Just a reminder, from Hebe in case this escaped your attention

______________________________________________________ Prof. Dr. Maria Kaika DPhil, MA (Oxon) M.Arch Eng. (NTUA) Chair in Urban and Environmental Planning [cid:image001.png@01D5D604.34EE3FA0]

* “Don’t call me resilient again”: the New Urban Agenda as Immunology https://journals.sagepub.com/doi/full/10.1177/0956247816684763.

https://journals.sagepub.com/doi/full/10.1177/0956247816684763

* Between the frog and the eagle: claiming a ‘Scholarship of Presence’ for the Anthropocene

https://www.tandfonline.com/doi/full/10.1080/09654313.2018.1484893

Publications: https://independent.academia.edu/mariakaika Web page: https://tinyurl.com/http-mariakaika-uva Address: Prof Maria Kaika | c/o GPIO Secretary | University of Amsterdam Roeterseilandcampus C4.08 | PO Box 15629 | Nieuwe Achtergracht 166 | Amsterdam 1001 NC | The Netherlands

From: Kaika, Maria M.Kaika@uva.nl Sent: Tuesday, 28 January, 2020 5:44 To: Kaika, Maria M.Kaika@uva.nl Subject: FW: Quality funds/kwalitetisgelden

______________________________________________________ Prof. Dr. Maria Kaika DPhil, MA (Oxon) M.Arch Eng. (NTUA) Chair in Urban and Environmental Planning [cid:image002.png@01D5D604.34EE3FA0]

* “Don’t call me resilient again”: the New Urban Agenda as Immunology https://journals.sagepub.com/doi/full/10.1177/0956247816684763.

https://journals.sagepub.com/doi/full/10.1177/0956247816684763

* Between the frog and the eagle: claiming a ‘Scholarship of Presence’ for the Anthropocene

https://www.tandfonline.com/doi/full/10.1080/09654313.2018.1484893

Publications: https://independent.academia.edu/mariakaika Web page: https://tinyurl.com/http-mariakaika-uva Address: Prof Maria Kaika | c/o GPIO Secretary | University of Amsterdam Roeterseilandcampus C4.08 | PO Box 15629 | Nieuwe Achtergracht 166 | Amsterdam 1001 NC | The Netherlands

From: Verrest, Hebe <H.J.L.M.Verrest@uva.nlmailto:H.J.L.M.Verrest@uva.nl> Sent: Tuesday, 7 January, 2020 5:59 To: Kaika, Maria <M.Kaika@uva.nlmailto:M.Kaika@uva.nl>; Bertolini, Luca <L.Bertolini@uva.nlmailto:L.Bertolini@uva.nl>; Giezen, Mendel <M.Giezen@uva.nlmailto:M.Giezen@uva.nl>; Tasan-Kok, Tuna <M.T.TasanKok@uva.nlmailto:M.T.TasanKok@uva.nl>; Savini, Federico <f.savini@uva.nlmailto:f.savini@uva.nl>; Verloo, Nanke <N.Verloo@uva.nlmailto:N.Verloo@uva.nl>; Hissink Muller, Bas <b.m.hissinkmuller@uva.nlmailto:b.m.hissinkmuller@uva.nl> Subject: Quality funds/kwalitetisgelden

Allen,

For this calendar year, so-called quality funds are again available to implement quality-enhancing initiatives in programs. These have become available after the scholarship has become a loan. 150h is available for the MURP program (can also be used by engaging external parties, i.e. spend euro’s). We have funded the start of the thesis in practice from these funds (last year, they were much lower). However, there is still quite some hours left. I do have ideas (, but I am very curious to see if there are any ideas for this among you with regard to your course or an overarching MURP-wide ambition. Think for example about the design of alternative examinations, extra support in methods workshops, something in relation to the international classroom. There are limits, i.e. we cannot give more hours for staff to do the same.

I have attached this policy document for information (in Dutch!), From the summary (translated by Google translate) thereof:

“The UvA makes quality agreements on three themes: more intensive education, teacher professionalization and educational facilities. The implementation of the agreements on the theme of more intensive education is at the faculties. The agreements on the other two themes are worked out centrally. With regard to the intensification of education, the FMG will invest in the coming years in activating and student-oriented forms of work and testing. We do this within four themes: balance between contact hours and self-study, learning in context, feedback and regulation, and differentiation and connectedness. An important principle in this regard is that good education is created when teams of teachers, as reflexive professionals, organize, evaluate and improve education in a well-informed and educational manner. To promote this reflexive attitude, the investments in activating and student-oriented forms of work and testing within the FMG are linked as much as possible to professionalization activities. We think that the central plan for the development of teacher professionalization offers us sufficient opportunities for this. By linking investments and professionalization, there is a greater chance that the use of available funds will contribute to good education in a sustainable and visible way for students. "

You don't have to send a detailed idea!

Greeting Hebe