Different Lenses, Shared Goals: Teaching Socio-Economic Policy Evaluation in SfSS

Tessa Minter and Oliver Taherzadeh are one of the first co-teaching duo’s in our programme, leading the course Socio-Economic Policy Evaluation (SEPE) at the end of the first year. Both discovered their passion for sustainability early on. Tessa grew up exploring nature through summer camps and birdwatching. After high school, she volunteered in a gibbon conservation project in Thailand. There, she learned about the human side of sustainability issues. This eventually led to her study anthropology at Leiden University exactly 30 years ago!

Oliver’s journey began with documentaries and books about sustainable farming and new economic thinking. Unable to choose between geography and economics, he found a path that combined both, environmental economics. He is interested in how policy, trade, and globalisation shape sustainability outcomes, particularly in the global food system. When not teaching, you might find him thru-hiking, ultra-light, of course.

In this interview you will read how Tessa and Oliver reflect on co-teaching and what it means to co-teach in our interdisciplinary programme.

Could you reflect on why co-teaching is so important for an environmental programme?

Tessa (T): ‘Environmental issues span across disciplines, so having different academic backgrounds speak to each other is indispensable!’

Oliver (O): ‘It’s also about capturing the complexity: you can have economic policies that effectively lower emissions, but if they displace communities or ignore Indigenous knowledge, that policy solution becomes part of another problem. Without a 360° perspective, we risk shifting a problem from one domain to another. Co-teaching helps reveal those blind spots and give students the full picture.’

T: ‘Indeed, there is no one-size-fits-all solution. Sustainability issues are ‘wicked problems’, they’re multidimensional. For students, I hope it is interesting to see two people in front of the class with the same interests and drive but coming from different angles and experiences.

Interestingly, this kind of interdisciplinary teaching isn’t new. Back in the ‘90s, when I studied at Leiden, this did already happen, but that regrettably stopped. So, it’s not a brand-new idea, but rather common sense, and we are happy that we can do it again in this new bachelor!’

You are both teaching Socio-Economic Policy Evaluation (SEPE). Could you tell us a bit about the course, and how it fits within the programme?

O: ‘The course is really a response to the narrow way policy evaluation is often done. It is often just about economic growth, without capturing the wider landscape of costs and how these are shared. There are many considerations when designing fair and effective policies: whose voices are heard and whose interests are valued or discounted.

How can we design and evaluate policies that are more inclusive? Policies in ecosystems, forestry, and food systems often affect communities that had little say in their design. There is this implicit ranking: future vs. current generations, global vs. local priorities, national vs. overseas concerns. The SEPE course is about understanding those trade-offs, why, for example, a deforestation policy might protect forests at the expense of excluding small-scale farmers.’

T: ‘Absolutely. And we really want students to see how much depends on what you choose to measure. If you focus on national economic growth, that doesn't mean that local communities benefit from this growth automatically. And yet, that benefit is often simply assumed. Measuring methods and choices are never neutral. We want students to become more critical users of these tools, so they can question what is being measured, why, and with what consequences. But also, to give them the tools to make improvements.’

What does co-teaching look like for you in practice in your course SEPE?

O: ‘Co-teaching is a unique feature that isn’t about presenting a single, unified theory. It is about exposing students to different ways of unpacking the same problem. That is what makes it richer, you get multiple perspectives, and from there, students can form more critical and complete views on policy design and evaluation.’

T: ‘It will also allow for integration of our own current research and reflect on each other's work from our own perspectives. It is important students see how our perspectives differ, how we question each other, and how that is part of the learning.’

O: ‘Yes, at its core it’s about values. What matters, and to whom? An economist and an anthropologist will see different value in the same system. That’s not a flaw, it’s reality. There’s no single ‘right’ answer in what we should value. It’s messy, and we want students to engage with that messiness. Because that’s what real-world policy making is like.’

T: ‘This means we design the course together, from developing the learning goals, to formulating assignments and selecting literature. Sometimes, we even will both be present in the classroom.’

You mentioned that co-teaching the SEPE-course is not just enriching for students, it has been deeply valuable for you as educators as well. Could you elaborate on this?

T: ‘I have already learned so much from working together over the past year or so. It is refreshing to work across disciplines, and Oliver brings a different scientific approach to topics I really care about, like forest governance. In a way, he's become a sparring partner for thinking through these shared concerns.’

O: ‘We are working on surprisingly similar issues, just from different angles. And that is where I think the real strength lies, each perspective throws up its own challenges and insights. Designing this course together has helped me think more practically too—what are the real, concrete lessons we can draw from these cases? What is actually useful for improving policy?’

Together, they emphasise that they don’t want to make the SEPE just about theory. It is about giving students tools to critically assess real-world policies and propose more just and inclusive alternatives. They want to help students move beyond abstract critique and think about what better policy might look like.

And the last question that we ask everyone: what makes you laugh the hardest?

T: ‘I knew you were going to ask this, and I actually found myself laughing so hard the other day. I have two teenage daughters who, since this year, are in the same high school. The best moments are when they ridicule their teachers together during dinner time. But it also makes me wonder what my students tell their roommates about me ;).’

O: ‘Mine is probably my nephews. They always bring some hot takes to the conversation and show me that children offer such a lucid communication style that adults can learn a lot from. I like that really clear direct communication. Maybe that is also why I have grown to love Dutch directness (in moderation)!’

An interview with assistant professor and co-founder of The Living Lab, Henrik Barmentlo

Meet Henrik Barmentlo, whose passion for biology and the environment already started as a devoted scout. Always out and about in the forest, his love for nature started young. ‘I knew my passion was in biology, but for a long time I was told that the only career path in biology was becoming a high school teacher.’ Now he knows there are of course many more career paths possible.

After a brief detour studying pharmaceutics, he decided to follow his heart. That path eventually led him to where he is today: working at the Institute of Environmental Sciences of Leiden University.

Could you tell us a bit about the research you have done before?

My first thesis as a Biology bachelor student was on PFAS. At the time it was a new topic, now it is huge! During an ecotoxicology course, I learned how widespread chemical pollution is and how it affects biodiversity. I was amazed by how little we really understand, even with major EU and US regulations in place. The field is incredibly fast-moving and complex. That was my first real step into research.

Because the field of chemical pollution is so relevant to society, I returned to it during my Master’s. My Master’s internship took me to Spain, where I studied metal mining waste. For every ton of iron extracted, another ton of waste is left behind—just sitting out in the open, affecting the surrounding soil. With our Science for Sustainable Societies students, we will dive deeper into the topic of toxicity, in the lab, field, and the classroom, in the second-year course ‘Pollution and Power’, which I co-teach.

The Living Lab emerged from your research, could you elaborate on the living lab and what role it will play in SfSS?

It all started in 2016, as part of my PhD research. I wanted to study pesticide impacts in natural environments. But in the Netherlands, with over 350,000 km of ditches, most are already influenced by farming, nutrients, or other chemicals. Truly ‘natural’ systems were hard -if not, impossible- to find. There is always a human influence. To create a natural system, we built one ourselves! We started a successful crowdfunding campaign, and we dug the site from scratch.

The Living Lab is now a research facility with 32 experimental ditches. Thanks to a major grant, we’ll soon expand it significantly. We’re also adding new tools, like automatic water quality sensors and DNA-based species monitoring, to better understand aquatic ecosystems. Besides for research, we also integrate the Lab into our education: in our BSc’s programme, students will also visit the Living Lab for instance to learn about water quality.

Recently, you and your colleagues published a new article on the pesticide thiacloprid. Could you briefly explain why this research is so important?

Thiacloprid is a neonicotinoid, a nicotine-like chemical, and one of the most widely used pesticides in the world. Not just in agriculture but also in, for example, pet flea treatments, often exceeding environmental safety limits. Since this forms a serious risk to ecosystems, I wanted to learn more about it.

Environmental norms are typically based on lab tests, and that is the exact opposite of what we did. In contrast to lab tests, we studied organisms in their actual natural environment: the ditches of the Living Lab. Exposure to the neonicotinoid disrupts normal associations between co-occurring organisms, undermining ecosystem functioning and the benefits it provides to humans.

Exposure is everywhere, it gets into the soil, surface water, travels with the wind and even ends up indoors. Some studies have linked long-term exposure to increased risks of diseases like Parkinson’s. It’s a broader problem than most people realize.

What role do you believe interdisciplinary education plays in addressing complex environmental issues like pesticide pollution?

Pesticide pollution is a sustainability challenge that can't be dealt with using only one discipline. It needs input from natural science, governance, and social science. 

In my work, I test pesticide concentrations and their effects on natural communities. Ultimately, that data informs legislation. Yet, levels in nature often exceed legal limits. This shows a clear mismatch between what’s considered safe and what’s actually being used in agriculture. Policy experts should then decide: should we ban certain pesticides, tighten regulations, or reassess safety standards?

There is also the social side. If you study biodiversity today, you almost can’t avoid studying human influences too. Are people aware that many garden plants are produced with pesticides which might harm bees and butterflies? Are consumers willing to choose organic, or is it simply too expensive? These are the kinds of questions that only an interdisciplinary approach can truly address.

What is one ‘activity’ that students will learn in the programme or even in your course, that you would have wished you could have done yourself as a student?

Exactly what I will teach in the course Pollution and Power! When I first researched pesticides, I never knew how the results were used. This course brings all the disciplines together. Students head outdoors to study water, soil, and air quality, then compare their findings to European legislation. We explore how power dynamics are involved, not just the laws, but the roles of stakeholders and public engagement. We focus on what it takes to ensure that scientific research actually makes an impact on legislation. Students will get to study the entire process and understand how science gets translated into real-world action.

And the last question that we ask everyone: what makes you laugh the hardest?

I am a total sucker for bad wordplays. If someone drops a pun, I will always laugh, no matter how bad the joke is. The other thing is a running joke among us aquatic ecologists, at the living lab. As soon as you fall in the ditch or into the water, you are not allowed to get out until we have taken a picture of you. During an excursion with a group of Master's students last year, I proudly shared that I had never fallen in. You can probably guess what happened next… During that very trip, I actually fell in. Unfortunately, the picture got lost.

An interview with associate professor and teacher of Applied Ecology, Kat Stewart

Dr. Kat Stewart, ecologist and Associate Professor at the Institute of Environmental Sciences (CML) at Leiden University, has worked all around the world. In this interview you will read more about her journey and one of the first courses of Science for Sustainable Societies!

What inspired you to work in the field of biology and sustainability?

Growing up in Canada saw me camping and hiking a lot as a child. Nature was my playground and I loved it! I sought out Biology because it allowed me to build a career around something I enjoyed and also to inspire others to see the beauty around them. Quite frankly, I also liked the idea of getting paid to hike, camp, and explore nature. Regarding sustainability - perhaps it was the idea that I could lose a piece of something I loved that caused me to take pause very early on. During my undergraduate degree, I worked on conservation programs in zoos and also became elected as the president of my local chapter for the Society for Conservation Biology. Thus, despite my career veering me into more theoretical topics, I always remained in the sustainability realm.

Could you tell us a bit about the research you have done and your most recent research project?

I have worked across four continents now, focusing on different species (from microscopic mites to porpoises, and various things in between) and with different organizations (universities, NGOs, zoos, governmental agencies). I’m a trained Evolutionary Ecologist, which means a lot of my knowledge is on genetics, as well as what, where and how biodiversity evolves (and disappears) around us. But I am also a Conservation Biologist in practice. So now my research focuses on using what I know to help conserve and protect nature. For this, I collect Environmental DNA (eDNA) – DNA shed by all organisms into their environment, like air, water, or soil – to track what species live where, and what communities can tell us about the health of the environment. All species shed their genetic material into their local habitat, and this allows us a non-destructive way to collect information about nature without harming the organisms or environment we aim to protect. While most of my current research focuses on amphibians, like frogs and salamanders, I’m not adverse to working with any organism, particularly ones in parrel of extinction or competition from invasive species.

You also teach in the BSc Science for Sustainable Societies. How does your expertise fit within this interdisciplinary programme?

As a Conservation Biologist, your work is grounded in transdisciplinary. I need to liaise, communicate, and work with local stakeholders and managers to meet goals for nature. By teaching in Science for Sustainable Societies, I hope to not only instill a strong ecological foundation for the students but also inspire them in the practical applications of biological knowledge. I’m also hopeful my curiosity for the natural world will rub off on them a bit.

In the programme, you teach the first year's course 'Applied ecology'. Could you tell us a bit about the course, and how it is positioned within the programme?

Applied Ecology is the first disciplinary course focusing on natural science – it aims to teach the foundations of ecological theory – and bridge that knowledge to solve sustainable issues. One of my goals is to teach about natural science and the unique perspectives (and solutions) it offers, but also to get students passionate about the natural world around them. So, students, better be prepared to get out of the classroom and into the environment with muddy boots on.

What is one ‘activity’ that students will learn in the programme or even in your course, that you would have wished you could have studied/ done yourself as a student?

Interdisciplinary approaches are new but powerful! When I was taught, you aimed for a strong disciplinary foundation – you went deep into theory but rarely talked about application. Here, the entire program is first and foremost about application and bridging different ways of thinking about and analysing sustainability issues. How can we come together to think about sustainable solutions, and how can we make those solutions more equitable, diverse, and powerful for all? This is the programme’s strength, without a doubt.

In Applied Ecology specifically, one aspect we’ll be asking students to do is give themselves a 1-month sustainability challenge based on ecological principles. Give something up, make a sacrifice that normally forms a consistent choice in your life - be it what you eat, where you shop, etc. We will ask the students to base that decision on science and write feedback about what works, what doesn’t, and reflect on the choices they make as individuals. I think this will be a big eye-opener for students but also allow them to think about basing decisions on science, rather than habit.

Which natural element or place do you wish could last forever?

Wetlands – they are arguably the lungs on the world and help sequester a lot of carbon. They are also teeming with life, are quite dynamic and offer breeding and feeding grounds for a number of organisms. Unfortunately, they have faced a lot of change in the last few decades due to drainage and land-use change.

In your opinion, why should young people care about sustainability today? Do you have a takeaway message for them?

This is almost like asking someone ‘why should you care about your own life’? Sustainability is not only about healthy ecosystems, it is also about human well-being and survival. Without clean water, natural resources that offer shelter and food, certain species that could revolutionize medicine, never mind the intrinsic and cultural benefits of nature, humanity couldn’t go on as we know it. That isn’t to scare people, it’s a call to arms! Be creative, take action, and stop being passive passengers in your life.

And the last question that we ask everyone: what makes you laugh the hardest?

If you’ve never seen a dog scare itself awake from farting, you’ve never lived!

An interview with study advisor and programme coordinator Kiki Boomgaard

Kiki Boomgaard has been working at Leiden University’s Institute of Environmental Sciences since 2017. She has been closely involved in the development of our new bachelor, and shares some of her insights with us!

You have been working at Leiden University’s Institute of Environmental Sciences since 2017, what inspired you to work here?

I used to work as a policy advisor in education at the University of Amsterdam. I however really missed being part of an education programme and having regular contact with students and teachers. When a position for study advisor and programme coordinator opened up, I applied and got the job! I am very proud to be working for an institute that is at the forefront of sustainability science, and to be working with students who are passionate about making the world a better place.

You were also involved in designing this bachelor’s programme, could you elaborate on this process?

Our institute offers several interdisciplinary master’s programmes and tracks on sustainability, but did not yet offer a bachelor’s programme. When thinking about developing a bachelor's programme, we heard that the Faculty of Social and Behavioural Sciences was also in the process of developing a bachelor's programme on sustainability, and decided to join forces and create an interdisciplinary bachelor’s programme. It was (and still is) a really interesting collaborative process, and I learned a lot from it.

What is one ‘activity’ that students will learn in the programme, that you would have wished you could have studied/ done yourself as a student?

In our programme, we focus a lot on essential skills such as project management and collaboration. In addition, we developed a variety of assignments and activities such as stakeholder debates, group projects, field trips, etc. During my own studies (History), I received more traditional assignments (essays and exams) and never had to collaborate with any of my peers. 

If you consider nature, what do you wish would never be lost?

In the Netherlands, the seasons (Winter, Spring, Summer and Winter) are (still) quite distinct. Although our climate is changing, I hope that the seasons will stay. The arrival of Spring after a long Winter is always magical and hopeful.  

In your opinion, why should young people care about sustainability today? Do you have a takeaway message for them?

They should care today, because climate change, biodiversity loss, pollution, etc., is already happening and need to be dealt with now to ensure a sustainable future for current and future generations. My takeaway message would be: don’t let the complexity of the sustainability challenges overwhelm you and get passive. Try and figure out how you can play a role in transitioning towards a more sustainable society. 

What makes you laugh the hardest?

Funny remarks by my 3-year-old daughter Lou. Last week, she said to my downstairs neighbour (in his mid-fifties): ‘Did you know that when men grow older, they get less hair?’