Academic knowledge meets the real world in the FSW Changemakers Lab
In the Changemakers Lab course, psychology students Diana Shalkivska (left in the picture) and Anna Rytirova discover what happens when academic knowledge meets real-world complexity.
‘When we had to analyse raw data, we didn’t know where to start,’ says Anna, a second-year student in the International Bachelor in Psychology. ‘It’s so different from statistics exams where everything is pre-structured. But that’s what made it so valuable.’ Together with fellow student Diana, Anna took part in Changemakers Lab, an Honours course designed to challenge students to apply academic knowledge to a real-world problem and generate social impact. Their chosen focus on access to affordable and healthy food on campus led them to carry out original research involving more than 100 fellow students.
Student-directed learning
‘This was definitely the most hands-on experience I’ve had at university,’ Anna reflects. ‘We were fully responsible for every step, which was scary at first, but it made the learning real.’ The course uses an open structure that encourages student autonomy. There are no lectures or set scripts—students define their goals, organise their time, and adapt to emerging challenges. ‘It was very unconventional,’ Anna says. ‘We had to accept that we would learn through trial and error.’ Diana adds, ‘We adjusted our work around other courses and deadlines, which made the project manageable and more enjoyable.’
‘We had to accept that we would learn through trial and error.’
Bridging the theory–practice gap
‘We had to design a survey from scratch,’ says Diana. ‘That meant learning how to ask clear, inclusive questions, promote the project effectively, and analyse the results using real data.’ Both students found that the course required them to use existing knowledge in new ways, while also identifying and overcoming gaps. ‘We’re honours students with good grades,’ Anna notes. ‘But faced with a real-world task, we realised how much we still had to learn.’
Formative coaching
Throughout the project, Anna and Diana were coached by Annelies van Bentum, coordinator of the Honours programme. ‘She didn’t give us answers,’ says Anna. ‘She offered guidance and insight into the faculty system, which was essential when reaching out to staff or potential guest speakers.’ Diana agrees: ‘We could set the pace and only meet when we needed feedback. The meetings were focused and gave us space to think.’
'I realised we were the ones with the expertise. That gave me real confidence.'
Final presentation
Their final presentation to the faculty board members and students marked the culmination of their project. ‘It was intimidating,’ Anna recalls, ‘but I realised we were the ones with the expertise. That gave me real confidence.’ Diana reflects on how this changed her relationship with academic subjects: ‘Now I understand how research and statistics can be used to make a difference. That gives the work more meaning.’
Growing intellectually
Changemakers Lab models key principles of experiential learning: active engagement, student agency, iterative learning, and real-world relevance. It demonstrates how students can grow intellectually and personally when challenged to step beyond traditional course structures. ‘This is something I’ll remember,’ says Anna. ‘Because we had to manage everything ourselves, it really stayed with us.’
Interested in experiential teaching at the Honours College? Contact course designer Sangar Paykhar.