Promotores: Prof.dr. W.J.G.M. Peijnenburg & Dr. M.G. Vijver

The rapidly increasing commercial application of metallic nanoparticles within products will inevitably enhance the amount of NPs being released into soil.

Novel entities may pose risks to humans and the environment. The small particle size and relatively large surface area of micro- and nanoparticles (MNPs) make them capable of adsorbing other novel entities, leading to the formation of aggregated contamination.

Dissolution processes – next to aggregation processes - play an important role for fate prediction and environmental risk assessment of metal-based nanoparticles (MNPs). It is challenging to predict the kinetics of the dissolution process of MNPs in complex systems such as we can find in in vivo and…

Assessing the risks of engineered nanomaterials (ENMs) solely on the basis of experimental assays is time-consuming, resource intensive, and constrained by ethical considerations (such as the principles of the 3Rs of animal testing). The adoption of computational toxicology in this field is a high p…

Although nanoparticles are extensively used in various applications like consumer products and have most probably entered the environment, little is known about the effects of these particles on living organisms.

At the moment, over 350.000 chemicals are registered worldwide for production and use. Their application, however, may harm human health and the environment.

What mechanisms shape faculty members' perspectives on their teaching role in research intensive universities?

The dissertation by Max Kusters (PhD at ICLON) examined ‘teacher agency’: the capacity of university lecturers to actively and purposefully influence their teaching practices and work conditions.

On Wednesday 23 October 2024 Judith Jurjens successfully defended a doctoral thesis and graduated.

What development pathways support teaching faculty members in research-intensive universities in becoming informal educational leaders?

An overview of the educational profile of the Leiden Institute for Philosophy, including its global teaching focus, curriculum themes, and supervision model.

This thesis aimed to investigate the impact of exposure dynamics, relative contributions of ENPs(particle) and ENPs(ion), and dosing regimens on the toxicity of ENPs varying in different physico-chemical properties, on the composition and functioning of soil microbial communities.

The majority (80%) of e-waste generated globally are recycled informally in developing countries.

What are the impacts of digital educational resources on rural teachers and their teaching in China?

Beginning teachers often experience difficulties making activating lessons. This study investigates how and if the practical teaching model can offer them a hand in learning to design lessons.

In this article, Eamon Aloyo argues that university supervisors should not use student evaluations of teachers as a measure of teaching effectiveness.

Three types of PLCs are studied, varying on the dimension of autonomy of and interdependency between teachers: Joint work, Aid and assistance and Shared practices.

LUCIS is offering its members student assistance to help organize their remote teaching.

The Minor in Teaching was introduced in 2009 as a new initiative to introduce and prepare bachelor students for teaching. Student numbers are low, however, especially of mathematics and science students.

What are the characteristics of impactful education for student application of inclusive design principles in design and technology programs?

What relationships exist between different types of PLCs and cognitive differentiated teaching?

Max van Lent, Aris Politopoulos, Emily Strange, Claire Vergerio and Astrid Van Weyenberg have joined the Leiden University Teachers’ Academy. Lecturers at the Academy exchange experiences, develop their skills and share their knowledge and expertise with the rest of the university, for example via the…

History lecturer Giles Scott-Smith is enthusiastic about the new pitch-to-peer programme (P2P), for which students have to make an original, creative assignment and evaluate one another’s work. This is part five in a series of articles about lecturers and innovation in teaching and learning.

Twenty-one dedicated teachers were awarded their Senior Teaching Qualification (SKO) on 21 January. Rector Magnificus Hester Bijl congratulated them in a ceremony in the Academy Building with an extra celebratory touch as the milestone of the 100th SKO certificate was reached.

Which teacher knows best how to inspire their students? Carmen van den Bergh (Humanities), Egbert Koops (Law) and Arjan Louwen (Archaeology) have been nominated for the 2025 Leiden Teaching Prize.

Lecture

How do lecturer-researchers at Dutch Universities of Applied Sciences perceive their academic identity after expanding their teaching-only work portfolios to include researcher roles, and how do they navigate attached identity-based role transitions, while balancing personal goals, institutional expectations,…

This 3-year EU Erasmus+ co-funded project focuses on the strengthening and improvement of teaching qualitative research methods across a range of disciplines in the Social Sciences and Humanities in Bhutan.

In his inaugural lecture Dennis Claessen will explain how he wants to ensure that lecturers have less admin to do.

This doctoral thesis comprises four studies on the content and structure of physics teachers’ belief systems about teaching and learning physics in secondary education in the Netherlands.

Studying with an app and exploratory learning in large groups. Two educational innovations that will be possible thanks to the Comenius Programme of the Netherlands Organisation for Scientific Research (NWO). Chemist Ludo Juurlink and Professor of Science Education Fred Janssen from the Leiden Graduate…

Lecturer in Old and Middle English Thijs Porck was awarded the annual Leiden University Student Platform (LUS) Teaching Prize at the opening of the academic year. The jury praised his endless supply of innovative teaching ideas.

The Senior Teaching Qualification is for experienced lecturers who have done more than lecturing alone. Ten quotes from the first ten lecturers to receive the STQ award.

Every year, an outstanding lecturer receives the Faculty Teaching Prize. Lecturers are nominated by students and a jury decides who will receive the prize. The prize is awarded during the official opening of the academic year on 8 September. This year, students nominated four candidates. We spoke to…

Working from your Leiden room with students from the United States: Univeristy Lecturer Dario Fazzi’ students will soon be able to take up this challenge. He receives a grant from the Faculty of Humanities and ECOLe to set up a ‘virtual exchange programme.

What is 'teaching excellence' in Higher Education? Which different teaching excellence training, promotion and reward schemes exist across Europe? How can a common European teaching scheme look like? The e-NOTE project led by Leiden University seeks to answer these question in cooperation with five…

L1-oral language education is widely regarded as essential for developing communicative competence and critical thinking. However, as a research domain it remains relatively underexplored. The aim of this study was to identify effective elements and challenges within oral language education and to contribute…

It was time for a celebration in the Faculty Club on 11 December. Twenty driven lecturers were awarded their Senior Teaching Qualification by Vice-Rector Magnificus Hester Bijl.

Kim Beerden, lecturer in Ancient History, has won the 2016 LUS Teaching Prize.

On 7 July 2020 medical lecturer Luuk Willems received his SKO certificate (Senior Teaching Qualification) and may now officially call himself a senior lecturer. The course has meant that he now has clear ideas about what he wants to achieve in his teaching. ‘I want to strengthen my role as a coach and…

Twenty-five passionate lecturers earned their Senior Teaching Qualification (SKO) on Monday 12 January. Five of these lecturers talk about how the SKO has benefitted them and what they think ‘good teaching’ is.