Vice Dean of Education Mariëtte Huizinga: “This vision helps us make more thoughtful decisions – about what we teach, and how we prepare our students to face the challenges of our time. What do you want to equip them with, to help them find their way in a world full of change?”
Today, we speak to Mariëtte Huizinga about the thinking behind this new direction.
What made you take a fresh look at education?
“A lot is changing – both in society and within our university. Our students will face complex issues related to health, inequality, or behaviour. We want to prepare them well – not just with knowledge, but with skills and insight into their future role in society.
At the same time, our faculty has always been quite diverse in its organisation. With this vision, we’re creating more cohesion. It also aligns with what VU stands for: social engagement, critical thinking, and lifelong learning.”
This vision arrives at a time when huge budget cuts are being made. Can the two go hand in hand?
“It’s definitely a challenge. When we started working on the vision, financial restructuring wasn’t yet on the table. But now, having a clear direction helps. It enables us to make sharper choices – ones that make sense content-wise and help us build future-proof education.
We’re critically reviewing overlaps in courses and assessments and looking for teaching methods that are both feasible and effective – like blended learning and active teaching approaches. That way, we make the most of the resources we do have.”
A vision like this isn’t created alone behind a desk. How did you go about it?
“Exactly, this has really been a collaborative effort. We worked closely with programme directors, lecturers, students, and alumni. Over thirty people actively contributed. Through many conversations and working sessions, we discovered what connects us – and it turned out to be quite a lot.
So, it’s not a radical new direction, but rather a shared, more focused step forward. It builds on what already works and gives it a clearer sense of direction – with a stronger focus on societal impact, collaboration, and allowing students more freedom to shape their own learning paths.”
Your faculty is quite diverse. How do you create a common thread?
“We found common ground in three core themes: Body, Mind, and Change. These naturally link the Movement Sciences, Psychology, and Pedagogical Sciences programmes.
We also work from three key pillars: students develop a range of capabilities, learn to collaborate across disciplines, and take increasing ownership of their learning. This will show up, for example, in the mentoring system, in real-life assignments, and in how we support students’ professional development.”
Marieke Toffolo, assistant professor of Clinical Psychology:
“It’s so important that we have a shared education vision as a faculty – one that’s clearly reflected in our degree programmes. I really valued being involved in shaping how this vision applies to Psychology. It helps you see overlaps and gaps in the curriculum and gives direction. I now better understand how my course fits in, and students benefit from knowing where they’re headed.”
And for lecturers? What does this vision mean for their work?
“It means we’ll put more emphasis on coherence and alignment – within and across courses. So students experience the curriculum as a whole. We’ve already started using learning trajectories in our bachelor’s programmes to support this.
Active and self-directed learning will also remain key. Students will take more responsibility for their learning, and lecturers will be equipped with tools to guide them effectively.”
How exactly are lecturers being supported?
“The VU Centre for Teaching & Learning (VU CTL) plays a major role here. They support lecturers with assessment design, activating teaching methods and curriculum development – all aligned with this new vision. Whether you want to update a course, improve alignment or explore new ways of assessing – support is available.”
Finally, what do you hope to see from this vision a few years from now?
“That students feel their programme not only prepares them academically, but also for their role in society. And that we, as educators, can be proud of the teaching we offer – with a clear, shared direction. We have so many dedicated colleagues at FGB, and I truly believe this vision lays the groundwork for better education – for both students and lecturers.”