subject? How can this knowledge be used to evaluate the course more broadly and how can this be use to improve it?


Register here. For any questions please e-mail:

Last Modified: 12-10-2016