Assessing Learning in Higher Education addresses what is probably the most time-consuming part of the work of staff in higher education, and something to the complexity of which many of the recent developments in higher education have added. Getting assessment ‘right’– that is, designing and implementing…

In higher education intermediate assessment is used in different ways. In her PhD research Indira Day shows that lecturers should be able to continue to have the freedom to use various test forms, because not one type of test is optimal.

How can we improve quality of life and study success in young, high-functioning adults with autism?

How do students’ interests develop over time and which interests are subsequently pursued in the higher educational choice of students?

The main interest of this project concerns learners’ perceived learning outcomes in massive open online courses and the factors related to their perceived learning outcomes.

The current dissertation presents a review study and three empirical studies, focusing on the understanding of the state of the art of research about PjBL in higher education and the investigation of the relation between PjBL and student outcomes in the context of Chinese higher education.

This research intends to study the why, what, how and the possible outcome of internationalisation in higher education institutions of fine art and design.

Language learners in higher education increasingly conduct out-of-class self-directed learning facilitated by mobile technology. This project aims to explore how university students use mobile technology for their self-directed language learning and investigate factors that influence their self-directed…

Creating and processing written standard evaluations and automatic processing of written examinations

Leiden University Graduate School of Teaching

The aim of this study was to provide insight into how teachers in higher education can be supported in the design, implementation and evaluation of group assignments by developing a theoretical and evidence-based framework for the design of group assignments.

How do learners engage during project-based learning (PBL) and what is the impact of PBL on their learning outcomes?

The goal of the Kenniswerkplaats Diversiteit is to answer research questions schools in the Hague have in collaboration with the schools. The aim is to offer all children the same opportunities to develop through education.

This 3-year EU Erasmus+ co-funded project focuses on the strengthening and improvement of teaching qualitative research methods across a range of disciplines in the Social Sciences and Humanities in Bhutan.

The organising committee of the congress 'Social Benefits of Higher Education' has decided to postpone the congress.

The discussion on employability of higher education graduates has been around for several years, with more emphasis in the 21st century. Yet, universities are still challenged in the pursuit of providing work-ready graduates who can meet industry expectations.

Assessing Learning in Higher Education addresses what is probably the most time-consuming part of the work of staff in higher education, and something to the complexity of which many of the recent developments in higher education have added. Getting assessment ‘right’– that is, designing and implementing…

Higher design and engineering educators have different views on what a new or renewed curriculum should entail, content-wise as well as pedagogically. This research aims to describe how these ‘curriculum perspective perceptions’ influence working definitions, end goal formulation, and the scope of results…

Learning is easiest out of interest. But interest is often multiple, and expands in various directions. How do you organize education accordingly?

How are interests embedded and experienced in daily life and to what extent can their origin and development be understood in terms of this contextualization?

The central issue of this research concerns how students can best be supported in their study choice, study career and future orientation with a view to flexible entry and transitions and perspective in education and work.

When does teacher agency occur in the university context, and how is this related to teaching?

The Leiden University College team behind the Learning Mindset project has been nominated for the Dutch Higher Education Award, an award for innovative teaching in higher education. The Ministry of Education, Culture and Science announced this on 15 March.

Two Leiden students stand a chance of winning the ECHO Award for Higher Education. Deniz Rana Kuseyri (Rana for short) and Ruşen Koç are two of the six finalists for this annual national prize that is awarded to students who promote diversity and inclusion in their own discipline.

Mayke Vereijken (ICLON) has been appointed Fellow of the Higher Education Academy (HEA).

Three in four scientists depicted in primary school science textbooks are men, according to a recent study by Observatory scientist Pedro Russo. In an interview he explains how this might impact children's later careers.

The Faculty of Humanities has been ranked 17th Arts and humanities faculty in the Times Higher Education world ranking 2015-16. This makes it the top non-Anglo-Saxon institution on the list. The position is 7 places up in comparison with last year's list.

The main interest of this research concerns the beliefs and perceptions of Chinese and Dutch university teachers regarding the role of research in university teaching, and how these beliefs and perceptions can be explained by their cultural, institutional and individual background characteristics.

What is the impact of research-based learning on critical thinking competence and academic achievement in undergraduate education? What are underlying factors of research-based learning in the learning environment?

Leiden University's humanities have one of the top places in the Times Higher Education Rankings. This year, we were placed 26th.

In 2017 the book Artists in the University-Positioning Artistic Research in Higher Education by Jenny Wilson was published by Springer. Prof.dr. Henk Borgdorff wrote the foreword, which includes part of his inaugural lecture.

Improve your teaching

It's much easier to learn something if you're interested in it. But students' interests are often diverse and wide-ranging, says Sanne Akkerman, Professor of Educational Science. How do you cater for this in your teaching? Inaugural lecture 6 October.

The Leiden University College (LUC) education team behind The Learning Mindset (TLM) has received 800,000 euro’s during the Dutch Higher Education Award Ceremony 2022. The LUC team was second behind Universteit Twente. The prize was awarded during the annual Comenius Festival of the Comenius Network.…

An important goal of the ICLON programme is to build bridges between practice and theory.

What is the optimal way to utilise intermediate assessment in improving study behaviour and study success?

Everyone can study at Leiden University, at all stages of life: as undergraduate, master or doctoral students in Leiden or The Hague, or short courses with a choice of interesting and diverse subjects. In fact, by sitting in front of a computer at home, now you also take part in free online programs…

From junior school pupils to university students: the Living Lab is a valuable place of study for many people. Every year the Living Lab trains dozens of students at vocational, college and university level. More than a thousand pupils also have lessons on location, and junior schools use over thirty…

Religious Studies at Leiden University allows you to study a broad spectrum of religions and their manifestations.

PhD defence

Music profession requires strong reflective, collaborative, creative and improvisational skills, yet prevailing one-to-one tuition in conservatoire education focuses mainly on transmission of craft skills. Examining effects of students' collaborative and experiential learning, as in learning labs, creates…

How is collaborative learning in teacher education designed and implemented? How do students experience those collaborative learning assignments? What aspects of the design and the implementation lead to which perceived learning outcomes?

Conference