Maastricht University - Center for European Studies

This course exploits the development of biobased materials involving the biology of biological feedstock, the chemistry of biobased building blocks and polymers, the technical processes, principles of circularity, and environmental and societal implications. This course creates a critical and creative attitude towards biobased materials and technologies. Pre-req: Organic Chemistry. Assessment includes assignments, presentations, written exams, and attendance.

The course provides an overview of modern health challenges in Europe and how they are embraced by a variety of stakeholders: policymakers, researchers, practitioners, and civil society. The course focuses on three perspectives, the first being health in Europe: which focuses on the health status across the European countries, the organization of health systems, and major healthcare challenges for individual countries. Secondly, the perspective of European health focuses on integration and collaboration among Member States within the European Union (EU) and more widely according to the WHO European region. Lastly, European health in a globalized world is assessed. The course combines theory with practice through lectures, tutorials, and field visits.

This course helps students discover the history and culture of the country in which they are now staying: The Netherlands. This course explores how and when the Netherlands grew to become the country it now is. When did the Netherlands become a Republic and how come it now also has a King? How did a country that emerged out of religious wars end up among the most ‘progressive’ countries when it comes to ethical questions such as birth control and euthanasia? Why does this small country on the international scene often present itself as a moral leader? How has living below the sea level influenced political cooperativeness and social egalitarianism? How tolerant was and is Dutch society? And how ‘Golden’ was the Golden Age that brought the country its famous painters, but also built on colonial profits? Analyzing the past to make sense of the present, the course explores the most relevant parts of Dutch history and also critically reflects on the concepts and categories often used to relate these to present issues. Can we speak of ‘a’ Dutch identity, and if so, what does it mean? What are the (inter)national images of Dutch culture, and when and why were they constructed? Paintings, songs, literature, and other sources are used to research Dutch national stereotypes in their national context. In weekly tutorials, key aspects of Dutch identity such as the love of independence, tolerance, and egalitarianism are discussed while chronologically moving through Dutch early modern history and modern history. All sessions are a mixture of interactive lectures and PBL format, allowing students to share their own experiences, bring in relevant background knowledge and phrase their own questions. Short individual presentations are used to zoom in on specific famous paintings, songs, novels, and other sources related to the theme of that particular week. This course runs during both block 1 and 2. 

This course explores the fascinating new field of digital mental health, which combines theories and methodologies from psychology and human-computer interaction science. The course starts with a general introduction to how technology has and can be used in the prevention, treatment, and support of common mental health problems (e.g., depression and anxiety). The comprehensive problem-based learning approach allows students to develop a basic understanding of the causes and symptoms of common mental health problems, and explore the active ingredients of traditional (e.g., cognitive behavior therapy) and digital interventions.  Different methods used across the two disciplines to design, develop, and evaluate digital mental health interventions and programs are examined. There are many opportunities to practice and get hands-on experience in applying cross-disciplinary methods. Students take part in co-design workshops, introductory sessions on systematic literature reviews, and develop and pitch their own (non-digital) prototypes and intervention ideas. Towards the end of the course, students are encouraged to think critically about current challenges in the field, including the ethical and moral implications of digital applications, and the future of digital mental health.

This version of the Medical Ethics course includes an Independent Study Project (ISP) done under the direction of the instructor. The ISP is 10-12 pages and counts for 1/3 of the overall grade for the course. This course provides insights into the main concepts of social psychology, human behavior, and health. Our thoughts, perceptions, feelings, and actions have an effect on our health, well-being, and the choices we make concerning our health. Social psychology looks at how our thinking and actions are influenced by other people and social norms. In this course, students learn how the principles of social psychology are relevant to our health. Can social psychology explain why there are health disparities among people with different socioeconomic backgrounds? How can social psychological principles help to change someone’s attitude or behavior? Is our health behavior influenced by social pressure? Do you start or quit smoking because your friends tell you so? These and other questions are discussed and answered during the current course using scientific literature in the field of social psychology and health. To understand the role and application of social psychology, the course looks at specific examples within the field of health promotion, health education, disease prevention, and work-related health issues. In addition, students learn about relevant research methods within the field of social psychology and how to apply them.

This course provides insights into the main concepts of social psychology, human behavior, and health. Our thoughts, perceptions, feelings, and actions have an effect on our health, well-being, and the choices we make concerning our health. Social psychology looks at how our thinking and actions are influenced by other people and social norms. In this course, students learn how the principles of social psychology are relevant to our health. Can social psychology explain why there are health disparities among people with different socioeconomic backgrounds? How can social psychological principles help to change someone’s attitude or behavior? Is our health behavior influenced by social pressure? Do you start or quit smoking because your friends tell you so? These and other questions are discussed and answered during the current course using scientific literature in the field of social psychology and health. To understand the role and application of social psychology, the course looks at specific examples within the field of health promotion, health education, disease prevention, and work-related health issues. In addition, students learn about relevant research methods within the field of social psychology and how to apply them.

This course provides a fundamental introduction to Intercultural Communication. Students examine the following key concepts: culture, race, gender, ethnicity, stereotypes, values, expectations, and assumptions. By focusing on applied outcomes of intercultural communication theory, the course enables students to acquire intercultural competences for their professional and personal life. Students learn interpretative strategies in intercultural communication concepts that allow them to become culturally intelligent. They will acquire tools that enable them to avoid attribution errors when communicating across cultures. Students participate in interactive exercises to practice their intercultural competences. A field trip in the local area is also be a part of the course.

This course consists of seven meetings of two hours each during block 1. The main focus of this course is communication, students learn the basic words and grammar needed to interact with Dutch people. Course participants learn to use common greetings and useful expressions; how to introduce themselves; simple grammatical constructions and words; tell the time in Dutch; order meals and drinks in restaurants and cafés; make payments and request the bill; and become more familiar with the Dutch culture.  The class uses the book “Start.nl” as the main material, however, homework relies on the digital learning environment in Canvas. During class meetings, students have the opportunity to ask questions of the teacher and to practice communication with fellow students. After class, students are expected to dedicate about 1 hour per session for homework. Assessment includes a mid-term and final exam, two assessments in order to assess your communicative skills. The final score consists of 3 notes: in-class participation, the mid-term assessment, and the final exam.

In this course, students investigate how the brain is organized to produce actions that serve particular purposes, focusing primarily on voluntary actions. Such actions involve a motivational component, but also cognitive considerations, attention choices, and motor options. For each of these components, decisions must be made. Students explore the different parts of the brain involved in these decisions, in close collaboration with subcortical structures such as basal ganglia. The corresponding practical for this course is Group decisions, where students experience the challenges and hindrances of decision making when members have diverse information and must scientifically investigate factors that contribute towards successful group decision making. The practical consists of two parts: 1) a group decision-making exercise and 2) a short report including analyses of the data gathered during these exercises.

This course explores the ultimate influences on the human mind and behavior by taking an evolutionary psychological perspective to study (modern) cognition, emotion, motivation, and behavior. The course revisits cognitive, clinical, and social psychology – and topics, however, the type of questions asked to uncover psychological mechanisms and processes is different. Evolutionary psychologists focus on the ‘why’ question, and the adaptive functions of modern-day cognition, emotion, and behavior. Topics range from psychopathology to human mating and sexual conflict, and from parenting and kin selection to aggression. During the discussion of these topics, prominent assumptions – and misunderstandings – about evolutionary psychology are critically assessed.