Iris van Domselaar – Law
The grant will enable Iris to continue developing and printing a reflection booklet for Law students, containing reflection questions and assignments, as well as the final assignment ‘My ethical canary in the coal mine’, in which students identify their own ethical boundaries. The booklet will be used in laptop-free seminars.

Anne Timmermans – Medicine
Anne intends to use her grant to strengthen the affective and transformative dimension of the existing Climate & Health Challenge in Medicine by further developing game elements, reflection moments, staff training and evaluation tools. In this way, students can not only acquire knowledge but also explicitly learn to connect emotions, values and professional responsibility relating to planetary health.

Esther Reefman – Biomedical Sciences
The grant will be used to redesign the ‘Vaccination & Society’ project day within the Bachelor’s programme in Biomedical Sciences so that affective learning objectives are explicitly addressed alongside cognitive ones. As a result, students will not only learn to apply scientific knowledge about vaccination, but also to reflect on their own values, understand others’ perspectives and deal constructively with social controversy. To this end, new teaching methods, educational materials and a formative rubric are being developed.

Carolina Ivanescu - Religious Studies         
A pilot project on affective learning is already underway within the Bachelor’s programme in Religious Studies. With the grant, this can be further expanded to the Master’s programme and the wider field of Religious Studies through a round-table discussion, with the aim of giving affective learning greater visibility, support and practical significance both within and outside academia.

Lieke Mulder - Complex Systems and Policy    
The Master’s programme in Complex Systems and Policy integrates Challenge-Based Projects in which students work on societal issues, but currently lacks an explicit structure to guide and highlight the affective learning that takes place. With this grant, the lecturers will develop and test a continuous affective learning pathway featuring moments of reflection, creative assignments and evaluation tools, so that students systematically learn to recognise their values, assumptions and personal development and link these to their project work. 

Tinne Buelens - Clinical Psychology  
This scholarship enables Research Master’s students in Clinical Psychology to explore key theories on identity development and their relationship to psychopathology, whilst also covering biological, behaviourist and philosophical perspectives, as well as current social issues such as polarisation and social media. In the redesigned Master’s programme, affective learning takes centre stage through short reflective exercises, perspective dialogues and a personal self-development assignment, ensuring that students not only understand the subject matter cognitively but also connect it to their own identity development, values and social responsibility.

Jelger Kroese - various programmes         
With this grant, we can help students develop an inner compass and a strong sense of personal responsibility, so that they not only learn to better sense what is truly going on within them, but also experience that meaningful action is possible from within, even in uncertain or overwhelming situations. Through reflection, exercises and small, concrete next steps, students learn to notice and recognise this shift themselves, so that this experience of direction and agency becomes both the learning process and the proof of their development.

The Affective Learning Fair is a collaboration between the Institute for Interdisciplinary Studies and the Teaching & Learning Centre Centraal (TLC-Centraal) and forms part of the Comenius Leadership project Empowered Minds.