![]() My current research focuses on workplace learning within healthcare organizations, a field that presents significant challenges. In 2020 I was appointed as adjunct professor within the UMCG talent track (impact profile Education).Įducational Organization & Management |Workplace Learning & Organizational Learning |Change & Implementation|Professional development | Communities of practice | Medical education| Digitalization of workplace contexts and impact on learningįascinated by the dynamics of learning, both at an individual and organizational level, I am dedicated to unraveling the ways in which organizations can be structured to optimize personal development. I am also the initiator and academic lead of the Teaching Academy Groningen (TAG) Community of Practice (CoP) on Wellbeing, aimed at creating a breeding ground for educational knowledge and expertise that helps foster wellbeing among students and staff at the UG ( link). This research line is embeded in SCOPE, the UMCG center of expertise on personal leadership development ( SCOPE website). Since 2015, I also use my research expertise to investigate coping with stress and personal development in the context of (medical) education. Psychological theories on stress-coping and self-regulation guided my work and I used a wide range of different research designs to answer my research questions (e.g. In the first 15 years of my academic career, I focused on investigating (1) (predictors of) wellbeing and adjustment in people with a chronic illness and (2) the effectiveness of psychological screening- and intervention in reducing distress/depression in chronically ill. Using a historically informed, experimental and practice-based pedagogic approach, the 16-week course challenged 23 undergraduate art students to engage with the material and didactic heritage of the art academy. Together with visual artist and researcher Henrike Scholten I designed and taught the elective course Deconstructing Instructions that investigates and reflects critically on the art academy’s history. materializing their ongoing explorations and reflections in an art-based form) was our main didactic method to create space for reflection. In the interdisciplinary elective course Under the Skin, which I developed together with pedagogue and educator Margreet Smit, we enhance the reflective potential of second year medical students by drawing on teaching methods from philosophy, psychology, (art) history and arts, and crafts. The students experience materials and techniques hands-on during excursions to the workshops of Minerva Art academy, as well as in the seminars and the assignments (historical reconstructions). Ann-Sophie Lehmann, we introduce art history students to artists’ materials and techniques by the means of object- and practice-based pedagogy. In the BA1course Paint to Pixel, taught together with prof. Vanessa develops and teaches various object-based, hands-on and experiential courses at the Faculty of Arts and the Faculty of Medical Sciences at the University of Groningen. She strives to answer the question how patterns of teaching and learning making can be made explicit, including embodied processes and material knowledge. Moving Making to the Core of Education and focuses on the way in which making is learned and taught in educational workshops. Her research is part of the NWO-project Curious Hands. Vanessa Bakhuizen-van 't Hoogt is a PhD candidate in the Department of Art History and Material Culture.
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