InclUUsion
Dear prospective student,
In this course guide you can find Utrecht University courses that are open for refugee
students. The InclUUsion courses are free of charge and we invite students (with a
University background) to start their first Dutch University experience by taking one of these
optional courses. The courses are regular courses from the Utrecht University’s curriculum,
so you will be in class with Dutch and other international students. All courses offered in this
guide are (mostly) first year undergraduate level.
Upon completion of the course (attendance of lectures and all the assignments), students
can obtain a certificate of completion, signed by the lecturer of the course.
There are no formal entrance requirements except to understand and speak (academic)
English. It might also help if you have previous University experience, but most importantly;
that you like the subject you choose!
If you want to join on of the courses in this guide, please register here. If you have any
questions with regard to the registration? Send an e-mail to incluusion@uu.nl
Places in the available courses are limited, so full = full!
Courses are offered all year round. In the table below, you will find when the course is
taught. Further information can be found on the course page.
Under dates you will find numbers from 1 to 4 and Sem1 and Sem2. These numbers
correspond to the periods of the University.
1=
2=
3=
4=
Semester 1 =
Semester 2 =
September 5, 2016 to November 11, 2016
November 14, 2016 to February 3, 2017
February 6, 2017 to April 13, 2017
April 24, 2017 to June 30, 2017
September 5, 2016 to February 3, 2017
February 6, 2017 to June 30, 2017
1
No
Course code
Title
Teacher
Dates
Page no
Geography in a
Fast Changing
Economy
Regions in
Development:
Introduction in
Development
Geography
European
Integration
Geochemical
cycles
Location in a
globalized world
Physics for Energy
and Transport
Politics of the
Earth
Development
Studies
Economics of
cities
Dr. Martijn
Smit
4
5
Dr. Maggi
Leung
3
6
Dr. Leo Paul
1
7
Dr. Mark
Dekkers
Dr. Ton
Rietbergen
Dr. Mara
Baudena
Dr. Rakhyun E.
Kim
Dr. Paul van
der Lindert
Dr. Matthieu
Steijn
1
8
3
9
3
10
3
11
Semester
1
4
12
Bioorganic
Chemistry
Basic
Mathematics:
Calculus
Dr. Nathaniel
Martin
Dr. Ana Ros
Camacho
2
14
Semester
1
15
Multidisciplinary
Economics
Contemporary
economics in
historical
perspective
Mathematics for
Economists
Microeconomics,
Institutions and
Welfare
Dr. Marcel
Boumans
Dr. Marcel
Boumans
1
16
4
17
Dr. Yolande
Grift
Dr. Annette
van den Berg
1
18
2
19
Introduction to
Public
Administration
and Organisations
Policy
Implementation
Marij Swinkels
MA
1
20
Prof.
Sebastiaan
Princen
1
21
Geo sciences
1
GEO1-3801
2
GEO1-3501
3
GEO3-3021
4
GEO2-1207
5
GEO2-3803
6
GEO1-2203
7
GEO1-2414
8
UCSSCGEO22
9
GEO2-3804
13
Beta Science
1
SK-B1BIOC
2
UCSCIMAT11
Economics
1
ECB1EMNW
2
ECB2GED
3
ECB1WIS
4
ECB1MI
Law and Governance
1
USG5520
2
USG4580
2
3
USG4430
Gobal Civil Society
4
USG4180
5
USG4280
6
USG4250
7
RGBOI0900
8
RGBOV0200
9
RGBOJ0300
10
RGBOA0110
European
Governance
Social Media in
the Public Sphere
Understanding
Political
Leadership
Introduction to
Public
International Law
Comparative
Constitutional
Law
Children’s rights
and juvenile
justice
Comparative Law
Methodology
Dr. Karin
Geuijen
Dr. Femke van
Esch
Dr. Harmen
Binnema
Dr. Femke van
Esch
1
22
2
23
3
24
4
25
Dr. Ilias
Plakokefalos
1
26
Dr. Jan Willem
van Rossem
2
27
Mr. Kristien
Hepping
2
28
Dr. Christina
Jeppesen-de
Boer
1
29
Dr. Claire
Garandeau
2
30
Emmeline
Besamusca
Dr. Gerrit
Dielissen
Dr. Marnix
Naber
Dr. David
Terburg
1 and 3
31
3
32
2
33
1
34
Dr. Kirsten
Buist
1
35
Dr. Catharine
Evers
Dr. Catharine
Evers
Dr. Catharine
Evers
Prof. Trudie
Knijn
2
36
3
37
4
38
2
39
Dr. Wil
Pansters
Semester
1
40
Social Science
1
201400057
2
NE2V14002
4
200401118
5
200300074
6
201300351
7
200600048
8
201600023
9
201600028
10
201600027
11
201500153
12
UCINTLAT21
Introduction to
psychology:
understanding
minds and
behavior
Dutch Present-day
Society
Multicultural
Society
Cognitive
Neuroscience
Neuroscience of
social behavior
and emotional
disorders
Psychosocial
Development and
Problems
Self-regulation in
health behavior
Topical issues in
health psychology
Health in society
Social innovations
in policy and
practice
Culture and
Society in
3
Contemporary
Latin America
13
UCSSCGEO11
14
201500151
15
201500020
16
UCACCACA11
17
201600021
Introduction to
Human
Geography
Social Risks in
Europe
Solidarity
between young
and old
Research in
context
Youth and Media
Dr. Bouke van
Gorp
Semester
1
41
Dr. Mara
Yerkes
Dr. Mara
Yerkes
1
42
4
43
Dr. Kate Kirk
Semester
1
3
44
Introduction to
the Study of
History
Museum Studies
Dr. Pieter
Huistra
1
46
Dr. Mary
Bouquet
Dr. Eric
Ottenheijm
Dr. Patricia
Canning
Semester
1
Semester
1
Semester
1
47
Dr. Nina Köll
Semester
2
50
Dr. Caroline
Suransky
1
51
Dr. Marcelle
Cole
1
52
Dr. Gaetaono
Fiorin
Dr. Michelle
KremersAmmouche
Dr. Michelle
KremersAmmouche
Dr. Elvira
Munoz
Moreno
Dr. Tatiana
Bruni
Semester
1
Semester
1
53
Semester
1
55
Semester
1
56
Semester
1
57
Dr. H. Vossen
45
Humanities
1
GE1V14001
2
UCHUMHAR22
3
UCHUMREL23
4
UCACCMET25
5
UCHUMMAP22
6
3HC-10
Religion in the
public domain
The Humanities
Lab: Logic,
Discourse and
Representation
Adaption studies:
from text to
screen
Humanistic
Practices in a
Globalising World
48
49
Linguistics
1
EN1V13003
Prescribing and
Describing
English: English
Linguistics 2
Language Form
and Meaning
French Language
and Culture I
2
UCHUMLIN21
3
UCHUMFRE11
4
UCHUMFRE21
French Language
and Culture II
5
UCHUMSPA10
Introduction to
Hispanic Studies
6
UCHUMITA11
Italian Language
and Culture I
54
4
Course code
GEO1-3801
Title
Geography in a Fast
Changing Economy
Instructor
Dr. Martijn Smit
Timeframe
4
Content
The world is not flat; it is round and spiky. This observation makes clear that economic processes are
fundamentally territorial processes, as revealed in e.g. differential fortunes of local communities,
cities and regions. From the local to the global perspective, economic activity is unevenly distributed,
with differential economic performance of local communities, cities and regions. This is compounded
by the fact that the nature of economic activity also varies from place to place. Consequently,
economic growth and development patterns show unevenness across the globe, countries, and
regions. Place and space itself exert significant influence on the – territorial – occurrence and
characteristics of economic processes. Adding a time dimension, territorial patterns and processes of
economic activity and growth are highly dynamic. The fortunes of local communities, cities and
regions change. Some see globalisation as a process that reduces unevenness. Others argue the
opposite and contend that while the landscape of spikes changes, the world remains spiky.
Economic geography is concerned with describing, understanding, explaining and influencing
economic territorial patterns and processes. For this purpose, from an identification of key actors,
economic geography has developed a range of approaches and key concepts. This course offers a
comprehensive overview of these approaches and key concepts. Moving from the local/regional level
to the global, main conceptual ideas on the spatial development of industries and of regions at
various scales are discussed. This is done through the lens of main actors: firms/entrepreneurs, labour
and institutions (many linked to the state). In addition, the spatial economy involves a wider societal
‘context’ surrounding economic processes: socio-cultural, institutional, and relational (network)
patterns and characteristics. Main ideas are discussed as well.
Throughout the discussion of approaches and key concepts participants will be engaged in discovering
the value added of a bi-disciplinary (economics and geography) rather than a mono-disciplinary
approach of economic processes. This will be done through the study of ‘real world’ cases as tutorial
assignments, revealing the relevance of not just economic but also geographic questions with respect
to recent global developments. Also, participants will actively carry out project assignments that are
not only literature based but also include fieldtrips and fieldwork.
At the end of the course the student is:
 familiar with the conceptual base of contemporary economic geography;
 able to understand the essence – and importance – of geographical scale in
economic processes;
 able to describe and understand geographical concepts related to industries and
regions;
 able to describe and understand patterns and processes of spatial unevenness in
economic activity and growth, and to critically judge differential ways to change
unevenness.
Assessment
Exam (30%), individual assignments (20%), group presentations and participation (30%),
group report (20%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/SetTaal.do?taal=en&bronUrl=/osistu_ospr/Ond
erwijsCatalogusToonCursus.do&event=setTaal&requestToken=acf4b447a6269669570a9f97fa07a923c
4499222
5
Course code
GEO1-3501
Title
Regions in
Development:
Introduction in
Development
Geography
Instructor
Dr. Maggi Leung
Timeframe
3
Content
This course introduces students to the field of Development Geography. It begins with an
overview of the major ways of thinking about and measuring 'development' followed by a
series of lectures on major current development-related issues in Asia, Latin America and
Africa. With ample real-life examples, the multi-faced processes of 'development' will be
illustrated and discussed underlinging inter-related economic, social, cultural, environmental
and political spects of 'development'. The regions and respective issues will be considered in
interraletion. The course will close with a critical reflection of the concepts of development
introduced in the beginning of the course, and consider their validity and relevance in
dealing with the issues examined.
Course goals
Upon completion of the course students should have acquired:




An overview of Development Geography as a sub-discipline;
knowledge of major current development-related issues in Africa, Latin America and
Asia;
ability to identify, understand and analyse processes of change and development in
different regions with a geographical perspective;
academics skills: e.g. reflective reading, team work, discussion, argumentation,
critical use of different media and information, effective presentation, peer review
techniques.
Assessment
Written exam (55%); tutorial participation and homework exercises (45%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/SetTaal.do?taal=en&bronUrl=/osistu_
ospr/OnderwijsCatalogusToonCursus.do&event=setTaal&requestToken=94195f84e04b9ebd
94eb4a1b2b1654627bc4bda6
6
Course code
GEO3-3021
Title
European
Integration
Instructor
Dr. Leo Paul
Timeframe
1
Content
The EU is as good as dead, according to some authors. They focus on the revival of
nationalism and the rise of populism in Europe. The worldwide economic crisis that started
in 2008 is another challenging development. We witnessed a major financial crisis in the EU,
and the almost collapse of the Eurozone. A major divide has become visible (again): between
the Northern and the Southern part of the EU, as it is called in the press. But perhaps there
is another reason for the current EU crisis: its enormous (geographical) diversity. Many say
that a monetary union is not possible without a political union. But a stronger political union
would mean further integration, meaning that member states should give up more
sovereignty and hand over power to Brussels.
The EU is therefore at a crossroad. How have we reached this point, and what are the
further possible steps: that’s the mean focus of our course. But we will always relate
European integration to the geography and the diversity of Europe. There are many
geographical dimensions of the Integration Process in general, therefore, apart from the
Euro-crisis, we will focus on the following questions:







What was the effect of European integration on regional differentiation in the EU? Is
EU membership in general ‘good’ for economic and regional development?
How successful were/are regional funds?
What are the (geographical) limits of enlargement?
What are the causes of the eurocrisis?
How to deal with migration and asylum seekers?
What effect will the change of the CAP have on regional development?
What was/is the effect of European integration on cultural diversity in the EU? Does
it lead to more homogeneity or is it an impulse for cultural (national/regional)
identity?
During the course we try to explain the backgrounds of all these problems and dimensions, and will
discuss the future of European Integration. During the first part of this course we will have lectures
and an exam; during the second half we will have several debates about the future of EU policy.
Course goals
At the end of the course students should have gained:



knowledge of regional development in Europe and the way in which this is subject of
policy-making on the level of states, regions and the EU;
insight in the functioning of organisations and actors on several levels within the
European arena on behalf of local and regional interest;
experience in analysing, reporting and discussing EU policy within the scope of
distinct scales and geographical diversity.
Assessment
Written exam (50%); policy reports (35%); set of position papers (group) and active
participation (15%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie=cursus&
collegejaar=2012&cursus=UCSSCGEO33
7
Course code
GEO2-1207
Title
Geochemical cycles
Instructor
Dr. Mark Dekkers
Timeframe
1
Content
 Water and energy cycles; chemical transport
 Atmosphere; greenhouse effect; atmospheric ozone
 Rainwater composition; atmospheric cycles of S and N; acid rain
 Chemical weathering; soil and ground waters
 Rivers; continental denudation; nutrients
 Lakes; mass balance models; acid lakes
 Oceans; processes affecting seawater composition
 Modeling elemental cycles with STELLA; global P and C cycles
Course goals
The aim of the course is to provide a qualitative and quantitative understanding of the
geochemistry of the earth surface environment. Geochemical processes are studied along
the hydrological cycle, with an emphasis on abiotic and biotic reactions that modify the
composition of the atmosphere, pedosphere and natural waters. Aspects of anthropogenic
perturbation of global biogeochemical cycles are also addressed.
Assessment
Problem definition and solution, data interpretation (exam, assignments, computer practical
including written report and oral presentation). Ability to (1) interpret chemical data and
trends in terms of geochemical and geological processes, and (2) perform quantitative
calculations (mass balance, equilibrium calculations) on natural systems using chemical data.
Problem solving skills (40%), analytical skills (30%), general knowledge (30%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=GEO2-1207&collegejaar=2014
8
Course code
GEO2-3803
Title
Location in a
globalized world
Instructor
Dr. Ton Rietbergen
Timeframe
3
Content
Location in a Globalized World is part of the approved optional minor Geography for
students of the bachelor’s program Economics and Business Economics. The course has a
study load of 7.5 ECTS (= 210 hours).
Location in a globalized world offers students an introduction into the way that companies
and governments respond to the fact that the world is getting more interconnected. The
economic geography approach makes use of insights from economics (the science that
studies human behaviour in relation to the fulfilment of needs by the use of scarce means
with alternative possibilities for application) and social geography (the use and arrangement
of scarce space by people). It is the follow up of: ‘A Spatial Economy: Geographical
Perspectives on a Changing World’ which gives an introduction to economic geography and
is offered in the first year of the programme.
Course goals
At the end of the course students will be able to:





Understand the evolution of location theories within economic geography and apply these
theories (essential skill: processing information);
Weigh variables with a multi-criteria analysis and apply them to a location problem (essential
skill: collecting and interpreting information);
Develop proficiency in solving information problems for enterprises in the location choice
process (essential skill: collecting and processing information);
Link the spatial organisational structure of companies to location factors (essential skill:
collecting and interpreting information)
Report: both orally and in writing on the working method followed in the location decision
process (essential skill: effective communication).
Assessment
Exam (45%), interim report (15%), location problem paper and presentation (40%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=GEO2-3803&collegejaar=2015
9
Course code
GEO1-2203
Title
Physics for Energy
and Transport
Instructor
Dr. Mara Baudena
Timeframe
3
Content
Enjoy the beauty of the laws of physics. This course is centered on classical mechanics and
electromagnetism, placed in the context of (sustainable) energy and transport. The course
guarantees a solid physics foundation for the students, conveying physics methods and
approaches that can be beneficial later in their career. Please note that mathematical skills
are required (trigonometry, calculus, vectors and solving equations) and will be practiced
and extended throughout the course.
Course goals
After completion of the course, the student is able to:





apply the basic principles of physics in their work;
deduce the relevant physical aspects of a (physical) problem;
understand and explain the mechanical and electromagnetic principles of energy
and transport technology;
compute and calculate theoretical and realistic properties of energy and transport
technology;
apply the principles of mechanics and electromagnetism to assess (novel) scientific
and technological developments.
Assessment
Written exam (50%), written exam (50%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2016&cursus=GEO1-2203
10
Course code
GEO1-2414
Title
Politics of the Earth
Instructor
Dr. Rakhyun E. Kim
Timeframe
3
Content
[More information will follow soon]
Course goals
After completion of the course, the student:




Has a thorough understanding of the concepts of governance, power, institutions,
and discourses and is able to apply them to cases of local and global environmental
governance.
Understands how different environmental discourses shape interests of a multitude
of actors and their political positions concerning environmental issues.
Has a basic understanding of the characteristics and functioning of the European
Union and the United Nations and their role within multi-level environmental
governance.
Can critically reflect on the decision-making procedures of global environmental
governance based on the principles of good governance.
Assessment
Written exam (100%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=GEO1-2414&collegejaar=2016
11
Course code
UCSSCGEO22
Title
Development
Studies
Instructor
Dr. Paul van der
Lindert
Timeframe
Semester 1
Content
Development Studies: The Diversity of Development
This course offers current interpretations of development processes and patterns in Asia,
Africa, and Latin America. Taking into account the many social, economic, cultural, political,
and institutional dimensions of development, the approach is strongly oriented towards the
dimensions of space and place. Thus, from a geographical perspective the course focuses on
the spatial dynamics of economy and society in developing countries. What are the main
dimensions of development in the Third World? What are the main causes for change? What
opportunities and barriers for development exist? What are the major strategies to induce
development? What coping strategies are employed by the poor? These are some of the
questions that are discussed. Central to the course is the recognition of the multiple
meanings of development and its manifold local expressions within an interdependent
world.
Course goals
After completing this course students are able to:




identify and analyze specific patterns and processes of development and
underdevelopment at varying levels of geographical scale and in different spatial
contexts.
summarize important development paradigms and the main themes and debates in
current development thinking.
recall a range of development oriented interventions and strategies that are
employed by different sets of agencies and actors, such as those of (inter)national,
regional, and local institutions, and those of households and individuals themselves.
demonstrate academic skills such as the evaluation of theoretical notions, use of
different sources of information and methods of analysis, and interaction and
communication skills.
Assessment
Class participation (20%), 3 written assignments (20%), research paper (30%), exam (30%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2015&taal=en&cursus=UCSSCGEO22
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
12
Course code
GEO2-3804
Title
Economics of cities
Instructor
Dr. Matthieu
Timeframe
4
Content
Today, cities are in the limelight again as important economic nodes. The modern economy
is predominantly an urban, service- and knowledge based economy. In this course students
will be taught to recognize and explain the geographical variation in urban economic
development. The course deals with agglomeration and clustering of economic activities
from both geographical and urban economics disciplinary perspectives, in relation to cluster
and urban economic policy. The course explains the current innovative and knowledge
economy of firms and policymaking in relation to urban competitiveness. The geographical
discipline focuses on clusters, network formation and industry evolution using institutional
theories in which the actor-approach of firms and governments is central. Urban economics
traditionally focuses on the role of externalities and urban contexts as attractions for firm
and population location decisions and the growth and innovation potentials of firms in a
more quantitative sense. Both disciplines heavily lean on empirical research, using
complementary research methods like case-study research, surveys, spatial econometrics
and general equilibrium modeling. Those methods will be explained in the course in relation
to current issues and empirical research on urban development. Much attention will also be
given to regional and urban economic policy issues. The students will apply the theoretical
and empirical insights from the lectures in an actual case study of urban policy in Utrecht,
the Netherlands.
Course goals
At the end of the course students will be able to:





understand recent theories and empirical applications of urban economics
and urban geography;
interpret the economic evolution of cities as an expression of clustering,
agglomeration and (international) network economies;
analyse the different dimensions (‘faces’) of the modern urban economy, both
quantitatively (using statistical data) and qualitatively (interviewing policy makers);
analyze the localization of the economic specializations in cities, including the
meaning of particular location factors;
investigate policy implications of the economic changes in cities.
Assessment
Final test (100%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=GEO2-3804&collegejaar=2016&taal=en
Please note
Please do not underestimate the level of mathematics, statistics, and econometrics involved
in economics. In order to make sure that students meet the prerequisites mentioned,
interested students will have an appointment with the instructor to see whether they are
able to take the class.
13
Course code
SK-B1BIOC
Title
Bioorganic
Chemistry
Instructor
Dr. Nathaniel Martin
Timeframe
2
Content
College Topic
1
2
3
4
5
6-7
8
9
10-11
12
13
14-16
Structure and Bonding in Organic Molecules (electron
configuration, orbitals, hybridization)
Covalent Bonding and Polarity (electronegativity, dipole
moments, formal charge, resonance structures, acids and
bases)
Introduction to Organic Compounds and Functional Groups
Cycloalkanes (ring strain and stability, conformational
analysis)
Stereochemistry (the tetrahedral nature of carbon,
enantiomers, racemic mixtures, diastereomers)
Mid-Term Quiz: 40% of final grade (Chapters 1-3, 4, and 9)
Review of Quiz
An Overview of Organic Reactions (additions, eliminations,
substitutions, mechanisms)
Alkenes (nomenclature, elimination reactions, addition
reactions: halogenation, hydration)
Nucleophilic Substitution and Elimination Reactions (alkyl
halides, SN1 and SN2 substitutions, E1 and E2 eliminations)
General introduction to biomolecules (nucleic acids, amino
acids, peptides/proteins, carbohydrates, lipids)
Cumulative Final Exam (60% of final grade)
McMurry Chapters
(7th Edition)
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 9
Chapter 5
Chapter 6-7
Chapter 10-11
Selected sections
from Chapters 25-28
Course goals
After completing this course, students will have a basic competence in the following:
 Understand the fundamental chemical properties that govern: bonding, structure,
and reactivity of organic molecules.
 Have an grasp of the fundamental reaction mechanisms required to understand and
predict the reactivity of organic (bio)molecules.
 Have a basic chemical understanding of biomolecules such as carbohydrates,
polysaccharides, amino acids, proteins; including their structure and chemical
properties.
More information:
https://www.osiris.universiteitutrecht.nl/osistu_ospr/SetTaal.do?taal=en&bronUrl=/osistu_
ospr/OnderwijsCatalogusToonCursus.do&event=setTaal&requestToken=58ee750934688318
7737aa9335b86eed9b9bc554
14
Course code
UCSCIMAT11
Title
Basic Mathematics:
Calculus
Instructor
Dr. Ana Ros Camacho
Timeframe
Semester 1
Content
This introductory course focuses on basic concepts of calculus starting with functions of a
single variable. First you explore simple linear and nonlinear differential equations. Such
equations are key in explaining the dynamic behavior of many different systems in a wide
variety of fields. This serves as a motivation to learn about techniques, such as
differentiation, integration, expansion in a small variable, and complex numbers.
Next you learn to use powerful tools to study systems of many variables: linear vector
spaces, linear operators (matrices) in such spaces, and key properties of matrices. You also
extend techniques such as differentiation to functions of several variables and learn about
their geometrical representation. The course concludes with various approaches to
optimization of functions of several variables.
The techniques you learn in this course have proven to be highly effective in a wealth of
areas as will be illustrated by examples in various fields. Some attention is paid to underlying
mathematical foundations, but the focus is on understanding the methods and on learning
to apply the techniques.
Course goals
After completing this course students are able to:






apply basic techniques of single-variable calculus, such as differentiation, integration
and Taylor expansions,
find solutions to simple ordinary differential equations,
apply basic techniques of linear algebra, including matrix diagonalization,
optimize functions of several variables, with and without constraint,
understand and extend these techniques beyond the level of recipes so they can be
applied to new problems in their future field of study,
make basic use of the symbolic manipulation program Mathematica for the purpose
of evaluating expressions and creating graphs.
More information:
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2012&cursus=UCSCIMAT11
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
15
Course code
ECB1EMNW
Title
Multidisciplinary
Economics
Instructor
Dr. Marcel Boumans
Timeframe
1
Content
After the Second World War, economics developed from a largely verbal discipline that shared
theories, methods, and approaches with other social sciences, such as psychology, sociology and
political science, into a highly mathematical discipline that seemed to no longer share theories and
methods with its ‘sister-social-sciences.’ Mathematical models, tested on statistics, became a
distinguishing feature of economics, to such an extent that some contemporary economists came to
identify economics with its methods, rather than its theories, and the economics discipline as an
insular tribe with little or no points of contact with the other social sciences. In those cases where
economics joined forces with other social sciences, this was even considered ‘economics imperialism’;
that is: economic theories invading other disciplines. Because economics became a method-based
discipline, it actually is not a unified discipline, but rather a patchwork of several fields, where each
field has its own favoured methods to investigate its own specific phenomena.
The purpose of this course is to provide an overview of the various economic fields by
investigating these fields in their historical and methodological context and the linkages between
these different fields and to other social sciences. This overview will also provide a reflection of the
bachelor’s curriculum – the way it is built up and how the several courses are connected – such that
this course will also function as an introductory course to the bachelor programme of USE. It will also
give us the opportunity to have brief excursions into the different minors offered at USE: law, social
sciences, and geography. Each week a specific theme will be discussed. Each theme covers one or a
few fields: ‘Mathematics + economics = models,’ ‘Statistics and economics: econometrics,’
‘(Inter)National economics: Macroeconomics and economic geography,’ ‘Law and economics,’
‘Sociology and economics: organisation theory,’ ‘Experimental economics,’ and ‘Psychology and
economics: rational choice.’
Parallel to this, the course includes a training in basic academic skills. This academic skills
part teaches you how to write a short scientific literature review. Step by step you learn how to find
the relevant literature, to write a bibliography, an abstract, an introduction, a conclusion, and a body
of a literature review. You learn how to use academic language, to support your arguments, to
paraphrase, to avoid plagiarism, to evaluate research papers, and to synthesize research.
Course goals
At the end of the course you have acquired:
 Basic knowledge of economic concepts;
 An overview of explanatory strategies of economists compared with other social
sciences;
 Insight in theoretical and methodological connections between economics and other
disciplines
Assessment
Individual writing assignments (40%), Written exam (60%)
Effort requirements
80% attendance of all tutorials; active participation in the tutorials; preparation for the
tutorials; timely handing in of weekly writing assignments.
More information:
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie=cursus&
collegejaar=2015&cursus=ECB1EMNW
16
Course code
ECB2GED
Title
Contemporary
Economics in
Historical
Perspective
Instructor
Dr. Marcel Boumans
Timeframe
4
Content
Over the past centuries economics has changed from a largely verbal discipline that studied
human agency in commercial settings to a mathematical discipline that has come to
incorporate more instruments from the scientific toolbox (such as statistics and laboratory
practices). Indeed, some contemporary practitioners identify economics with a tool-based
discipline that can design market systems in a manner similar to how engineers construct
technical systems. In so doing they discarded the rich intellectual genealogy that still
underlies many of the concepts and theories used by economists.
The purpose of this course is to retrace this past and to see how modern economics
emerged to its present form. To do this, we will assess the development of economic ideas,
theories, and methods in their appropriate historical context. The course will emphasise the
incisive change of the economic discipline from the interwar to the post-war period. The
primary aim of the course is to enable students to historically assess the merits and
limitations of contemporary economics in addressing major economic and social questions.
Course goals
 Students gain an understanding of fundamental questions concerning the
development of economics in relation to other (social) sciences;
 Students gain understanding of the development of theories and methods in
economics;
 Students are able to situate economics as a discipline in social and historical context;
 Students are able to write reports on texts;
 Students are able to present arguments in class
Assessment
Four writing assignments
Effort requirements
Effort requirements: 80% attendance of all tutorials; active participation in the tutorial;
preparation for the tutorial
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie=cursus&
cursus=ECB2GED&collegejaar=2015
17
Course code
ECB1WIS
Title
Mathematics for
Economists
Instructor
Dr. Yolande Grift
Timeframe
1
Content
Both mathematics and statistics are essential courses for economists. Economists specify,
analyse and quantify relationship s among economic variables. Think for example about the
relationship between prices and quantities, or between national income and consumption.
In doing so, economists use verbal, graphical, mathematical and statistical tools.
Mathematics will focus on the third tool. Together with verbal ability, an economist should
possess all these tools, which are essential in all of the follow-up courses. The knowledge
gathered in this course will form the basis for many other courses, including
Microeconomics (basic and intermediate), Macroeconomics (basic and intermediate),
International Economics and Finance and Organisation.
The course Mathematics focuses on the academic skill problem solving, which involves the
ability to consciously, systematically and methodically solve problems.
The central issue in Mathematics will be constrained optimisation. Specific applications of
this type of problems are utility maximising behaviour of consumers or minimising cost by
producers. To be able to solve these problems, you have to know how to solve systems of
equations, to differentiate (partial and higher order) and complex functions and equations
and how to simplify them. Besides this you get an introduction to growth and dynamics, to
matrices and to integration because these techniques are often used in economics.
Applications for mathematics will be found mainly in economics.
Learning objectives
At the end of the course the student is able to:





understand, control and apply elementary notions of mathematics;
use mathematics to specify, analyse and quantify relationships among economic
variables;
recognise the economic meaning from mathematical notions and models;
describe clear and structured solutions of mathematical problems
The academic skill problem solving is integrated in all of the learning objectives.
Assessment
Midterm exam, open questions (50%); Endterm exam, open questions (50%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/SetTaal.do?taal=en&bronUrl=/osistu_
ospr/OnderwijsCatalogusToonCursus.do&event=setTaal&requestToken=f0bfed1f6053e2d66
b3ec99a3f24fdf5b73b0986
18
Course code
ECB1MI
Title
Microeconomics,
Institutions and
Welfare
Instructor
Dr. Annette van den
Berg
Timeframe
2
Content
Why is the price of apples lower in the high season for apples, and why is the price of
beachfront cottages higher in the high season for beachfront cottages?; if a museum seeks
to increase its revenue, should it increase or decrease its price?; should the poor be helped
by means of cash grants, or by means of food packages?
The subfield of economic science that can answer these questions is microeconomic
theory. It lies at the core of modern economics, and most of the courses in the curriculum of
USE apply microeconomics in one or another form. The course makes use of concepts taught
in the Mathematics (ECB1WIS) course. Microeconomics, Institutions and Welfare pays
additional attention to institutional aspects of microeconomics, as institutions are one of the
highlights in the USE curriculum.
The (neoclassical) microeconomic part of this course starts with supply-and-demand
analysis. Next, in the following items, the course gives a theoretical underpinning of supply
and demand:
 Consumer theory: starts from rational consumers, and is used to derive demand.
 Theory of the firm<: starts from profit-maximizing firms, and is used to derive supply.
 Perfect competition: the interaction of supply and demand causes goods to be
produced efficiently, and to be allocated to consumers in an efficient manner.
To show the limits of this analysis, we also treat imperfect competition (monopoly,
monopolistic competition) and introduce you to the tool-box for analyzing strategic
interactions: game theory.
The institutional part of the course pays attention to the following questions:What
are institutions and how do they impact the behaviour of economic actors? Why do
institutions not always serve efficiency but - sometimes - serve the particular interests of
minority groups?
 In what ways can institutions combat opportunistic behaviour and market failures,
in particular negative side-effects of production, such as pollution?
Learning objectives
At the end of the course the student is able to:



Apply the basic principles of neoclassical microeconomics (economic agents respond
to incentives, think in terms of opportunity costs, ignore sunk costs,…) and see how
these principles lie at the basis of microeconomic theory;
Apply neoclassical microeconomics to explain a host of real-world questions;
Treat institutional aspects of microeconomics. E.g., understand effective institutions
can stimulate the functioning of markets and can decrease market failures such as
market power, imperfect information, externalities and pure public goods.
Assessment
Midterm exam (15%), Midterm exam (15%); Endterm exam (70%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2015&cursus=ECB1MI
19
Course code
USG5520
Title
Introduction to
Public
Administration and
Organisations
Instructor
Marij Swinkels MA
Timeframe
1
Content
The world has become increasingly complex over the past years, especially for those
studying government and organisations. While most activities still get shaped in the context
of (either public or private) organisations, how these organisations work is quite often more
than ever a ‘black box’. Next to that, governments increasingly need to rely on
collaborations with private organisations and use private-styles of management to solve
social problems and create public value. In a world that is ever more centred around
knowledge, where borders slowly disappear, with experts that feel more accountable to
their profession than to the organisation they work in, and with citizens that are more
flexible on the one hand, and more knowledgeable and demanding on the other, it is now
more important than ever to understand how (public and private) organisations work and
how (public and organisational) policies are made.
The course Public administration and Organisation offers an introduction in the (for a large
part overlapping) disciplines of Public Administration and Organisational science. Central
concepts and important theoretical themes are introduced and the practical implications of
theories are explored and practised.
Learning objectives
After following the course the student:
 has knowledge of the most important theories in the field of organisational sciences;
 has knowledge of different theoretical perspectives on public administration and
policy making;
 has developed an insight in the complexity of relationships between societal
developments and organisations and public policy
 has developed skills in analysing and evaluating practical situations from a
theoretical public administration and organisational science view.
Assessment
Active participation (0%), Coursework (30%), Paper (40%), Examen (30%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=USG5520&collegejaar=2015
20
Course code
RGBOI0900
Title
Introduction to
Public International
Law
Instructor
Dr. Ilias Plakokefalos
Timeframe
1
Content
‘Introduction to Public International Law’ is a general survey course, which provides an
introduction to the basic principles and areas of application of public international law. The
course is designed to provide students without extensive previous knowledge of the subject
with a good basic knowledge of the most important rules and principles of international law
and some insight into the place of international law in the international (legal) system. The
course also provides students intending to follow further courses in international law,
human rights law or international relations, either in Utrecht or elsewhere, with a basic
knowledge which will assist them in continuing their study in the subject successfully.
The course covers the most important topics in international law (sources, subjects,
territory, law of the sea, nationality, jurisdiction, peaceful dispute settlement and collective
security and the use of force). It attempts to strike a balance between imparting basic rules
and general principles and the application of these to some current problems in
international relations. Students intending to follow this course do not need prior
knowledge of international law, but a good active and passive command of English is
essential to be able to complete the course successfully.
Course goals
After this course:


The student has basic knowledge of the most important rules and principles of
international law.
The student has basic insight concerning the position of international law into the
international (legal) system, which is essential for further education in specialized
areas of international law (human rights, trade law, law of the sea, etc.) or
international relations, either in Utrecht or elsewhere.
Assessment
Written exam (100%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=RGBOI0900&collegejaar=2013&aanvangsblok=1
21
Course code
USG4580
Title
Policy
Implementation
Instructor
Prof. Sebastiaan
Princen
Timeframe
1
Content
Policies only become reality when they are put into practice. This process cannot be taken
for granted. The way policies are put into practice often diverges quite significantly from the
way policies have been conceived on paper. One can therefore only understand how policies
work out in practice if one takes into account the process of translating abstract policies into
concrete actions. This is what we call ‘policy implementation’.
In this course, we will study how public policies are implemented within organizations. It
focuses on the actual application of rules within organizations, the use that individuals
within those organizations make of their discretionary space, and the factors that determine
how they act and interact. In so doing, we will gain a better understanding of the logic
underlying implementation processes and the ways in which organizations try to control
these processes.
Meetings take a seminar form, with intensive discussions of the literature and analyses of
concrete cases on the basis of student presentations.
Course goals
After completing this course, students should:





understand the issues involved in and the dynamics of implementation processes;
have an overview of a number of relevant theoretical approaches to studying policy
implementation;
have developed an understanding of the way in which different theoretical
approaches relate to each other, as well as their strengths and weaknesses;
be able to apply theoretical insights to concrete cases of policy implementation with
a view to providing a diagnosis of the implementation issues involved, an analysis of
the underlying cases and recommendations for improvement;
be able to present the results of the case analysis in oral and written form.
Assessment
Paper (40%), individual presentation (20%), written exam (40%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=USG4580&collegejaar=2016
22
Course code
USG4430
Title
Gobal Civil Society
Instructor
Dr. Karin Geuijen
Timeframe
1
Content
In our globalizing world, Trans National Corporations (TNC’s) are a well-known reality. All
larger corporations have built a global presence to benefit as much as possible from the
most efficient conditions for production and consumption. Governments have built their
multilateral agencies on global (UN) and regional (EU, AU, Mercosur, Asean) level to better
respond to the new reality of an interconnected world in order to be able to better serve the
interests of their citizens. What is the state of affairs of civil society in this globalizing world?
Is the famous institutional triangle of state-market-civil society reproducing itself from the
national to the global level? Is civil society able, like corporations and states, to come
forward with innovative responses to this trend of globalization or will it get stuck in its
traditional community-based identity? In the last few decades we see an emerging trend of
a global civil society organizations (GCSO’s) striving to take their role at the global stage. This
works out differently for different types of civil society organizations (cso’s). Cso’s which are
into political advocacy - like Greenpeace, Amnesty International, and Oxfam - are building
global networks to hold governments and companies accountable about their policies on
ecology, human rights and poverty reduction. With their global brand they are trying to
influence global policies in order to make this world more safe, more just, more sustainable.
More traditionally, religious organizations (Catholics, Lutherans, Anglicans) have built their
global networks of social organizations in order to deliver services to deprived local
communities. And trade unions have build long existing global networks to harness their
joint position across borders in order to defend particular workers’ interests.
In order to be able to act on the global level different types of cso’s not only need to deal
with organizational issues like building these global networks. They also need to face new
issues of legitimacy and accountability. While cso’s at the national level nowadays face
issues of needing to repair declining legitimacy, at the global level they need to develop
strategies to gain and maintain legitimacy. Which innovative strategies do they develop to
gain and maintain pragmatic, moral and cognitive legitimacy (Suchman 1995) at the global
level? And which innovative strategies do GCSO’s develop to become at the same time
accountable downward (to their constituencies), upward (to funding agencies etc) and
outward (to the global citizenship)? In this optional course on GCS we will face these
fascinating questions by focusing on crucial cases a.o. Amnesty International, religious
organizations, Neighbourhood Watch, trade unions or the GLTB movement.
Course goals
After completing this course students:



Are able to position the shifting role of civil society in the globalization process
are able to use different conceptual frameworks in analyzing the very diverse
manifestations of civil society
have understood the roles of legitimacy and accountability as key issues for civil
society’s influence
Assessment
Paper (40%), individual presentation (20%), written exam (40%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=USG4430&collegejaar=2014
23
Course code
USG4180
Title
European
Governance
Instructor
Dr. Femke van Esch
Timeframe
2
Content
Ever since its origin, the European Union aimed to solve cross-border problems, and to avoid
military conflict between states. With the widening of the Union from safety and economic
issues to environmental, legal and social issues in the 1980s, the impact of the EU has
increased dramatically. Increasingly, the EU determines the room for maneuver of the Dutch
administration, Dutch business entrepreneurs and civil society. For example, the EU plays an
increasingly important role in issues such as migration, health care and the financial crisis.
However, the EU also has an increasingly strong impact on the lives of ordinary citizens. We
pay in euros, study to become Bachelors or Masters, and are confronted with traffic policies
that are directly inspired by the European environmental directives.
This course aims to give more insight into the making of European policies and its
consequences for the Netherlands and its citizens. The course will therefore use both a
bottom-up and a top-down perspective, and focus on the forces that speed up or slow down
European integration, the formal and informal procedures by which European policy is
made, and the effects of European decision-making for Dutch politics, society and citizens.
The course will use theoretical perspectives from public administration and political science.
The knowledge gained from these insights will be assessed by means of a written exam.
In addition, the students will work intensively on a number of recent cases of European
governance to gain more understanding in its actual processes. Special attention will be paid
to (amongst other things):





The role of the EU in the current financial crisis;
The relation between the EU and its citizens;
Enlargement of the EU (Turkey) and its consequences;
What are the formal and informal venues for lobbying? What is the most effective
strategy to influence decision-making on this issue?
Theoretical and practical insights will come together in a paper that the students will
write on a case of lobbying in Europe; a case selected by the students themselves by
either a civil society actor or governmental actor. Questions that will be addresses in
the paper include: how does EU decision-making work in this issue-area?
Course goals




knowledge and understanding of European politics, and decision-making procedures
at different decision-making levels;
knowledge and understanding of different theoretical perspectives on European
decision-making and influence on policy;
understanding of practices of European governance by means of different specific
cases;
practical applications of the readings on a selected case of European lobbying
Assessment
Written exam (25%), written exam (25%), written paper (50%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=USG4180&collegejaar=2011
24
Course code
USG4280
Title
Social Media in the
Public Sphere
Instructor
Dr. Harmen Binnema
Timeframe
3
Content
Over the last years, social media such as twitter, Facebook or LinkedIn have gained prominence. They
are used by different groups in society, with different purposes. In this course, we will relate social
media to the public sphere, public organizations and public professionals. In other words, we will use
three perspectives on social media: macro, meso and micro perspective.



Social media can have an impact on the way in which governments function and stimulate
democratization of societies, as could be witnessed in Ukraine or in the Arab Spring. Yet,
there is still a lot of discussion whether social media are really the cause of these processes
and moreover, whether these are structural or temporal changes.
Public organizations use social media for internal communication and for communication
with citizens. Which (strategic) choices do they make in their use of social media, and what
does this mean for their image and reputation among the public? Moreover, how do social
media affect the relationship between these organizations and citizens?
Within organizations, ranging from multinational companies to political parties, individuals
use social media. How do they present themselves, for which purposes, and which is the fit
with organizational purposes?
Social media will be discussed from various theoretical approaches and we will deal with topics such
as collective action, identity, participation and privacy. Insights from theory will be combined with
practical applications, among others through guest lectures by practitioners.
This course requires a particularly active participation and a willingness to engage with various forms
of social media. You will work on a specific research theme resulting in a paper to be presented during
a seminar at the end of the course. All contributions will be peer reviewed by your fellow students.
After completion of this course, you will have learned to use blogs, tweets and social network sites
productively and have acquired knowledge of how these forms of social media may affect governance
practices.
Course goals
After completing this course, the student:




has an understanding of the relevant theoretical perspectives in the field of social
media and governance from a variety of disciplines;
has insight into the complexity of relationships between social media,
governance, organizations and professionalism;
has developed skills in analyzing and evaluating recent important issues related to
social media;
is able to apply various methods to study contemporary questions about the role of
social media.
Assessment
Blogs (20%), paper (40%), written exam (40%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=USG4280&collegejaar=2015
25
Course code
USG4250
Title
Understanding
Political Leadership
Instructor
Dr. Femke van Esch
Timeframe
4
Content
This course is about an omnipresent yet curiously ill-understood phenomenon in politics and
government: leadership. Calls for better, stronger, more authentic, more ethical public
leadership are often heard these days – as indeed they have been on and off through the
ages in most political systems.
But what does it mean when people say they want better leadership? What place can
leadership have in a democracy? How is its exercise being facilitated and constrained by the
institutions of democracy and the rule of law? How do people who occupy senior public
offices exercise leadership and how can leadership be exercised by those who don’t?
Through watching and analyzing episodes of political drama series and documentaries, case
studies, meetings with practitioners and a series of written assignments we shall explore
how we can systematically understand and evaluate various forms of public leadership, and
perhaps even think intelligently about how leadership might be improved.
Course goals
After completing this course, the student is able to:
 Understanding of what they read/see in the mass media and on Internet about political leaders
and leadership
 are able to apply key concepts and explanatory models of political leadership
 have a rudimentary understanding of the structural and cultural variations in the
institutionalization of political leadership in different (types of) democratic polities
Assessment
Essay 1 (20%), essay 2 (20%), essay 3 (20%), paper (40%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=USG4250&collegejaar=2013
26
Course code
RGBOV0200
Title
Comparative
Constitutional Law
Instructor
Dr. Jan Willem van
Rossem
Timeframe
1
Content
This course offers an introduction to the study of comparative constitutional law. The course
focuses on the central issues of constitutional law across five jurisdictions – the United
States, Germany, the United Kingdom, France, and the Netherlands. This guarantees an
insight into both common law and civil law systems, federal and unitary states, and
parliamentary and presidential systems.
The course follows the logic of the principle of separation of powers and examines in
particular the roles and functions of the legislative, executive and judicial branches of
government in these systems. This approach permits one to understand the differences and
similarities between national systems, evaluate their characteristics and appraise the impact
thereof on the operation of the legal systems concerned. The topics covered in this course
revolve around the following themes:








Introduction to comparative constitutional law and method
Key constitutional features, systems of government and the notion of sovereignty
Federalism, unitarism and decentralization
Legislative branch: parliaments, election systems and lawmaking
Executive branch: governments and heads of state, and their relationships to
parliaments
Judicial branch: courts and judicial review
Human rights protection
EU and ECHR law in national legal orders (UK, France, Germany, NL).
Course goals




The student has basic knowledge of the constitutional law of the United States,
Germany, France, the United Kingdom, and the Netherlands.
the student can make a comparison of how several constitutional phenomena work
out in different jurisdictions.
the student is able to analyze academic texts (jurisprudence) and recognize common
questions and problems in different jurisdiction.
the student is able to place his knowledge in the broader context of different
national jurisdictions.
Assesment
Paper (25%), written exam (75%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2015&cursus=RGBov0200
27
Course code
RGBOJ0300
Title
Children’s rights and
juvenile justice
Instructor
Mr. Kristien Hepping
Timeframe
2
Content
The course aims to provide students with knowledge regarding juvenile criminal law /
juvenile justice and international human rights law. The course offers an international
human rights and comparative perspective on the position of children in criminal Justice
systems.
Course goals
After this course:
 the student has basic knowledge regarding parental and state responsibilities for
the (legal) position of children
 the student is aware of / understands international human rights law regarding
juvenile justice
 the student knows / understands various (Western-European) legal systems as far
as children are concerned (juvenile justice)
 the student can apply this knowledge regarding specific cases/legal issues/theses
 the student is able to reflect upon legal theses based on knowledge about
international human rights law and the difference between domestic juvenile
justice systems with respect to children
 the student is able to conduct research (law, case law, academic literature) with the
regard to the legal position of children
 the student is able to report the outcomes of (comparative) research through the
preparation of a written assignment in English
 the student is able to converse in English during class and during the exams.
Assessment
Essay (50%), Written exam (50%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2013&cursus=RGBOJ0300
28
Course code
RGBOA0110
Title
Comparative Law
Methodology
Instructor
Christina Jeppesen-de
Boer
Timeframe
1
Content
This general course is designed as a framework with two important targets:
The first is to examine tasks, objectives, current issues and methodological approaches of
comparative law; to the comparative study of law and the major legal families. By using both
examples from a particular field of law, as well as practical examples from international and
governmental organisations, students will be able to see how comparative law functions in
practice.
The second is to write an academic legal comparative paper (involving the law of two
jurisdictions) on a private law topic demonstrating the acquired knowledge of comparative
law and general legal writing skills. In fact, one may speak of an experience of “learning by
doing” as work on the paper starts together with the learning of the relevant methodology.
Experience shows that students find the course difficult and the writing of the paper to
require a lot of work. The writing of the paper and the provided supervision is, however, also
highly rated amongst students as it provides a solid base for future academic writing
projects such as a bachelor/master thesis.
Working groups are arranged in different private law areas such as family, contract and tort
law. Students should therefore consider which area of law has the preference (sign up via
Blackboard) and also consider signing up for a particular working group with fellow students
that one would like to work with on the paper. Given the fact that groups are formed and
topics chosen within the first two weeks, it is essential to be present form the beginning of
the course.
Learning objectives
After this course:




the student has knowledge and insight into the methodology of comparative law.
the student is able to conduct a comparative law research resulting in an academic
paper on a private law topic.
the student has developed independent research evaluation skills and critical skills
of commentary, both written and oral.
the student has developed his English language skills by means of studying English
literature and communication about the subject in English
Assessment
Paper (55%), presentation (5%), written exam (40%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2013&cursus=RGBOA0110
29
Course code
201100009
Title
Introduction to
psychology:
understanding
minds and behavior
Instructor
Dr. Claire Garandeau
Timeframe
1
Content
The course offers an introductory level overview of theories and research on basic mental
processes (learning, perception, memory, thinking, and emotion), psychosocial
development, and the development of personality (including disorders and their treatment).
In the accompanying lectures, the primary focus is on the important/difficult parts of the
literature and the presentation and discussion of examples from research literature.
Course goals
Understanding of basic psychological processes and theories. Knowledge of methods and
findings from psychological research.
Assessment
Exam (50%), exam (50%)
More information:
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201100009&collegejaar=2015&taal=en
30
Course code
NE2V14002
Title
Dutch Present-day
Society
Instructor
Emmeline Besamusca
Timeframe
1 and 3
Content
The main objective of this course is to familiarize international students with contemporary
Dutch society. The program will start by looking at international images of the Netherlands,
and raise the issue of (cultural) identity. Subsequent issues to be studied and discussed are:
the constitutional monarchy, parliamentary democracy, the political stage, the educational
system, immigration, integration & Islam, and policies concerning ethical issues. Case
studies, such as shop opening hours and admission strategies into Dutch universities, will
serve as illustration.
The multidisciplinary approach in the course is supported by a handbook and supplementary
texts by scholars in history, political science, sociology, anthropology and law. Participants
are encouraged to contribute their own perspectives, and thus adding to the international
and intercultural context of the course.
Course goals
Students will gain a broad insight in Dutch present-day society, from a multidisciplinary
perspective. Students will develop academic and analytic ways of approaching
contemporary issues. Students will be trained to consider issues in an international and
intercultural context.
Assessment
Written assignments will be evaluated, in addition to a final written exam.
More information:
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?taal=en
&selectie=cursus&collegejaar=2014&cursus=NE2V14002
31
Course code
200401118
Title
Multicultural
Society
Instructor
Dr. Gerrit Dielissen
Timeframe
3
Content
A society is named 'multicultural' when it is comprised of various ethnic populations and/or
various nationalities. Western 'multicultural' societies include people from the
Mediterranean countries who came during the 1960s and 1970s as so-called 'guestworkers'. In the 1970 and 1980s people from former colonies and asylum-seekers also found
their way to European countries. One of the main challenges for multicultural societies is to
develop social cohesion out of this diversity, a process that doesn't go without tensions and
conflicts. While many newcomers succeeded in integrating into their new homeland without
neglecting their cultural identity, conflicts between insiders and outsiders didn't disappear.
Inclusion and exclusion as well as integration and separation are processes social scientists
concentrate on.
The course addresses in addition to migration, issues of ethnicity and identity formation, the
Rise of Extreme Right and Populism in Western societies, as well as the Challenge of Islam
and tries to explain the radicalization of segments of the second generation muslim
population. In tutorials studens present and illustrate their take on the readings and lectures
and analyse contemporary topical films and documentaries in the light of theoretical
concepts discussed. The course is centered around the book International Migration:
Globalization's Last Frontier, Global Issues. Additional readings taken from peer reviewed
journals complement the book. Assessment takes place on the basis of a midterm exam and
a group research paper. The paper has to be presented in class.
Course goals
The course aims to introduce students to the study of a current social issue: the
multicultural society.
More specifically, it is aimed that students should:
 Accumulate knowledge on the main problems regarding citizenship in multicultural
societies and on the ways the organization of citizenship is connected to making
claims about cultural diversity.
 Have some insights in the theoretical debates of post-nationalism and
transnationalism.
 Be able to relate these insights in studying a specific case. Skills explicitly trained in
this course regard:
 The collection and analysis of relevant information regarding the case study.
 The presentation and defense, both orally and in writing, of the analysis done.
 The process of working together in project-groups to effectively plan and carry this
plan into effect.
Assessment:
Active participation in class (10%), Group paper (30%), Presentation (20%), Midterm Exam
(40%)
More information:
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=200401118&collegejaar=2015&taal=en
32
Course code
200300074
Title
Cognitive
neuroscience
Instructor
Dr. Marnix Naber
Timeframe
2
Content
This subject examines how mental processes are produced by human brain, specifically
addressing such topics as attention, memory, executive functions, emotion, control of
human locomotion and their interrelationships.
Special attention is given to networks of neurons or brain areas in which the integrated
functions are implemented, and the methods to examine them. Therefore the course starts
with a detailed examination of cognitive neuroscience techniques such as functional
magnetic resonance imaging (fMRI) and event-related potentials (ERP).
Course goals
After completing the course, the student will:


have a fundamental knowledge of the classical principles of and recent trends in
cognitive neuroscience;
be able to critically assess and formulate an opinion about recent debates in
cognitive neuroscience.
Assessment
Subtest (40%), Final test (60%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=200300074&collegejaar=2015&taal=en
33
Course code
201300351
Title
Instructor
Neuroscience of
Dr. David Terburg
social behaviour and
emotional disorders
Timeframe
1
Content
In social behavior there is a thin line between sanity and insanity. In order to function
healthily within our complex society social behavior should be fluid, ever-changing and
highly dependent on the situation and context. If someone cannot express social behavior in
such a context-dependent manner, he or she might get into trouble. If this happens in a
chronic fashion, he or she is at risk for developing psychopathology.
Yet, our social brain has evolved during a much simpler time. Arguably our social brain has
developed to empathize and share resources with the (extended) family or tribe, to apply
moral standards within, but not outside, this group, to gain rewards for this group only, even
at the cost of others. As such, a large part of our social behavior is driven by simple
evolutionary principles like fear, reward drive and aggression, which in the complex society
we now live in can easily go wrong. Indeed, the psychopath might have been a successful
war-leader long ago, but will nowadays be imprisoned.
The relatively young fields of social and affective neuroscience try to explain normal and
abnormal human behavior in terms of this evolutionary origin and its underlying biology,
and this is what we will try to teach you in this course. In a multidisciplinary fashion you will
learn how complex social behaviors like morality and empathy arise from a brain network
that has evolved to support much simpler mechanisms. You will learn the social brain’s basic
anatomy, how this brain is driven by simple hormonal mechanisms, how these factors can
underlie complex social behavior, and how they influence psychopathology in its many
forms.
Course goals
After completing this course, the student:






can describe the main social neuroscientific theories and methodologies
can describe the anatomy of the social brain in terms of a brain-network and its main
structures
can describe the chemistry of the social brain in terms of hormonal mechanisms
can apply his/her knowledge on anatomy and hormones to explain social behavior, its
underlying principles and its evolutionary origin
can apply his/her anatomical, endocrine and behavioral knowledge to explain emotional
disorders
can formulate his/her own, scientifically based, ideas on how emotional disorders can inform
us on healthy social brain and behavior, and vice versa
Assessment
Assignment (40%), prelim (60%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201300351&collegejaar=2016&taal=en
34
Course code
200600048
Title
Psychosocial
Development and
Problems
Instructor
Dr. Kirsten Buist
Timeframe
1
*Please note*
Based on the student’s prior knowledge, skills and interests, we can adapt which parts of the
course he/she will follow.
Content
In this course we will study child and adolescent development, in the context of their social
relationships (in particular within the family and peer group). The relationship between
normal and problematic development is an important focal point. The course Psychosocial
development and problems builds upon the knowledge gained in the Pedagogiek bachelor
courses Opvoeding en ontwikkeling II (childrearing and development) and Emotional
&behavioral disturbances. Students from other departments or universities must verify
using the general criteria mentioned that they possess the prerequisite prior knowledge to
successfully follow our course. A number of subjects will be explored in an advanced
manner, e.g. Bullying, The family system, and Aggression. Additional subjects may be
announced later. These subjects will be taught in lectures. For this purpose, recent review
and empirical articles must be studied. In addition, each student will choose one of these
subjects to write an individual paper about. The written exam questions will be in English,
students may answer in English or Dutch. The paper will be written in Dutch for Dutch
students (unless they prefer to write in English) and in English for foreign students.
Course goals
Upon finishing this course, the student will have:
- advanced knowledge and insight into the family as a system of relationships and its
importance for the development of children and adolescents;
- advanced knowledge and insights into the importance of peers and of the larger social
environment for the development of children and adolescents;
- advanced knowledge and insights into the development of aggression;
- insights into the interconnectedness between normal and problematic development of
children and adolescents;
- learned how to integrate and critically evaluate empirical studies regarding a research
question linked to one of the course themes by writing an individual scientific paper.
Assessment
Paper (50%), Written exam (50%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=200600048&collegejaar=2013
35
Course code
201600023
Title
Self-regulation in
health behaviour
Instructor
Dr. Catharine Evers
Timeframe
2
Content
You absolutely enjoy delicious food but you also absolutely want a slim figure? You have a
hang-over and you swear that you will never drink this much again, yet at the next party you
drink too much anyhow? You want to quit smoking, you know all the disadvantages of this
bad habit, and still, you cannot get yourself to the point of actually stop smoking… All these
topics are related to self-regulation and self-control.
The goal of this course is to familiarize students with fundamental issues in the area of selfregulation, motivation, and emotion. Topics include basic self-regulatory processes such as
goal setting and goal striving, self-control, and self-knowledge and facilitating and disruptive
factors that influence self-regulatory processes, such as motivation, emotion (regulation)
and coping, habits and automatic influences. Strategies for improving self-regulation will
also be discussed. Importantly, all these topics are focused on health and health behavior.
The course consists of lectures (knowledge) and tutorials with assignments (knowledge and
skills) that together serve as preparation for the exam.
Course goals
After this course, students should be able to:



Understand the basic theories, different dimensions, key concepts, current debates,
and important facilitative and disruptive factors in the domain of self-regulation,
with a specific focus on self-regulation in health behaviors.
Critically use scientific psychological literature on current scientific and societal
debates on self-regulation, motivation, or emotion.
Know how to assess and measure self-regulation.
Assessment
The first goal will be assessed in a written exam at the end of the course testing students’
knowledge and understanding of the literature and lectures. The last two goals will be
assessed with assignments during the course.
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201600023&collegejaar=2016&taal=en
36
Course code
201600028
Title
Topical issues in
health psychology
Instructor
Dr. Catharine Evers
Timeframe
3
Content
Many people need to deal with challenges to their health such as chronic diseases, pain and
other symptoms, stress, addictions, or sleep disturbances. Considering the high priority
assigned to health by individuals as well as societies, it is important to understand the
interplay between psychological, physiological, and social processes in this context. Health
psychology offers the knowledge and tools to gain insight in and support people with
problems in the area of health and disease. In particular, it is concerned with understanding
psychological influences on how people stay healthy, why they become ill, and how they
cope with illness.
The goal of this course is to get students acquainted with this intriguing field. It covers
topical issues such as the interaction between psychological factors and the immune system,
psychosomatic disease, psychological determinants of a range of behaviors that are related
to health (such as eating, smoking, exercise and sleep). The course will address both
physiological and behavioral pathways through which psychology and health mutually affect
each other, and topics range from everyday health challenges (e.g., overweight) to clinical
conditions (e.g., chronic diseases).In addition, the course will also address issues related to
the use of the health care system such as symptom recognition, patient-provider interaction,
and adherence as well as discuss new opportunities for intervention such as e-health.
Course goals
After this course, students should be able to:



Understand important theories, approaches, topical issues, and management
options in the current field of health psychology
Critically analyze the scientific, empirical foundation for popular health claims
Explain relevant scientific insights from health psychology to a general audience
Assessment
The first goal will be assessed in a written exam at the end of the course testing students’
knowledge and understanding of the literature and lectures. The last two goals will be
assessed with assignments during the course.
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201600028&collegejaar=2016&taal=en
37
Course code
201600027
Title
Health in society
Instructor
Dr. Catharine Evers
Timeframe
4
Content
Good health in many ways is a critical asset and enabler that allows people to live productive
and satisfying lives. Life expectancy has increased dramatically in the past century, in
particular in high-income countries in the ‘global north’, and behaviours and lifestyle now
play a dominant role in (preventable) ill health. Health and wellbeing are however unequally
distributed and inequities related to social and structural factors play out between and
within countries. In addition to socio-economic differences, health inequities are
increasingly noted in relation to various other social factors, such as gender, culture and
sexual orientation. This course will provide students with an exciting opportunity to
strengthen their understanding of the role of social and structural factors in health and how
more distal drivers of inequity interact with more proximal individual determinants of
health outcomes and behaviours. In addition to highlighting contemporary theories and
research that take an ecological approach to public health, the course will showcase key
examples of contemporary health issues affected by broader social and structural factors,
such as social stigma of specific groups. The course will also encompass an overview of social
and structural approaches to public health and health promotion, such as through social
policy and environmental change, complementing well-known education and counselling
approaches.
Course goals






Understanding of the important role of social factors in the health and wellbeing of
individuals, social groups and populations
Knowledge of the major perspectives, theories and research regarding health
outcomes and behaviours highlighting the interplay between individual, social and
structural factors
Understanding of sources of inequality in health between and in contemporary
societies and main explanations of these inequalities
Familiarity with social policy and other interventions to address social and structural
influences on health
Ability to critically analyze and discuss theory and research regarding social and
structural influences on health behaviors and outcomes
Ability to apply theory and research regarding social and structural influences on
health to research and intervention regarding contemporary health issues
Assessment
Several presentations and assignments
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201600027&collegejaar=2016&taal=en
38
Course code
201500153
Title
Social innovations in
policy and practice
Instructor
Prof. Trudie Knijn
Timeframe
2
Content
The history of the welfare state is also a history of continuous social innovations. Innovations in the
domains of social security and social services are developed and successfully implemented from topdown as well as from bottom-up. ‘Social Innovation’ is a container concept for all those initiatives
that have been developed ‘bottom-up’ by social movements and citizens’ collectivities on behalf of
the development of vulnerable individuals, groups, and communities as well as on behalf of society at
large (social cohesion, environment). Worldwide many examples are available; food banks, bread
funds, social enterprises, tutorial guidance for children in poor neighbourhoods, internet sides for
mutual support, neighbourhood centres run by volunteers, sustainable power collectives,
etc. Research on social innovations is per definition interdisciplinary by combining the disciplines of
socio-economics, sociology, social psychology and public administration. Social innovations appear to
be a new –and necessary - niche for social cohesion as a consequence of the economic crisis, the
overly bureaucratic state, decreasing public budgets, and also because of sociocultural developments
(individualisation, desire for small scale activities, worries about the environment and polarisation).
Citizens increasingly are involved in and committed to social innovations. Actually, this means that
solidarity shifts from the national to a lower level of collectivism, from the state to the city and
further down to the neighbourhood and the community. Concurrently, solidarity may also shift to the
super-national level by way of global networks of public-private cooperation (fair trade). One of the
implications might be that solidarity takes a different shape and is becoming part of a collectivity of
‘known people’, maybe even ‘similar people’ instead of art of a collectivity of ‘unknown and/or
dissimilar people’; those who are like us. Interesting scientific questions concern the motivation of the
participants, mutual trust, inclusion and exclusion, and governance of public-private cooperation. Also
the effectivity, efficiency, sustainability and accountancy of social innovations will be put central.
Additional questions concern the relationship of social innovations to the institutions of the welfare
state and its principles of redistribution and justice; are social innovations the ‘last resource’ of the
shrinking welfare state? These questions and the related theories will be illustrated by case-studies of
social innovations in various European cities and in countries outside Europe.
Course goals





Autonomous study of theories and concepts of social innovations, to be able to
distinguish these and to analyse these critically;
To gain in-depth knowledge of the character and backgrounds of social innovations,
and their size and scope on basis of individually collected documentation;
To gain in-depth knowledge of the ‘mechanisms that work’ of social innovations on
basis of empirical studies;
To study and evaluate examples of social innovations as well as of social problems
occurring in the development of, the cooperation within, and the results of social
innovations.
To be able to report clearly and well documented on the results.
Assessment
Paper (50%), written assignment (50%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201500153&collegejaar=2015&taal=en
39
Course code
UCINTLAT21
Title
Culture and Society
in Contemporary
Latin America
Instructor
Dr. Wil Pansters
Timeframe
Semester 1
Content
The major objective of this course is to critically examine a number of key issues, themes,
and developments relevant for understanding contemporary Latin America from a
multidisciplinary perspective. Themes or topics are urbanization and megacities, dictatorship
and authoritarian rule, revolution and guerrilla, hemispheric relations (from the historically
formed Black Atlantic until geopolitics), political culture, indigenous people and movements,
nationalism and national identities, (international) migration, drug trafficking and violence,
gender relations, media and consumer cultures, and democratization. The course
approaches these defining themes and processes of contemporary Latin America by the
critical interpretation and understanding of a cultural product (novel, movie and/or other
cultural representations) concerning a specific theme, as well as the study and analysis of
readings from disciplines such as history, political science, geography, sociology and
anthropology.
Course goals
After completing the course, students are able to:




demonstrate a comprehensive understanding of the main social and cultural
developments and features of the region.
critically reflect on and integrate divergent scholarly sources and debates.
experiment with and discuss the benefits and challenges of multidisciplinarity in a
liberal arts & sciences context.
debate, read critically and interpret, as well as cooperate and present.
Assessment
Assignment 1 (5%), assignment 2 (5%), assignment 3 (5%), assignment 4 (5%), assignment 5
(5%), assignment 6 (5%), assignment 7 (5%), assignment 8 (5%), book review (20%), seminar
presentation (10%), final written exam (30%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2016&taal=en&cursus=UCINTLAT21
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic course like
other courses offered in this guide. This means that specific pre-requisite knowledge is required for
entry into the course, as stipulated in the course outlines. The course instructor will be involved in
establishing whether this pre-requisite knowledge is in place, or alternatively, whether the prerequisite can be waived on the basis of previous education Moreover, University College Utrecht has
its own way of teaching, which means that classes are interactive, active participation is required and
mandatory presentation to fellow students are usually part of the course.
40
Course code
UCSSCGEO11
Title
Introduction to
Human Geography
Instructor
Dr. Bouke van Gorp
Timeframe
Semester 1
Content
This course introduces students to the world of Human Geography and to the human
geography of the world. Starting from the proclaimed death of geography as a result of
ongoing processes of globalization, this course will investigate how geography is still
relevant, both at the global, national, regional and local level. Students familiarize
themselves during this course with the conceptual base of contemporary human geography,
learn about different traditions within the field of human geography, and study a range of
global and local issues from a human geographical point of view.
The course content is divided into four sections:




Section 1: Globalisation and the death of geography? From Fordism to post-Fordism,
global production networks and the local effects
Section 2: The hollowing out of the nation state: nations, national identities and
rescaling
Section 3: Urban inequality and urban futures: urban visions and theories, spatial
inequalities, gentrification
Section 4: The mixed blessing of tourism: economic, ecological and socio-cultural
impacts of tourism
Course goals
After completing this course students are able to:



describe and discuss the contribution of human geography to the study of the social
world,
explain patterns and processes in the social world from the perspective of human
geography,
apply the conceptual tools of human geography to the study of social phenomena.
Assessment
Class participation (10%), Group observation & presentation (20%), Group presentation
(20%), Essay 1 (25%), Essay 2 (25%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2015&taal=en&cursus=UCSSCGEO11
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
41
Course code
201500151
Title
Social risks in
Europe
Instructor
Dr. Mara Yerkes
Timeframe
1
Content
Through this course, you will learn how to define new social risks by looking into their
background and development, learning how new social risks differ from so-called old social
risks and why this matters for the governance of social policy and social interventions. Using
classic as well as recent literature, we will examine how social risks develop, how they are
defined and the ways in which they manifest themselves in various European countries.
Examples of old social risks are unemployment, occupational disability and poverty.
Protection of these social risks changed during the 1980s and 1990s following the
emergence of so-called new social risks. Some new social risks are the exclusion of
newcomers (women, youth, and migrants), risks centred on reconciling work and care, care
shortages (for the elderly and the chronically ill) and insufficient skills/training and
education. Causes of the emergence of new social risks are the same in practically all
European countries: globalisation of the economy, significant labour market changes,
demographic shifts and migration processes. Current topics related to the development of
new social risks, such as activation policy and diversity policy will be studied and examined
on the basis of both Dutch and comparative European data.
Course goals
After completing this course students are able to:






To be able to describe social risks in Europe, including their causes and
consequences, and to relate these risks to the governance of social policies and
interventions, especially in the field of work, care and participation.
To be able to interpret and explain various theoretical approaches to social risks
from an interdisciplinary perspective.
To be able to apply and relate these theoretical approaches to the transformation of
European and national social policies.
To be able to apply research skills to practical examples in social policy and social
intervention research.
To be able to discuss these findings in relation to the course and construct a wellstructured argument to support your findings.
To be able to report these findings clearly, and in a properly organised and welldocumented manner.
Assessment
Assignment (25%), exam (75%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201500151&collegejaar=2016&taal=en
42
Course code
UCSSCGEO11
Title
Introduction to
Human Geography
Instructor
Dr. Mara Yerkes
Timeframe
4
Content
In the near future, who will pay for the cost of obtaining a university degree: students'
parents, the state or neither? Who will care for young children when their parents are
working: grandma and grandpa, a public nursery, or a private babysitter? How will young
adults pay for their first house: with help from their parents or with help from the state?
Typical dilemmas such as these illustrate how generations are bound to each other through
giving and receiving different forms of support, both in the public and private sphere.
Within families, care and money are 'exchanged' between older and younger generations.
Pension systems, care systems and incomes policies create connections between employees
and the pensioners of yesterday, today and tomorrow. Alongside these connections are
closely related public and private connections: each society has its own balance between
private and publicly collective intergenerational relationships. The development and
expansion of pension systems in various Western European countries directly following the
Second World War, for example, made the elderly economically independent and hence not
reliant on their (younger) family members. A similar development can be found in the
(primarily emotional) care provided by adult children in Scandinavia and the Netherlands. In
these countries, where state-provided elder care is highly developed, care is primarily based
on affection rather than need, although recent reforms may bring about change. On the
other hand, social policy is often based on various assumptions about the nature and extent
of intergenerational solidarity. For example, there is a clear relationship between a lack of
collective intergenerational solidarity (in the form of collective social protection) in many
Southern European countries. The broadly shared assumption in these societies is that
parents support their children, even when they are fully grown, that grandparents care for
their grandchildren and that adult children care for their elderly parents.
Course goals





To be able to describe intergenerational relationships, in particular in the field of
work, care and welfare in an independent and scientific manner.
To be able to relate these issues to various theretical approaches for understanding
intergenerational relationships within families and within society. You should be
able to recognize these approaches, differentiate them and apply them.
To be able to explain the ways in which social policy influences and is influenced by
intergenerational relationships.
To be able to differentiate and compare current changes in intergenerational
relationships in the Netherlands and other European countries.
The ability to reflect on these insights both in oral and written form from an
interdisciplinary, social science perspective.
Assessment
Assignment (30%), written exam (70%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201500020&collegejaar=2015&taal=en
43
Course code
UCACCACA11
Title
Research in context
Instructor
Dr. Kate Kirk
Timeframe
Semester 1
Content
Research in Context is a first-semester course that introduces students to elements of
research in the Humanities, Social Sciences and Sciences. This includes an introduction to
both basic scientific concepts and to the practice of scholarship. Students will learn about
the main methodological approaches of the three academic traditions and about the
principles of what constitutes evidence and argumentation. They will also learn practical
skills involved in setting up and carrying out research, and reporting results in written and
oral form.
Course goals
After completing the course, students are able to:












identify examples of hypothesis, falsification, induction/deduction, fallacies in
reasoning
explain what constitutes ‘evidence’ in various disciplines: role of theory, models,
axioms, assumptions, causality
discuss the appropriateness of various methodological approaches
analyze texts on use of language, discourse, rhetoric
explain issues such as anthropomorphism, distance between research & object,
objectivity
argue their position on value-free research, ethics, academic integrity
plan and structure the research and writing process
find digital and non-digital academic sources
write texts that reflect the basics of academic writing regarding structure
(paragraphs, line of argument) and conventional usage (grammar, style, formatting,
vocabulary)
present research findings orally
give feedback on their peers’ drafts
develop their own writing skills further with the help of various resources
Assessment
Participation (10%), Portfolio (20%), Presentation (10%), Exam 1 (15%), Exam 2 (20%),
Research paper (25%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?
selectie=cursus&collegejaar=2013&amptaal=en&cursus=UCACCACA11
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
44
Course code
201600021
Title
Youth and Media
Instructor
Dr. H. Vossen
Timeframe
3
Content
Media play a central role in the lives of youth. Recent reports show that children between 47 years of age spent on average 2,5 hours a day with media. Adolescents, with their prolific
social media use, spent even more than 8 hours a day with media. In this course we will
investigate how children develop as media consumers and how their cognitive, emotional
and social development influences media use and media preferences. We will also examine
the influence of media use on behavior. Questions such as “Do children become aggressive
when they play violent videogames?”, “How does internet-porno influence adolescents
views of sex?”, “Can children really learn from educational television and apps?” will be
discussed. Finally, we will look at media in a broader context. We will investigate how
parents and peers can influence media effects and preferences, and study cultural difference
in media use and effects.
Course goals
After successful completion of this course, you will have gained knowledge about and
insights in:




How the cognitive, emotional, and social development of children and adolescents
predicts their media use and preferences.
The most important views, theories, and empirical findings in the field of youth and
media.
The positive and negative influences of media use on the behavior of children and
adolescents.
The role of the social and cultural context of children in media effects and
preferences.
Assessment
Group-assisgment (40%), Exam (60%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&cursus=201600021&collegejaar=2016&taal=en
45
Course code
GE1V14001
Title
Introduction to the
Study of History
Instructor
Dr. Pieter Huistra
Timeframe
1
Content
What does it mean when we talk about history as an academic discipline? Any academic
discipline presupposes a critical perspective on one’s own practice, on the stumbling blocks,
methods, techniques, and the tradition within one works. That is exactly what we will be
doing in this course. It is an introduction to the ins and outs of the academic study of history.
Course objectives
 When finishing the course, students will have gained insight into the nature of the
academic study of history, the problems inherent to this discipline, its history, and
the academic instruments that it has at its disposal.
 Students will also have considered the moral implications of academic practice and
will have learned that the academic historical discipline is embedded in an elaborate
system of ethical norms and values.
 When finishing the course students will be able to articulate, both orally and in
writing, how they envision themselves as future historians in relation to the
development that academic history has undergone. Students will be able to apply
concepts and ideas they have encountered during the course.
Assessment
Examination for the course Introduction to the Study of History consists of three parts
(students will get instructions for these exams from their lecturer during seminars):
 Library exploration.
 Essay (30%)
 Exam (70%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/SetTaal.do?taal=en&bronUrl=/osistu_
ospr/OnderwijsCatalogusToonCursus.do&event=setTaal&requestToken=f13a3677ff09154ed
f6c4c159f3992ceb8514e35
46
Course code
UCHUMHAR22
Title
Museum Studies
Instructor
Dr. Mary Bouquet
Timeframe
Semester 1
Content
Museum Studies is a multi-disciplinary area of scholarship, combining approaches from Art
History, Sociology, Anthropology, and History of Science, to examine the phenomenon
museum. HAR22 is part of the Art History track at UCU, focuses on curatorship (of
exhibitions) and modern patronage (of the museum as a public institution). The
course involves studying key authors (there are two textbooks which would need to be
purchased); there are two site visits (to Teylers Museum, Haarlem in September and to
Boijmans van Beuningen Museum, Rotterdam, in November) which means associated travel
and entry costs which would need to be covered (!).
A background in the Humanities (Art History, History, Archaeology), an interest in social
theory and qualitative research methods would ensure that students could handle the
course. It is worth emphasizing that Museum Studies is not simply a series of visits to some
of the many interesting museums in the Netherlands, although it includes visits to two that
are closely tied to the course material.
Course objectives
After completing this course students are able to:







Identify the main characteristics of the museum as institution
Describe some of the major players and key exhibitions
Approach, describe and assess an exhibition script
Distinguish some of the practical matters involving the display of collection pieces
Engage concepts, methods and theories in order to analyze and explain empirical
observations
Develop a critically informed approach to the analysis of museal phenomena
Conduct small-scale research into an exhibition
Assessment
Exhibition analysis assignment 1 (10%), exhibition analysis assignment 2 (10%), exhibition
analysis assignment 3 (10%), final exam (30%), research essay proposal (10%), research
essay (30%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2015&taal=en&cursus=UCHUMHAR22
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
47
Course code
UCHUMREL23
Title
Religions in the
Public Domain
Instructor
Dr. Eric Ottenheijm
Timeframe
Semester 1
Content
The course focuses on the idea of the body in the “public domain” as a key concept in social
science to the formation, transmission, reception and shifting nature of Jewish and Muslim
traditions past and present. It assesses meaning and function of the body to articulate and
present religious identity in the public sphere. It also tries to tackle the question as to why it
is so important for specific Jewish or Muslim groups to be visibly present in the public
sphere; and why religion is not primarily structured as a privatized practice or set of
convictions. In that sense, it will particularly take into account the question how Jewish and
Muslim scholars have understood their physical presence in the non-Jewish/Muslim,
European societies. Since various religious practices are expressed in forms of presentation
and use of the body, three issues will be dealt with in particular: circumcision, clothing,
including hairdressing, and purity.
Course objectives
After completing this course students are able to:







Demonstrate basic knowledge about history and theology of Judaism and Islam, in particular
related to their religious and cultural practices;
Identify why and how Judaism and Islam cope with pressures to manifest their religious
identities either in a public or a private sphere;
Critically discuss texts, material culture and practices of Jews and Muslims and relate these
to their historical contexts;
Operate with contemporary theories about religion and the body in the public domain in
Western societies and to assess their heuristic value for studying historical contexts;
Analyze examples of body-practices in Judaism and Islam using adequate methods and
theories
Relate contemporary examples of expressions of religious bodily presence in the public
sphere with the surrounding culture;
Carry out a small scale research based on a critical analysis of secondary and primary
sources.
Assessment
Class assignments (20%), paper (40%), Exam Judaism (20%), Exam Islam (20%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2016&taal=en&cursus=UCHUMREL23
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
48
Course code
UCACCMET25
Title
The Humanities Lab:
Logic, Discourse and
Representation
Instructor
Dr. Patricia Canning
Timeframe
Semester 1
Content
'The Humanities Lab: Logic, Discourse and Representation' is mandatory for all humanities students,
as well as social science students who wish to finish tracks in law or political sciences. It can be an
elective for other students.
Part 1 - Approaches to the Humanities
The first part of this course introduces students into some crucial research methods and
methodologies across the humanities - including literature, art, film, history, and culture in the
broadest sense of the word. There is no single handbook that deals with the combined disciplines of
the humanities. Therefore, we will use chapters from different books on theoretical approaches and
methods in the humanities, which will aid students to situate their own ideas in the context of
contemporary theoretical and methodological debates.
Part 2 - Propositional Logic and Discourse
The second five weeks of the course introduces students to basic concepts of logic and pragmatics
that can be applied to the interpretation and evaluation of discourse, and provides students with the
opportunity to put these concepts into practice. Logic provides formal tools that can distinguish bad
arguments from good ones, those that derive a true conclusion from true premises; logic allows us to
determine algorithmically whether the premises of an argument support the conclusion. Pragmatics
considers the situational context of discourse, including how the knowledge and beliefs of the
participants in discourse (speaker/hearer or writer/reader) contribute to the conclusions its
participants can draw. The course introduces students to the symbolism and concepts of
propositional logic, to techniques that can demonstrate the validity of arguments, and to pragmatic
considerations that can influence the effectiveness of arguments in discourse. Students will become
familiar with the logical relations that can exist between statements, with logical proofs, as well as
some basic tools of pragmatic analysis.
Course objectives
After completing this course students are able to:






demonstrate insight into the main research methods and methodologies used in the humanities
make methodological and theoretical choices appropriate to a research problem in the humanities
analyse texts, visual materials, and historical sources on a basic level
demonstrate knowledge of the key terms and concepts of logic
demonstrate knowledge of the principal propositional operators (negation, conjunction, disjunction,
and implication)
test the deductive validity of an argument by using truth-tables and truth-trees
Assessment
Contribution to in-class discussions (20%), Portfolio (40%), exam (40%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie=cursus&
collegejaar=2016&cursus=UCACCMET25
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic course like
other courses offered in this guide. This means that specific pre-requisite knowledge is required for
entry into the course, as stipulated in the course outlines. The course instructor will be involved in
establishing whether this pre-requisite knowledge is in place, or alternatively, whether the prerequisite can be waived on the basis of previous education Moreover, University College Utrecht has
its own way of teaching, which means that classes are interactive, active participation is required and
mandatory presentation to fellow students are usually part of the course.
49
Course code
Title
Instructor
Timeframe
UCHUMMAP22
Adaption studies:
from text to screen
Dr. Nina Köll
Semester 2
Content
This course is part of both the Literature and the Media and Performance Studies track.
In recent years studying adaptions has made a comeback in the academic world and
‘Adaptation Studies’ has emerged as a distinct field of research at the intersection of
disciplines such as Comparative Literature, Film, Media and Performance Studies.An
unsurprising tendency considering that the majority of films in cinema today are adaptations
of texts, whether that ‘text’ is a literary novel, stage play, comic book/graphic novel (La Vie
d'Adèle), or a video game (Super MarioBros.). Likewise, transpositions occur from cinema to
television screens, sometimes taking serialized forms (Fargo), and they have also become
part of user-generated remix culture. In this course we will examine primary texts and their
adaptations and consider classic as well as contemporary theories of adaptation. These
newer approaches have moved away from questions of fidelity. Instead they analyze how a
story changes when being transposed into another medium; they probe the artistic potential
of adaptations, and foreground historical and cultural contexts or the commercial
infrastructures in which an adaptation is produced. The course will introduce the students to
formal film analysis and engage them in theoretical discussions. Students will also have the
opportunity to apply their insights to writing a journalistic film review and producing a video
essay.
Course objectives
After completing the course students are able to
 understand why, how and to what effect particular texts are adapted, made new or
remade through cinema,
 conduct a narrative and formal analysis of a film (scene) and identify motifs and
themes
 to demonstrate familiarity with competing theories of film adaptation.
 understand the wide-ranging cross-medial connections between literature and film,
 analyze how narrative forms and structures overlap and differ from text to
screen/stage
 discern the cultural, political and economic contexts and implications of specific
adaptations
 explore the intersection, inter-illumination and/or collision of different media forms
 understand how intermediality works.
Assessment
Participation (10%), Four assigments (35%), Presentation (15%), Final research paper (40%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie=cursus&
collegejaar=2015&taal=en&cursus=UCHUMMAP22
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic course like
other courses offered in this guide. This means that specific pre-requisite knowledge is required for
entry into the course, as stipulated in the course outlines. The course instructor will be involved in
establishing whether this pre-requisite knowledge is in place, or alternatively, whether the prerequisite can be waived on the basis of previous education Moreover, University College Utrecht has
its own way of teaching, which means that classes are interactive, active participation is required and
mandatory presentation to fellow students are usually part of the course.
50
Course code
Title
Instructor
Timeframe
3HC-10
Humanistic
Practices in a
Globalising World
Dr. Caroline Suransky
1
Content
This module departs from the premise that Dutch society and all fields in which Humanistic
practitioners work, are profoundly affected by globalisation processes. The module explores
diverse views pertaining to cultural and religious aspirations, social imaginaries, pluralism
and social and ecological justice in a globalising world and connects these to (a)
inter/multidisciplinary perspectives in Humanistic Studies and (b) experiences within diverse
Humanistic professional practices. The notion of ‘pluralism’ is a central focus in this module.
Building on the concepts of social imaginaries (Taylor, 2007) and ‘the capacity to aspire’
(Appadurai, 2004), we examine globalisation and pluralism from three perspectives: (1) a
worldview perspective which focuses on new meanings and manifestations of secularity,
against the backdrop of the evolving relationship between Humanism and religion; (2) a
societal/political perspective which focuses on effects of globalisation on (a) possibilities to
develop new and creative social imaginaries and social practices and (b) tensions and
inequalities in society (3) an ecological perspective which focusses on diverse ways in which
humans interact with their environments by drawing on pluri-cultural values and their
modes of symbolic awareness of the human–earth relationship. The core question in this
module is: How do globalisation processes affect aspirations for a meaningful life in a just
society, and how can Humanistic professionals address these aspirations as normative
professionals?
Course objectives
After successful completion of the course 3-HC10 Humanistic Practices in a Globalising
World, students are able to:
 Convincingly explain what a Humanistic Profession or Chaplaincy entails in the
context of a globalising world;
 Account for their own perspective on what it means to be a Humanistic Professional
or Chaplain in the context of a globalising world;
 Take into account and discuss the plural cultural, historic, social and institutional
contexts and professional terrains of Humanistic Professionals;
 Use their prior knowledge about World Views, Professionalism and Research in the
context of Humanistic professional practices.
Assessment
Presentation (30%), final paper (70%)
More information
Please send an e-mail to inlcuusion@uu.nl if you would like to receive the course manual of
this course
51
Course code
EN1V13003
Title
Prescribing and
Describing English:
English Linguistics 2
Instructor
Dr. Marcelle Cole
Timeframe
2
*Please note*
This course is run by the English Department so students would need a very good level of
English to start with it. In order to follow the course successfully and not become completely
demoralized, students should also need to do the course The Sound Lab in block 1, which
prepares them for Prescribing and Describing English. A further concern is that this is a large
first year course with about 150 students and having enough space in the computer lab is
often a problem. So, we first need to check whether these are not a problem in order to let
you start with this course.
Content
This course introduces students to English grammar, both from a prescriptive and a
descriptive (historical) point of view. Students will learn how to produce different types of
written texts and continue to improve their pronunciation skills. In addition, they will be
introduced to accents of English within a World Englishes framework.
Course goals
Students learn
 to apply the most important rules of modern-day prescriptive grammar,
 to write different text types
 to improve their skills in analysing texts
 how English grammar has developed over time and how this has affected different varieties of
English,
 to improve their pronunciation and fluency,
 to localise a number of representative accents based on their features and discuss these
within the context of World Englishes.
Assessment
Computer exam 1 (20%), computer examen 2 (20%), computer exam 3 (20%), paper 1 (20%), paper 2
(20%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2014&cursus=EN1V13003
52
Course code
UCHUMLIN21
Title
Language Form and
Meaning
Instructor
Dr. Gaetaono Fiorin
Timeframe
Semester 1
Content
The form of an utterance is essential to the meaning it conveys; in fact, essential to whether
it conveys meaning at all. The three words ‘chase’, ‘mice’, and ‘cats’, can be combined in six
logically possible orders, but only two of the arrangements produce a sentence that is
interpretable in English (Mice chase cats and Cats chase mice). The rules of syntax
determine which logical possibilities are sentences, while semantics relates to their
interpretation.
Describing the variety in languages requires accurate categorization of the syntactic and
semantic function of elements in languages, which in turn allows important insights
regarding the similarities between very different languages. Furthermore, a basic grasp of
syntax and semantics is crucial to understanding the dominant issues in modern linguistics,
as well as linguistics-related issues in philosophy and cognitive science.
This course begins with an introduction to the philosophical and scientific background for
the study of syntax and meaning. Next, fundamental syntactic categories and their
relationship with the semantic categories relevant in language are identified. Topics such as
the elements of lexical meaning, phrase structure, syntactic movement, and the
computation of sentence meaning, are also treated and placed within a theoretical context.
Course goals
After completing this course students are able to:





apply the basic concepts relevant for further study of syntax or semantics,
make accurate linguistic observations about the syntax of English and other languages,
use the syntactic model employed in the course to conduct basic syntactic analyses,
employ models of phrase and sentence meaning,
relate issues in syntax and semantics to current linguistic theory.
Assessment
Participation (10%), paper (20%), four written assignments (40%), presentation (10%), take home
exam (20%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2016&taal=en&cursus=UCHUMLIN21
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
53
Course code
UCHUMFRE11
Title
French Language
and Culture I
Instructor
Dr. Michelle KremersAmmouche
Timeframe
Semester 1
Content
This course is designed as a liaison between culture courses and language study, and incorporates
both speaking and writing skills as well as a critical introduction to the study of French culture.
This involves grammar and vocabulary exercises/tests as well as close reading and preparation of
required assignments in the cultural sphere. This also involves active class participation as well as a
short presentation on a chosen topic. Peer, self-evaluation and comprehensive teacher feedback are
all effective means of evaluating and facilitating progress in student writing. To that end, student
papers may be duplicated, circulated anonymously, and analyzed in class on a regular basis.The
documents studied in class include accessible readings from various textbooks, a comic book, and
more challenging texts and documents excerpted from ethnographies, life stories, novels, films,
essays, advertising material, and the mass media. All documents will be provided in target language
but an English version will also be offered for the most complex ones.
Wherever possible, French is the language of communication in class. Students will be trained to
become more critical and effective readers of French with an enhanced appreciation for style and
content. They will also be encouraged to better organize, evaluate and revise their own writings. For
more advanced questions or analysis of French cultural topics, English will be the language.
Course goals
After completing this course students are able to:



critically analyse French cultural specificity, with special emphasis on sociological approaches
identify and critically examine key themes in French culture and recent social, political, artistic
and economic history, through the in-depth study of cultural analyses and documents
express themselves in French - in writing and speaking - as well as to craft clear, wellstructured discourse in relatively uncomplicated French (Intermediate Low is the minimum
exit level).
Assessment
Academic attitude (5%), writing proficiency (20%), oral proficiency (15%), grammar and vocabulary
(20%), oral presentation (20%), final exam (20%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2015&taal=en&cursus=UCHUMFRE11
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
54
Course code
UCHUMFRE21
Title
French Language
and Culture II
Instructor
Dr. Michelle KremersAmmouche
Timeframe
Semester 1
Content
The course is based on the development of skills and strategies that enable students to successfully
handle most uncomplicated oral and written tasks, and social situations they may be confronted with
in daily life in France or in French-speaking countries. The course focuses as well on a panorama of
French culture. This panorama is presented in four different modules: history of France, French
literature, emergence of modern dance and its interaction with painting and corporate culture.
The course is based on the development of skills and strategies that enable students to successfully
handle most uncomplicated oral and written tasks, and social situations they may be confronted with
in daily life in France or in French-speaking countries. The course focuses as well on a panorama of
French culture. This panorama is presented in four different modules: history of France, French
literature, emergence of modern dance and its interaction with painting and corporate culture.
Course goals
After completing this course students are able to:









understand most uncomplicated speech in varied domains (television, radio talk, lectures) and
take notes,
initiate, sustain and close a general conversation with a number of strategies appropriate to a
range of circumstances and topics such as topics related to curriculum, to other courses you
are taking at UC, news of the world,
perform simple but connected discourse, simple narration, or descriptions,
write simple letters, short papers, summaries, and to take notes on familiar topics,
be understood by interlocutors not accustomed to dealing with non-native speakers,
name, identify and analyze key events of French history (between XVIIIth and XXth century)
analyze extracts from French literature
relate development of modern dance in France
identify, illustrate, interpret, and manage professional situations where the French corporate
culture is involved.
Assessment
Academic attitude (5%), writing proficiency (10%), oral proficiency (15%), portfolio (20%), two
presentations (20%), grammar and vocabulary (30%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2015&taal=en&cursus=UCHUMFRE21
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic course like
other courses offered in this guide. This means that specific pre-requisite knowledge is required for
entry into the course, as stipulated in the course outlines. The course instructor will be involved in
establishing whether this pre-requisite knowledge is in place, or alternatively, whether the prerequisite can be waived on the basis of previous education Moreover, University College Utrecht has
its own way of teaching, which means that classes are interactive, active participation is required and
mandatory presentation to fellow students are usually part of the course.
55
Course code
UCHUMSPA10
Title
Introduction to
Hispanic Studies
Instructor
Dr. Elvira Munoz
Moreno
Timeframe
Semester 1
Content
This course focuses on the language, but also on the history and art of the Spanish-speaking
peoples. Language learning prepares for communication with native speakers of the
language, and on acquiring the functional tools for establishing and maintaining contacts
with Spanish speaking persons.
Culture, history and art are addressed via texts in English, and detailed on a weekly basis in
the course description. The study guide contains information necessary for acquiring a
functional commnand of the language. The study guide also marks pace and progress, and
deadlines through the semester.
Course goals
After completing this course students are able to:







express themselves in speaking and writing in Spanish in response to Novice and Intermediate
prompts;
establish contact and maintain communication on service and personal topics, with
sympathetic native speakers of Spanish, i.e persons who are accustomed to speak with nonnative speakers;
ask and answer questions and compose texts in Spanish on topics studied in Spanish;
demonstrate a basic familiarity with the Spanish speaking world;
recognize, name and describe social, political, and historical events, and analyze and compare
texts on those items, often relating them to relevant current developments and events;
trace, find, study, criticize, and use English and/or Spanish secondary material, both in words
and in images, in libraries, museums, and on the internet;
express their findings on culture issues both orally in presentations and on paper, in English;
Assessment
Oral assessment (10%), cultural project(15%), cultural activity (5%), reading presentation (10%)),
reading exam (15%), Task assessment (25%), Task assessment (25%)
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2016&taal=en&cursus=UCHUMSPA10
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
56
Course code
UCHUMITA11
Title
Instructor
Italian Language and Dr. Tatiana Bruni
Culture I
Timeframe
Semester 1
Content
The language part of the course aims to improve and develop skills and strategies that
enable students to successfully handle most uncomplicated oral and written tasks and social
situations they may be confronted with when travelling and staying in Italy or interacting
with Italians. The cultural part of the course provides the students with information that
enables them to understand some cultural aspects of Italian society and culture.
Course goals
After completing this course students are able to:








understand not too difficult, uncomplicated speech in varied domains (TV, radio,
lectures, telephone messages, etc.) and to take notes
initiate, sustain and close a general conversation with a number of topics appropriate to a
range of circumstances and subjects
participate in conversations (on topics beyond the most immediate daily needs)
orally perform a simple but connected discourse, simple narration or descriptions
consistently read and understand connected texts dealing with various topics
write letters and short papers on topics familiar to you
·demonstrate an exit level of ACTFL Intermediate Mid
recognize, name and describe social, political, and historical events, and analyze and compare
texts on those items, often relating them to relevant current developments and events;.
Assessment
Group project (20%), Individual cultural project (20%), Oral proficiency interview (20%), Midterm
language test (20%), Final language test (20%).
More information
https://www.osiris.universiteitutrecht.nl/osistu_ospr/OnderwijsCatalogusSelect.do?selectie
=cursus&collegejaar=2016&taal=en&cursus=UCHUMITA11
*Please note*
Please note that this is a so-called ‘high-level course’ which means that it is not a basic
course like other courses offered in this guide. This means that specific pre-requisite
knowledge is required for entry into the course, as stipulated in the course outlines. The
course instructor will be involved in establishing whether this pre-requisite knowledge is in
place, or alternatively, whether the pre-requisite can be waived on the basis of previous
education Moreover, University College Utrecht has its own way of teaching, which means
that classes are interactive, active participation is required and mandatory presentation to
fellow students are usually part of the course.
57