edUMinded
edUMinded is the UM online magazine on Teaching & Learning
Discover what is happening in the classroom, explore new ideas and insights, and engage with the bigger picture of education. Through stories, reflections and research from colleagues and students, edUMinded creates a space for sharing and learning across the UM community.
Do you have a story to share?
Tried something new in your teaching? Learned a lesson worth sharing? Conducted research on education? We welcome contributions from educators, students and educational professionals across UM. Contact the editors.
In the classroom
What happens when educators try something new? Discover stories, experiments and experiences from educational practice at Maastricht University.
Making calculus sustainable!?
A calculus course is not the obvious place to encounter sustainability. For Circular Engineering student Leoni Haller, that absence felt like a missed opportunity.
You’re human too! Making tutorial sessions at UM more inclusive
In this article, Boukje Compen highlights small, practical steps tutors can take to help students connect, create a safe learning environment, and learn from each other’s perspectives.
Warming up the classroom: music, mindfulness, and reflection in PBL
Why do we expect our students to instantly become active when they enter a Problem-Based Learning (PBL) session?, asks Joanna Kuczyńska.
Ideas and insights
Educational practice does not only generate new approaches, but also new questions. This section features reflections, research insights and perspectives on teaching, learning and academic development.
When university discussions work – and when they don't
Discussion lies at the heart of Problem-Based Learning, but not every discussion unfolds in the same way. In this article, Johannes Kugel, a third-year Bachelor's student in International Business at Maastricht University, reflects on two tutorial discussions with very different outcomes.
If a machine can write a flawless essay, what’s left for the writer?
UCM graduate Robin van Wasen traces how writing has shaped her learning, identity, and voice, and asks whether AI, despite its fluency, can ever replace the intent, authenticity, and connection that define human writing.
More than another ‘to-do’: how the UTQ helped me rethink my teaching
For Elian Sieben, a teacher-lecturer at University College Maastricht, the UTQ trajectory turned out to be far more meaningful than expected. In this article, Elian reflects on his experience and how it made him grow as a teacher.
The bigger picture
Education does not exist in isolation. This collection explores the trends, debates and societal developments shaping teaching and learning, from artificial intelligence and global citizenship to student wellbeing and the future of higher education.
When helping students isn’t helping
What happens when helping students starts to get in the way of their learning? In this reflection, Lena Gromotka looks at a familiar instinct in education through the lens of The Courage to Be Disliked by Ichiro Kishimi and Fumitake Koga.
From shortcut to study partner: Student approaches to GenAI
In this article, Donna Carroll shares what a UM student survey reveals about why students turn to GenAI and how course and assessment design can make a real difference.
Intelligence Augmentation: a technological revolution and paradoxical blessing
Is AI really intelligent, or simply a tool that helps us think differently? Prof. Hans Savelberg argues that the idea of Intelligence Augmentation, offers a better lens for imagining the future of higher education.
