Mw. C.C.E. de Rijdt (Universitair Docent/Onderwijskundige)
Bouillonstraat 1-3
Room 2.304-a
Maastricht
P.O. Box 616
NL-6200 MD Maastricht
The Netherlands
Phone: +31 43 3884852
Fax: + 31 43 3884891
E-mail: catherine.derijdt@maastrichtuniversity.nl
List of publications: Metis
Catherine De Rijdt obtained a degree in pedagogical higher education at the katholieke hogeschool kempen in Vorselaar (Belgium) in 1994, a master degree in educational sciences at the University of Leuven (Belgium) and a teaching degree at the University of Leuven (Belgium) in 1999. In that year she started as an assistant professor at the Maastricht University, Faculty of Law, department Educational Development and Information Technology.
Expertise
-educational innovation and quality insurance
-staff development / teacher training
-talent scouting
-educational basic qualification UM
Publications
Dochy, F., De Rijdt, C., & Dyck, W. (2002). Cognitive prerequisites and learning: A contribution to the renewed work of B. Bloom. Active learning in Higher Education, 4, 124-136.
Dochy, F., Segers, M., & De Rijdt, C. (2002). Nieuwe ontwikkelingen: De assessmentcultuur (pp.11-32). In: Dochy, Heylen, & Van de Mosselaer. Assessment in onderwijs: Toetsen en examens in studentgericht en competentiegericht onderwijs. Utrecht: Lemma.
De Rijdt, C., Tiquet, E., Dochy, F., & Devolder, M. (2004). Teaching portfolio’s (onderwijsdossiers voor docenten) in hoger onderwijs; inhoudsbepaling door en opvattingen van onderwijsgevenden. Tijdschrift voor Hoger Onderwijs, 22(4), 220-238.
De Rijdt, C., Tiquet, E., Dochy, F., Devolder, M. (2006). Teaching portfolios in higher education and their effects: an explorative study. Teaching and Teacher Education, 22, 1084-1093
De Rijdt, C., Dochy, F., Bamelis, S. (2007). Staff development in Hoger Onderwijs: Drie macromodellen en gepercipieerde effecten. Tijdschrift voor Hoger Onderwijs, 25(2), 58-68.
Span, G., & De Rijdt, C. Investigating computer assisted legal case solving by first year law students in a powerful learning environment. In: 9th Biennial Conference of the European Association for research on Learning and Instruction (EARLI), August 2001, Fribourg, Switzerland.
De Rijdt, C., Dochy, F., & Bamelis, S. (2005). Staff development: Perceived effects by teachers in higher education. In: 11th Biennial Conference of the European Association for research on Learning and Instruction (EARLI), August 23-27, 2005, Nicosia, Cyprus.
De Rijdt, C., Dochy, F., & Tiquet, E. (2005).Teaching portfolios in higher education and their effects: an explorative study. In: 11th Biennial Conference of the European Association for research on Learning and Instruction (EARLI), August 23-27, 2005, Nicosia, Cyprus.
De Rijdt, C. (2006). Begeleid traject werken met Polaris als vorm van flankerend onderwijs. In: EleUM (Electronic Learning Environment University Maastricht) symposium UM, June 12, 2006, Maastricht, Netherlands.
Van der Rijt, J., Prop, A., van de Watering, G., De Rijdt, C., Dochy, F., & Gijbels, D. (2006). Studentpercepties van blended learning in Hoger Onderwijs. In: Beishuizen et al. (red.) Samen kennis ontwikkelen. Proceedings van de 33e Onderwijs Research Dagen 10-12 mei 2006 (195-196). Amsterdam: Onderwijscentrum V.U.
De Rijdt, C., Fetter, S., Essers, E., & Vanderrijt, J. (2007). Peer tutoring in problem based learning: students’ perception and learning outcomes. In: 12th Biannual Conference of the European Association for research on Learning and Instruction (EARLI), August 28-September 1, Boedapest, Hungary.
