Netherlands

In this project students engage in a deep reading of a text linked to seminal themes and issues in the humanities, social sciences, or natural sciences. Deep reading is a process of thoughtful and deliberate reading through which a reader actively works to critically contemplate, understand and ultimately enjoy a particular text to the fullest extent possible. Rather than selectively skimming for facts or speed-reading for summaries, the process of deep reading means slowing down, re-reading and even stopping periodically to more fully contemplate specific pages or passages. Having considered and recognized what a text says, deep reading goes a step further and strives to reflect upon the broader implications or consequences of the text, i.e. what does the text ‘do’? Although deep reading is a profoundly personal experience, within the context of problem-based learning the process of deep reading also rests on the premise that profound understanding and appreciation of a text emerges through group-based discussion and deliberation. A single seminal text (classic or contemporary) or cohesive set of readings will be assigned by tutors. Tutorial group meetings and individual and collaborative work. Final paper in the format of an extended book review, presentation, and reflective essay.

The course covers two or three of the following main topics: Dynamical systems, Group Theory, or Complex Analysts. Dynamical systems include ordinary differential equations, phase plane analysis, stability analysis, linearization, limit cycles, Poincaré-Benedixson Theorem. Group theory is a natural setting in which to learn styles of proof-writing and abstract thought characteristic of much of modern mathematics. Complex analysis includes the calculus of complex-valued functions and power series, geometric properties of analytic functions, the Cauchy-Riemann equations, topological properties of integration in the complex plane, Cauchy’s Theorem, Cauchy’s Formula. Which of the above topics are covered may vary from year to year. This course replaces the former Math labs UCSCIMATL5, UCSCIMATL3, and UCSCIMATL6.

Along with an introductory survey of the most important art of the period, the course covers various controversies regarding the works' essence. The central aspects and artists of the period are introduced in the first seven weeks. Based on the textbook, lectures, and excursions, students are challenged to create a kind of survey for themselves. The second part of the course gives representative examples of the methods and fields of research that are central to the subject of seventeenth-century Dutch art. An attempt is made to offer a complete survey of the important painters from the seventeenth century, but of course a selection has to be made. There is an emphasis on Rembrandt, not only because he was the most important seventeenth-century Dutch artist, but also because his work has been researched in a number of ways. Additionally, there is an emphasis on painters and art historians from Utrecht, because their work is close at hand in the museums in this city, and because knowledge of Utrecht culture might contribute to a feeling of home. Prerequisites for this course include a course on art history or museum studies.

This course studies future-defining themes such as Food, Water, Energy, Engineering, and Health both from an academic and real-life perspective. While learning about contemporary efforts and policies to address climate change, inequality, and globalization, the course also explores what these phenomena really entail and how they can be addressed through thinking and actions. The course discusses the thoughts of our greatest philosophers as well as site visits, interviews with leading policymakers, entrepreneurs, and scientists, and an exploration of real life. Understanding the essence of entrepreneurship in the realm of globally interconnected markets, production, and supply chains is a continuous thread throughout the course. Seeking to understand human behavior through the lens of consumption and lifestyles, key elements of positive psychology are studied. 

This course investigates contemporary globalization and its linkage with some crucial social and cultural processes. Catalysts of globalization and sociocultural complexity are critically assessed, especially the 'new' media. Furthermore, the effects of global interconnectedness are explored by dissecting phenomena like migration, the upsurge of religious movements, and the rise of transnationalism. Interrelated issues addressed in the series of lectures involve community formation, identity construction, cultural innovation versus cultural survival, and the shifting relationship between agency and structure. As such, 'Globalization and sociocultural complexity' should be regarded an introduction to current anthropology that logically follows 'Culturele Antropologie 2' in its aim to deepen students' understanding of theoretical approaches to, and the ethnography of, present-day's highly intricate social realities.

This course focuses on the language, but also on the history, geography, artistic works, traditions and current events of the Spanish-speaking countries and their communities. Language learning constitutes the 75% of the course assignments, whereas Culture assignments constitute 25% of the final grade. Tasks in various forms related to language and cultural topics are performed individually and in groups. Contact hours focus on language practice in line with the textbook chapters. Students mainly work in pairs and small groups. All participants have to complete obligatory self-study assignments before class. Students are expected to take part during the lessons as well as in group tasks.

This course discusses the functioning of both the EU and the UN as normative power intergovernmental organizations. Do they really deserve to be labelled as such? And if so, what extent have they been successful as keepers of international peace? The EU’s Commission and Council and the UN’s Security Council, General Assembly and Human Rights at the hand of both historical and actual cases are assessed. Do not expect a clear “yes” or “no”,  but come to learn what the limits and opportunities of the EU and the UN as prominent IGO’s in the field of international politics are and even more important: come to learn how to start your own research on both normative powers by using both secondary and primary sources, including the necessary theoretical toolkit on how to interpret them. 

To write effectively in an academic context is to be able to convey ideas in a manner that is clear, concise, and engaging. Writing in an Academic Context gives you the tools and techniques for this by teaching you about topics such as coherence, cohesion, conciseness, and hedging. The course is extremely hands-on and mostly focused on what comes after the first draft has been written. It helps polish writing skills by 1) teaching the underlying mechanisms of effective academic writing, and 2) providing weekly practice sessions with targeted peer (and tutor) support that serve to consolidate theory and writing skills. In doing so, the course looks beyond the content of academic articles to examine the fundamental mechanics of writing to adapt writing for different audiences across disciplines and concentrations. This course is interactive and writing intensive.