Maastricht University - Center for European Studies

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.

This course is targeted at students particularly interested in exploring the history and development of European integration. The European Union provides an interesting topic of study for anyone interested in gaining more understanding of the ways in which European states interact politically, economically, and culturally. Within that context, this course introduces students to the history and politics of the integration process, the main EU institutions and institutional processes, the nature and effect of the law of the European Union, and some of the most prominent policies of the European Union today. More specifically, the course addresses a number of different topics starting with the history of European integration, followed by an examination of the composition, role, and powers of the institutions in the European Union. Secondly, the course takes a closer look at the law of the European Union, addressing issues such as the main areas of competence of the European Union, the decision-making process, and the unique status of EU law within the legal systems of the Member States. In addition, some of the main policy areas of the European Union are also examined. Finally, the course addresses the attitudes of the different Member States to the European integration process, the enlargement process, and the possible future of the EU integration process. The course includes a field trip.

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 Neuronal Basis of Decision Making where students gain hands-on experience with and reflect critically on (a) the selection and administration of tasks that are used to measure these cognitive processes and (b) the analyses of data sets obtained by using neuroimaging techniques (like EEG). During the practical, students are provided with tests and EEG data sets and work in small groups to analyze the EEG data. Questions raised during the practical are: Which steps are needed while analyzing neuroimaging data? Do different brain states induce different decision-making behaviors? How are differences in neuroimaging data or test performance examined? Students also perform statistical analyzes on EEG data sets and write a brief report.

The course is about leadership, strategy, and change in a global context. It confronts students with strategic issues of today with the aim to improve leadership skills to deal with these issues in a more effective and creative way. Organizations and companies are confronted with strategic issues such as increasing speed of innovation, cultural diversity, need for differentiation, increasing competition, rising energy costs, and stricter regulations on CO2 emissions. These issues are not isolated. They are connected to a world of rapidly changing technological, political, economic, and environmental developments. The course introduces examples of leadership that changed the rules of the game, such as Ellen MacArthur’s ambition to change the world towards a circular economy, by building a framework for an economy that is restorative and regenerative by design. And Jamie Oliver, the British Chef who tried to change the food culture in the USA through his TV show the Food Revolution. This type of leadership is not about charisma or personal characteristics, but about personal dedication to a goal or vision far beyond personal interests. This type of leadership is embedded ‘in context’. This implies that leadership is not a personal characteristic but a part of a relationship among people in a community, where qualities like trust, playfulness, and creativity are involved. The case studies form an input to reflect on personal leadership issues. Students are invited to share and discuss their personal sources of inspiration. A field trip is part of the course.

This course consists of fourteen meetings of two hours each over block 1 and block 2. 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; understand train announcements, and train timetables, and how to navigate the public transportation system; 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. The class includes a field trip to experience Dutch specialties and practice language skills. 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.