University College Maastricht

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Core courses

Core Courses

Contemporary World History

Full course description

The course intends to trace back current situations to their historical backgrounds. The first three
tasks, under the caption “Toolkit”, will therefore consist of a brief exploration of the philosophy of
history and some issues regarding historical perspective, a discussion of the concepts of “state”
versus ‘nation’ (in anticipation of issues regarding decolonization, specific regional conflicts, and
possible sources of conflict in general that will be discussed in later tasks) and the global market and
a discussion of the Cold War as an influential factor in recent history.

Each of the following tasks, under the captions of “Area surveys” and “Assessment of the
current global situation” respectively, will be built around a case that represents the underlying
problem, and both combined will lead students to specific source material. Examples of such cases
are decolonization, the economic development of Asia, conflict in Africa, and the implications of a
decline in Liberal Democracies and the possible decline of the US as the ‘solitary superpower.’

Course objectives

To provide students with an understanding of the main trends in politics, economics,

demography, society and culture since 1945 and to put these trends in a global context.

To develop a critical attitude towards the use of historical theory, and the interpretation of
historical data and processes.

Prerequisites

None

Recommended reading

Antony Best, Jussi M. Hanhimäki, Joseph A. Maiolo and Kirsten E. Schulze, International
history of the twentieth century and beyond, Third edition, Routledge. 2015.
E-reader.

COR1003
Period 1
4 Sep 2023
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University College Maastricht
27 Oct 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

M. Stout

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Political Philosophy

Full course description

Politics is a complex and puzzling subject. If only taken at their word, it is difficult to understand
why people act the way they do and believe the things they purport to believe in. As political
philosophers we try to understand underlying conceptions and values that shape politics and which
are used to justify concrete policies. We are not concerned with what people claim to believe, but
rather with the underpinning structures, values and ideas that shape how it is that we live together.
We are concerned with how the language and concepts that people use comes to define who they
are. In other words, we don’t have ideas, ideas have us. Our task in this course is to understand
those ideas.

This course will provide an introduction to contemporary philosophical debates about core political
concepts such as justice, liberty, equality, community, and democracy in modern liberal-democratic
societies. Students will become familiar with the thought of some of the leading modern political
philosophers, like Thomas Hobbes, Mary Wollstonecraft, John Rawls, Hannah Arendt, Isaiah Berlin,
Frantz Fanon, Martha Nussbaum, Achille Mbembe. Since conceptual analysis is the core business of
philosophy, students will learn to analyse concepts, to clarify fuzzy moral ideas, and to make explicit
the tensions and contradictions inherent to our political lives. Students will learn how to apply these
concepts to current political debate and practice.

Course objectives

The course will provide an introduction to western political philosophy. Students will learn to
analyse, discuss, and apply basic concepts in contemporary political philosophy such as
justice, equality, liberty and community.

Students will apply these core concepts to various local, national, and global political issues
such as migration and global justice.

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Students will be trained in normative political argumentation. They will exercise their ability to
debate contentious ethical issues of public life.

Prerequisites

None

Recommended reading

Various primary texts in political philosophy (these vary somewhat from period to period and
year to year)

COR1004
Period 2
30 Oct 2023
22 Dec 2023
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

J.L.P. Prinz

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Philosophy of Science

Full course description

Typical issues in this course are: What is the role of observation in science? What is a scientific
explanation? What roles do theories and experiments play in science? What is the nature of scientific
progress? Can we rationally decide between scientific viewpoints? In what ways are the social
sciences similar to or different from the natural sciences?

The course presents an introduction to major issues in the philosophy of science. It can be divided
into four parts. In the first we will deal with traditional positions on the objectivity and methodology
of science, like those of logical empiricism. The second focuses on objections to this received view as
formulated by critical rationalism and by Thomas Kuhn’s paradigm theory. Kuhn’s theory
revolutionized thinking about scientific knowledge and led to the so-called sociological and historical
turn in the philosophy of science. The course then addresses two fundamental problems in the field:
‘Do our theories describe reality?’ (The problem of realism) and ‘Do we now have better knowledge
than in the past’ (The problem of cognitive progress). In the final part of the course problems in the
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philosophy of the social sciences will take center stage: How do the social sciences explain and
predict events? Does the method of understanding present an alternative methodology for social
science? And finally: What is the role of social science in society.

Course objectives

To familiarize students with the philosophical foundations of scientific method.

Prerequisites

None
Recommended
It is strongly recommended not to take the course in your first or second semester.

Recommended reading

Chalmers, D. (1999). What is This Thing Called Science?

E-Readers.

COR1002
Period 2
30 Oct 2023
22 Dec 2023
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

A.J. Boon
P. Vermeer

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Science, Reason and Human Progress

Full course description

Science never stands still, and for some time now, there appears to be a growing shift in intellectual
enquiry and discovery toward more cross-disciplinary and interdisciplinary thinking. The core course
Science, Reason and Human Progress takes this observation as a starting point. In doing so, its
ultimate goal is to make students aware of the value of scientific inquiry across different academic
domains and of its fundamental relevance to societal developments. Such awareness can only be

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developed by first getting a basic understanding of ‘how scientific inquiry works’. To achieve this the
course has three aims that are more specific. The first is to introduce students to scientific thought,
language and behaviour and their relation to human progress. In this context, it will become clear
that academic, scientific, and intellectual work interacts with political, social and moral change,
which in turn often starts with scientific inquiry. The second aim is to help students develop and
apply scientific inquiry skills. The third aim is teaching Liberal Arts & Science students to recognise
how they can become part of this change in scientific and human progress that scientific inquiry
brings about and possibly even lead it. In order to do so, throughout the course, emphasis lies on
recognition of past, present and (possible) future scientific works (theory and applications).

Course objectives

Students learn to recognise, define, and analyse scientific and intellectual achievements
grounded in enlightenment and describe their relation to human progress.
Students learn to review scientific theory and thought, scientific jargon and its application in a
critical manner.
Students are encouraged to recognise and illustrate the interdisciplinary nature of successful
scientific endeavour
Students are trained to apply the scientific inquiry method. In addition, they practice cross-
and interdisciplinary thought and use it to review and report solutions to a real-world issue.

Prerequisites

None.

Recommended reading

Chapters/ textbook t.b.a.

E-readers

COR1006
Period 1
4 Sep 2023
27 Oct 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

M.A.J.F. Heins

Concentration

Concentration: Sciences

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University College Maastricht

Calculus

Full course description

From high school, most students will be familiar with some basic techniques related to the analysis
of functions of a single variable. Usually this includes techniques for calculating zero’s, for
determining maxima and minima, for finding asymptotes and for drawing graphs. There will also
have been some emphasis on calculating slopes by means of differentiation and on calculating areas
or volumes through the computation of integrals. In this course, these techniques are put into a
broader perspective. The following subjects will be highlighted during the course: limits and
continuity, differentiation and integration, the mean value theorem, Taylor polynomials, sequences
and series & differential equations. Many examples shall be provided to clarify the issues and to
demonstrate the broad range of practical applications. Besides, many exercises shall be provided to
practice computational skills.

Functions
Limits and continuity
Intermediate Value Theorem
Derivatives
Rules of differentiation
Taylor Polynomials
Maxima and Minima
Integration
Definite and indefinite integrals
Applications of integration

Course objectives

In this course we provide an introduction to calculus. Emphasis is on an understanding of the

basic concepts and techniques, and on developing the practical, computational skills to solve
problems.

Prerequisites

SCI1010 Basic Mathematical Tools or substantial high school experience in Mathematics (For an
indication of the relevant topics, see SCI-M, p. vi-viii). Students who are unsure if this course is
suitable for them can contact the coordinator to discuss their situation.

Recommended reading

Adams, R.A. & Essex, C. Calculus, a complete course, 6th edition or up.

SCI2018
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0

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University College Maastricht
Instruction language:
English
Coordinator:

O. D'Huys

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Sustainable Development: An Introduction

Full course description

Today it is acknowledged that achieving sustainable development at the local, regional and global
scale is one of the greatest challenges for the 21st century. But in many cases the term ‘sustainable
development’ functions as little more than a vacuous buzzword. So what does sustainable
development actually mean? How unsustainable is our global society at the moment? Are we
contributing to irreversible climate change? Are we already passing dangerous global environmental
tipping points? Why are humans acting in such unsustainable ways? And, of course, what are
sustainable ways forward?

This course aims to enhance student’s understanding of ‘sustainable development’, based on the
notion that human development can only be sustainable when environmental boundaries
are respected. The course introduces the main concepts, ideas and theories related to the
term sustainable development. Students will gain insights into (the limits to) humanity’s immense
impact on the earth’s systems and the underlying drivers of these unsustainable trends.
Furthermore, sustainable development requires an understanding that inaction has consequences.
Students will learn about some of the contemporary ideas about how to achieve a more sustainable
society. As part of the examination students will link theories/concepts/ideas discussed in the course
to a self-selected case study (a promising way forward towards sustainability) in a poster
presentation.

Course objectives

To gain a basic understanding of the (various perspectives on the) concept of sustainable

development and some of the main related ideas, concepts and theories.
To gain insights into (the limits to) our immense global human impact on the earth’s systems
and the underlying drivers of these unsustainable trends
To explore ideas about how to achieve a more sustainable society.

Prerequisites

None

Climate Change

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University College Maastricht
Recommended reading

E-Readers.

SCI1016
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

M.M.T.E. Huynen

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Functional Neuroanatomy

Full course description

Human beings mostly go through their lives without paying much attention to their actions such as
breathing, eating and even learning. Our nervous systems seems to take care of us in an almost
effortless way by planning, initiating and executing our actions and by regulating our somatic
homeostasis. The course Functional Neuroanatomy is concerned with exactly how the nervous
system does so. The course deals with the scientific study of the central and peripheral nervous
system as well as with some of the latest developments in neuroscience. Furthermore, the
knowledge acquired during the course prepares the students for more adavnces neuroscience
courses, e.g. Cognitive Neuroscience. Via problem based learning tasks, both the anatomy and
functions of important neurological structures like the spinal cord and the brain are discussed. In
addition, some of the effects our current life-styles (e.g. listening to relatively loud music by use of
inner-ear headphones) have on the structure and function of the nervous system are examined by
reading some research articles on this topic.

Course objectives

To make students familiar with the basic division, anatomy and functions of the central and
peripheral nervous system.

To gain knowledge of the workings and anatomy of the brain's most important structures.

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University College Maastricht
To gain basic practical knowledge of brain dissection.

To learn about the association between our modern lifestyle and nervous system and human
health.

Prerequisites

Secondary school biology (for an indication of the relevant topics, see SCI-B, p. vi-viii) and/or
a genuine(!) interest in the anatomy of the nervous system.

Recommended reading

Bear, M.F., (2016). Neuroscience: Exploring the brain (4th ed.), ISBN: 9780781760034.
Various textbooks on the anatomy of the brain (available in UM library and UCM reading
room).
Several research articles on the relationship between modern lifestyle and nervous system
anatomy and functioning.

SCI2034
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

M.A.J.F. Heins

Advances in Biomedical Sciences

Full course description

The purpose of this course is to introduce students to recent breakthroughs in the physical
and biological sciences that are now being explored for biomedical applications. The topics will
come directly from the research expertise of the lecturers, all of whom are young principal
investigators in the new research institutes at the UM: MERLN and M4I. The course will cover a
broad range of topics, including nanomaterials for regenerative medicine, supramolecular
biomaterials, big data and computer learning, electron microscopy, imaging and diagnostic mass
spectrometry, and structural biology of tuberculosis. Each of these fields has the potential to address
some of society’s greatest challenges, including the health and vitality of our ageing population, and
this will be discussed in both the lectures and the tasks. Students will gain firsthand experience of
scientific research taking place at the UM and will have the opportunity to visit research
laboratories as part of a demonstration of some of the topics discussed in the lectures. Students will
experience unrestricted access for a firsthand account of a new generation of research lines with a
new generation of labs.

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University College Maastricht
In addition to a final content-based oral exam, there will be two papers for evaluation. For
their midterm, students will choose a recent discovery reported in the press and investigate the
scientific claims and integrity of the reporting. In the final paper, the student acts as the reporter,
and will write an opinion piece on a topic of research in either MERLN or M4I; this report will be
informed by an interview with one of the lecturers.

This course is designed for top students with a concentration in the sciences who wish to
advance their learning to the next level, beyond textbooks. Students will benefit from close contact
with young scientists from diverse fields and will be expected to read scientific literature to enhance
their learning. Skills learned within this course will be highly applicable for more advanced
degrees (Master’s, PhD) within the sciences, and within the competitive job market.

Course objectives

To gain insight into frontier topics of the biomedical sciences, with first-hand accounts of
successes, problems, and a forecast for the future.
To apply knowledge from the natural sciences towards problems in society.
To give an accurate account of the work and thought process of academic researchers.
To learn to critically read scientific news and perform basic literature research.
To learn how to ask questions of a scientist and report others research to a wider audience.
To gain familiarity with cutting edge research within the MERLN and M4I institutes.
To access new labs and research lines starting with young Assistant Professors within UM.

Prerequisites

At least one of: SCI2017 Organic Chemistry, SCI2037 Cell Biology, or SCI2038 Physics. Highly
motivated students with a different background should speak to the course coordinators.

Recommended reading

Selected scientific articles.

SCI3050
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

P.A. Wieringa

Introduction to Game Theory

Full course description

Consider a real-life situation where people, who may or may not have conflicting interests, make
strategic decisions. When gametheorists use the word game, they mean a model (a simplification) of

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such a situation that can be analyzed and solved mathematically. The branch of mathematics that
does this is called Game Theory.

In the Game Theory course the students will get an introduction to various different types of games
and their solution concepts. Many examples will be discussed to clarify the issues and exercises will
be provided to learn how to compute solutions. More specifically, the following fundamental issues
will be encountered:

Course objectives

To familiarize the students with the fundamentals of Game Theory.

Fairness & cooperation

Rationality & Common Knowledge
Expectations
Threats & Manipulations
Nonmanipulability

In most games that are discussed during the course, the strategic possibilities of the players
determine what can happen. We will discuss the games in order of increasing strategic possibilities.
So as the course progresses, the games and the strategies, and therefore also the mathematics,
become more complex.

Prerequisites

SCI1010 Basic Mathematical Tools or substantial high school experience in Mathematics (For an
indication of the relevant topics, see SCI-M, p. vi-viii). Students who are unsure if this course is
suitable for them can contact the coordinator to discuss their situation.

Recommended reading

Lecture Notes Introduction to Game Theory by Frank Thuijsman will be provided,

complemented with an addendum written by the course coordinator.

SCI2010
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

G.M. Schoenmakers

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)

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Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Human Physiology

Full course description

While Mathematics is seen as the father of science, Physiology is the mother. Physiology attempts to
explain the physical and chemical factors that are responsible for the origin, development, and
progression of life. Human physiology investigates the mechanisms of the human body making it a
living being (Guyton). In the healthy human body it is of the utmost importance that the working
conditions for all cells are kept “constant”. In this respect it is noteworthy that essentially all organs
and cells of the human body perform functions that help to maintain this constant nature or
homeostasis by using feed-back mechanisms. We will begin by discussing the physiology of the cell,
and the function of the cell membrane. Continuing, we will discuss cardiovascular physiology,
respiratory, fluid and salt balance, followed by the autonomic nervous system and the endocrine
system and ending with gastrointestinal physiology, control and feedback.

Course objectives

To obtain basic knowledge of human physiology

Prerequisites

This course is designed to be taken in combination with SKI2079 Lab Skills: Human Anatomy
and Histology. Students wishing to take the Lab Skills should concurrently enroll in, or have
completed, this course. Students wishing to take SCI2009 Human Physiology without taking the Lab
Skills may do so.

Prerequisites
SCI1009 Introduction to Biology. Students with substantial high school experience in Biology (For
an indication of the relevant topics, see SCI-B, p. vi-viii) can contact the coordinator to request a
waiver.

Recommended reading

Multiple sources provided by UM/UCM libraries including textbooks on:

Physiology, Biochemistry, Physics, Pathology, Internal Medicine, etc. The use of the on-line library
Access Medicine (access provided by UB).

SCI2009
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:

12
University College Maastricht
5.0
Coordinator:

A.J. Gilde

Data Analytics

Full course description

This course treats the theory and practice of Business Analytics, data mining, process mining and
simulation. Methods for the analysis of data are presented, from current data analytics toolboxes.
We study how (and how not) to build predictive models to extract information from large databases
and how to interpret the results. The thus discovered knowledge is used for intelligent decision
making to make processes run more efficiently and to develop new services for the organizations
that provide the data.

The course aims at getting hands-on experience in analyzing managerial decision processes, based
on available data from real-life cases. The course consists of applying up-to-date data analytics
techniques on real-life problems. These techniques will be implemented with modern software tools
(Excel, Tableau, Celonis & Knime).

Course objectives

This course aims at getting hands-on experience in analyzing managerial decision processes,
based on available data, and using quantitative techniques for decision making.

Prerequisites

SCI2033 Data Mining.

Recommended

SSC2061 Statistics 1.

Recommended reading

Data Science for Business, What You Need to Know about Data Mining and Data-Analytic
Thinking, by Foster Provost and Tom Fawcett, O’Reilly Media 2013. ISBN 978-1-4493-6132-7,
EBook ISBN 978-1-4493-6131-0 (not compulsory).
Other materials, i.e. slides, selected scientific papers and data, will be made available through
Student Portal.

Recommended:

Cole Nussbaumer Knaflic (2015). Storytelling with Data: A Data Visualization Guide for
Business Professionals. Wiley. ISBN-10: 1119002257, ISBN-13: 978-1119002253

SCI3051
Period 5
8 Apr 2024
13
University College Maastricht
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinators:

C.P.M. van Hoesel

M.B.P. Peeters - Rutten

Immunology

Full course description

The course Immunology focuses on the role of different humoral factors, cells and cell systems of the
innate and adaptive immune system, that are involved in the defense of an organism against
intruders like foreign cells or (non) complex structures (e.g. foreign proteins). In addition, the
processes in the immune response after immunization, vaccination and transplantation will be
discussed.

Course objectives

To gain knowledge and insight in cells and humoral factors of the innate and adaptive immune
system.
To gain knowledge and insight in cellular and molecular effector mechanisms of the innate and
adaptive immunity during inflammation and infection.
To gain knowledge and insight in the structure and function of primary and
secondary lymphoid tissue.
To gain knowledge and insight in the processes in the immune response after
immunization and vaccination.
To gain knowledge and insight in immune mechanisms in disease.

Prerequisites

SCI1009 Introduction to Biology. Students with substantial high school experience in biology (for
an indication of the relevant topics, see SCI-B, p. vi-viii) can contact the coordinators to request a
waiver.

Recommended
SCI2037 Cell Biology, SCI2040 Microbiology.

Introduction to Biology

Recommended reading

Abbas, A.K., Lichtman A.H. and Pillai, S. (2016). Basic Immunology (5th ed.).
Philadelphia: Elsevier.

SCI2031
Period 4

14
University College Maastricht
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

K.A.M. Wouters
B. Schmitz

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Metabolism, Nutrition and Exercise

Full course description

The aim of the course is to provide students with a solid understanding of the key aspects in energy
metabolism, and the effects of nutrients on skeletal muscle metabolism during exercise of different
types. The course requires prior knowledge on some simple (bio)chemical concepts (e.g. the
structure and function of macromolecules, common forms of chemical reactions, basic cell structure,
and metabolism of macromolecules).

The course builds around a practical case study. With a group of students, you develop a
recommendation regarding nutrition and exercise for a patient, a client, or an organisation. Since
this is an advance-level course, with students from different backgrounds, you can also provide other
recommendations, e.g. how to motivate the client to meet the recommendations.

The first part of the course provides a theoretical framework on the basics of exercise biochemistry
and exercise physiology. In the form of tutorial groups, you discuss the physiology of muscles, the
metabolism of macronutrients, the hormonal regulation of metabolism, and the biochemical and
physiological role of micronutrients in relation to exercise and fatigue. You are not confronted with
predesigned problems; instead you can relate the theoretical framework directly to your case. The
course builds on knowledge you have obtained in basic and intermediate courses, such as
biochemistry, human physiology, and cell biology. In addition, you are encouraged to relate to
appropriate knowledge from other courses. This course serves as a culmination: relevant knowledge
acquired in previous courses is combined and applied.

In the second part of the course, you look further into the case and fill in the gaps. You may have to
do some more literature research, but you can also get in touch with professionals who work with
cases like yours on a day-to-day basis. There will be ample time to discuss the group work in class,
and ask for and provide feedback to fellow groups. This will be in the format of group discussions
and a peer review session. By doing so, you have the opportunity to present your findings and ask
remaining questions or discuss issues in relation to the case study, as well as to receive feedback on
how to proceed. A recommendation on your case, in the form of a group assignment, concludes this
part of the course.

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University College Maastricht
Course objectives

To acquire knowledge of cellular and whole-body energy metabolism in rest and during
exercise.
To acquire knowledge of the effects of nutrients on cellular and whole-body energy
metabolism.
To acquire knowledge of the effects of training on different body systems and how this relates
to exercise.
To translate scientific, biochemical theories and processes to pracital applications for laymen.

Prerequisites

SCI2035 Biochemistry.

Recommended

SCI2009 Human Physiology, SCI2037 Cell Biology.

Recommended reading

There is no main book for this course. A list of suggested readings is provided in the course
manual; these books/articles are all available in Reading Room at UCM and/or in the library, or
on-line.

SCI3005
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinators:

J. Hoeks
E.L.M. Sieben

Teaching methods:
Lecture(s), PBL
Assessment methods:
Final paper, Written exam

Genetics and Evolution

Full course description

In Biology two kinds of theories are used to explain phenomena in the living world surrounding us:
proximate-causal theories and ultimate causal theories. Molecular genetics is indispensable for
understanding the proximate causation of phenomena, as it explains how genetic information,
encoded in DNA, is transcribed and translated into molecular activity and biochemical processes
involved in the development of characteristics (phenotypes) of an individual. Evolutionary biology
aims to explain the ultimate causation of phenomena: why have specific genotypes been selected for

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through selection on phenotypes? This course joins ultimate as well as proximate explanations by
combining evolution and Genetics. epigenetics mist

The course starts with the mechanisms of evolutionary change: natural selection,
inheritance and gene regulation. In order to make these mechanisms understandable for students,
this course will deal with the essentials of molecular, Mendelian and population genetics. It then
moves on to the evolution of life cycles, sex, and sexual selection. In the discussion of kin selection,
genomic imprinting at the molecular level will be used to explain genetic conflicts between parents
and their offspring. Conflict models are illustratied using Game theory.

The course concludes with the evolution of the human brain and the impact of evolutionary concepts
in medicine. Besides theoretical and mathematical models, the course will treat the applications of
such models in the fields of biology, medicine, and psychology. For example sexual selection will be
used to explain the principles of partner selection in human beings (psychology), kin selection may
be the basis in which to explain gestation -related diseases resulting from conflicts between paternal
and maternal genes during pregnancies, and the evolution of sex will be treated in relation to
mutation and recombination rates.

Course objectives

To acquaint students with the principles of genetics and evolution.

To provide students with insight into the essentials of genetic and evolutionary models and
their applications in biology, medicine and psychology.

Prerequisites

This course is designed to be taken in combination with SKI2088 Lab Skills: Genetics & Oncology.
Students wishing to take the Lab Skills should concurrently enroll in, or have completed, this course.
Students wishing to take SCI2022 Genetics and Evolution I without taking the Lab Skills may do so.

Prerequisite

SCI1009 Introduction to Biology. Students with substantial high school experience in Biology (For an
indication of the relevant topics, see SCI-B, p. vi-viii) can contact the coordinator to request a
waiver.

Recommended reading

Zimmer, C. & Emlen, D.J. (3rd edition, 2020) Evolution, making sense of Life, Robertson &
Company; Greenwood Village, CO, USA.

SCI2022
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:

17
University College Maastricht
5.0
Coordinators:

B. Schmitz
M.J.W.M. Voncken

Teaching methods:
Lecture(s), PBL
Assessment methods:
Assignment, Written exam

Climate Change

Full course description

Does it infuriate you when people consider the greenhouse effect to be a bad phenomenon? Do you
know your ‘RCP2.6’ from your ‘RCP8.5’? How about the relative importance of carbon dioxide and
methane in terms of radiative forcing? Or the difference between climate-friendly and climate
resilient? No? Join the club. Very few people understand the nuts and blots of climate science. And
that is a real shame, because climate change is considered to be the greatest environmental threat
humanity has ever faced. The Intergovernmental Panel on Climate Change (IPCC) states that the
human influence on the climate system is clear. Continued emissions of greenhouse gases will cause
further warming and changes in all components of the climate system. Limiting climate change will
require substantial and sustained reductions of greenhouse gas emissions, while the need for
adaptation to this new reality is increasingly being recognized. The course will provide students with
a sound understanding of the key drivers and processes of climate change. We will discuss the state-
of- the-art climate science, examine some key impacts of (future) climate change, and explore what
can be done to address the problem.

Course objectives

To explore historic, current and future changes in our climate system.

To review the uncertainties underlying (the modeling of) future climate change
To examine some key impacts of climate change on human societies and natural systems.
To explore climate mitigation and climate adaptation strategies (incl. Paris Agreement).

Prerequisites

SCI1016 Sustainable Development

Recommended reading

E-Readers.
Textbook: t.b.d

SCI2041
Period 4
5 Feb 2024
5 Apr 2024
Print course description

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University College Maastricht
ECTS credits:
5.0
Coordinator:

M.M.T.E. Huynen

Introduction to Biology

Full course description

Biology, the science of life, studies organisms as the basic units of life. How they are evolved, how
they are build up, how they act, how they communicate with each other, how they are related to the
non-living environment, and how they reproduce. Since organisms are built up of cells, the basic
unity of all life forms, the course will start with biomolecules and reactions that enable life, followed
by tasks about organelles, cells, DNA and the protein machinery that results in the diversity of cells.
We will continue with cell growth and differentiation, metabolism and reproduction. Towards the
end of the course, we will go into organ systems and evolutionary mechanisms that ultimately
provide the biodiversity on planet Earth.

Course objectives

After this course, students are able to

classify the 4 molecules of life based on structure and function

differentiate between prokaryotic and eukaryotic cells based on organelles and their function
summarize the main pathways to generate ATP
compare and contrast the processes of cellular respiration and photosynthesis
transcribe and translate molecules if DNA, mRNA, or amino acid sequence is given
describe the phases of mitosis and meiosis
provide and use examples of homeostatic mechanisms in animal bodies
differentiate between innate and adaptive immunity
recognize top-down or bottom-up effects in food chains
differentiate between homologous and analogous adaptations

Prerequisites

NB: This course is aimed at students who have only taken basic level biology. It is strongly
suggested that students with substantial high school experience in biology consider taking relevant
2000-level courses directly (for an indication of the relevant topics, see SCI-B,). However, the
content of this course does go beyond high school biology end level. It is possible to take this course
without having previously taken biology, but it will be challenging.

Prerequisite

None.

Recommended reading

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University College Maastricht
Campbell et al., Biology, a global appraoch, 11th edition, 2018.

Sadava et al., Life, the science of biology, 11th edition, 2016.

SCI1009
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

B. Schmitz

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Linear Algebra

Full course description

Linear algebra is the branch of mathematics which is primarily concerned with problems involving
linearity of one kind or another. This is reflected by the three main themes around which this
introductory course is centered.

The first theme concerns what can be recognized without doubt as the most frequently
occurring mathematical problem in practical applications: how to solve a system of linear equations.
For this problem a complete solution procedure is developed which provides the student with a way
to deal with such problems systematically, regardless of the number of equations or the number of
unknowns.

The second theme addresses linear functions and mappings, which can be studied naturally
from a geometric point of view. This involves geometric ‘primitives’ such as points, lines and planes,
and geometric ‘actions’ such as rotation, reflection, projection and translation.

One of the main tools of linear algebra is offered by matrices and vectors, for which a basic theory of
matrix-vector computation is developed. This allows one to bring these two themes together in a
common, exceptionally fruitful, framework. By introducing the notions of vector spaces, inner
products, and orthogonality, a deeper understanding of the scope of these techniques is developed,
opening up a large array of rather diverse application areas.

The third theme arises when the point of view is shifted once more, now from the geometric point of
view to the dynamic perspective, where the focus is on the effects of iteration (i.e., the repeated
application of a linear mapping). This involves a basic theory of eigenvalues and eigenvectors, which
has many applications in various branches of science as will be discussed. For instance, important

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University College Maastricht
applications can be found in problems involving dynamics and stability, and applications to
optimization problems found in operations research.

Many examples and exercises shall be provided to clarify the issues and to develop practical
computational skills. They also serve to demonstrate practical applications where the results of this
course can be successfully employed.

Students will obtain the insight that various seemingly different questions can all boil down to the
same mathematical problem of solving a system of equations. Students will learn to look at the same
problem from different angles and will learn to switch their point of view (from geometric to
algebraic and vice versa).

Course objectives

To provide an introduction to the main topics of linear algebra. Emphasis is on an

understanding of the basic concepts and techniques, and on developing the practical,
computational skills to solve problems from a wide range of application areas.

Prerequisites

SCI1010 Basic Mathematical Tools or substantial high school experience in Mathematics (For an
indication of the relevant topics, see SCI-M, p. vi-viii). Students who are unsure if this course is
suitable for them can contact the coordinator to discuss their situation.

Recommended reading

David C. Lay, Steven R. Lay, Judi J. McDonald, Linear Algebra and its Applications, 6th ed.,
Pearson, ISBN 978-1-292-35121-6.

SCI2019
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

M. Musegaas

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

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University College Maastricht

Artificial Intelligence

Full course description

The course starts with an analysis of the question "Can machines think", and the
preconceptions usually encountered in discussions about that idea.

Next the metaphor of an “intelligent agent” is introduced, that is, of an entity that pursues goals by
perceiving and acting flexibly and autonomously in a possibly very complex environment.

The main part of the course explores the metaphor of an intelligent agent by introducing a number
of state-of-the-art concepts, algorithms, and methods which enable computers (i.e., software and
robots) to solve problems in a way which deserves to be called intelligent. Topics covered in this part
are chosen from AI areas such as intelligent search and constraint satisfaction, architectures
for intelligent agents, and coordination among intelligent agents.

The course as a whole conveys basic aspects and facets of engineering (analyzing and designing)
AI systems. Covered topics are explored and applied in exercises and tasks (in-class and homework).

Course objectives

To convey the ideas that have emerged over the past fifty years of Artificial Intelligence
research, and about two millenia of related work.

To discuss the possibility of machines that think.

To show how algorithms can be used to enable systems to think or act intelligently and to
discuss state-of-the-art advances in the Artificial Intelligence community.

Prerequisites

None

Recommended reading

Russell, S., & Norvig, P. (2009, Third Edition). Artificial Intelligence. A modern
approach. Prentice-Hall.

SCI2036
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0

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University College Maastricht
Coordinator:

K. Zarkogianni

Introduction to Chemistry

Full course description

The emphasis of this course will be on a number of essential topics in modern chemistry. The course
will start with a close look at the structure of atoms and their place in the periodic table, followed by
an examination of the properties of various types of chemical bonds, ending with a discussion of
chemical reactivity. The topics covered in this course cover the characteristics of
gases/liquids/solids, thermodynamics, reaction kinetics, acid-base chemistry, electrochemistry, and
chemical bonding theory. The concepts that are learned are applied to biochemical examples. Basic
knowledge of chemistry is important in a wide variety of disciplines, ranging from (life) sciences and
medicine to management, economics and governance studies.

Course objectives

To teach the first principles of organic and inorganic chemistry for future students in
medicine, biology and molecular life sciences, in such a way that they can apply these
concepts to solve typical chemical and biomedical problems.
To give you the ability to recognize chemical compounds and to understand their basic
physical and chemical properties.
To enable you to understand the basic physical chemistry of fundamental importance to most
natural processes, such as thermodynamics, acid-base behavior, kinetics, and
electrochemistry.
To provide the basic knowledge for further advanced courses in chemistry, biochemistry and
the life sciences.

Prerequisites

NB: This course is aimed at students who have never taken chemistry or have only taken basic
level chemistry. It is strongly suggested that students who took chemistry in high school consider
taking SCI2017 directly.

None.

Recommended reading

To be announced.

SCI1004
Period 2
30 Oct 2023
22 Dec 2023

23
University College Maastricht
Print course description
ECTS credits:
5.0
Coordinator:

C.S. Bahn

Teaching methods:
Lecture(s), PBL
Assessment methods:
Written exam

Computer Science

Full course description

As an overview of the discipline, the course covers a breadth of topics including algorithmic
foundations of informatics; hardware issues such as number systems and computer architectures;
and software issues such as operating systems, programming languages, compilers, networks, the
Internet, and artificial intelligence. All the concepts introduced during the course are investigated in
lab sessions. In the end of the course students are expected to develop experience in how to apply
techniques from informatics, computer science and programming for their own research and
educational purposes.

Course objectives

To provide an introduction to the fundamental concepts found throughout the field of

informatics and computer science.

Prerequisites

None.

Recommended reading

Schneider, G.M. & Gersting, J.L. (2013, Sixth Edition). An Invitation to Computer Science: Java
Version. Thomson Pub Co. ISBN- 978113319108

SCI2039
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

D.O. Mestel

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University College Maastricht

Microbiology

Full course description

The 7 weeks course will be divided into 4 parts:

Bacteriology (3 weeks):

Introduction in bacteriology. General principles of replication, classification and identification of

bacteria will be adressed. Presence of bacteria in humans, animals and plants and composition of the
endogenous flora will be discussed. These items will be discussed in an introduction lecture, expert
meeting and 2 obligatory practical sessions.

Bacterial infections, including adhesion, virulence, biofilms and antimicrobial resistance: This part
will be discussed in a lecture and in PBL tutorial meetings. The acquisition of antimicrobial
resistance and the epidemiology of worldwide antimicrobial resistance will be discussed. In addition,
new approaches for treatment of antimicrobial resistant bacteria, such as phage therapy, will be
discussed

Virology (2 weeks):

Introduction in virology. General principals of replication, classification and pathogenesis of viruses

and classes antivirals will be discussed in the introduction lecture.

Viral infections: The second part will consist of 2 topics and will be discussed in PBL approach.
Topics to be discussed are influenza and HIV. The unique characteristics of the structure of these
viruses and its importance for epidemiology. The lecture on epidemiology and outbreaks will also
focus on outbreaks of virla pathogens and highlight the difference with outbreak of bacterial
pathogens

The host response to infection, and prevention of infection by vaccination will be discussed in a
lectureand during the PBL sessions.

Epidemiology of infectious diseases and outbreak management (1 week)

Introduction in epidemiology of infectious disease. General principals of transmission, latency and

infectiveness will be discussed in a lecture and during PBL sessions.

The basic principles of outbreak management, the use of epidemic curves of disease for outbreak
management and prevention of the spread of infectious diseases will be the focus of a lecture and
PBL sessions.

Environmental and Applied Microbiology (1 week)

Introduction in the role of microbes in the environment. The role of microbes in biogeochemical
cyles, such as the carbon and nitrogen cylces, in the environment and adaptation to the
environment, as well as the use of micro-organisms as biosensors, in food-production, waste
treatment and bioremediation will be discussed in a lecture and and during PBL sessions.

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University College Maastricht
Course objectives

To obtain basic knowledge of microbiology, i.e. of bacteriology, virology and environmental

and applied microbiology.
To study the characteristics of a selection of micro-organisms in relation to their related
infectious diseases, more specific pathogenesis, immunity, epidemiology, diagnosis and
therapy.
To study the epidemiology of infectious diseases in relation to outbreaks, outbreak
management and prevention
To study environmental microbiology by looking at the role micro-organisms play in our
environment and how micro-organisms can be used to our advantage.

Prerequisites

SCI1009 Introduction to Biology

Recommended reading

The books recommended will only provide a basic knowledge of the topics, the students
are encouraged to find scientific literature online for detailed study on the topics.

Murray. Medical Microbiology. (7th ed.)

Tortora. Microbiology: an introduction (8th ed.)
(Review) scientific articles, mentioned in the course manual

SCI2040
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

L. van Alphen

Introduction to Programming

Full course description

This course is an intensive introduction to programming in Java that assumes no prior

programming experience. It explores all aspects of modern programming by means of lectures and
hands-on practical lab sessions.

The course starts with the basics of computer science and computer programming. After a short
introduction to computer organization, the principles of structured programming in Java
are presented. Main topics covered are: data types and variables, methods, conditional
statements, loops, recursion. Finally, the course introduces the object-oriented features of Java and
their usage for program design. All these concepts have to be understood both from their theoretical
perspective and their practical applications.
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University College Maastricht

Course objectives

Identify, interpret and apply fundamentals of programming & object-oriented design.

Give examples of important topics and principles of software development.
Point out obvious mistakes in programs and analyze how they run.
Design, compose and evaluate programs that solve specific problems.
Use a software development environment (IntelliJ) to create, debug, and run programs.

Prerequisites

Abstract thinking ability. Basic math knowledge is assumed. No prior programming experience is
required; recommended: SCI2039 Computer Science.

Recommended reading

David J. Eck, Introduction to Programming Using Java, Sixth Edition, 2011.

http://math.hws.edu/javanotes/ (DJE).

SCI2011
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

C.B. Browne

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Discrete Mathematics

Full course description

The students will learn the what the following fundamental concepts involve:

1. Numbers: We discuss a.o. integers, natural numbers, real numbers and prime numbers and
properties that these classes of numbers have;
2. Logic: This involves drawing (correct!) conclusions and how to use logic to prove mathematical

27
University College Maastricht
statements.
3. Sets: A set is nothing more than a collection of items. Often those items will be numbers, but
this is not necessarily the case. We discuss properties of sets and concepts related to sets, like
intersections, and unions;
4. (Mathematical) relations: A relation is essentially a comparing mechanism for elements in a
set. E.g. ‘smaller than’. We discuss several relations and their properties;
5. Functions: A function is a mapping from one set to another. We discuss several properties that
functions may have, like invertibility;
6. Combinatorics, the science of ‘smart counting’: The question is ‘In how many ways…’, the
answer will often be a big number and we discuss how to find them quickly. For this purpose
we use concepts like permutations and combinations.

Almost every time mathematics is used, it concerns some of the above concepts. A good
understanding of these topics is therefore very important and Discrete Mathematics is a perfect
course to combine with other mathematics courses. Hence, students who are interested in (applied)
mathematics, computer science and/or econometrics might find this course particularly useful.

Course objectives

To make students familiar with several fundamental concepts in mathematics,

a.o.numbers, logic, proofs, sets, relations, functions and combinatorics (see description).
To get the students to notice how beautiful the world of mathematics is.

Prerequisites

Substantial high school experience in Mathematics (For an indication of the relevant topics, see SCI-
M, p. vi-viii). Students who are unsure if this course is suitable for them can contact the
coordinator to discuss their situation.

Recommended reading

Chetwynd, A., & Diggle, P. Discrete Mathematics.

SCI2002
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

S.A. Chaplick

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

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University College Maastricht

Organic Chemistry

Full course description

This course focuses on the basis of organic chemistry. In the first part of the course,
important fundamental topics, such as atomic theory, bonding theory, hybridization, molecular
orbital theory and resonance will be discussed. A special topic will be stereochemistry, which is an
essential topic in organic chemistry and the life sciences, since stereochemistry often determines the
activity of biological compounds or medicines. Subsequently, the course continues with an
introduction into reactivity of organic molecules. Focus, will be on a selection of fundamental
organic reactions, which form the basis for a wide array of other organic reactions. To this end, a
logical review will be provided of the reactivity of the most important functional groups, as applied
in organic synthesis.

Course objectives

To give the ability to recognize and name common organic compounds.

To know the basic physical and chemical properties of common organic compounds.
To understand stereochemistry and its impact on the properties and applications of
organic molecules.
To enable you to understand the most important organic reactions and be able to apply these
reactions to obtain well defined organic compounds.

Prerequisites

Note: Please be aware that this course is jointly offered together with MSP. This might imply that
classes will take place in the MSP building, and that the course is displayed under an MSP course
code in your schedule and on Student Portal. On your transcript and your grade list the course will
be displayed with the regular UCM course code.

Prerequisite

SCI1004 Introduction to Chemistry or CHE1001 Introduction to Natural Sciences: Chemistry

Recommended reading

Klein; “Organic Chemistry”; 2th edition or 3rd edition; Wiley (ISBN:

9781118452288/978-1119110477).

SCI2017
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

29
University College Maastricht
H. Diliën

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Cognitive Neuroscience

Full course description

Cognitive neuroscience is an entirely new research field that originally emerged from a combination
of traditional sciences such as philosophy, psychology, medicine and biology that all investigate the
principles of perception, behaviour and cognition from different perspectives.

As technical developments of different methods and tools in the field of cognitive neuroscience came
forth, and as theoretical application of different mathematical and computer science-based models
were used to explain neuronal functioning, additional disciplines, such as physics, mathematics,
bioengineering and computer science materialized as an important part of this research field.

Subsequently, an effective research project in cognitive neuroscience requires an interdisciplinary

cooperation, in which each scientific discipline contributes its respective genuine theories, models,
techniques and tools for the mutual investigation of the neuronal principles of perception, attention,
and cognition.

But can we really watch the brain at work? Are there ways to identify where exactly, and when
exactly activation in the brain is necessary to perform a specific mental process? This course will
help to give some answers on the basic principles of brain research and it will show relevant
applications of these techniques in different areas of cognitive psychology.

Course objectives

To give an introduction into the new field of cognitive neuroscience.

To learn which methods a brain researcher can use to investigate the neuronal bases of
different mental processes.

Prerequisites

SCI2034 Brain and Action and elementary knowledge of electricity and magnetism as stated
under SCI-P(p. vi-viii).

Recommended
SCI1009 Introduction to Biology or SCI2038 Physics (or SCI1030 Physics I) or SSC1005 Introduction
to Psychology or SSC2025 Memory.

Recommended reading

E-Reader

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University College Maastricht

SCI3046
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

A.T. Sack
T. Aktürk

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Datamining

Full course description

Data mining is a relatively new scientific field that enables finding interesting knowledge from
(very large) data. In practice it is often a mixed-initiative process that has the potential to predict
events or to analyze them in retrospect. Data mining has elements of artificial intelligence, machine
learning,
and statistics.

A typical database contains data, information or even knowledge if the appropriate queries are
submitted and answered. The situation changes if you have to analyze large databases with many
variables. Elementary database queries and standard statistical analysis are not sufficient to answer
your information need. Your intuition guides you to understand that the database contains more
knowledge on a specific topic that you would like to know explicitly. Data mining can assist you in
acquiring this knowledge. The course shows you within two months how this works. You will
learn new techniques, new methods, and tools of data mining. The course focuses on techniques
with a direct practical use. A step-by-step introduction to powerful (freeware) data-mining tools will
enable you to achieve specific skills, autonomy and hands-on experience. A number of real data sets
will be analyzed and discussed. In the end of the course you will be able to apply data-mining
techniques for research and business purposes.
The following points will be addressed during the course:
* Data Mining and Knowledge Discovery
* Data Preparation
* Basic Techniques for Data Mining:

Decision-Tree Induction
Rule Induction
Instance-Based Learning
Bayesian Learning

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University College Maastricht
Ensemble Techniques
Clustering
Association Rules
Tools for Data Mining
How to Interpret and Evaluate Data-Mining Results

Course objectives

To provide an introduction to the fundamental concepts found throughout the field of

data mining.
To provide a practical experience of applying data-mining techniques for analyzing data
and deriving new knowledge.

Prerequisites

SCI2039 (Was SCI1006) Computer Science or SCI2011 Introduction to Programming and SSC2061
Statistics I.

Recommended reading

Mitchell, T. (1997). Machine Learning. McGraw Hill. ISBN 0070428077.

SCI2033
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

E.N. Smirnov

Biochemistry

Full course description

Biochemistry is considered the mother of all Life Sciences. Understanding Biochemistry will
facilitate learning of more specialised Life Sciences such as Molecular and Cell Biology. This course
will present the essentials of Biochemistry during 6 lectures and 10 tutorials. We will cover the
structures, functions and interactions of the biomacromolecules, including proteins,
lipids, carbohydrates, DNA and RNA, which perform many of the activities associated with life. We
will provide insight in the specificity and action of enzymes, the biocatalysts of the cell. Further, we
will explain metabolic pathways that result in the generation of ATP, the major energy currency of
the cell.

Finally we will present recent biochemical understandings on genome editing that

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University College Maastricht
revolutionize treatment of diseases at the level of correcting mutated genes (gene therapy).

Course objectives

To communicate fundamental principles governing structure, function and interactions of

biological molecules to students encountering biochemistry for the first time.
To increase appreciation of the science of biochemistry and its relevance to Health and
Disease .
To study the roles of bio-macromolecules like proteins, lipids, polysaccharides and nucleotides
in living cells in the context of diseases such as hyperventilation, thrombosis and
atherosclerosis.
To create deeper understanding of the basic principles of enzyme catalysis and inhibition.
To prepare students to enter advanced courses that require more detailed biochemistry
knowledge, and to finally allow entrance to various Master programs in the life sciences.

Prerequisites

Note: Please be aware that this course is jointly offered together with MSP. This might imply that
classes will take place in the MSP building, and that the course is displayed under an MSP course
code in your schedule and on Student Portal. On your transcript and your grade list the course will
be displayed with the regular UCM course code.

This course is designed to be taken in combination with SKI2086 Lab Skills: Biochemistry. Students
wishing to take the Lab Skills should concurrently enroll in, or have completed, this course. Students
wishing to take SCI2035 Biochemistry without taking the Lab Skills may do so

Prerequisites

SCI1009 Introduction to Biology or SCI 1004 Introduction to Chemistry. Students with substantial
high school experience in Biology or Chemistry (For an indication of the relevant topics, see SCI-B
and SCI-C, p. vi-viii) can contact the coordinator to request a waiver.

Recommended reading

Berg, J.M., Tymoczko, J.L., Stryer, L. Biochemistry. (8th ed). W.H. Freeman. ISBN-10:
1-4641-2610-0; ISBN-13: 978-1-4641-2610-9

Garrett and Grisham. Biochemistry. (4th ed.). Thomson Brooks/Cole. ISBN101133108792

ISBN13 978-1133108795.

Pratt, C.W. and Cornely, K. Essential Biochemistry (4th ed.) John Wiley & Sons.
ISBN978-1-119-45112-9

SCI2035
Period 2

33
University College Maastricht
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinators:

C.P.M. Reutelingsperger
N.M. Deckers

Optimization

Full course description

In everyday life we are surrounded with applications of optimization. A common drive of human
activity is to make things better, to enhance performance, and to carry out the best possible actions
in given situations. Often the essentials of a situation can be captured by a mathematical description
(a model, with or without constraints) and the value of a proposed action by a function (an
optimization criterion). Then the goal becomes to optimize the criterion for the given model under
the associated constraints (if any). Depending on the nature of the model, the constraints, and the
optimization function, many different mathematical techniques are available to characterize and
compute optima. In this course we address the most important areas in optimization and we study
the most common techniques.

First, we consider the optimization of unconstrained continuous functions in several variables. Some
notions we will come across are: partial derivatives; the gradient and the Hessian; stationary points;
minima, maxima and saddle points; local and global optima. Techniques to compute optima range
from analytical and algebraic techniques (i.e., solving systems of equations) to iterative and
approximate numerical techniques (e.g., gradient methods and hill climbing, Newton and quasi-
Newton methods, and several others). We will focus on a selection of these. An important class of
functions to consider is that of least squares criteria. We will consider both linear and nonlinear
least squares problems and suitable iterative techniques to solve them. Linear least squares
problems are often encountered in the context of fitting a model to measurement data. They also
allow one to rephrase the problem of solving a nonlinear system of equations as an optimization
problem, while the converse is possible too.

Second, we address optimization problems subject to a given set of constraints. A well-known such
class consists of linear optimization functions subject to linear equality or inequality constraints: the
class of linear programs. The problem of fitting a linear model to measurement data using the
criterion of least absolute deviations, can be reformulated as a linear program. Several methods are
available to solve such problems, including active set methods and the simplex algorithm, but also
interior point methods and primal-dual methods. We discuss the Kuhn-Tucker conditions for
optimality. For the optimization of nonlinear functions subject to nonlinear constraints we address
the Lagrange multiplier method.

To demonstrate the various optimization problems and solution techniques, we will provide many
examples and exercises. To demonstrate the wide range of applicability, these are taken from
different fields of science and engineering. To become acquainted with optimization techniques, one
computer class is organized in which the basics of the software package Matlab are presented.

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University College Maastricht

Course objectives

To become familiar with the basic concepts and methods of optimization.

To understand how techniques from calculus and linear algebra are useful for optimization.
To become familiar with a diversity of optimization problems and solution techniques.
To be able to cast certain real-world problems into the form of optimization problems.
To be able to solve certain optimization problems with software (Matlab).

Prerequisites

SCI2018 Calculus and SCI2019 Linear Algebra.

Calculus
Linear Algebra

Recommended reading

Hand-outs will be distributed during the course

Recommended literature:

F.S. Hillier and G.J. Lieberman: Introduction to Operations Research (10th edition). McGraw-
Hill, 2015 ISBN 978-0-07-352345-3.
A.D. Belegundu and T.R. Chandrupatla: Optimization Concepts and Applications in
Engineering (2nd ed.). Cambridge university Press, 2011.
Martin T. Hagan et al.: Neural Network Design (2nd edition), available as free ebook.

SCI3003
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

P.W.L. Dreesen

Teaching methods:
Lecture(s)

Cell Biology

Full course description

In this course students have an opportunity to get acquainted with the discipline of cell biology. This
discipline has been profiting from the development and improvements of recombinant DNA
technology and is a driving force in fundamental and biomedical research. In this course students

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University College Maastricht
are challenged to discuss, at a detailed molecular level, different cellular and genetic processes that
are the basis of life as we know it. The aim of the course is to familiarize students with further
knowledge in the field of cell biology, which will enable them to better understand and appreciate
the newest developments in this research area. Discussions will revolve around general cell
biological topics such as the role of membranes, membrane transport of small molecules, the nuclear
architecture, the organization of the genome, regulation of transcription and translation, protein
trafficking, the cell cycle and maintenance of genomic integrity, programmed cell death and
senescence. The last task, dealing with cancer, serves as an integration task; knowledge of the
previous topics is required to appreciate what the consequences can be when a cell goes astray and
the defence mechanisms of the body fail.

Course objectives

To obtain insight in basic molecular genetic and cell biological processes in cells, tissues and
organisms by leading the student through the origin of life, its differentiation and
diversification, and deregulation of molecular processes leading to disease.

Prerequisites

This course is designed to be taken in combination with SKI2077 Lab Skills: Cell Biology. Students
wishing to take the Lab Skills should concurrently enroll in or have completed this course. Students
wishing to take SCI2037 Cell Biology without taking the Lab Skills may do so.

Prerequisites

SCI1009 Introduction to Biology. Students with substantial high school experience in biology (for an
indication of the relevant topics, see SCI-B, p. vi-viii) can contact the coordinator to request a
waiver.

Recommended reading

Alberts et al., Molecular Biology of the Cell, 6th edition, 2014.

Sadava et al., Life, the science of biology, 10th edition, 2012.
Scientific publications provided during the course.

SCI2037
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinators:

J. Broers
J.M. Vanoevelen

Teaching methods:
Lecture(s), PBL
Assessment methods:
Presentation, Written exam

36
University College Maastricht

The Digital Enterprise

Full course description

Too often IT is viewed as the province of technocrats, a domain inhabited by technical experts
with little relevance to real-world problems. And yet, the economic importance of information,
information systems, and thus information management has been growing constantly over the last
decades, thanks to the relentless increase in computer performance.

We are increasingly dependent on information systems and data to make decisions in a wide range
of domains. Sensor and network technology helps us to collect and analyze data in real-time, and to
speed up decision making in all areas of our society. The possibilities of information and computer
science are endless, but they also raise concerns: for instance about privacy, security, and identity,
but also about interpretation and perception of data.

All these developments have led to the present-day ”digital enterprise”. In digital enterprises,
the creation, distribution, use, integration and manipulation of information is a significant economic
activity. The digitization of enterprises also has consequences for society. People who have the
means to partake in this form of society are sometimes called digital citizens. This is one of many
dozen labels that have been identified to suggest that humans are entering a new phase of society.
The digital society can be both a threat and an opportunity to enterprises – this is, for instance,
clearly visible in sectors such as retail (traditional retailers vs Amazon & Co), accomodation
(traditional hotel vs AirBNB) and transportation (traditional taxis vs Uber).

This course offers an overview of role of digital concepts in enterprises: the digital enterprise.
The course provides both a theoretical grounding and a pragmatic approach to applying key
concepts. Drawing on ideas, tools, and techniques from such disciplines as economics, sociology,
cognitive science, organizational behavior, and computer science, the course shows the digital
enterprise from different perspectives: its position in society and the market , but also elements
such as governance, information technology, and people. The course serves as an introduction to
other Information and Computer Science courses, in which the various topics of the Digital
Enterprise will be discussed in more detail.

Course objectives

To introduce students to the role of data, information and knowledge in several contexts:
enterprises, but also society in general.
To familiarize students with the background of knowledge management, its models and
application.
To introduce students to the methodologies used in developing information systems (e.g. the
systems development lifecycle method versus agile methodologies).
To introduce students to the organization and governance of data, information and knowledge.
To introduce students to the managerial challenges associated with the use of information
systems in enterprises.

Prerequisites

NB: This course was formerly known as SCI1005 The Information Society. The course is an
introductory course to the Information Sciences curriculum, providing an overview of topics related

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University College Maastricht
to the use, embedding and management of information and information technology. The emphasis
will be on the organizational (enterprise) context, but we will also touch upon the broader societal
impact of information technologies.

None.

Recommended reading

E-Reader

SCI1005
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

A.F. Harmsen

Teaching methods:
Lecture(s), PBL
Assessment methods:
Assignment, Written exam

Basic Mathematical Tools

Full course description

Students learn to analyze mathematical problems from various fields in mathematics, such
as analysis, algebra, and probability theory. Thus, students are trained to model and solve
quantitative problems from a wide variety of disciplines.

The course is intended in particular for students with only a limited mathematical background from
pre-university education that need to refresh their skills in mathematics and calculus. The first three
weeks recap topics that are already covered in secondary school. The remaining weeks cover more
advanced topics to prepare students for further quantitative courses.

The course guides students through a wide variety of topics in mathematics and its applications.
Topics range through solving equations and inequalities, techniques for differentiation , function
analysis, probability theory, geometry and approximation techniques.

Course objectives

To provide students with a thorough mathematical basic toolbox.

To train students in computation and analytic reasoning.
To demonstrate why mathematics is extremely useful in many disciplines.
To prepare students for more advanced courses in mathematics.

38
University College Maastricht
Prerequisites

This course is aimed at students who have only taken basic level Mathematics in High School.
Although the level of high school mathematics required for this course is basic, the pace of this
course exceeds high school levels. Further, the course topics cover, but also digress beyond high
school mathematics. Thus, since the emphasis of this course is on computational rather than
conceptual issues, students that take this course are required to have at least some affinity with
quantitative skills and application of mathematical techniques.

Students who are not sure whether this course is appropriate for them are welcome to contact the
course coordinator. It is strongly suggested that students who have taken the highest level of
mathematics in high school consider taking relevant 2000-level courses directly.

Prerequisite

None.

Recommended reading

E-Reader

SCI1010
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

A.J. Vermeulen

Teaching methods:
Lecture(s), PBL

Mathematical Modelling

Full course description

To describe natural phenomena and processes, mathematical models are widely used. The focus in
this course shall be on dynamical models (i.e., where time plays a role) in particular those that have
interaction with the environment through inputs and outputs. Mathematical systems theory provides
the framework to deal with such models in a systematic and useful way. First we consider some
general aspects of mathematical modeling. Then we briefly address dynamical systems without
inputs and outputs - but which may show nonlinear behavior. We study basic properties such as
equilibrium points, linearization, and stability. We then switch to linear dynamical models with
inputs and outputs. They are used in many different areas of the natural sciences and in engineering
disciplines. We discuss the following topics and concepts. Linear difference and differential
equations, Laplace transforms, transfer functions of linear systems; controllability, observability,
minimality; system representations with an emphasis on state-space representations and canonical
forms; stability; the interconnection of linear systems including feedback; frequency domain analysis

39
University College Maastricht
and the relationship with filter theory, Fourier analysis, and time series analysis. To demonstrate the
applicability of the techniques and concepts, many examples from science and engineering are
mentioned and briefly discussed.

Course objectives

To have the ability to interpret dynamical phenomena as mathematical systems and to

cast them into such form.
To understand the basic concepts of linear systems theory.
To be familiar with analysis techniques for linear systems, to understand their behavior
and interaction.
To become familiar with some application areas of mathematical systems and models.

Prerequisites

SCI2019 Linear Algebra and SCI2018 Calculus

Recommended reading

Lecture notes, electronically provided

Recommended background literature:

R.J. Vaccaro, Digital Control. A State-Space Approach, McGraw-Hill International Editions,

1995. ISBN: 0-07-066781-0.
D.W. Jordan and P. Smith, Nonlinear Ordinary Differential Equations, 2nd ed., (Oxford Applied
Mathematics and Computing Science Series), Clarendon Press, 1987

SCI3006
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

B. Franci

Endocrinology

Full course description

The discipline Physiology deals with the explanation of the biological, physical and chemical factors
that are responsible for the origin, development, and progression of life. The first course on Human
Physiology – which is compulsory for this course - focused on the specific characteristics and
mechanisms of the normal homeostasis in the human body. In this follow-up course disturbances in
physiological function (homeostasis) resulting in disease will be studied and used to deepen the
knowlegde on human endocrinology. These disturbances will be studied through the presentation of

40
University College Maastricht
patient cases examplified by; hypertension, renal failure, infertility, steroid abuse, diabetes and
starvation. Attention will also be paid to the treatment of these diseases.

Course objectives

To obtain insight into the endocrine system of the human body by studying illnesses that
disturb this homeostasic control mechanism.

Prerequisites

SCI2009 Human Physiology or any Maastricht University College, physiology equivalent(BIO2010,

VSC2102).

Recommended reading

Multiple sources provided by UM/UCM libraries including textbooks on:

Physiology, Biochemistry, Physics, Pathology, Internal Medicine, etc.

The use of the on-line library Access Medicine and Clinical Key (access provided by UB).

Peer-reviewed literature.

SCI3007
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

A.J. Gilde

Applied Immunology and Oncology

Full course description

In this course students will have an opportunity to learn how modern medicine has benefitted from
our knowledge in the fields of (molecular) cell biology and immunology. Pathobiology is the field that
deals with disturbance of normal physiological processes and the consequences of it for adequate
functioning of our human body. Our challenge has been to arrange a program that offers insight in
the nature, e.g. the causes and processes of disease.

The emphasis in this course is on diseases of the immune system and oncology. In this respect, this
course builds on the knowledge obtained in the UCM course ‘Immunology’ and ‘Cell Biology’. It is
our hope that the acquired knowledge will furthermore enable you to better understand and
appreciate the newest developments in treatment of these diseases.

41
University College Maastricht
The program comprises PBL tasks, workshops and assignments. PBL tasks will be presented to you
in the form of tutorial group meetings and topic-related lectures. The tasks deal with 1) examples of
diseases caused by unwanted reactions of the immune system, e.g. chronic inflammation and
autoimmunity, and 2) with oncological diseases in which cells have gone astray, circumvent the
body’s defense mechanisms and give rise to cancer.

Workshops will address immunology- and oncology-related research highlights related to diagnostic,
preventive and (immuno)therapeutic developments in immunological and oncological diseases.
Assignments consist of writing an essay and giving a presentation on a block-related subject for
discussion and deepening in the tutorial group meeting.

Course objectives

To gain more insight in the field of pathobiology. particularly in immunological and oncological
diseases
To increase appreciation and knowledge of healthy living.
To provide students with a good basic knowledge required to enter master courses in life
sciences.

Prerequisites

SCI2037 Cell Biology and SCI2031 Immunology.

Recommended

SCI2040 Microbiology, SCI2009 Human Physiology, SKI2088 Lab Skills: Genetics, SKI2077 Lab
Skills: Molecular Cell Biology and Genetics.

Recommended reading

Abbas, Lichtmann and Pillai. Cellular and Molecular Immunology, 8th edition, 2014.
Alberts et al. Molecular Biology of the Cell, 6th edition, 2015

SCI3049
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinators:

K.H.J. Gaens
S.M.T. Daemen
B. Schmitz

Infectious Diseases and Global Public Health

42
University College Maastricht
Full course description

SCI2042 is a hybrid course that combines the fields of Infectious Disease Epidemiology and Global
Public Health to look into infectious diseases that have caused pandemics in the past decades. The
topics that will be discussed in Infectious Disease Epidemiology are, for example, history of
infectious diseases, basic epidemiological concepts and terminology, descriptive epidemiology, the
epidemiologic triad model, and vaccine efficacy and effectiveness. To provide students with a
comprehensive understanding of infectious diseases, this course will also bring into the knowledge
in the field of Global Public Health. The topics that will be discussed are, for example, social and
political determinants of health, public health policies, laws and ethics, international cooperation in
health emergencies, and also the One Health concept. The hybrid nature of the course will be
realized when we look into three viruses that have caused major zoonotic/infectious disease
outbreaks, which are retroviruses (i.e., HIV/AIDS), influenza viruses (i.e., H5N1, H1N1, H7N9), and
coronaviruses (i.e., SARS, MERS, COVID-19). The global impact of antimicrobial resistance (AMR)
will be explored in the third part of the course. Factors affecting antibiotic use, both on macro and
micro levels, will be discussed and analyzed. We will wrap up the course by highlighting the “One
Health” concept (i.e., human-animal-environment interfaces) in responding to zoonotic diseases and
AMR threats, both now and in the future.

Course objectives

Upon successful completion of this course, students should be able to:

Understand the fundamental concepts of infectious diseases epidemiology as used in public

health
Apply the basic terminology and definitions of epidemiology
Explore the “One Health” concept in AMR and zoonotic disease responses
Develop expertise about causations and interventions of specific infectious diseases
Work effectively in collaborative groups
Develop communication skills for public health advocacy.

Prerequisites

SCI1009 Introduction to Biology or students with high school experience in biology (see SCI-B.
Checklist for Biology in the catalogue).

Recommended reading

Nelson, K. E. and C. M. Williams (eds.) (2014). Infectious Disease Epidemiology: Theory and
Practice (3rd Edition).
Detels, R., M. Gulliford, Q. A. Karim, and C. C. Tan (2015). Oxford Textbook of Global Public
Health (6th Edition). Oxford: Oxford University Press.
Porta Miquel (ed.) (2014). A Dictionary of Epidemiology, 6th edition. Oxford: Oxford University
Press.

SCI2042
Period 1
4 Sep 2023
27 Oct 2023
Print course description

43
University College Maastricht
ECTS credits:
5.0
Coordinator:

Y.P. Lo

Teaching methods:
Lecture(s), PBL

Theory Construction and Modelling Techniques

Full course description

The aim of the course is to familiarize students with model systems within the different disciplines of
Sciences, Social Sciences, and Humanities. Modelling is an important skill for all research,
irrespective of concentration or discipline. Models allow us to approach complex questions in
systematic ways, for instance, by predicting weather conditions, the patterns of bird flight
formations or the results of presidential elections. Such questions are present everywhere and it is
through modelling that we can try to find some answers. Modelling helps us to break down what we
are studying into variables, understand relations or correlations between them and even predict the
future. The course starts with a short introduction to models, followed by several case studies that
illustrate their usefulness in various contexts. Exposing students to models used in both academia
and every- day thinking, the course fosters a thorough understanding of natural, social, and cultural
phenomena. Throughout the course, students are encouraged to link models to specific situations
and examples from their daily-life. The final report allows students to use the knowledge gained in
the course to analyze a case study of their own interest. This can be done by conducting thought
experiments, applying and redefining existing models. The interactive lectures help students to gain
a broad understanding of different kinds of modelling techniques. A special workshop is offered in
order to trigger interests, thoughts and ideas and find ways of translating them into an individual
and structured academic report for all disciplines and concentrations

Course objectives

• To offer a broad overview of scientific models and modelling techniques in different disciplines. •
To teach students how to work with models in different academic fields. • To teach students how to
model a specific case study by using general models and modelling techniques.
SCI1001
Print course description
ECTS credits:
5.0
Coordinator:

L.M. Bevers

Teaching methods:
Lecture(s), PBL

Organic Chemistry

44
University College Maastricht
Full course description

This course focuses on the basis of organic chemistry. In the first part of the course, important
fundamental topics, such as atomic theory, bonding theory, hybridization, molecular orbital theory
and resonance will be discussed. A special topic will be stereochemistry, which is an essential topic
in organic chemistry and the life sciences, since stereochemistry often determines the activity of
biological compounds or medicines.

Subsequently, the course continues with an introduction into reactivity of organic molecules. Focus,
will be on a selection of fundamental organic reactions, which form the basis for a wide array of
other organic reactions. To this end, a logical review will be provided of the reactivity of the most
important functional groups, as applied in organic synthesis.

Course objectives

To give the ability to recognize and name common organic compounds;

To know the basic physical and chemical properties of common organic compounds;
To understand stereochemistry and its impact on the properties and applications of organic
molecules;
To enable you to understand the most important organic reactions and be able to apply these
reactions to obtain well defined organic compounds.

Prerequisites

None

Co-requisites

PRA2002 Chemical Synthesis

Corequisites

Chemical Synthesis

Recommended reading

Klein; “Organic Chemistry”; 2th edition or 3rd edition; Wiley (ISBN:

9781118452288/978-1119110477).

CHE2001
Period 1
4 Sep 2023
27 Oct 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:

45
University College Maastricht
English
Coordinators:

H. Diliën
M.B. Baker

Teaching methods:
Lecture(s), PBL, Assignment(s)
Assessment methods:
Written exam, Attendance, Participation

Biochemistry

Full course description

Biochemistry is defined as ‘the study of the molecules of living things’. However, knowledge about
structures and properties of these intrinsically inanimate molecules only provides a static picture of
living cells. It does not answer the most important question: How do these molecules confer the
remarkable combination of characteristics we call life? That is, how can a living organism be more
than the sum of its lifeless parts? Therefore, a more appropriate definition of Biochemistry is that it
describes, in molecular terms, the structures, mechanisms and chemical processes shared by all
organisms, and provides organizing principles that underlie life: the molecular logic of life. These
principles can be summarized as:

- All living organisms build macromolecules from the same kind of rather simple small molecules
(monomeric subunits)

- The structure of a macromolecule determines its specific biological function

- Each genus and species is defined by its distinctive set of macromolecules

Aim and approach:

As an introduction to various basic concepts in biochemistry and molecular biology, this course aims
to communicate fundamental principles governing structure, function and interactions of biological
molecules to students encountering biochemistry for the first time. The course is meant to lead to an
increased appreciation of the science of biochemistry and will prepare students to enter more
detailed courses on biochemistry and molecular biology to finally allow entrance to various Master
programmes in the life sciences. The major objectives are:

To communicate fundamental principles governing structure, function and interactions of

biological molecules to students encountering biochemistry for the first time.
To increase appreciation of the science of biochemistry.
To study the synthesis and degradation of large biomacromolecules like proteins, lipids,
polysaccharides and nucleotides.
To create deeper understanding of the basic principles of enzyme catalysis and inhibition.
To prepare students to enter advanced courses that require more detailed biochemistry
knowledge and to allow entrance to various Master programmes in the life sciences.

46
University College Maastricht
Course objectives

At the end of the course, you will be able to:

Communicate on fundamental principles governing structure, function, and interactions of

biological molecules;
Appreciate the science of biochemistry and its relevance to Health and Disease;
Understand the roles of macromolecules such as proteins, lipids, polysaccharides, and DNA in
living cells and relate to diseases such as hyperventilation, thrombosis and scurvy;
Identify, explain, and discuss the basic principles of enzyme catalysis and inhibition;
Enter advanced courses that require more detailed biochemistry knowledge and enroll to
various Master programs in life sciences.

Prerequisites

None

Co-requisites

None

Recommended reading

Biochemistry (9th ed). ; Berg, J.M., Tymoczko, J.L., Gatto G.J., Stryer, L. ; W.H. Freeman and
company. ISBN-10: 1-319-11465-2; ISBN-13: 978-1-319-11465-7;
Biochemistry (6th ed.); Garrett R.H. and Grisham C.M. ; Cengage Learning. Student ed. ISBN:
978-1-305-57720-6; Loose-leaf ed. ISBN: 978-1-305-88604-9.

CHE2006
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

N.M. Deckers
L.J. Schurgers
A. Jaminon
S. Agten
S.M. Agten
A.M.G. Jaminon

Teaching methods:
Lecture(s), PBL, Work in subgroups
Assessment methods:
Attendance, Written exam

47
University College Maastricht

Global Health: Impact of Flows of People, Goods, Knowledge

and Technologies on Health and Disease

Full course description

Globalization processes and widespread neoliberal governing principles have induced and enhanced
flows of people, goods, knowledge and technology, which go hand in hand with flows of health and
disease. The increase in global wealth that neoliberal market strategies have brought is not
distributed evenly across the globe. Since wealth and health are intrinsically related, the
abovementioned flows create new health inequalities. Indeed, we have seen that in the past decades,
in which globalization has come to full fruition, disease patterns have shifted and disease
manifestations have changed. For instance, migration of people entails spread of epigenetic
predispositions to disease. Climate change causes microorganisms or vectors to spread beyond their
usual habitat, facilitating onset of diseases in regions where diseases were not endemic before.
Flows of technology change local settings, with consequences for people’s health. As technological
advances are not available to all, the divide between those who have access and those who have not,
deepens. Migrating diseases or causes of diseases challenge our understanding of disease. For
instance, some familial diseases such as sickle cell disease that have spread through migration are
often constructed and classified as ‘racial’ disease, whereas evidence shows in this case it is rather
the gene-environment interaction that underlies disease manifestation. Most diseases are the
resultant of rather complex interactions, between genetic, biological, behavioural, social, political,
economic and cultural factors, on the intersection of which individual or population health finds
itself. Examining flows of diseases, people, goods, knowledge and technology induced by processes
of globalization can deepen our understanding of the complexity of health and disease. In this
course, these flows will be studied in depth, bringing insights in (epi) genetic disease distributions as
well as spread of information and technology, and migration, all in themselves affecting health and
disease. The content of this course draws on several distinct academic disciplines being political
economy, anthropology, biomedicine, (epi) genetics and epidemiology.

Course objectives

To introduce students to the foundations of political economy, neoliberalism and globalization

processes and interrelatedness with health
To provide students with insights in how epigenetic changes are the resultant of an interplay
between factors of biological/environmental/behavioural/social/political nature
To provide students with knowledge of biology/epidemiology/sociology/political economy
appropriate to analyze and understand how the interplay between flows of goods, knowledge,
people, epigenetic changes, microorganisms and vectors affect health of individuals in
communities across the globe.

Prerequisites

SCI1009 Introduction to Biology or students with high school experience in biology (see SCI-B.
Checklist for Biology in the catalogue) AND at least one of the following courses: SCI2022 Genetics
and evolution, SCI2042 Infectious diseases and Global public Health or SSC2046 Globalization and
Inequality: Perspectives on Development.

48
University College Maastricht
Recommended reading

Labonté, R., & Ruckert, A. (2019). Health Equity in a Globalizing Era: Past Challenges, Future
Prospects. Oxford University Press.
E-reader

SCI3052
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

A. Kamenshchikova

University College Maastricht

Theory Construction and Modelling Techniques

Full course description

This course introduces students to theorising and modelling. It is relevant for a wide range of other
courses offered at UCM. The course aims to familiarise students with model systems within the
disciplines of Sciences, Social Sciences, and Humanities. Modelling is essential for all research,
irrespective of concentration or discipline. Models allow us to approach complex questions
systematically, for instance, by predicting weather conditions, the patterns of bird flight formations
or the results of presidential elections. Such questions are present everywhere, and it is through
modelling that we can try to find some answers. Modelling helps us to break down what we are
studying into variables, understand relations or correlations between them and even predict the
future. The course starts with an introduction to models, followed by several case studies illustrating
their usefulness in various contexts. The course fosters a thorough understanding of natural, social,
and cultural phenomena by exposing students to models used in academia and everyday thinking.
Throughout the course, students are encouraged to apply models to specific situations and examples
from their daily life. The final report allows students to use the knowledge gained in the course to
analyse a case study of their interest. The lectures help students gain a broad understanding of
different modelling techniques. A special workshop helps to trigger interests, thoughts and ideas
and find ways of translating them into a structured academic poster.

Course objectives

By the end of this course, students • will recognise scientific models and modelling techniques in
various disciplines • will report on the use of various models in different academic fields • will apply
the acquired knowledge of scientific models and modelling techniques by modelling natural, social,
and cultural phenomena • will have acquired competencies for learning/working in a group • will be
able to cooperate in the creation of a group product • will be able to evaluate the process of their
group work actively
SCI2043
Period 4
5 Feb 2024
5 Apr 2024

49
University College Maastricht
Print course description
ECTS credits:
5.0
Coordinator:

L.M. Bevers

Teaching methods:
Lecture(s), PBL
University College Maastricht

Logic

Full course description

Given a list of sentences like • 1 "The next line is false", • 2 "The next line is true" , • 3 "The first line
is true" Then you can use logic or logical thinking to determine which of the previous lines are true
or not. As it turns out, these three sentences contradict each other, and you cannot even answer that
question. Even while this is just a puzzle, similar thought processes shook the foundation of
mathematics and logic in the early 19th century, through things like Russel’s paradox and Godel’s
theorem. Next to that, the development of computers and computer science opened up even more
the need for a logical framework. Its on these two main topics that this course touches: the
development of the foundations of mathematics and the resulting issues, as well as logical
techniques of proving. It is to be expected that a student taking this course comes out with a better
ability to reason logically. A brief list of some of the topics covered: • Syllogistic reasoning, mainly
used for linking language to logic • Axioms, which are the ``things’’ you need to assume to be true
without proof • Proofs, which derive truths from axioms by logical steps. • Propositional logic: the
language of logic which uses formulas like (pàq)àr • Truth tables, in order to determine which
formulas are when true, and which formulas are always true or always false • Logical deduction:
giving proofs using very clear, basic logical steps, leaving no room for discussion or error •
Paradoxes like Russel’s paradox and the Grelling-Nelson paradox. • Optional topics are, among
others, "tableaus", "multivalued logic", "The axiom of choice", and "Gödel’s theorem" The student
will learn how to think rigidly and how to formulate this rigid thinking in a sound and structured
way. This will prepare a student for exact thinking used in sciences as well as philosophy. The basics
of how to conduct mathematical (and logical) proofs is explained. The students are exposed to the
concept of ``axioms’’, and how to use them in order to derive results from them in a logical way. The
course exposes students to basic mathematical proofs, and lets them get a first taste of giving proofs
themselves. This is elaborated further by working with the more rigorous logical proof systems
mentioned above. The course is rounded off by covering Russel’s paradox, how this historically
shook the foundations of science, and how it still is something that has to be taken into
consideration.

Course objectives

• To provide the students with a toolbox of logical thinking and reasoning, enabling them to be more
sound and rigorous in their argumentations in their respective specialties • To train the students in
certain logical systems of reasoning • To expose the students to concepts like proofs, axioms, and
how to work with them • To expose the students to science-transcending concepts as axioms and
Russel’s paradox. • To a minor degree embed this in a historical framework
SCI2044
Period 5

50
University College Maastricht
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

S.J. Maubach

Teaching methods:
PBL, Lecture(s)

Concentration: Social Sciences

War in World Politics

Full course description

Why do nations and states go to war? This course will endeavor to give some answers to this
question. To do that, the course will be divided into three sections that mirror the above objectives.
The first section will focus on the different types of conflict. In this section, the ethics of war will also
be discussed: do “Just Wars” exist? Section two will concentrate on the causes of conflict. It will
reflect on a variety of sources that emerge from such domains as the global system, the states
themselves or individuals. Part three will examine as case studies a number of modern conflicts,
such as World War I, World War II, the Korean War, the Vietnam War, the breakup of Yugoslavia,
the War between India and Pakistan, the Arab- Israeli conflict and Saddam Hussein’s Wars against
Iran and Kuwait.

Course objectives

To understand international conflict.

To examine different types of conflict and their various causes in the world.
To examine as case studies different conflicts throughout history.

Prerequisites

SSC2002 International Relations or SSC1025 Introduction to Political Science and at least one 2000-
level Social Sciences course.

Recommended reading

Levy, J. S. and W. R. Thompson. (2010). Causes of War. Wiley-Blackwell.

Stoessinger, J. G. (2011). Why Nations Go to War. 11th Edition. Thomson, Wadsworth.
E-reader.

SSC3012
Period 4
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University College Maastricht
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

R.N. Haar

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Atrocity Triangle: A Course on the Criminology of Gross

Human Rights Violations

Full course description

The first part of the course introduces the leading concepts and theoretical frameworks that will
structure the course. The course therefore firstly addresses the concept of the ‘atrocity triangle’ and
it looks into the relationship between the three actors (the perpetrator, the victim, and the
bystander) involved in the triangle. Subsequently, an integrated criminological model will be
introduced which sets out the relevant etiological elements that will be addressed in greater detail in
the second part of the course.

The second part of the course, which focuses on the perpetrators, will start with the forms, functions
and effects of (political) violence and the concept of torture in particular. The analysis continues on
the macro level and addresses the role of policy and ideology. Subsequent analysis focusses on the
meso level and the role of military organizations and other institutions is discussed. In this context
attention is paid to the influence of military training and we will discuss how with the help of a
bureaucratic system genocide can be planned, organized and carried out. The discussion will thus
address several compulsive and determinative features of the environment surrounding perpetrators
of gross human rights violations. We will furthermore discuss several experiments (Milgram, Ash,
Stanford, etc.) on obedience, institutional roles and conformity, but we will also address other social-
psychological mechanisms which are helpful in understanding how and why people are able to
participate in the perpetration of gross human rights violations. Lastly, the important role that
language and discourse plays in conflict and international crime is highlighted.

The third part of the course will focus on the bystander. We will start the discussion on the role of
the bystander by looking into the phenomenon of the ‘the bystander effect’ in order to address the
question why bystanders fail to act. Secondly, the role of bystanders in international politics at the
macro-level of both states and international organizations in the field of human rights will be
discussed. We will give special attention to the role of the UN Security Council when it was
confronted with gross human rights violations. Lastly, in addition to perpetrators and bystanders
(collaborators), certain actors in the same situations did not perpetrate or passively stood by, instead
they took affirmative action and came to the help of those in need. We will therefore look more
closely into the phenomenon of rescuing in order to find out what turns actors into rescuers.

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The fourth and last part of the course will take a more victimological perspective, which focuses on
the position of the victim. Who are the victims and why are they victimized? What is the relationship
between these victims and their perpetrators and what are the consequences of this relationship? In
this context specific attention will be paid to gender selective violence. More particularly, the
phenomena of rape as a ‘weapon of war’ and gendercide (gender selective mass killings) will be
discussed. Also, the complex case of child soldiers will be addressed as they are victims and
perpetrators at the same time.

Several lectures will be held during this course. These lectures will be used to illustrate the
discussed materials and to provide the participants with a deeper understanding of the subject
matter by presenting the linkage between theory and (research) practice. During the lectures,
various guest speakers will address the subject matter from the practitioner’s perspective. In
addition, we will screen a number of documentaries that will be analyzed during the post-discussion.
We hope that, through these documentaries, the subject matter of this course will become more
accessible and less abstract.

Case studies play an important role throughout the course and we will therefore pay attention to a
wide variety of cases including The Holocaust and other cases of genocide (Armenia, Australia,
Cambodia, Rwanda, Srebrenica, Darfur, etc.). Although cases of genocide will play an important role
in this course, the caseload is certainly not limited to genocide and other violent conflicts will be
addressed as well. Here one could think of the following cases, Chili, Argentina, Guatemala,
Indonesia, East Timor, Iraq, Syria, Congo, Central African Republic, etc. Not to forget the torture
practices of the U.S.

The insights gathered throughout this course have policy implications and inform us how we could
react to gross human rights violations once they have occurred. These policy implications are
addressed in greater detail during another UCM course titled The aftermath of atrocity: A course on
transitional justice and post-conflict reconstruction (SSC 3052) which will be taught during the
spring semester in period 5.

Course objectives

To gain a criminological understanding of gross human rights violations and other

international crimes by examining their causes on individual (micro), institutional (meso),
national and international (macro) levels using a criminological approach that integrates
relevant insights from different disciplines (social psychology, sociology, victimology, history,
international relations, international law and psychology).
Moreover, to view the world through the eyes of the perpetrators as well as the victims and
the bystanders by focusing on their roles in the occurrence of gross human rights violations.
To make insightful the linkage between gross human rights violations and violent conflicts in
the world.
To gain an understanding of how to approach the criminological study of complex cases of
violence and to be able to analyze such cases independently.

Prerequisites

Two 2000-level courses in the Social Sciences or Humanities.

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University College Maastricht
Recommended reading

Handbook (t.b.a)
E-reader.

SSC3032
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

C.A.R. Moerland

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Economic Psychology

Full course description

Increasingly, economists are discovering psychology as a means to enrich their models of economic
behaviour and well-being and to give them a better foundation. The importance of this is illustrated
by the fact that the Nobel prize winner in economics in 2002 was the distinguished psychologist
Daniel Kahneman. He characterizes his research as a quest for the ‘logic of the irrational’. Adam
Smith already recognized that economic behaviour , just like other behaviour, is motivated by an
intriguing blend of ‘rational’ considerations and ‘irrational’ sentiments. The great challenge is to
investigate the implications of the latter motives for economics. This course aims to give an intensive
introduction into this field. In the first nine sessions of the course the psychology and behavioural
economics of judgment and decision-making are dealt with. Basic principles of rationality are
compared with actual behaviour in making decisions. Also, a link is made to the emerging field of
neuroeconomics. Next, students are introduced into the psychological and economic research on
subjective well-being (happiness) and its socio-economic determinants (especially income). The
importance of this research for economics and its policy implications will be highlighted. Students
should realize that this course is not easy and that its material also includes some mathematical
derivations.

Course objectives

To familiarize students with basic concepts, theories and insights of the economic
psychology of judgment and decision-making.

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Prerequisites

SSC2061 Statistics I and SSC1027 Principles of Economics.

Recommended
SSC2048 Intermediate Microeconomics.

Principles of Economics

Recommended reading

Articles and chapters from books.

SSC3033
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

To be announced
M.C.M. Vendrik
P. Werner

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

History of Western Political Thought

Full course description

When considering modern political issues it is often instructive, and sometimes humbling, to realize
that many such issues have deep historical roots. For as long as human beings have been living
together in societies, questions concerning how these societies should be organized have been
asked. The answers that historical writers have given to these questions are still relevant today and
still inform current political thought. By investigating the questions philosophers were grappling
with and how they sought to answer them, we may perceive more acutely the questions facing our
societies and discover how we might answer those questions. We will study important texts by 8
seminal political thinkers from several periods in history: Plato, Aristotle, Machiavelli, Hobbes,
Locke Rousseau, Smith and Hegel. Our aim will be to understand the particular problems they were
seeking to solve and how or whether they did so. Although the main texts we will use are historic,
the methods we will use are analytic. We will also read several modern texts which take up themes
from these historical texts, but these modern texts are strictly supplementary. By applying the tools
acquired in Political Philosophy (COR1004) to these texts, we will be able to come to terms with

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University College Maastricht
them and apply historical insight to current issues.

Course objectives

To provide students with a basic grasp of the evolution of political thought in the
Western tradition.
To teach students how to study historical works of philosophy.
To identify how issues and questions in contemporary politics and contemporary
political thought have their roots in historical writings.

Prerequisites

COR1004 Political Philosophy.

Recommended
HUM1007 Introduction to Philosophy.

Political Philosophy

Recommended reading

Cahn, S. (2005/2011/2015). Political Philosophy. OUP, Oxford. (All editions are acceptable).
Several pieces of modern secondary literature in an E-Reader available on Student Portal.

SSC2039
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

T.J. Dekker

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Contemporary Social Theory

Full course description

“Many people, ordinary ones and scientists alike, hate theory. Yet they could not live without it.
When all is said and done, theory is the more or less disciplined talk by which people make what
sense they can of their social worlds” (Charles Lemert in The Blackwell Companion To Major

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University College Maastricht
Classical Social Theorists, 2003, p. 267). This course is part two of a sequence that traces the
historical development of social theory (the first part being Classical Social Theory). Whereas in
Classical Social Theory students focus on social theory up until the 1930s, in this course we will be
dealing with social theory that has emerged from the 1960s until the year 2000. During this time,
the historical context changed in important ways and has brought about an inclusion of new voices
from the Global South, the beginnings of the greatest phase of the women’s movement, and a variety
of other social movements from the environment to gay rights. The 1960s pushed social theorists to
focus more on processes of social change, social inequality and processes of marginalization and
exploitation that shape change, on power relations and social movements that contest them, and on
cultural and other differences among individuals and groups.

In this course, you will be introduced to several major theoretical bodies of thought in modern social
science, such as the Frankfurt School, Symbolic Interactionism, Post-structuralism, Feminism (e.g.
Standpoint Theory, Ecofeminism) and Post-colonial Theory. We will discuss these traditions mostly
on the basis of original works by eminent social theorists like Herbert Marcuse, Patricia Hill Collins,
Immanuel Wallerstein and Pierre Bourdieu. Reading original works can be, of course, a very difficult
and challenging, but also elating task. Reading original theoretical material is important since
students thus have the opportunity to form their own opinions about theorists’ ideas. Some of the
questions we will be dealing with in the course include: How can we make sense of the social world?
How does capitalism impact our social reality? How is social reality constructed? What causes social
change? What is the link between agency and structure? How is knowledge produced, and by whom?
A crucial component of the course is applying the different theoretical approaches to social
phenomena in order to explore the world around us through the lens of these theories.

Course objectives

To become familiar with social theories in the 20th century as well as to analyze, apply,
compare and criticize those theories.

To discuss what a theory is, how we can theorize, and how theories can illuminate real social
problems or issues.

Prerequisites

One of the following courses: SSC1003/SSC2065 Theories of Social Order, SSC2028 Classical
Sociology/Classical Social Theory, HUM2031 Cultural Studies II, SSC2029 Political Sociology,
HUM2054 Back to the philosophers themselves!

Recommended

SSC2028 Classical Sociology/Classical Social Theory. This course is not recommended for first year
students.

Recommended reading

Excerpts from books and articles from academic journals.

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SSC3038
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

V. Lifrieri

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Accounting and Accountability

Full course description

This course will provide an introduction to the field of accounting. Accounting is usually seen as the
process of identifying, measuring and communicating (financial) information about a company to
interested users, allowing them to make decisions based on this information. These users can be
internal to a company (managers, employees) or external to the company (shareholders, banks,
investors).

By providing financial information to external users, these users can make decisions regarding the
firm. These decisions include whether or not to invest in the firm or lend money to it. This
information also allows investors to predict the future of the company and to value it. In short, this
information thus allows capital markets to function and provide a healthy economic environment for
investment.

The communication of financial information to interested users is guided by accounting standards.

These standards dictate how financial information should be recorded, and how it should be
presented and communicated to interested parties. This course will follow the International
Financial Reporting Standards as the framework for recording and communicating financial
information.

Even though these accounting standards exist, managers still have room to present information in a
certain way as they have an information advantage compared to the external users. They might use
this advantage to hide certain information or to paint a better financial picture of the firm. This will
of course have a severe negative effect on the functioning of capital markets. In this course we,
therefore, also discuss the fields of corporate governance and auditing. Corporate governance and
auditing put regulations and systems in place, that aim to prevent the management from creating
bias in the financial statements or try to detect (intentional or unintentional) misstatement.

Because of the importance of accounting in the functioning of economic markets, getting an

introduction to this field carries importance for almost all students. Whether small or large, all
businesses will have to communicate some information to interested external users. All businesses

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University College Maastricht
will also put systems in place to provide assurance that this information is correct. Therefore,
whether you pursue a career within business or economics, or want to start a company for yourself,
knowledge of the field of accounting will be useful in the future.

Course objectives

To provide students with an introduction of the field of accounting.

To give students the ability to apply basic bookkeeping techniques (making journal entries and
preparing basic financial statements).

To provide an understanding of international accounting rules and principles.

To provide an understanding of the basics of related fields like corporate governance and
auditing.

Prerequisites

None

Recommended reading

Weygandt, Kimmel, Kieso (2019). Financial Accounting with International Financial Reporting
Standards, Wiley, 5th edition.

Selected chapters from other text books.

Research articles available via the UM Library.

SSC2022
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

R.H.C. Kaenen

Teaching methods:

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University College Maastricht
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Urbanisation, Development and Poverty

Full course description

Since 2008, according to the United Nations Populations Fund, more than half of the
world population lives in urban areas. Of particular concern is the fact that over a billion people now
live in informal settlements or slums, where poverty and precarity are highly concentrated.
Nevertheless, people continue to migrate to cities, and primarily to informal settlements. Despite
their vulnerability to disaster, disease, violence and cultural tensions, they also appear to be focal
points of vitality, opportunity and new initiatives. In many ways the city can be conceptualized as a
contested site, a compact ‘laboratory’ where many of the tensions and opportunities related to
globalization and development are acted out.
Through readings in this course we delve into the human aspects of these loci that embody contrasts
and contradictions, and we analyze social, economic and political processes in cities of the Global
South. We discuss connections and tensions between urban communities and
economic development, the creation of vulnerable populations through urbanization and the
precariousness of labor, the structural failures of slum ecologies and how they affect people, but also
how citizens nevertheless find uncountable modes of making the city their home. We examine the
articulation of neoliberalism in urban space, the consequences of international debt and structural
adjustment projects in ‘megacities’, and we look at how cities are hubs for moving people (most
often women) to other places to make a living in the service industries - domestic labor, sex work,
cleaning jobs. Furthermore, we examine the opportunities these cities represent: as spaces of
creativity, new mélanges of identities, new cultural forms and novel cultural, economic, social and
political prospects. In short, we aspire to infuse you with knowledge both of how urban development
and poverty are structurally reproduced in highly political ways, and of how cityness also always
depends on how people manage to flexibly and inventively arrange their lives on a daily basis.

Course objectives

After completion of this course students have acquired knowledge about impacts of urbanisation on
development and poverty in an increasingly globalized world. In particular, they will learn about:

Multifaceted impacts of global urbanisation, including economic, ecological and social

challenges and opportunities of increasingly populated cities
Impoverished conditions of many city dwellers of the Global South, as experienced through
access to infrastructures, mobilities, public space, and diversity
Development impacts and potentials created by interconnectedness between ‘global cities.’

Prerequisites

SSC2046 Globalization and Inequality or SCI1016 Sustainable Development

Globalization and Inequality

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University College Maastricht
Recommended reading

Simone, A. M. (2010). City life from Jakarta to Dakar: Movements at the crossroads. New York:
Routledge.
Relevant academic articles, reports, book chapters and websites.

SSC3047
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

B. le Normand

International Law

Full course description

The important role played by international law in international relations is evident: it offers not only
a means for facilitating international cooperation, but also provides a psychological barrier against
international delinquencies such as the waging of unlawful wars, the perpetration of widespread and
systematic violations of human rights, and the extensive pollution of the environment. It also fulfils a
vital role in national legal systems, as States are bound to incorporate or implement some
international obligations into domestic law, such as those derived from human rights treaties,
certain resolutions of the UN Security Council, and the Rome Statute of the International Criminal
Court.

This course covers fields of regulation that relate directly to priority issues on the international
agenda, such as the law of armed conflicts, international human rights law, and international
criminal law. The topics addressed in the course should thus be of great interest to UCM students.

Course objectives

The ultimate objectives of the course are to develop your ability to think independently and to
improve your problem-solving skills.

By the end of the course, you are expected to be able to:

explain basic concepts and principles of international law

discuss controversial international legal issues
compare the structure, applicable law, and practice of certain international institutions
analyse and solve real or hypothetical problems by applying the rules and principles of
international law

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University College Maastricht
Prerequisites

SSC1007 Introduction to Law and Legal Reasoning or another law course;

SKI1008 Introduction to Academic Skills I; SKI1009 Introduction to Academic Skills II;

PRO1010 Introduction to Academic Communication: A Writing Project.

Recommended

SSC1006/SSC2002 International Relations: Themes and Theories.

Introduction to Law

Recommended reading

López Martín, Anna Gemma (ed.), Public International Law, Dykinson, Madrid, 2022 ISBN:
978-84-1122-427-7. The book can be purchased directly from the publisher
(www.dykinson.com) or from retailers such as Amazon.

Blackstone’s International Law Documents, Oxford University Press, last edition available. It
can be purchased from the publisher (www.global.oup.com) or from other retailers.

SSC2024
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

F.O. Raimondo

Foundations of Cognitive Psychology

Full course description

The mechanization of thought (i.e. regarding the human mind as an information processing machine
not unlike a computer) has always repelled and attracted psychologist and philosophers after the
scientific revolution of the 16th and 17th centuries. As a result, human thought wasn’t always the
topic of psychology, especially at the time of the rise of radical behaviorism in the early 20th
century. Anything referring to mental processes was not to be used in explanations of human
behavior. However, with the inventions of machines that could think in combination with the failure
of behaviorism to account for even the simplest of human behavior, the mind was back in
psychology. And back with a vengeance. During the ’60 and ’70 of the 20th century information

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University College Maastricht
processing theory became the leading paradigm in cognitive psychology. Information processing
theory deals with how people receive, store, integrate, retrieve, and use information. The present
course is concerned with theoretical and empirical perspectives on human cognition, perception and
the experimental methods to study cognition and perception. Eleven basic topics of cognitive
science/ psychology are discussed using a Problem Based Learning format. The topics studied in the
course are amongst others: The history of the study of the human mind as information processing
machine, schema’s, scripts, plans, and frames, knowledge representation, top down and bottom up
processing, semantic networks and spreading of activation, intelligence and individual differences,
etc.

Course objectives

To give students on overview of the study of the human mind as information

processing machine over time and to provide insight into the foundations of cognitive science.
To make students familiar with the basic concepts used in theories on human
information processing and the experimental designs used in cognitive psychology.
To provide an insight into the character of cognitive processes; various forms of
perception, learning, thinking, etc.

Prerequisites

SSC1005 Introduction to Psychology or SCI2036 Artificial Intelligence.

Recommended reading

E-reader available on Student Portal.

Several chapters from basic cognitive psychology textbooks (There is not one single basic book
that covers all topics, hence the chapters of several books are available as an E-Reader or
hardcopy at UCM’s reading room and the UM library)

SSC2062
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

M. Capalbo

Teaching methods:
Lecture(s), PBL
Assessment methods:
Final paper, Written exam

The Psychology of Individual Differences: Personality and

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University College Maastricht

Intelligence

Full course description

This course will provide you with knowledge of the most important scientific theories and empirical
findings on personality and intelligence. You will learn why and when a person behaves differently
than someone else and how personality impacts what will happen to us in our life. We will also
discuss practical applications of theory and research findings and learn to apply measurement
techniques for assessing individual differences.

You will learn about different theoretical conceptualizations and measurement approaches to
personality and intelligence. Based on the purpose of the assessment, different methods may prove
more or less valuable. You will also discover different explanations for why people differ in their
personalities and their levels of intelligence. We will look at physiological, evolutionary-genetic as
well as contextual explanations. Further, you will look closely at the relationship between
personality, intelligence, and meaningful life events. What personality traits are essential for marital
satisfaction and what characteristics make us become a criminal? But also – how does becoming a
parent or getting a new job change our personality? Lastly, you will be introduced to real-life
applications of knowledge on personality and intelligence. Specifically, we will discuss how this
knowledge is used in clinical settings (e.g., when having patients with personality disorders) and in
organizational settings (e.g., for personnel selection purposes).

Please be aware that this course needs a time investment from your side. You will need to find
literature individually and actively construct knowledge. Just summarizing articles and learning
those summaries by heart will not help you during this course. You need to be prepared to invest
your time in finding articles, understanding them, and applying the understanding you gain to real-
life scenarios. There will be no clear this-is-correct-and-this-is-wrong-approach in this course, as you
will need to argue for your positions based on academic sources. If you are looking for a course that
provides you with the readings and then everyone just reads out loud the same studydrive
summaries during tutorials, then this course is not for you. If, on the other hand, you are eager to
invest your time in your intellectual growth and are prepared to experience some moments of
uncertainty to finally get a better understanding of the psychology behind individual differences,
then this course is for you.

Course objectives

Gain insight into the two key subdivisions in the study of human individual differences:
personality and intelligence.

Prerequisites

SSC1005 Introduction to Psychology.

Recommended reading

Larsen, R. J., Buss, D. M., Wismeijer, A., & Song, J. (2017). Personality Psychology: Domains of
knowledge about human nature. Berkshire, UK: McGraw Hill Higher Education.

SSC2063

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University College Maastricht
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

P. Brüll

Memory

Full course description

In our everyday cognitive functions we rely heavily on multiple types of memory. This includes
seemingly trivial actions, such as remembering your grocery shopping list, to navigate through
Maastricht, and to have a sense of your own identity. How are memories formed and maintained in
our mind and brain? Do we have multiple memory systems, or just one memory mechanism from
which the richness of memory is derived? What happens if our memory fails us, when we forget or
when we remember falsely? This course investigates the cognitive correlates (information
processing) and neurobiological mechanisms of declarative, or explicit memory. We will discuss a
number of cognitive models, including Baddeley’s Working Memory model, the Modal model, and
interference theory in forgetting. In addition, we will discuss the role of long-term potentiation (LTP)
in memory, research for which Prof. Eric Kandel received the Nobel prize in 2000, as well as how
different brain areas contribute to memory. Throughout the course, we will discuss relevant
methodological issues regarding memory research. Importantly, please be aware that brain anatomy
and function are an important part of this course; an interest in and understanding of these fields at
the level of Introduction to Psychology or higher is highly recommended. In addition to the tutorial
meetings, students will complete a practical and paper assignment in which memory performance of
real subjects is assessed.

Course objectives

To help students acquire knowledge of recent as well as classic theories in the field of memory
acquisition, consolidation and retrieval, for short- and long-term declarative memory.
To provide knowledge of the principles of forgetting, reconstructive processes and
false memories.
To provide knowledge about the biological basis of memory acquisition, storage and retrieval.
To familiarize students with relevant basic brain anatomy.
To provide experience with common experimental designs in memory research.

Prerequisites

SSC1005 Introduction to Psychology; SCI2034 Functional Neuroanatomy; SCI2034 Brain and Action
is strongly recommended.

Introduction to Psychology

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University College Maastricht
Recommended reading

To be announced.
E-reader.

SSC2025
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

A. Sambeth

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

American Foreign Policy

Full course description

Everyone appears to have an opinion on American foreign policy, however, often such opinions are
based on emotion or rhetoric. This course does not want students to be less critical of the United
States, rather it strives to inform and educate students on the history, process and sources of
American foreign policy, so that opinions are based on a sound footing.

The course is divided into four sections. The first section will focus on the field of foreign policy
analysis as a subfield in International Relations. An overview of the various analytical perspectives
on U.S. foreign policy will be covered. This first section will also consider the importance of
examining American foreign policy in today’s world.

Section two will concentrate on the history of U.S. foreign policy, covering such events as the
Founding of United States, World War I, the interwar years, World War II, the making of a
Superpower, the Cold War, the Post-Cold War world, September 11th and ending with recent world
events, such as the Iraq War and the Global War on Terror.

Part three will examine the politics and the policy-making process of American foreign policy. Topics
for discussion in this section will include the institutions involved in the policy making process, such
as the President, various bureaucracies like the State Department, the Department of Defense and
the CIA, plus Congress and the Courts. This section will also consider the role the American public
plays in the process of making U.S. foreign policy. The final part of this course will study the
instruments used to implement American Foreign Policy. This section will include a discussion of
America’s use of open or diplomatic instruments, secret instruments, economic instruments and also
its military instruments. This final section will end with a task that discusses the future of American
Foreign Policy.

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Course objectives

To understand the history, the political process in which policy is made and the policy content
of American foreign policy.

Prerequisites

SSC2002 International Relations or SSC1025 Introduction to Political Science and at least one 2000-
level Social Sciences course.

Recommended reading

Hastedt, Glenn P. (2017). American Foreign Policy: Past, Present and Future. 11th edition.
Rowman & Littlefield.
Kaufman, Joyce P. (2017). A Concise History of U.S. Foreign Policy. 4th edition, Rowman &
Littlefield.
E-reader.

SSC3036
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

R.N. Haar

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Introduction to Law and Legal Reasoning

Full course description

This course aims to introduce students to the general content of modern law and to the discipline
of legal reasoning. These two go together. Law cannot be fully understood in abstraction of
the particular way that lawyers, judges and other expert operators of the legal system look at it.
Coming out of the course, students should be able to understand what law is and how it is different
from (and similar to) morality, identify the main branches of Law and their basic institutions,
recognize and differentiate the principal values underlying those branches and understand the
nature of legal reasoning and be able to apply it to legal problems.

It is often assumed that to study law means essentially to study the law of a particular jurisdiction. A
Dutch lawyer studies Dutch law and a German lawyer studies German law, and there is little that

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they share beyond the name of their chosen profession. This picture is misleading. Despite the fact
that every country establishes its own legal system, there is much less diversity in law than what one
would imagine. A key theme of this course is that law arises naturally as a solution to various social
problems and, to the extent that human societies face the same problems, similar responses appear
almost everywhere. Even though details may vary, contract, property, inheritance, marriage,
constitutions and crimes exist in almost all modern societies. Instead of focusing on specific sets of
rules like the Dutch Civil Code, or the French Criminal Code, this course focuses on these widely
shared problems and widely shared institutional responses.

With regards to legal reasoning, the course asks students to create a tax, which will help them
understand how law can be used as a policy tool for regulatory and redistributive purposes. In this
connection, the course will also include a “workshop” where students will be asked to go through a
high profile judgment and identify the logical moves taken by a court to justify its decision.

Course objectives

To introduce students to the basic areas of law (contracts, property, torts, criminal
law, international law etc.).

To familiarize students with the methods of legal reasoning.

To illustrate to students how law arises in response to social problem and how it is
different from other domains such as politics and morality.

Prerequisites

None.

Recommended reading

Jaap Hage & Bram Akkermans, Introduction to Law (Heidelberg: Springer 2017).

Additional material on legal reasoning provided by the instructor.

SSC1007
Period 1
4 Sep 2023
27 Oct 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:

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English
Coordinator:

G.M. Arosemena Solorzano

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Introduction to Political Science

Full course description

This course will be an introduction to a field of study that is often subdivided into five or more
disciplines. The subdivision list includes International Relations, Comparative Government, Political
Theory/Philosophy, Public Policy/Public Administration and finally a state-centric discipline which
depends on your country of origin (i.e. American Politics or Dutch Politics to name two).

The course will start with a simple examination of the meaning of the world “politics.” How much of
politics is really about solving distribution problems? In other words, a limited amount of resources
in society must be distributed in some equitable manner. After this initial discussion, the course will
move to consider the central themes of Macro politics, with particular emphasis on the classification
of political systems, political ideology and political authority.

Themes in Micro politics are addressed in the second half of the course. Micro politics refers to the
study of how individuals “fit” into their political system. Micro political topics will include political
socialization, political groups, elections, voting, political parties, party systems and political
leadership. The course ends with a look at system performance and how to bring about change in
political systems when performance is wanting.

To help students understand and relate to the political realm in which they exist, each student is
required to embark on an individual research paper about their country of origin. It is hoped that
this assignment will not only allow students to apply concepts learned in the course but also prompt
them to expand their knowledge of how to use resource materials available via the library.

Course objectives

To introduce students to the concepts, ideas and theoretical underpinnings which constitute
the study of government and politics.

To outline the scope of political science and its central themes.

To provide the intellectual skills necessary for coming to informed judgments about political
issues.

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Prerequisites

None

Recommended reading

Heywood, A. (2020). Politics, 5th edition. Basingstoke, UK: Palgrave.

E-Readers

SSC1025
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

R.N. Haar

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Brand Management And How To Communicate About

Brands

Full course description

This course covers foundations of brand management and marketing communications (including
advertising). The course will take a strong consumer-based focus, therefore the foundation of
branding and advertising in consumer behavior and consumer psychology theories will be discussed.
We will discuss theory that is at the foundation of branding and advertising and then apply it
through team assignments on students’ chosen brands.

The course consists of two parts:

In the first part we will deal with brand management: In the brand management part the
nature of brands in consumers’ minds, the concept of brand equity and instruments to build
and leverage brands will be discussed.
In the second part we will focus on integrated marketing communications. In the integrated
marketing communications part we will have a look at the concept of Integrated Marketing
Communications, the communication process and theories of consumer behavior and response.

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Course objectives

To give students an introduction to the communication of brands to consumers. On the one

hand a strong theoretical foundation will be built by studying the textbook chapters and
journal articles (E-reader). On the other hand, we will continuously translate this theory to
practice, by means of short articles from the business press (E-reader), brief student
presentations, and one larger group project.
Next to being instructive and interesting, this course can also be a lot of fun. We are
confronted with brands and advertising every single day, and it is challenging to explore the
processes by which this is done.
To have an in depth understanding of the theories concerning branding, marketing
communication and consumer behavior, and of the implications of these theories for marketing
management. Skills that will be developed/ enhanced during this course are: presentation
skills, teamwork skills, writing skills, analytical skills, reflection skills and creativity skills.

Prerequisites

None

Recommended
SSC1027 Principles of Economics

Recommended reading

To be announced

SSC2018
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

E.C. Brüggen
T.P. Döring

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

European Foreign Policy

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Full course description

The course is divided into three sections. The first section will start with a focus on the importance
of European Foreign Policy for foreign policy analysis and vice versa. It will also consider what
theories in International Relations can help explain the conduct of European Foreign Policy. This
section will then move on to consider the institutional framework of the EU’s foreign policy, the role
of the Member States in the formation of policy and then finally consider in more detail the main
external relations policies themselves . The main policy areas include Common Defense Policy,
Common Security Policy, Economic and Trade Policy and Enlargement Policy.

The second section deals with the important regions and particular states that the European Union
has established strong foreign policy relationships. These important regions and states include the
United States, Russia, the Developing world and Emerging Economies. The third section ends with a
consideration of the EU’s future role as a global player.

Course objectives

To understand the history and the complexity of European Foreign Policy.

To understand the political-institutional process in which EU Foreign Policy is made.
To grasp the content of European Foreign Policy.
To understand relations with important regions and particular states that the European Union
has established strong foreign policy relationships.

Prerequisites

SSC1025 Introduction to Political Science or SSC1006/SSC2002 International Relations: Themes

and Theories, and SSC3030 The Law of European Institutions or SSC1009 Introduction to European
Integration or SSC2011 European Integration; History and Theory.

Recommended reading

Stephan Keukeleire and Tom Delreux. 2022. Foreign Policy of the European Union. Third
Edition. Bloomsbury Publishing. ISBN: 9781350930483.

E-readers.

SSC3002
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

R.N. Haar

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Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Social Movements

Full course description

This course is designed to introduce students to the sociological study of social movements. An
overview of the field will be provided by identifying key concepts, theories and methods through
examination of a variety of case studies. Salient themes addressed will include: democracy, identity,
globalization, civil rights, environmentalism, gender, sexuality, class and ethnicity/race. While much
attention will be placed on social movements within Europe, a global-comparative perspective will
be periodically emphasized. The over-arching goal of the course will be to reveal the ways in which
social movements work to both produce and resist social change. Some of the main questions
addressed in the course will be: What is a social movement? Why do people join social movements?
How do movements gain/lose momentum? What is the relationship between social movements and
democracy? And, under what conditions do social movements 'succeed'?

Course objectives

To become conversant in the major questions driving social movement research.

To become conversant in the key theories and concepts driving social movement research.
To become conversant in the primary methods driving social movement research.
To evaluate and assess social movement research in a critical and constructive manner.
To design a case study and initiate an original empirical study of social movements.
To reflect on the relevance and utility of studying social movements.

Prerequisites

SSC1029 Sociological Perspectives and at least one of the following: SSC1025 Introduction to
Political Science, SSC1003/SSC2065 Theories of Social Order, SSC1006 International Relations,
SSC2019 Social Psychology or SSC2028 Classical Sociology.

Recommended reading

E-Readers.

SSC2059
Print course description
ECTS credits:
5.0
Coordinator:

K.A. Heidemann

Teaching methods:

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Lecture(s), PBL

Comparative Constitutional Law

Full course description

In this course, we study basic concepts of constitutional law. Particular attention is devoted to: the
functioning of a state, different systems of government and the concept and application of the
principle of separation of powers. Furthermore, different electoral systems and different
mechanisms governing the relations between the executive and legislative branches of government
will be discussed. The issues of federalism and bicameralism will be analysed. Finally, the rules
governing constitutional review will be discussed, together with the issue of fundamental rights
protection. These themes will be addressed with regard to the American, German, French, British
and Dutch legal systems.

Course objectives

To get students acquinted with the political and constitutional systems of a number
of European countries and the United States.
To introduce students to the overarching concepts of consitutional law.

Prerequisites

SSC1007 Introduction to Law and Legal Reasoning or SSC1009 Introduction to European

Integration or SSC2011 European Integration; History and Theory or SSC1025 Introduction to
Political Science.

Recommended reading

Heringa, A.W. (2016), Constitutions Compared - An Introduction to Comparative Constitutional

Law. (4th Ed.) Antwerp/Oxford: Intersentia.
S. Hardt and A.W. Heringa, eds. (2014), Sources of Constitutional Law,
Antwerp/Oxford: Intersentia.

SSC2060
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

M.M. Maroni

Teaching methods:
Lecture(s), PBL

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Statistics II

Full course description

In Statistics II, we continue our quantitative journey to realms of even greater adventure. Statistics I
has shown you that statistics need not be intimidating; that many can master it – and enjoy doing so.
With the foundations of inferential statistics under your belt (confidence intervals, p-values and the
like), as well as an arsenal of different tests, things are about to get bigger and better. This course
will prepare you to tackle even more questions in social and life sciences that call for quantitative
answers. The key distinction, which sounds far less exciting than it really is, is that it’s time for
‘models with more variables’.

After refreshing the different t-tests (one sample, independent and paired), we shall discuss one- and
two-way ANOVA. After that, two weeks will be devoted to regression analysis. Simple regression will
come to pass again, but we will soon expand it with dummy variables and then to multiple regression
(with more than one independent variable). The last part of the course will introduce you to repeated
measures ANOVA (RANOVA for short), which remains a staple in research in the social sciences. But
don’t mistake all these technical terms for a series of bone-dry discussions. Statistics deserves to be
colourful and exciting, so prepare yourself for a course full of relatable and relevant stories. If
Statistics I did not yet make you fall in love with a field you never knew you liked, our mission is to
finally steal your heart away this time.

Just like before, learning statistics is all about interacting with it. Throughout the six course
modules, you will solve a myriad of assignments that will help you grow – and trust – your
quantitative intuition. You will learn how you can make statistical software do your bidding, and
apply your understanding of mathematical models to make sense of the world around you… more
than ever. Who wouldn’t want to take part in that? Now is your chance – again. We hope to see you
back in class!

Course objectives

To expand the quantitative mindset you developed in SSC2061 Statistics I.

To further develop the abilities to think critically about data, as well as scientific articles that
are grounded in quantitative techniques.

To gain experience in actively performing quantitative analyses yourself, making use of the
(more advanced features of the) tool SPSS.

Prerequisites

SSC2061 Statistics I.

Recommended reading

Penders, Vince (2019). Pirates, Peaches and P-values: Parrrt 1. Maastricht: Mosae Verbo.

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Penders, Vince (2019). Pirates, Peaches and P-values: Parrrt 2. Maastricht: Mosae Verbo.

SSC3018
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

V. Penders

Teaching methods:
Lecture(s), PBL
Assessment methods:
Final paper, Computertest, Written exam

Theories of Social Order

Full course description

I the past decade, societal order seemed to be under attack in many Western countries. Activists
from the right and the left challenged existing orders and increased societal strife. Political
polarisation has eroded social cohesion and pitted people against one another. And then, the
covid-19 pandemic struck.

BLM, #MeToo, alt-right movements, mass shootings, popular uprisings, police violence, fierce
debates about climate change and gender equality and LGBTQ-rights and rising inequalities: they all
relate to social order in one way or another. In tempestuous times, questions about social order
become important. What makes society work? What unites us? What divides us? In “Theories of
Social Order”, we use a sociological perspective to study the different types of glue that hold
societies together. For sociologists, the root of the problem of social order lies in the sometimes
conflicting interests of individuals and those of groups (and societies. Whenever individual interest
conflicts with group interest, social order is at risk. A solution to the problem requires the
reconciliation of individual and collective interests, but how to do that is not a given. Theorists have
provided several answers to this vexing question.

We consider five mechanisms that produce social order: individuals, hierarchies, markets, groups
and networks. Foundational texts by classic sociologists are combined with contemporary extensions
and empirical applications on contemporary problems of social order, i.e. (1) political polarisation in
the US and Europe, and (2) the corona pandemic. The editorial introductions by Hechter & Horne
provide the background for each of these texts and link them to the central problem. The strengths
and weaknesses of the various theories are discussed, by relating them to contemporary events
whenever feasible. We also explore how to test theories against evidence. In this way, students will
improve their understanding of the social world and will learn to apply the analytical tools to real-life
phenomena.

Course objectives

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To introduce students to the way classical and modern sociologists theorize about society and
in particular, to introduce students to a core theoretical issue in the social sciences: the
problem of social order.

To develop skills in identifying and analyzing theoretical arguments.

To understand how sociologists use different types of evidence to understand society.

To apply abstract theories to new concrete empirical situations.

Prerequisites

SSC1029 Sociological Perspectives or SSC2028 Classical Sociology or COR1005 Theory

Construction and Modelling Techniques

Recommended reading

Hechter, M. & Horne, C. (2009). Theories of social order. A reader. 2nd edition. Stanford
University Press.
E-reader.

SSC2065
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinators:

R.K.W. van der Velden

M. Levels

Teaching methods:
Lecture(s), PBL
Assessment methods:
Assignment, Attendance, Presentation

Innovation Systems, Policy and Sustainability Transitions

Full course description

The issues, that the political economic systems create while moving forward with a multitude of
attempts in structuring our everyday lives and possible futures, continue to systematically socialize
negative economic, environmental and social impacts over us and the world society. Much needed
global societal transition towards alternative settings calls for a comprehensive understanding and
the analysis of the working of the multi-scalar socio-technical systems. Accelerating the evolutionary

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scientific, technological and social sustainability transitions towards alternative societal futures
requires a holistic, interdisciplinary and critical know-how which will be introduced by a set of
lectures and enhanced by participatory discussions. Lectures and discussions are supplemented by
optional multi-method research, entrepreneurial mentoring, critical advocacy and evidence-based
policy writing skills sessions. After completing this course, participants will acquire working
knowledge on ideas, interests, institutions of societal relevance and be able to design new actions or
policies for change making in varieties of systems, sciences, innovations, transitions, economies,
contexts, and, ultimately on the sustainability outcomes.

Course objectives

To gain holistic, interdisciplinary and critical knowledge in the analyses of:

Varieties of systems of innovation and sustainability transitions from political economic and
societal perspectives, which integrates economic, social, environmental, as well as policy
perspectives.
In particular, varieties of systems (e.g. technological, regional, socio-technical systems),
entrepreneurships (e.g. technological, social, environmental), sciences in systems (e.g. natural
and social sciences), innovations (e.g. technological, social, environmental eco-innovations),
transitions (e.g. technological, regional, societal, sustainability transitions), and alternative
economies (e.g. circular economy, social economy, digital economy, bio-economy, sharing
economy).
Varieties of systems and transitions from a global perspective (e.g. contexts and cases of high
and middle/low income countries, emerging markets and powers, international cooperation in
between).
Varieties of systems and transitions from a human perspective (e.g. varieties of
entrepreneurships and of outcomes, e.g. agency, quality of life, well-being, happiness, peace).
To acquire an evidence-based approach for different policy analysis and design styles, and
formulation techniques on how to write a policy brief in practice.

Prerequisites

SSC1017 Principles of Economics OR SCI1016 Sustainable Development: An Introduction.

Recommended reading

E-reader

SSC3056
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

S. Turkeli

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China and India in Global Governance

Full course description

This course examines the emerging roles of non-Western actors in institutions of global governance.
While traditional scholars of international relations focused on relations between sovereign states,
this course addresses the questions of governance in a globalizing world through an examination of
the interactions between international organizations (IOs) and sovereign states in shaping the
contemporary global order. Given that major IOs have been led by Western powers, exploring the
emerging roles of China and India in the Western-centric governance architecture are of particular
interest to us. These two countries have experienced unprecedented economic growth in the past
decades as they have integrated more with the market economy since the 1980s. Their emerging
roles as global players were acknowledged in the U.S National Intelligence Council’s report in 2005,
stating, "In the same way that commentators refer to the 1900s as the "American Century," the 21st
century may be seen as a time when Asia, led by China and India, comes into its own." We will start
off by introducing the theoretical and historical perspectives on global governance. Week 2 will
discuss the changes of Chinese and Indian foreign policy strategies and the rationales for their
engagement in IOs. Focusing on the selected section of regimes, including climate change and
infectious disease, security and terrorism, trade and finance, and also development and foreign aid,
Week 3 and 4 will examine the ways in which China and India engage to the existing global
governance architecture, the tools they use and the efforts they make to influence or redesign
current Western-centric international institutions. Week 5 will take a closer look at the involvement
of China and India in regional institutions with overlapping membership, including Shanghai
Cooperation Organization (SCO), Conference on Interaction and Confidence-Building Measures in
Asia (CICA), Bangladesh–China–India–Myanmar Forum for Regional Cooperation (BCIM), and Asian
Infrastructure Investment Bank (AIIB) in Asia. While China and India have worked together to
contribute to the regional governance, major security challenges presented by the rising powers to
their neighboring countries, such as territorial disputes and river basin management, will also be
highlighted. Week 6 will wrap up the course by considering the future global governance: How
would the Western-led international institutions incorporate the rising powers? Can China and India
collaborate on rising global governance challenges? Are they strategic partners or strategic rivals?

Course objectives

Upon successful completion of this course, students should be able to:

Explain the evolution of global governance, and the key challenges facing governance in an
increasingly globalized context.
Analyze the impacts of emerging powers, China and India, on major Western-led international
institutions and agreements.
Explain the similarities and differences between Chinese and Indian foreign policy strategies
in international institutions.
Apply relevant theoretical and conceptual knowledge to examine real-life cases and issues in
the global and regional levels.
Develop effective essay writing skills.

Prerequisites

COR1003 Contemporary World History AND SSC2002 International Relations: Themes and Theories

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OR SSC1025 Introduction to Political Science.

Recommended reading

Weiss, T. G. and R. Wilkinson (2nd edition) (2018). International organization and global
governance. New York: Routledge.

Beeson, M. (2019). Rethinking global governance. London: Springer Nature Limited.

SSC3059
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

Y.P. Lo

The Economics of Information

Full course description

This course studies markets for information goods and gives an introduction to the economics of
uncertainty and information.

The term “information good” is very broad and includes, in principle, everything that can be
digitized, such as books, databases, music, etc. As a consequence, trade often takes place via the
Internet. Information goods have special characteristics. For example, they typically have a special
cost structure with high fixed costs but low marginal costs: making a copy of digital content has
essentially no cost. We study several topics such as pricing, network effects, and lock-in. One focus
will be on “platforms” (e.g., Apple’s App Store, Google Search Engine, Netflix), which are often key
players in markets for information goods.

At the beginning, we introduce concepts from pricing and game theory, reviewing and extending
contents of SSC1027 Principles of Economics. These concepts are useful because markets for
information goods are often competitive but not perfectly competitive. Thus, firms can experiment
with pricing and selling strategies, but they must take into account how potential competitors will
respond.

The economics of uncertainty and information studies the role that information plays in the decisions
and interactions of individuals, the design of contracts, and the working of markets. In many
situations, individuals lack important information before making a decision. For example, sellers
don’t know their customers’ willingness to pay, and investors don’t know which investment
opportunities yield the highest profit. Often, information is not only incomplete but also
asymmetrically distributed among the relevant parties (“adverse selection”, “moral hazard”).
Examples include job applications, where the applicant knows more about his/her abilities than the

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employer, or insurance contracts, where the insurance company cannot observe the insuree’s effort
in preventing damages. A central insight is that asymmetric distribution of information often leads to
economic inefficiency.

Course objectives

Learn durable economic principles of markets for information goods

Skills in analyzing such markets

Deepen knowledge of pricing and game theory and its applications

Insight into legal and policy aspects as well as business practices

Understand problems arising from lack or asymmetric distribution of information in economic

situations

Skills in analyzing such problems

Prerequisites

SSC1027 Principles of Economics. Note that SSC2020 is not an introductory course.

Principles of Economics

Recommended reading

Belleflamme, P. and M. Peitz (2021), The Economics of Platforms: Concepts and Strategy.
Cambridge University Press.
Perlof J.M, Microeconomics, Pearson. The edition will be stated in the course manual.
Shapiro, C. and H.R. Varian (1998), Information Rules: A Strategic Guide to the Network
Economy. Harvard Business Review Press.

SSC2020
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

To be announced

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University College Maastricht
C.J. Woolnough
S. Terstiege

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Introduction to Psychology

Full course description

Psychology is all around us. Psychology permeates our everyday lives. It is therefore not surprising
that the science of psychology has received great interest from behavioral scientists and the general
public alike. We are all amateur psychologists. We all want to know what makes us and other people
tick! However, our common sense understanding of how people think, feel and act is often
misguided. The self-referential nature of psychology has caused some people to believe that
psychology is not a science at all! This course will show you that psychology is a science, and that it
encompasses the collaborative efforts of scientists from many different disciplines. Psychology is the
study of behaviour and mental processes, and as psychologists we aim to describe, understand,
predict, and sometimes change behaviour. Psychologists study human behaviour and mental life
from different perspectives (i.e. biological, individual and social) and at different levels of analysis
(from genes and the brain up to the social and cultural level). We will consider what these different
approaches have to offer in our quest for an understanding of the human mind, the brain, and
behaviour. Along the way, scientific methods of psychological research will be introduced by
addressing some of the main questions that drive contemporary psychology: How do we experience
fear or happiness? How do we (think we) see the world around us? How do we learn, remember and
forget things? Where should we draw the line between normal and abnormal behaviour? How social
are humans? When do people harm or help others?

Course objectives

To engage students in scientific inquiry about psychological processes.

To introduce students to the various subfields of psychology as an academic discipline.
To gain a basic understanding of the methods of psychological research.

Prerequisites

None.

Recommended reading

Gray, P. & Bjorklund, D.F. (2014), Psychology (7th ed.). New York: Worth Publishers.
E-reader.

SSC1005
Period 1
4 Sep 2023
27 Oct 2023

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University College Maastricht
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

A.H. van der Lugt

M.G.F. Colombi
N.S. Harutyunyan

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Organization Theory

Full course description

This course is aimed at getting to know more about organizations, at gaining an understanding of
workplaces, and learning about how to enhance your relationships with the organizations that you
encounter throughout your life and career ahead. Organization Theory is a branch of social sciences
that is particularly interested in the why, how, and when multiple individuals join efforts to reach a
common goal. It is a multidisciplinary subject drawing from disciplines such as arts and humanities,
educational sciences, psychology, evolutionary biology, economics, and politics. These multiple
lenses through which we view organizations, makes Organization Theory a fascinating and relevant
topic to explore and examine at any stage of your study program. Main topics covered in this course
are organization-environment relations, organizational design types and culture, leadership
development, HRM and well-being, and managing diversity and inclusion at work.

Course objectives

Provide insight and enhance knowledge about the impact of external environment on how an
organization is designed.

Provide insight and enhance knowledge about various organization designs.

Provide insight and enhance knowledge about the components of organizational structure and
organizational culture.

Provide insight and enhance knowledge on the impact of leadership and learning processes on
organization design.

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Prepare for future practice in designing and managing organizational systems and learning
processes.

Develop discussion competence, constructive feedback seeking and feedback giving

approaches, and the capacity to critically analyse within topics and synthesize across topics.

Develop the ability to professionally lead discussions and give impactful presentations.

Prerequisites

None

Recommended reading

Academic journal articles, (business) press articles, case texts, etc,

SSC2008
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

I.D. Nikolova

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Human Rights: Principles and Polemics

Full course description

There is the expectation that in an increasingly multiculutral and postsecular world, human rights
provide us with some common ground: however turbulent and changeable social life may be, we can
all demand and enjoy the protection of human rights. This expectation might turn out to
be misguided. Even within the “West”, there is intractable disagreement as to the content
and implications of human rights. Activities that are seen as human rights violations by some legal
systems are tolerated by others. Even more, activities that are seen to be human rights violations by
some legal systems are seen to be rightful exercises of freedom by others. How deep are
these disagreements? Can they be overcome? This course will provide students an advanced
introduciton to the field of human rights by exploring and parsing out disagreement on divisive and
polemical issues. The course analyzes how a variety of key issues of legal concern, such as hate

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speech, social welfare, dignity, the death penalty and discrimination, are addressed by a variety of
domestic and international institutions, such as the European Court of Human Rights, the UN and
the Supreme Court of the United States.
This course is predominantly legal in character. That means that social scientific explanation and
understanding will not be the focus of the course. Rather, the course will concentrate on analyzing
the justification of legal decisions in accordance with legal rules and principles.

Course objectives

Provides students with an advanced introduction into human rights.

Introduces key concepts that are used within all forms of human rights discourse.
Familiarizes students with polemics in the field of human rights
Provides students and opportunity to engage with the intricacies of legal reasoning.
To encourage critical thinking and appreciation of differences within the field of human rights.

Prerequisites

SSC2024 International Law or SSC1007 Introduction to Law and Legal Reasoning

International Law

Recommended reading

E-Reader

SSC3049
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

G.M. Arosemena Solorzano

Psychology and Law

Full course description

This course focuses on applications of psychology to the legal system. It will provide students with
insights and knowledge about typical themes within legal psychology. Such themes range from how
reliable eyewitness testimonies in court are to whether criminals have a brain dysfunction making
them permanently dangerous to society, to the role of experts in court. The role of psychologists
within these themes is to ask questions that have a direct relevance to the legal arena and to
conduct research to address these questions.

Through working with cases, students will be familiarized with various issues in the field in this
course, for example police procedures, legal backgrounds, psychological experiments and the

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disputes that arise when psychology is applied to the law. Moreover, several small exercises in class
will give students the opportunity to get a small taste of which tests and procedures are used by
academics and professionals working in the field.

Drawing from areas of social, cognitive, developmental, clinical, and neuropsychology this course
will deal with questions such as: How dangerous are sex offenders? Are all criminals competent to
stand trial? How reliable are lie-detector tests? What is the role of expert witnesses in court? What
are the dangers of bias in expert testimonies?

Course objectives

The aim of the course is to provide students with knowledge about the application of psychology to
the legal system. By the end of the course, students should

be able to identify current issues and controversies in the field of Psychology and Law;
be able to describe methods and tools typically used in this field and experiments that have
been conducted;
be able to list ethical dilemmas that occur when collecting data and running experiments with
human participants;
be able to provide reasons why raising awareness about the problems that arise when
psychology is applied to law in practice are crucial;
be able to describe and analyze cases by applying various tools and methods.

Prerequisites

SSC1005 Introduction to Psychology.

Recommended
SSC1007 Introduction to Law and Legal Reasoning and/or an interest in Law.

Introduction to Psychology

Recommended reading

Book: Costanzo, M., & Krauss, D. (2021 or earlier versions). Forensic and legal psychology.
Psychological science applied to law. New York: Worth Publishers.

E-reader.

SSC2050
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

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J.M. Schell - Leugers

Teaching methods:
PBL, Lecture(s)
Assessment methods:
Assignment, Presentation, Written exam

Principles of Economics

Full course description

According to a classic definition, economics is the study of the use of scarce resources that have
alternative uses. This course introduces basic economic ideas and concepts. In the lectures, we first
study markets, the most common allocation mechanism for scarce resources of any kind in many
economies. We analyze behaviour on markets, outcomes of markets, and different market forms.
Here, we also introduce game theory to study situations with strategic interaction (e.g., oligopolistic
competition). We then turn to the idea of comparative advantage as an explanation of trade patterns.
While the first part of the course mainly covers microeconomic topics, the second part is devoted to
macroeconomics. Here, we first consider macroeconomic indicators (e.g., GDP) and then study
economic fluctuations (e.g., the Great Recession of 2007–2009) as well as economic policy. Further
topics (e.g., the monetary system) will be covered in the tutorials. Through presentations and special
debates (e.g., on Behavioral Economics), the tutorials give the opportunity to apply and reflect on
some of the contents of the course.

The course provides a foundation for many other economics courses at UCM. It is a strict or
recommended prerequisite for courses such as SSC2020 (The Economics of Information), SSC2038
(International Macroeconomics), SSC2043 (Development Economics), or SSC2048 (Intermediate
Microeconomics).

Course objectives

Get acquainted with basic ideas and concepts to understand economic debates and
be prepared for possible further economics courses.

Prerequisites

Standard high school knowledge of basic mathematical concepts such as solving equations, reading
and working with graphs, and manipulating inequalities is expected. Students who lack this
knowledge are advised to take SCI1010 (Basic Mathematical Tools) first.

In economics, no prior knowledge is assumed.

Recommended reading

Acemoglu, D., D. Laibson, and J.A. List, Economics, global edition. Pearson.
The edition will be stated in the course manual.

SSC1027
Period 2
30 Oct 2023

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22 Dec 2023
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

S. Terstiege

Teaching methods:
Lecture(s), PBL

Statistics I

Full course description

The world of statistics is extremely useful, and there’s no need to be afraid of it. With 90%
confidence and a good deal of effort, you would rather shock the world of statistics. Numbers would
bow to your understanding; quantitative reports in journals and the media would be no match for
your critical eye. In Statistics I, you shall walk your first steps on the path towards mastery of
statistics.

This course takes what is known as a classical approach to statistics and quantitative research
methods for social and life sciences. It starts with descriptive statistics (getting the hang of a
sample) and continues with inferential statistics (generalising sample results to entire populations).
But don’t mistake ‘classical’ for ‘traditional’. Statistics deserves to be colourful and exciting, so
prepare yourself for a course full of relatable and relevant stories. Our goal is to make you fall in
love with a field that you never knew you liked. By the end, you will know how to visualise and
summarise variables, test null hypotheses, construct confidence intervals, and capture associations
between categorical as well as quantitative types of data. And you will be excited that you now
understand everything the previous sentence said.

Learning statistics is all about interacting with it. Throughout the six course modules, you will solve
a myriad of assignments that will help you build – and trust – a quantitative intuition. You will learn
many ways in which statistics can help us make sense of the world… and where its limits lie. The
overarching goal is to build bridges between mathematical models and our actual universe, in order
to make the latter a better place. Who wouldn’t want to take part in that endeavour? Now is your
chance. We hope to see you in class!

Course objectives

To foster a quantitative mindset for doing research as well as understanding the world around
you.

To develop the abilities to think critically about data, as well as scientific articles that are
grounded in quantitative techniques.

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To gain experience in actively performing quantitative analyses yourself, through the use of
the program SPSS.

Prerequisites

SCI1010 Basic Mathematical Tools .Students with substantial high school experience in
Mathematics (For an indication of the relevant topics, see SCI-M, p. vi-viii) can contact the
coordinator to request a waiver.

Recommended reading

Penders, Vince (2019). Pirates, Peaches and P-values: Parrrt 1. Maastricht: Mosae Verbo

SSC2061
Period 2
30 Oct 2023
22 Dec 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

V. Penders

Teaching methods:
Lecture(s), PBL
Assessment methods:
Computertest, Written exam

Chinese International Relations and Foreign Policy

Full course description

The economic and political reforms of the 1980s and 1990s transformed China into the world’s
second-largest economy in less than a generation. Its economic growth has allowed the country to
seek a more significant role in shaping world politics. In this advanced-level undergraduate course,
we are trying to make sense of Chinese international relations and foreign policy—how China
approaches the world and what shapes its external behaviors—in the contemporary era.

This course begins with an introduction, laying out the overall course structure, introducing critical
theoretical perspectives and approaches to the Western and Chinese international relations theories.
Week 2 examines the historical overviews of Chinese foreign policy as well as the leading domestic
debates on it and examines the domestic and international determinants for a changing Chinese
foreign policy from 1949 onwards. From Week 3 to 6, some of the core foreign policy interests for
China (i.e., national reunification, security, sovereignty and territorial integrity, performative

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legitimacy, and international recognition and status) are examined with corresponding
country/region case studies. Week 3 and 4 examine China’s relationship with its nearest neighbors
(i.e., Taiwan and the Korean Peninsula) and significant countries in Northeast and Southeast Asia,
illustrating the critical challenges to Chinese national interests that occur on its border. Week 5
looks into Chinese relations with the U.S, exploring the development of the Sino-U.S relations, U.S
military presence in Asia, the Obama administration’s pivot to Asia, and also the recent Sino-U.S
trade war. Week 6 takes a closer look at Chinese participation in international and regional
institutions, identifying the general pattern of Chinese behaviors in the multilateral setting. The
course is then wrapped up in the final debate on the future role of China in the global order.

Course objectives

Upon successful completion of this course, students should be able to:

explain major Chinese foreign policy development since 1949

analyze theoretical approaches in the examination of Chinese foreign policy through data
interpretation and information gathering
demonstrate critical thinking skills in evaluating China’s modern relationship with countries in
the Asia-Pacific region as well as the U.S
develop effective essay writing skills

Prerequisites

COR1003 Contemporary World History AND SSC2002 International Relations: Themes and Theories
OR SSC1025 Introduction to Political Science

Recommended reading

Sutter, R. G. (2nd edition) (2019). Foreign relations of the PRC: The legacies and constraints of
China’s international politics since 1949. Maryland: Rowman & Littlefield.

Lanteigne, M. (3rd Edition) (2016). Chinese Foreign Policy: An Introduction. New York:
Palgrave Macmillan.

SSC3055
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinators:

M. Stout
Y.P. Lo

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International Relations: Themes and Theories

Full course description

Please note that this course used to be titled the SSC1006 Introduction to International Relations.
Some content and literature of the course and its assessments have been modified to meet the
requirements of a 2000-level course. The first part of the course discusses several mainstream
International Relations (IR) theories and issues including neoliberalism, neorealism and debates
about the liberal world system. Moreoever the problematics of soft versus hard power, absolute
versus relative gain, cooperating versus cheating, war versus peace will be discussed. In this part,
we will not go through the world history, contemporary history, main international institutions or the
history of nation-states. We will immediately start studying contemporary IR. The second part of the
course covers less mainstream approaches, some ‘new’ theories and some neglected issues about
the ‘other’ side of world politics. In this part normative and ideational structures, environmental
issues, problems of the developing world, gendered-biases, economic inequalities, the construction
of partial knowledge, the legitimization of power politics, the representation of images,
establishment of stereotypes and the reproduction of hegemony will be studied critically. Moreover,
new IR approaches like Queer theory and Asian IR approaches will be discussed. In this part, we aim
at asking important questions and try to find reflective answers about the role of power and
hegemony, how to make IR more Green, how to de-colonialise knowledge about the world, how to
make IR and politics more gender- sensitive. It is important that students become aware of the
theoretical richness of the discipline, and that there is not a single ‘right’ way to answer questions
about what is happening around us in the world. Students are given a chance to dicuss and to apply
those theories to different and more specific cases and issues. For this reason, this course is an
opportunity to learn and apply international relations theories, concepts and models to the daily
news and real time developments in the world. Case studies or specific issues are provided by the
course literature. Thus, the course is based on active student participation.

Course objectives

To provide students with an in-depth understanding of the main theories and critical
approaches in International Relations.
To analyse foundational concepts of international politics, such as system, states and security.
To discuss many key historical and contemporary issues, tranformations, actors and events in
International Relations.

Prerequisites

COR1003 Contemporary World History OR COR1002 Philosophy of Science OR SSC1025

Introduction to Political Science.

Students who already took SSC1006 Introduction to International Relations cannot take this course.

Recommended reading

E-readers and several other visual, audio or written material

Students are expected to read world news every day.

SSC2002

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Period 1
4 Sep 2023
27 Oct 2023
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

B. Erdogan

Teaching methods:
Lecture(s), PBL

Economics and Society in Contemporary Asia

Full course description

This course focusses on the intersection of economics, politics and culture in Asia societies. The
course transcends the borders of academic disciplines and includes topics such as long-run
economic development, intra-regional cooperation, social change, political and economic
institutions, and the changing global role of Asian countries. We pay attention to topical issues such
as the trade and the financial relations between China and the rest of the world.

Course objectives

The goal of this course is to understand economic issues and economic developments in
contemporary Asian societies in their social, cultural and political context

Prerequisites

SSC1027 Principles of Economics.

Recommended

SSC2007 Intermediate Macroeconomics (SSC2038 International Macroeconomics.)

SSC2043 Development Economics

Recommended reading

Collection of articles and book chapters

SSC3041
Period 2
30 Oct 2023
22 Dec 2023
Print course description

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University College Maastricht
ECTS credits:
5.0
Coordinator:

K. Mau

Teaching methods:
Lecture(s), PBL

Law and Society

Full course description

Legal scholars generally focus their attention on the law as it appears in books, i.e. legal rules. They
look at formal manifestations of the law, such as constitutions, statutes, judicial decisions and court
structures. While this is certainly an important aspect of studying law, we would miss a large part of
reality if we limited our attention to the formal structures of law and ignored the larger social
context in which law operates. While law in action bears some resemblance to law in books, law as a
social phenomenon is often far more complex than is apparent from the formal manifestations of law
alone. This course looks at the law in action: it studies law as a social phenomenon. Only if we
understand how the major elements of a given legal system function together in a specific social
context can we really understand how law affects society and how society in turn shapes the law.

The first part of the course will introduce the sociological study of law. We will provide an overview
of the field, discuss several prominent theoretical approaches and examine various methods of
researching socio-legal questions. The second part of the course will examine several legal processes
in detail, using the tools that were developed in the first half of the course. In particular, we will look
at the organization and making of law, law as a means of social control, dispute resolution and law
as a means of social change. We will also look st current developments in the interrelation of law
and society. In the second part of the course, students are also encouraged to actively work with the
theoretical frameworks studied in the first part (or explore others that were not discussed in the
course) in writing a socio-legal research paper.

Course objectives

To study law as a social phenomenon and discuss several theoretical approaches to law and
society.
To examine a variety of legal processes, such as conflict resolution, lawmaking, social control
and change, and to seek to understand how they function empirically.
To examine and understand the interrelations between law (as an academic discipline) and
other fields of study.
To understand current and future development trends in the nexus of law and society (e.g.
legal developments in response to automatization, digitalization, and artificial intelligence or
in response to new research results in psychology and neuroscience).

Prerequisites

SSC1029 Sociological Perspectives, SSC1007 Introduction to Law and Legal Reasoning, or

SSC1003/SSC2065 Theories of Social Order.

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Introduction to Law

Recommended reading

Sutton, J.R. (2001) Law/Society: Origins, Interactions, and Change. Pine Forge Press,
Thousand Oaks – London (available as a full-access e-book through the University Library).
A number of books, articles and book chapters, available (through databases to which UM is
licensed) on Student Portal.

SSC2027
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

S. Hardt

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Development Economics

Full course description

The long-run economic development of countries, as well as inequality within countries are the
major topics of this course. The course will review the major conceptual approaches to economic
development, and apply those to the actual experience of countries. In this way, the global variety of
development experiences becomes a central to[pic of the course, addressing topics such as
investment, trade, building institutions, population dynamics, education, health, and migration. The
material that we cover suggests that inequality of the distribution of income resulting from
differences across the population in terms of access to education, health services, or infrastructure
can be a major obstacle to economic development. Throughout the course, public policy options for
stimulating development are made central, especially in the assignment that students will carry out.

Course objectives

To provide participants with an overview of the major characteristics of, and conceptual
approaches to economic development and the public policies that are used to stimulate it;
these topics include, inter alia, economic growth and population dynamics, education, health,
migration, institutions, and environment.

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To deliver the skills needed to analyze real-world economic development experiences and
approach them in a rigorous and critical way.

Prerequisites

SSC1027 Principles of Economics. Knowledge of basic quantitative concepts such as reading

and working with graphs and simple equations is also a prerequisite.

Principles of Economics

Recommended reading

A textbook on economic development (to be decided).

Other reading materials will be indicated during the course.

SSC2043
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

M. Moatsos

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Globalization and Inequality: Perspectives on Development

Full course description

This course critically focuses on structural issues of development on a global scale. Globalization
refers to the increasing interdependence of markets, states and civil societies and the resulting
effects on people and their environment. By also focusing on inequality, the structural differentiation
among actors in terms of access to means, opportunities and resources, issues of (re-)distribution
are taken into account as well. The course investigates inequalities and interdependencies on a
global, international, national and local level, while considering the role of public, private and civil
society actors. Thus, it aims to understand the underlying development processes and unlock the
ongoing debates. The course focuses on the following themes: globalization and development; the
Global Goals for Sustainable Development; a history of inequality; the agencies of development;

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democratization, human rights and development; health and development; global migration and
remittances; and food security, natural resources and global crises.

Course objectives

To understand and analyze issues of globalisation and inequality from several disciplinary
perspectives and recognise links between globalisation, inequality, poverty and development.
To understand theories, concepts and historical roots of global social, political and economic
inequality as well as understand contemporary issues in development and the developing
world, in particular:
Global agencies of development
Democratisation, human rights and development
Health and development
Global migration and remittances
Food security, natural resources and global crises
To gain knowledge of the main global and international actors and networks in the field of
development, including their aim, impact and effectiveness
To analyze changes in 21st century geopolitical perspectives on development, such as the
growing impact of BRICS countries.
To develop insight in the relations between the various global crises and recent development
policies
To use the accumulated understanding and knowledge to envision future development
scenarios

Prerequisites

Academic Skills Training or equivalent University-level writing skills preparation.

Recommended reading

Hopper, P. (2018). Understanding Development. Cambridge: Polity

Relevant academic articles, reports, book chapters and websites.

SSC2046
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

W.W. Nauta

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

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The Law of the European Institutions

Full course description

This course focuses on the institutions of the European Union. At the same time, this course
provides an opportunity for students to be exposed to legal thinking. Law is central to the process of
European integration, and it plays a greater role in European affairs than it does at national or
international level. It is accordingly essential for students to become familiar with the ways of legal
thought and legal reasoning, if they want to understand fully the European integration process, and
European matters more generally.

Course objectives

At the end of the course, students should have acquired adequate knowledge, practical skills and a
critical understanding with respect to the following:

The role and significance of law in the European integration process.

The legal foundations of the European Union (EU) (as set out in the Treaties).
The institutions of the EU, their historical evolution and the horizontal relationship
between them (as reflected in decision-making procedures).
The vertical relationship between the EU and the Member States (including the principles of
supremacy, legality, subsidiarity, proportionality and loyalty).
The implementation and enforcement mechanisms of EU law (infringement
proceedings, enforcement through national courts, review of EU action).
The position of the individual as a holder of fundamental rights and a citizen of the Union.

In addition, throughout the course the students should have become familiar with legal thinking
and legal reasoning, and should in particular be able to:

Find legal instruments in paper or electronic format.

Keep abreast of legal developments.
Read a legal document and extract the relevant information from it.
Construct a legal argument on a basic issue of EU law.
Use EU law to give an opinion on a legal problem.

Prerequisites

SSC1007 Introduction to Law and Legal Reasoning and at least one of the following courses:
SSC2060 Comparative Constitutional Law (SSC2012 Comparative Government) or SSC2024
International Law.

Introduction to Law

Recommended reading

A copy of the EU Treaty and of the Treaty on the Functioning of the EU. These can
be downloaded from http://eur-lex.europa.eu/collection/eu-law/treaties.html or they can
be found in Foster (ed.), Blackstone’s EU Treaties and Legislation (last edition).

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SSC3030
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

B.I. Petkova
S. Roettger - Wirtz
P.V.M. Melin

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Social Psychology

Full course description

Social psychology is the scientific study of the ways in which people’s behaviour, thoughts, and
feelings are influenced by others. This course will cover the core themes from social psychology –
such as attitudes and attitude change, conformity, and aggression – and how they can be
scientifically investigated. During the course, students will also participate in a “Humans of
Maastricht” project. In this project, students will make contact with their self-perceived “out-group,”
applying social psychological theories and concepts to their experiences and reducing their own
stereotypes and prejudice in the process.

Course objectives

To provide an introduction to social psychology.

Prerequisites

SSC1005 Introduction to Psychology

Recommended reading

Basic books:

Hogg, M. A., & Vaughan, G. M. (2018). Social psychology (8th Ed). Harlow, UK: Pearson
Education Limited. ISBN: 978-1-292-09045-0

Additional readings:

E-reader.

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SSC2019
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

A.H. van der Lugt

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Developmental Psychology

Full course description

The development of and changes in psychological functions from birth through adolescence are the
topic of this course. These changes will be illustrated with many empirical findings and explained by
some theoretical models. Such influential older theories as that of Piaget will be compared to more
recent information processing models of development. How does a child reason? How does a child
becomes faster and better in learning? How does a child succeed in developing from almost nothing
into an adult? How do children learn to perceive and to think (the so-called cognitive development) ?

In addition to these questions, attention will be paid to language development because it is amazing
to see how a newborn baby, who does not understand a word and cannot say anything, learns to talk
within a period of two or three years without, incidentally, the use of dictionaries or grammar books.
The social-emotional basis for later development will be explored. It concerns the attachment
relations to mothers and fathers. How do infants form attachments? Is attachment important? Do
our early attachments influence our later emotional development? Other social-emotional topics are
temperament and aggression. Not every development ends in a “normal” child. The course will
address deviant development too, such as disorders as autism and ADHD. When is an active young
boy normal and when do we say that he has ADHD?

Course objectives

To teach students what kind of changes underlie psychological development.

To teach students how children develop psychologically in perception, cognition,
language, personality and emotions from infancy to adolescence.
To teach students about developmental disorders such as autism and ADHD.
To provide students with knowledge on elementary biological processes that
underlie psychological development.
To provide students with knowledge about the learning processes that children have at
their disposal such as habituation and social learning.

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Prerequisites

SSC1005 Introduction to Psychology

Introduction to Psychology

Recommended reading

To be announced.
Selected chapters and journal papers.

SSC2006
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

E.J.M. Persoon
S.T.P. Meier

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Peace and Conflict Studies

Full course description

In this course, we will focus on contemporary conflict resolution. The course will cover many issues
related to the theories, causes and models of violent conflict in the first part, and then conflict
resolution, including prevention of conflicts, (issues of early warning and early action), halting
ongoing violent conflict, the role and forms of mediation, peacekeeping and how to end violent
conflict, build peace and transform societies to reconcile their differences in the second part.

Tutorials are enriched with case studies, interesting links, presentations and movies.

Course objectives

The objectives of this course are to survey the theory and practice of violent conflict and its
resolution. The course will discuss some current issues in conflict studies related to the identity,
community, belonging, human needs, structural issues, greed and grievances, discourses of violence
and conflict, possible causes of communal violence, economic and environmental issues, third-party
intervention, mediation, peace-building and reconciliation in the different stages of preventing,
containing and ending violent conflict, as well as to gain insight into basic elements of peace and

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security studies, conflict management and international politics. Specifically objectives of the course
is:

To discuss and learn what conflict means and why groups resort to violence;
To discuss conflict types and trends in the contemporary world;
To get familiar with conflict models and conflict studies, such as primordial, constructivist,
discursive and cultural approaches;
To discuss ontological and epistemological issues regarding conflicts studies;
To apply these models, concepts and theories to several conflicts;
To understand the main techniques of conflict resolution such as mediation, problem-solving
workshops and the efforts of International Organisations such as United Nations;
To discuss peacekeeping and humanitarian intervention in conflict resolution;
To get introductory knowledge on ending conflicts and post-conflict reconstruction,
peacebuilding and reconciliation processes.

Prerequisites

At least two 2000-level courses in Humanities or Social Sciences.

Recommended

Some background knowledge on important conflicts in history, on the current conflicts in the world,
on international relations theories and methods of social sciences are helpful in this course.
SSC2002 International Relations, SSC2024 International Law, COR1003 Contemporary World
History, SSC3032 Atrocity Triangle, SSC3040 Identities and HUM2003 Making Crucial Differences
are recommended courses.

Recommended reading

TO BE ANNOUNCED.

Additional articles, book chapters and other educational material.

SSC2037
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

B. Erdogan

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:

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Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Public Policy Evaluation

Full course description

This course provides students with an academic and at the same time practical and ‘hands on’
approach to the study of public policy and more in particular, to the professional practice of policy
analysis and evaluation. Public policies can be described as “a course of government action or
inaction in response to public problems” such as insufficient access to health care or education,
environmental degradation, threats to workplace safety, corruption, overcrowded highways or air
pollution (Kraft and Furlong 2010:5). Problems range from relatively simple to highly complex and
manifest from the local to the national or global levels. They can reflect conflicts over causes,
solutions, problem definitions as well as over fundamental human values. Decision-makers that take
final decisions on these issues need to be informed by sound evidence based policy analysis and
evaluation that has carefully weighted, crafted, prescribed and evaluated the policy alternatives.
This is important as the decisions taken do not only affect people’s lives, but also influence society’s
key values. It is the task of the policy analyst / evaluator to provide sound evidence, analysis and
advice. To acquaint students with, and prepare them for such undertakings, this course is designed
to foster critical thinking and understanding about public policy and possible alternative courses of
action by deliberating and analyzing the key concepts, models, approaches and methods of policy
analysis & evaluation, and practicing some of its basic skills.

In the first week of the course students explore what policy analysis & evaluation actually is. It
intends to shed light on the role of power, politics, institutions and actors in the policy making
process. Subsequently, in the second week the art of problem structuring is explored. In the third
week students will be introduced to working with evaluative criteria and choosing policy options for
formulating policy advices. With the knowledge gained in these first three weeks students will work
in small groups to prepare and present a ‘hands on’ a policy advice on a real life country case.
Finally, just before the midterm exam, students are introduced to two frequently used methods of
policy analysis and evaluation: cost benefit and cost effectiveness analysis. The midterm exam
consists of two parts: an individually written policy memorandum on a given topic (part 1) and, on
the basis of that memorandum, a team role play (part 2 of midterm). After the midterm the focus
shifts from having gained the basic knowledge for policy analysis and evaluation (problem
structuring, stakeholder analysis, choosing evaluative criteria and using them to benchmark and
weigh the different policy alternatives) to exploring policy evaluation approaches in more depth.
Students will be introduced to plan, process and outcome evaluations on the basis of the realist or
theory-based evaluation approach. They will work in small groups on another real life case to
actually carry out and present a plan (and or) process evaluation themselves. Finally, ethical and
accountability aspects of policy analysis and evaluation, as well as the role of the public in this
process are explored.

The course is built around 6 cases (some spread over 2 tutorials) and 6 lectures by both academics
and professional practitioners that share their knowledge and experiences with the students. This
together with studying academic and policy literature as well as the ‘hands on’ work on evaluation
cases, provide the main guidance for the student’s learning process in this policy analysis &
evaluation course.

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Course objectives

To develop a critical analytical approach to public policy evaluation, analysis and public policy
making.
To provide students with a basic understanding of the key concepts, approaches, models and
methods of public policy analysis & evaluation.
To develop the basic skills needed to conduct public policy analysis & evaluation and
to communicate the results effectively.
To provide students with an understanding of the roles and ethics of the
policy analyst/evaluator in the policy process.

Prerequisites

At least two 2000-level Social Sciences courses.

Recommended reading

The course combines book chapters from state of the art text books on policy analysis with articles
from academic journals and real life case study material from practice, next to youtube videos and
short documentaries. Textbooks from which partial chapters are used:

Kraft M.E and Furlong S.R. (2013) Public Policy Politics, Analysis and Alternatives, CQ Press,
SAGE
Guess G.M. and P.G. Farnham (2011), Cases in Public Policy Analysis
Weimar L. and Vining A. (2011) Policy Analysis, 5th Edition, Longman
Weiss C.H. (1998) Evaluation (2nd ed.), London: Prentice-Hall.

Next to that book chapters, journal articles, youtube videos and short documentaries will be studied.

SSC3011
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

R.J.M. Speijcken
E.W. Lebon - McGregor
V. Osei Kwadwo

Teaching methods:
PBL
Assessment methods:
Final paper

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Philosophy of Mind

Full course description

The mind-body problem is a legacy from the scientific revolution which started in the 16th century
and reached its culmination point with Newtonian physics. Starting with Galileo’s and Descartes’
formulation of this problem we will discuss different philosophical positions in a more in-depth
fashion. In the behavioral- and neurosciences these problems transform into questions about
consciousness, conscious experience, and conscious perception. Those topics disappeared from
science with the rise of behaviorism in the early twentieth century. But now they are back in the
behavioral- and neurosciences again. Only over the past few decades consciousness has reappeared
in cognitive science and neuropsychology. We will start this course with some philosophy, then we
will scrutinize modern day sciences, especially cognitive science and neuroscience for ideas on mind
and consciousness. At the end of the course we will go back to philosophy and we will ask ourselves
whether all this empirical knowledge from psychology and neuroscience has brought us further in
unraveling the brain-consciousness- (or mind-body) problem.

Course objectives

To acquaint students with current ideas, philosophical arguments and empirical evidence
on the nature of mind and the relationship between mind and body. We focus on
modern cognitive and neuropsychological theories in the area of consciousness.
Philosophical reflection on the caveats and problems associated with the notion of
consciousness will be stimulated.

Prerequisites

SSC1005 Introduction to Psychology or HUM1007 Introduction to Philosophy and at least one 2000-
level course from Humanities, Social Sciences or Sciences.

Philosophy of Science

Recommended reading

Kim, Jaegwon: Philosophy of Mind, 2011

Dehaene, Stanislas: Consciousness and the Brain, New York, 2014
Massimini, Marcello & Tononi, Giulio: Sizing Up Consciousness, Oxford, 2018

Learning Resources

E-reader.
Introduction Course Manual

SSC3023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:

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University College Maastricht
5.0
Instruction language:
English
Coordinator:

R.P. de Vries

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Clinical Psychology

Full course description

The course Clinical Psychology is concerned with mental disorders. It is aimed at understanding
mental and behavioural distress and/ or dysfunction and thereby learning about how to promote
subjective well-being and personal adaptation. On the basis of case descriptions, important clinical
pictures of a.o. different anxiety disorders, eating disorders, addictions, mood disorders, psychotic
disorders, and personality disorders are examined. Questions that are raised continually during the
course are: What is the clinical picture of…? Where is the boundary between no need for care and
need for care? What causes such a disorder? And what can be done about the disorder? At the end it
will be clear that there is a gap between theory and practice, between scientific thinking and clinical
treatment. A number of different theoretical schools will also be examined, and these schools
explain/treat psychiatric disorders in keeping with their favorite theory. The choice of
theory/treatment in most cases is thus based on ideology and not empirical findings, and the
question is whether this situation is so desirable.

Course objectives

To make students familiar with the most common psychiatric disorders; their clinical pictures,
diagnostic criteria, the etiological theories and the empirical findings that either support or
refute the theories, current ways of treatment, and the effectiveness of the therapies.
To give students a basic idea of what clinical interviews are and what it feels like to ‘have’
a psychiatric disorder by writing a patient role and playing that role.
To learn basic clinical interview techniques.

Prerequisites

One of the 1000 or 2000 level psychology courses offered at UCM.

Introduction to Psychology

Recommended reading

Various textbooks on clinical psychology (can be found in UM library and UCM

Reading Room).
E-readers.

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SSC2004
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

M.A.J.F. Heins

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Identities

Full course description

Identity is about one’s sense of self, it is about personhood, and it is about what kind of person one
is. Identities always involve both sameness and difference. Thus, if you are Dutch, you are like other
Dutch people and different from the non-Dutch. There is a tendency to see identities as being fixed
or given. Sociologists, however, argue that identities are fluid and changeable and that we can
acquire new ones. In this course we will explore theoretical texts on the historical, cultural and
political construction of social identities. We will focus on class, gender, race, ethnicity and nation as
historically specific, structured relations of oppression and exploitation examining their existence
and interaction. Discussions and analyses will be based on how social identities work as overlapping
categories of both inclusion and exclusion and how they are used to divide, rank, and discriminate.
Some of the questions to be addressed are: What are the main levels of analysis within which we can
explore the interplay between these exploitative and oppressive relations? What are their
theoretical, cultural, ideological and political implications? The course is designed for students who
have a serious interest in the topic and who are open to critically evaluate and understand their own
participation within structures of domination and oppression. We will examine and interrogate how
heterosexuality, whiteness and class privilege, for instance, function in such a way as to keep
systems of oppression intact and discuss how to participate in the struggles against identity-based
forms of domination.

Course objectives

To learn how different categories of social identities operate as categories of socio-

structural inequality.
To discuss perspectives on race, ethnicity, class, gender and national identities in order to get
a better understanding of what they are and how they are conceptualized theoretically.
To learn about and reflect on how you yourself, your thinking and your way of being is affected
by these relations of oppression and domination in everyday life.

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Prerequisites

At least two of the following courses: SSC1029 Sociological Perspectives, SSC2028 Classical
Sociology, HUM1003 Cultural Studies I, SSC2059 Social Movements, HUM2031 Cultural Studies II,
HUM2018 Cultural Diversity in a Globalizing World, HUM2003 The Making of Crucial Differences,
HUM2014 Philosophers of the 20th Century, HUM2056 Cultural Remembrances.

This course is not recommended for first year students

Recommended reading

Alcoff, L.M., & Medieta, E. (2003). Identities: Race, Class, Gender, and Nationality

SSC3040
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

U.A. Mueller

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Classical Social Theory

Full course description

Classical Social Theory sets some of the key questions, concepts, and theoretical traditions of
sociology and other social sciences. Almost any contemporary theoretical perspective can be traced
back somehow to the classics. Moreover, classical theory also frames the ways in which western
society has thought of itself and its relation to “others”. So, if you were wondering why in an
academic environment where we aim to de-colonize the curriculum and call for non-Eurocentric
perspectives, we still read a bunch of men from past centuries, this course will give you perspective
about the relevance of learning and critically/constructively evaluating the “classics”.

In this course, we will study the backgrounds, worldviews, and historical context of classical authors
such as Karl Marx, Max Weber, Emile Durkheim, Sigmund Freud and Georg Simmel. Moreover, we
will read some classic authors that influence social thinking today but are less known in more
traditional accounts of the history of sociology and other social sciences, such as W. E. B. Du Bois,
Gabriel Tarde, and female pioneers in sociology, such as Charlotte Perkins Gilman and Jane Addams,
among others. We will read original materials and contemporary interpretations, use real-life studies
and examples, and evaluate how classical theories are still relevant today (or not). This course is
highly pertinent to students interested in pursuing masters programs in social sciences, such as

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sociology and anthropology, and more generally for all students interested in the foundations of the
social sciences.

Course objectives

At the end of this course, students will be able to:

Identify the main theoretical traditions in sociology and situate them in the historical context
in which they emerged and were applied.
(understand) and evaluate the work of early social scientists in a critical and constructive
manner
Compare and contrast the theoretical perspectives and methods they propose for constructing
social theory.
Explain and reflect on how the classics are still relevant to the study of contemporary societies

Prerequisites

Research Methods (SKI1004 + SKI1005) as this course requires a basic working knowledge of social
science methodology. In addition, it is recommended to have taken either SSC1029 Classical Social
Theory or SSC2065 Theories of Social Order.

Recommended reading

E-reader: selected articles and book chapters

SSC2028
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

K.A. Heidemann
S. Carmona Castillo

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Intermediate Microeconomics

Full course description

Economics is the study of exchange and tradeoffs. Qoestions about what to buy, what to produce and
how to allocate time all involve tradeoffs between different alternatives, and economists develop

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models to better understand the process by which individuals and firms make such decisions. With
these models in hand, economists can then develop criteria by which to judge the efficiency and
effectiveness of market structures, policies and institutions. This course is a first introduction to
microeconomics. It will present an overview of the basic models that constitute the foundations of
modern economics. We will build the theory of the consumer and the producer from the bottom up to
create models of market behavior. The goal is not to offer a complete description of the world as it
exists; rather, we will seek to simplify reality with the goal of providing a concise description of a
broad class of real-world circumstances. As we progress we will touch on examples of theory theory
in applied settings to highlight and discuss how these models characterize much of the economic
behavior we observe in the real world. After developing models of the market as a whole, we’ll
explore extensions of the theory to the strategic behavior of firms and individuals. The theory of
strategic behavior will then be used to analyze, among other things, competition policy,
environmental policy and political competiton between parties.

Course objectives

To introduce students to the basics of microeconomic theory.

To acquire skills in applying its analytical tools to real-life economic problems.

Prerequisites

SSC1027 Principles of Economics.

Recommended

SSC2061 Statistics I.

Students taking this course should be prepared to use and manipulate basic mathematical
expressions. A good knowledge of the analysis of common functions and their derivatives will be an
asset for the course.

Principles of Economics

Recommended reading

Varian H. Intermediate Microeconomics. (9th ed.). W. W. Norton & Company.

SSC2048
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

A.K. Mackenzie
D. Karos

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Public Health Policymaking

Full course description

In this course about public health and public policymaking students will become familiar with
several interesting and interrelated topics.

First of all, this course will give insight in the meaning of health and public health, how (public)
health can be conceptualized, how (public) health can be measured according to indicators and
which determinants influence (public) health and what (future) challenges we face or will be facing
in the area of (public) health.

Secondly, students will become familiar with the key concepts of public policymaking. In particular,
the course will address the policy cycle (problem recognition and definition, agenda building, policy
formation, policy implementation, policy evaluation and feedback) as well as the analytical guideline
for health policy analysis showing the interaction between the policy actors or stakeholders, the
policy context and the policy process.

Finally, students will learn to combine the knowledge gained under the first and second objectives.
Concretely, they will learn to understand the implications of public health issues for public health
policymaking. How does public health policymaking work in reality under crisis circumstances, like
infectious disease outbreaks? And how does public health policymaking work in reality under non-
acute circumstances where a shift in responsibility can be seen from government (central steering)
to governance (decentral steering)? Special attention will be paid to health inequalities in public
health, the role of genomics in public health and the importance of economic evaluation in public
policymaking, raising ethical and solidarity issues.

The course is set up as a multidisciplinary course. There are contributions from political science,
public health, medical sociology, health economics, health ethics and public health genomics.

Course objectives

To make students familiar with basic issues in public health.

To make students familiar with basic issues in public policymaking.
To make students familiar with basic issues in public policymaking on public health.

Prerequisites

None

Recommended reading

Buse K, Mays N, Walt N. Making Health Policy (2nd edition). Berkshire: Open University
Press, 2012. Additional literature can be found for each assignment.

Fafard P, Cassola A, de Leeuw E. Integrating science and politics for public health. Cham:
Palgrave Macmillan, 2022

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SSC2053
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

M.I. Pavlova

Teaching methods:
PBL, Lecture(s)
Assessment methods:
Presentation, Written exam

Entrepreneurship

Full course description

Not many will contest the societal impact of enterprising individuals and entrepreneurial ventures
on our economies. Entrepreneurs may start-up companies that challenge (and often
replace) incumbents. In the process, they create new jobs and apply competitive pressure on
established firms. Entrepreneurs supposedly have an important direct and indirect effect on driving
innovation. Despite the heroic image of successful entrepreneurs, entrepreneurship is much more
about failure than about success. What motivates entrepreneurial types to venture of on a path that
(at least statistically) will result in failure? Are they naïve, or are they stupid. In this course you will
study factors that drive entrepreneurs and the entrepreneurial process. We will focus on new
venture gestation: the initial stages of the process that may result in a new company to emerge.
Throughout the course you will explore how entrepreneurs not only rely on generic business
management principles, but also how they cope with the uncertainty, risk, scarcity of time, capital
and other resources that is inherent to all entrepreneurial venturing. Perhaps you will conclude that
many entrepreneurs are in fact not really good managers (good entrepreneurs will compensate for
this by hiring better managers). We start the course by explore the process dynamics of
entrepreneurial activity. We then will explore the origins of entrepreneurial opportunity, review how
entrepreneurs screen and develop the opportunities that they discover, and you will unravel how
entrepreneurs seek to appropriate the returns from their enterprising behaviour. This is not a “how-
to” course, instead the course will introduce you to relevant scholarly insights that provide (future)
entrepreneurs, an evidence base for entrepreneurial action. Those students that are ready to enact
entrepreneurship may want to register for the LaunchBase Pre-incubation programme that we
provide to enterprising students and alumni.

Course objectives

To provide an understanding of the how, where, when, whom and why of entrepreneurial
initiative. However, our ambitions go beyond helping you to learn, we also want you to feel (more)
empowered to engage in the entrepreneurial process itself:

You are able to explain and illustrate the unique qualities of the entrepreneurial process.
You are able to explain and illustrate the unique qualities of entrepreneurs.

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You are able to explain how entrepreneurial opportunities are discovered and created.
You are able to explain how entrepreneurs select their opportunities.
You are able to explain how entrepreneurs link value creation to value appropriation.

Prerequisites

SSC1005 Introduction to Psychology or SSC1029 Sociological Perspectives or SSC1027 Principles of

Economics or a first year undergraduate business course.

Principles of Economics

Recommended reading

List of academic articles (1 compulsory and 1 chosen out of 5, per session).

SSC2055
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

M.A. Carree

Teaching methods:
Lecture(s), PBL

Contemporary Critical Security Studies

Full course description

Security Studies during the Cold War was a rather limited and narrow sub-field of International
Relations mainly focusing on state security and defining threat only in military terms. By the end of
the Cold War period, new schools of thought have emerged in the field of Security Studies in parallel
with the emergence of new kinds of threats against human well-being and security. Today,
Contemporary Critical Security Studies represents a large group of scholars, schools, approaches
and understandings. This course deals with a number of these schools and approaches. It starts
with an introduction to the conventional security (Realism and Liberalism) and explains why these
approaches are found unsatisfactory by the academic community at the beginning of the 1990s.
Then it explains various theoretical positions from constructivism to Feminism (gender security),
Green Theory (environmental security) and Post-Colonialism (security from non-Western
perspectives). Then it introduces contemporary concepts like ‘Securitisation’ which is developed by
the Copenhagen School and discusses ‘security networks’ or ‘security apparatus’ investigated by the
Paris or Sociological school. Another relevant contemporary approach is called ‘Human Security,’
and the course explains the development of this concept. In general, the course aims at giving an
idea to the students of International Relations how Critical Security Studies has developed as a
separate sub-field of International Relations, which was the biggest contribution of the Wales or
Aberystwyth Schools. The course also discusses several contemporary issues to give a broader

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understanding to the students about the application of theories and approaches (such as poverty,
migration, borders, cyberwar, new technologies and warfare, responsibility to protect, humanitarian
intervention, war against terror, and other contemporary security issues).

Course objectives

To understand ‘security’ in International Relations (IR) as a complex concept with changing

meanings and applications.

To discuss the consequences of different meanings for security critically.

To deconstruct the given notions and policies about security and ask questions like what is
included, excluded, legitimized and justified in them.

To illuminate the main theoretical assumptions of the several approaches of security studies in
IR by placing the main focus on the more contemporary and critical ones.

To explore the ways how contemporary or critical security studies challenge traditional
security studies.

To discuss in what ways contemporary security approaches compare and contrast with each
other.

To emphasize the empirical application and practical use of such approaches by discussing
each approach with a relevant case study.

Prerequisites

SSC2002 International Relations: Themes and Theories.

Recommended reading

Columba Peoples and Nick Vaughan-Williams (last edition), Critical Security Studies: An
Introduction, Routledge.

Selected articles, reports and other educational material.

Trigger Warning:

Some parts of this course is about different forms of violence, atrocities, pain, and trauma.
That is why the course content can be disturbing for some students.

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SSC3051
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

B. Erdogan

Teaching methods:
Lecture(s), PBL
Assessment methods:
Assignment, Final paper

The Aftermath of Atrocity: A Course on Transitional Justice

and Post-Conflict Reconstruction

Full course description

The course will first introduce and define the field of transitional justice. We will look into its
historical evolution and address the rationales underlying it. The introduction furthermore includes
an overview of the main mechanisms/components that can be part of the process of transitional
justice and how they are interrelated.The course will subsequently address several of these
transitional justice mechanisms and in this analysis we will predominantly focus on the perspectives
of the victims. Victims (and survivors) are not only a group, but also individual human beings and
their wishes and interests in the aftermath of large scale conflict can be very diverse and even
contradict the wishes of other victims or the group as such. What are their interests and what are
their views on transitional justice including possibilities of remedy and reparation? In this context
specific attention is given to the impact of violent conflict on women and children.

Throughout the course critical attention is paid to the following justice mechanisms: apologies and
forgiveness, memorialization and commemoration, truth telling and truth commissions, pardons and
amnesties, compensation, restoration, restitution, international and regional criminal courts and
tribunals, lustration and vetting. The analysis will be concluded with a discussion of the various
justice mechanisms and their potential to contribute to (or jeopardize) sustainable peace. How
effective are these approaches in breaking cycles of violence? Can they bring reconciliation?

In addition to issues such as justice and reconciliation, other matters are also significant in post-
conflict societies as they greatly affect the consolidation of peace and stability. Justice and
reconciliation only form one pillar of reconstruction, but also in other areas constructive action is
required. Such other areas of concern include, for instance, security, wellbeing, and governance.
The course therefore looks into the process of reconstruction and discusses which actions are
required in order to move from the precarious early stages of post conflict transition to a more
sustainable situation which allows for the consolidation of peace and stability.

Several lectures will be held during this course. These lectures will be used to illustrate the
discussed materials and to provide the participants with a deeper understanding of the subject
matter by presenting the linkage between theory and (research) practice. During the lectures,
various guest speakers will address the subject matter from the practitioner’s perspective. In

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addition, we will screen a number of documentaries that will be analyzed during the post-discussion.
We hope that, through these documentaries, the subject matter of this course will become more
accessible and less abstract.

Case studies play an important role throughout the course and we will therefore pay attention to a
wide variety of cases including The Holocaust and other cases of genocide (Armenia, Australia,
Cambodia, Rwanda, Srebrenica, Darfur, etc.). Although cases of genocide will play an important role
in this course, the caseload is certainly not limited to genocide and other violent conflicts will be
addressed as well. Here one could think of the following cases, Chili, Argentina, Guatemala,
Indonesia, East Timor, Iraq, Syria, Congo, Central African Republic, etc. Not to forget the torture
practices of the U.S.

Course objectives

An understanding of transitional justice and how to deal with grave historical injustices from
the past. Although the course addresses the roles of many different actors, the role of the
victim will receive more substantial attention.
To examine different approaches to post-conflict justice (retributive, restorative and
transformative approaches) and their policy implications.
To provide for a critical overview of different instruments for transitional justice, such as,
apologies and forgiveness, memorialization and commemoration, truth telling and truth
commissions, impunity, pardons and amnesties, compensation, restoration, restitution of
property (especially looted and stolen art), international and regional criminal courts and
tribunals, lustration and vetting, etc. and to examine their impact and effectiveness.
An understanding of issues in post-conflict reconstruction which focuses on the challenges
(military, political, and social) that post-conflict societies are facing and how they impact on
the consolidation of peace and stability.

Prerequisites

Two 2000-level courses in the Social Sciences or Humanities.

Recommended reading

Handbook (t.b.a)
E-Reader.

SSC3052
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

C.A.R. Moerland

Teaching methods:
Lecture(s), PBL
Assessment methods:

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Take home exam, Written exam, Assignment

Social and Sustainable Entrepreneurship

Full course description

Interest in the concept of social and sustainable entrepreneurship has been sparked over the last
two decades due to frustration with inefficient, ineffective and failed action of government and
philanthropic bodies, as well as the socially destructive behaviour of many businesses. An explicit
and central social/sustainable mission, innovation, creativity and a strong market orientation are the
distinguishing features of social and sustainable entrepreneurship. Social and sustainable
entrepreneurs are committed to furthering a social and/or sustainable mission, and rank social,
environmental or cultural impact on a par with, or above, profit. At the intersection of business,
government and not-for-profit organisations, these social and sustainable entrepreneurs are now
visible and having an impact on a global scale.

This course will provide you the opportunity to learn how you can apply your knowledge and skills to
address complex sustainability problems. This course is structured around experiential problem-
based learning, providing you the opportunity to synthesise theory and practice as you develop an
idea for your own social/sustainable enterprises. Topics will include: critically reviewing concepts;
user centred-design of social and sustainable enterprises; frameworks for understanding and
strategizing; understanding and reporting social and environmental impact; and cross-sector
collaboration.

Course objectives

On the successful completion of this course you should be able to:

Critically reflect on social and sustainable entrepreneurship theory and practice

Identify and evaluate social and sustainable entrepreneurship opportunities
Develop a strategy for a social/ sustainable enterprise
Conduct primary research and analyse primary and secondary data in the field of social and
sustainable entrepreneurship
Prepare and present documentation to pitch a novel enterprise idea
Learn to cope with the chaos and complexity of doing social and sustainable entrepreneurship
in the real world.

Prerequisites

SSC1030 Introduction to Business Administration OR SCI1016 Sustainable Development

Recommended reading

eReader with papers & Harvard Business cases (You need to pay for your cases, approx. €15).

SSC3017
Period 4
5 Feb 2024
5 Apr 2024

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Print course description
ECTS credits:
5.0
Coordinators:

M. Caree
A.A. Diaz Gonzalez

Teaching methods:
Lecture(s), PBL
Assessment methods:
Final paper, Written exam

Human Reasoning and Complex Cognition

Full course description

The present course is concerned with theoretical (psychological) and empirical perspectives on
human reasoning and decision making. Reasoning involves making deductive or inductive inferences
and judging them according to current goals, beliefs and knowledge. Decision making refers to
choosing between alternatives (e.g. different mental models). Both topics are of central importance
to humans and even though some seem to reason better than others or their decisions seem more
sound, thinking remains an important and for some uniquely human feature. Studying humans
thought (both reasoning and decision making) belongs to the field of Cognitive Psychology. Like
most topics studied by psychologists, both reasoning and decision making include a wide range of
explanatory models that emphasize different aspects of human thought.

Eleven topics of the (cognitive) psychology of reasoning and decision making are discussed using a
Problem Based Learning format. The topics are: (hypothetical) reasoning, the mental imagery-
debate, the psychology of decision making, Signal Detection Theory and vigilance, emotions and
reasoning, emotions and decision making (the Somatic Marker hypothesis), subliminal perception,
deductive and inductive reasoning (heuristics and biases) and socio-economical decision making
(pro-social behavior: risk and trust).

Course objectives

To help students acquire knowledge of recent (psychological) theories in the field of

reasoning, decision making, problem solving, and (moral) judgement.
To provide an insight into the role of higher cognitive processes have in directing human
behaviour; various forms of human reasoning, decision making, problem solving, creativity,
etc.
To explore a given topic in the psychology of thought by writing a client consultancy report
(group work).

Prerequisites

SSC1005 Introduction to Psychology or SCI2036 Artificial Intelligence and at least two 2000-level
courses.

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Recommended reading

Chapters of several basic cognitive psychology books are made available as e-reader or
hardcopy.
E-Readers.

SSC3019
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

A.H. van der Lugt

Teaching methods:
Lecture(s), PBL
Assessment methods:
Final paper

Migration Studies: Flows and Concepts

Full course description

This course will examine the following concepts in contemporary migration studies: forced
migration, internal displacement and refugees; irregular and transit migration; integration,
transnationalism and social cohesion; return migration and reintegration; and migration and
development. The course will introduce students to both the complexities and challenges of
migration and the potential positive effects of migration. Throughout the course multiple case
studies will be examined to highlight different migrant concepts and flows.

Course objectives

To provide students with a basic overview of migration flows and concepts.

To give insight into the complexity of human movement.
To acquaint students with different cases and examples of the various global migration flows.

Prerequisites

None

Recommended
SSC1025 Introduction to Political Science or SSC2002 International Relations: Themes and Theories

Recommended reading

We will consult several journal articles in the reference list.

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SSC2064
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

M.J. Siegel

Sociological Perspectives

Full course description

This course offers an introduction to the social scientific discipline of sociology. The course focuses
on various foundational areas of sociological research and theorizing in order to explore how
sociologists approach the study of various social processes, practices and problems. Some key
questions explored include: What is Society? How are individuals shaped by society? To what extent
can and do individuals shape society? How have different societies developed historically? How do
societies distribute wealth, income and other resources? How do societies establish particular kinds
of political authority and power relations? How are cultural identities, values and beliefs reproduced
over time? What are the sources of conflict, consensus and change in society? Working from a global
comparative perspective, the course will introduce students to different strands of sociological
theorizing, the distinctive levels of sociological analysis, and some of the most central areas of
sociological investigation, such as class, race/ethnicity, gender, sexuality, culture, media, education,
marriage, work and globalization. Periodic attention will be given to applying the sociological lens to
the analysis of pressing social issues and problems in the contemporary world, such as inequality
and violence.

Course objectives

To become conversant in the foundations of sociological thought and theory.

To gain understanding of the primary areas and methods of sociological analysis.
To be able to apply sociological concepts and theories to the study of pertinent
social problems.
To reflect on the relevance and utility of sociology in the ‘everyday’ world and public policy-
making.

Prerequisites

None.

Recommended reading

Sociology (9th Edition) by Anthony Giddens and Philip Sutton.

Selected articles and essays.

SSC1029

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Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

K.A. Heidemann

Teaching methods:
Lecture(s), PBL
Assessment methods:
Assignment, Final paper

International Trade Law: Globalisation Trade and

Development

Full course description

The recent revival of economic nationalism in various parts of the world, including in some of the
traditional pillars of trade liberalization such as the United States and United Kingdom, reflect the
growing fear, mistrust and hostility of many people in these countries and around the world
regarding economic globalisation and international trade. While economic globalisation in general,
and international trade in particular, undoubtedly offer the possibility of unprecedented prosperity
for people in both developed and developing countries, they also cause numerous problems and give
rise to justified concerns. The challenge facing the international community is to manage and
regulate the economic globalisation and international trade so that they benefit all of humankind.

The World Trade Organization, established in 1995, is at the forefront of the multilateral effort to
manage and regulate economic globalisation in general and international trade in particular. The
law of the WTO governs the trade relations between the WTO’s 164 Members but also concerns each
of us directly, as it affects the price and quality of the goods and services we consume. Moreover, for
many of us, our (future) job will be, directly or indirectly, related to (and sometimes threatened by)
international trade.

Since 2001, WTO Members have been negotiating in the context of the WTO Doha Development
Round on rules for the further liberalisation of international trade. To the disappointment of many,
years of negotiations so far have resulted in only limited agreements on new rules for international
trade, achieved in Bali in December 2013 and in Nairobi in December 2015. However, the current
WTO rules have played an important role in mitigating the consequences of the 2008-9 Global
Financial and Economic Crisis. In the face of the dramatic drop in production and exports as well as
high unemployment experienced by many countries during the 2008-9 crisis, it was feared that
countries would resort to trade protectionist measures to support their domestic industries. During
the Great Depression of the 1930s, the adoption of such protectionist measures deepened and
lengthened the economic crisis considerably, which in turn led to political upheaval and
radicalization, international tension and, eventually, war. The WTO and its rules have contributed
much to the fact that countries did not - in any significant manner - resort to protectionism in
response to the Global Financial and Economic Crisis and that history did not repeat itself.
However, continued vigilance is called for because high levels of unemployment persist in many
countries leading to pressure on governments by domestic industries calling for protection from
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foreign competition. Moreover, most present-day protectionist measures no longer take the form of
high tariffs or small quotas (both easy to detect) but instead hide in domestic regulation or domestic
policy measures.

This introductory course on WTO law and policy is recommended to all students who want to gain a
better understanding of the core institutional and substantive rules of the international trading
system. This understanding will enable students to also appreciate some other recent developments
in the field of international economic law, such as the proliferation of preferential trade agreements.
The number and coverage of such agreements have been increasing in response to the failure of the
Doha Development Round to reach multilateral consensus, thereby shifting trade negotiations partly
away from the WTO. Depending on the political and economic position of the involved states, some
of these agreements may well set new standards for future international trade regulation. By taking
this course, students will gain understanding of not just the WTO but also of other recent
developments in international economic relations.

The course is built around a number of true-to-life international trade problems represented in the
form of case studies. The course addresses six themes. It starts by examining the phenomenon of
economic globalization and, the arguments for and against free trade, as well as the role of law in
international economic and trade relations. Secondly, the course looks at the history, objectives,
structure, functions, decision-making and membership of the WTO. Thirdly, the WTO's unique
system for the resolution of trade disputes is discussed. Fourthly, the principles of non-
discrimination in WTO law (namely the obligations of most-favoured-nation treatment and national
treatment) are examined. Fifthly, the WTO rules on market access, dealing with tariff barriers and
some non-tariff barriers to trade in goods and services are addressed. Finally, the provisions of WTO
law that aim to balance trade liberalization with other societal values (such as health, environment
and security) by means of exceptions to WTO obligations are discussed.

Course objectives

To gain a better understanding of the World Trade Organization and its basic legal framework.

Prerequisites

SSC2024 International Law or SSC2060 Comparative Constitutional Law

Recommended reading

Van den Bossche, P. and Prévost, Essestionals of WTO Law, Second edition (Cambridge
University Press, 2021).

Additional mandatory literature may be provided for some topics via Canvas.

Additional recommended literature: Van den Bossche, P. and Zdouc, W., The Law and Policy of
the World Trade Organization: Text, Cases and Materials, Fifth edition (Cambridge University
Press, 2021), selected chapters and/or sections only. Moreover, references to up-to-date news
items are offered for each theme on Canvas.

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WTO legal texts that can be found on the WTO website..

SSC3054
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

I. Alexovicova

Middle Eastern Politics

Full course description

Middle East is not only a geographical region or location. It is also a politicised and highly contested
concept whose representation sometimes overshadows the actual reality. Middle East has always
been a subject in political and academical debates thanks to its controversial history, its demography
and its major actors; in economic debates due to its natural resources; in security debates due to the
wars and conflicts that affect(ed) the whole global structure. It is infamous with some powerful,
undemocratic and repressive political regimes, while at the same time hosting extremely vivid civil
societies, record amount of bloggers and online youth activism. It has been an arena where great
powers tried to extend their political, ideological and economic ambitions (even their own fights) and
intervened almost regularly. For some, the Middle East is a common and generic name for those
societies which share the same religion, language, history and culture. For more careful observers, it
is an extremely diverse area where various groups speaking different languages and practicing
distinct religions for centuries. For critical minds, the Middle East is not an objective and neutral
space but a politically constructed concept which is re-produced through certain discourses,
representations and practices. In any ways, the Middle East has always been a birth or meeting
place of complex combination of significant political, social, cultural, religious, ideational and
economic actors, issues and movements. Our purpose in this course is to shed a light on this
incredibly interesting and debated region and discuss its historical, economic, social and most
importantly political ‘realities’. This course will investigate the past and the present of the region. In
the beginning, the course will introduce the concept of Middle East, not only as a geographical place
but also a cultural, contextual, discursive and political concept. Then the course will cover the
history of the region and its ongoing effect on the current developments. In this context, major
events, ideas, issues, (external and internal) actors and political movements that have been shaping
the Middle East will be introduced. In the remaining time, specific and contemporary issues such as
interventions in the 21st century, Arab Spring, Syrian civil war and rising rivalries between regional
powers will be introduced and critically analysed.

Course objectives

To critically investigate and analyse the historical and political processes and actors in the
Middle East and their impacts on the contemporary economic, social, cultural and political
landscape in the region.
To assess the effect of the local, regional and global power relations and rivalries in the Middle

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Eastern states and societies. To look critically into the role of these relationships in the
‘making’ and in the ‘representation’ of Middle East.
To understand several significant historical issues, actors, ruptures, critical turning points and
transformatory processes in the region.
Linking these historical processes to the study of Middle East today and trying to make sense
of contemporary events, conflicts, actors and issues in the Middle East.
To explore the role of bottom-up and top-down processes, discourses, subjectivities and
identities; to bring sub-altern, hidden, silenced, invisible and irrelevant to the surface.

Prerequisites

SSC1006/SSC2002 International Relations: Themes and Theories

Recommended

COR1003 Contemporary World History

Recommended reading

Various books (available in our library)

Selected articles and scholarly or educational texts

Visual and online resources

SSC3008
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

B. Erdogan

Teaching methods:
Lecture(s), PBL

The Social Study of Environmental Problems: Between

Nature, Society and Politics

Full course description

Environmental problems such as chemical pollution, global warming, acid rain or species loss are
both material effects of the human interaction with nature and nexuses of social practice and
political contestation. This course probes the entanglements of nature, society, and politics through

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which the environment is formed, experienced, problematized, interpreted, and contested, and
governed in different socio-cultural contexts. It helps students to develop a critical perspective on
the dominant patterns of industrial production and consumption, and to ask how our societies can be
made more sustainable. The course draws on insights from environmental history, environmental
sociology, science and technology studies, sustainability studies, and recent debates on the
"Anthropocene". Thereby, it seeks to complement the fact-oriented perspective of the natural
sciences with a reflective understanding of the politics through which our knowledge (and non-
knowledge) of the environment is formed. The course is structured in four sections. The first three
each focus on one core domain of nature-society-politics: the risks of industrial production;
biodiversity and land; global climate change. The final section reflects on how we can move from
these insights towards a comprehensive understanding and transformative politics of the
Anthropocene.

Course objectives

To introduce students to central themes and concepts in the interdisciplinary social study of
the environment.
Enables students to engage in normative reflection and valuation of major socio-ecological
challenges.

Prerequisites

At least one 2000-level Social Science Course. OR HUM3049 Science, Power and the Construction of
Facts/Science and Technology Studies 2: Science, Power and the Construction of Facts

Recommended

It is an advantage if you have passed one of the following courses: HUM3049 Science, Power and
the Construction of Facts, SSC1029 Sociological Perspectives; SSC2028 Classical
Sociology/Classical Social Theory, SSC3038 Contemporary Sociological Theory/Contemporary Social
Theory, SSC3056 Innovation Systems, Policy and Sustainability Transitions; SKI1004 and SKI1005
Research Methods I and II.

Recommended reading

E-reader with academic articles and book chapters from environmental sociology, political
science, science and technology studies, human geography.

SSC3006
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

J.D. Lachmund

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Social Studies of Finance: The Making (and Taking) of Value

in the Financialization of Our Lives

Full course description

What is financial value, and what is the value of finance? In this course we will evaluate the global
reach and local impacts of our current financial system, including the financialization of more and
more aspects of our everyday lives like housing, education, work, medical care, retirement, and even
art. From a variety of perspectives, we will learn about the histories, practices and theories behind
the crises-struck but seemingly inevitable rise of finance into the 21st century. The way we know
about money and finance today is changing. In fact, a global economic crisis has become a crisis of
orthodox Economics. But, what exactly is a crisis, and who decides? In November 2008, only weeks
after the Lehman Brothers bankruptcy, Queen Elizabeth inaugurated a new building at the London
School of Economics. Referring to "the financial crisis", she asked the professors: "Why did nobody
notice it?" In a written reply, the scholars explained that the reason "was principally a failure of the
collective imagination of many bright people, both in this country and internationally, to understand
the risks to the system as a whole." This course introduces attempts to re-imagine our knowledge of
money and finance by many "other" bright people, among which anthropologists, sociologists,
psychologists, historians, philosophers, artists, and even some economists. We will discuss contested
notions of public and private ownership, debt and investment, speculation, risk and uncertainty, as
well as regulation and taxation. Instead of dealing with business cases, the course explores different
fields of finance ethnographically, providing glimpses of the worlds of central banking, corporate-
and shadow banking, private wealth management, and new digital financial technologies also known
as "fintech". Based on these examples, we will consider the meanings of financial vocabularies (e.g.
those of collateral and leverage), as well as the legal codes of financial derivates (such as credit
default swaps). We will analyze capitalist ethics of growth and financial profitability, as well as the
ideals and rhetoric of trust and transparency that often clash with opaque realities of corruption and
fraud. Projecting the dominant temporalities and politics of finance against an urgent backdrop of
global humanitarian and ecological crises, we will learn that price is not to be equated with value(s).
But how do the values of finance affect us today, and what are the prices we are willing to pay for
the failures of its imagined futures?

Course objectives

To introduce histories and theories of money and finance

To critically analyze practices of finance and financialization
To relate social studies of finance to current issues
To learn how to write a review article

Prerequisites

Either one of the following courses: SSC1007 Law and Legal Reasoning, SSC1025 Introduction to
Political Science, SSC1027 Principles of Economics, SSC1029 Sociological Perspectives, HUM1010
Common Foundations of Law in Europe, HUM2046 Living in a Technological Culture: Introduction
to Science and Technology Studies/Science and Technology Studies 1: Living in a Technological
Culture.

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Recommended reading

Mader, P., Mertens, D, and N. van der Zwan (2019). The Routledge International Handbook of
Financialization. Routledge, London
Academic articles and book chapters
Legal instruments and policy documents

SSC2070
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

C. Rausch

Introduction to Business Administration

Full course description

Business administration studies economic problems within the firm and relates to problems in the
fields of marketing and logistics, finance, accounting and information management and organization
and strategy. Business administration aims to provide an integrated view of all the various (sub)
disciplines. This course introduces students in the various topics that are related to business
administration so that students have basic knowledge for the more specialized courses in marketing,
organization, finance, strategy, supply chain management and accounting. The course will be
centered around a real-life management simulation: Market Place live.

Course objectives

To introduce students to topics in business administration. In addition, the course prepares

students for courses in marketing, organization, finance, strategy, supply chain management
and accounting.

Prerequisites

None.

Recommended reading

E-reader.
Course material on Market Place live (for which you must purchase an individual licence).

SSC1030
Period 2
30 Oct 2023
22 Dec 2023

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Print course description
ECTS credits:
5.0
Coordinator:

P.W.L. Bollen

Intermediate Macroeconomics

Full course description

In this course we discuss how national income, employment, and prices are determined. We study
long-run economic growth as well as short-run fluctuations in economic activity, unemployment, and
inflation. We then analyse tools of fiscal and monetary policies. Throughout this course economic
data is tightly woven into the discussion of economic theory. By the end of this course we are able to
critically assess and contribute to discussions on current economic issues and give an educated
assessment on economic commentary, analyses, or policy proposals (for example in publications
such as the The Wall Street Journal or The Economist).

Course objectives

Introduce students to an intermediate level of macroeconomics by linking theory, data, and

current policy debates.
Provide students with theory-based arguments required to understand relevant
macroeconomic issues in academic and policy discourse.

Prerequisites

SSC1027 Principles of Economics. Knowledge of basic mathematical concepts such as solving

equations, reading

and working with graphs is a prerequisite, as well as the knowledge of general macroeconomic
indicators and

concepts.

Recommended reading

Olivier Blanchard, Macroeconomics, Pearson, 7th (global) edition

SSC2007
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

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L.M. Lieb

Public Economics

Full course description

How can we limit global warming? Who should provide education and health care? Is growing
income inequality a problem? Should we have a universal basic income?

Questions like these are at the core of the field of public economics. Public economics (or public
finance) is the study of the role of government in the economy. It is all about the formulation,
execution, and effects of government policy. Studying public economics involves answering the
following four broad questions:

When should the government intervene in the economy?

How might the government intervene?

What is the effect of those interventions on economic outcomes?

Why do governments choose to intervene in the way that they do?

We will return to these questions throughout the entire course. In each tutorial, we will discuss one
specific policy challenge or societal problem—just like those mentioned in the very beginning.
During the tutorials, we will start with the first question and ask whether there is a justification for
government intervention. Afterwards, we will turn to questions two and three and discuss potential
policy responses and their effects. The aim of the tutorials is to learn about the way how economists
think about these challenges and how to incorporate them into economic models.

The government differs from other organizations because it can use legal instruments to enact
policies. It may also have different goals than other actors in the economy. However, as economists,
we often call for free markets and argue in favor of free exchange among firms and individuals, since
the price mechanism is an efficient allocation mechanism for scarce resources. So why even have a
government?

Market Failures. One reason is just that the real world is way nastier than our cute theoretical
models. In the real world, we regularly see that markets fail. Reasons can be, e.g., that private
actors do not internalize all their costs, that buyers and sellers have asymmetric information, the
tragedy of the commons, or the presence of monopolies. We will discuss several such cases in Part II
of the course.

Fairness. Even if markets worked perfectly fine, we may conclude that efficiency alone is not a
sufficient criterion. In Part III of the course, we will focus on fairness issues and discuss aspects of
inequality, poverty, welfare, and redistribution.

This course provides basic knowledge of public policy. After the course, you should be able to
critically assess political and economic discussions pertaining to the public sector.

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Course objectives

Understand how economists think about government intervention and public policy.
Apply economic models to calculate and predict the effects of policy reforms.
Analyze current policy challenges like limiting climate change and rising inequality.

Prerequisites

SSC2048 Intermediate Microeconomics, Basic Calculus (differentiation).

Recommended reading

Rosen, H. and Gayer, T. (2014). Public Finance, 10th edition. New York: McGraw-Hill/Irwin.

SSC3009
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

A.K. Mackenzie

Corporate Finance and Responsible Investing

Full course description

Today’s business environment is more complicated than ever. This is illustrated by the recent
financial crisis and its aftermath and emerging topics like climate change and corporate social
responsibility increasingly affecting corporate decision making. The field of corporate finance deals
with the financing and investment decisions made by the management of companies in the pursuit of
shareholder wealth maximization and dealing with the preferences of other stakeholders. This
course gives a broad overview of important issues in corporate finance and combines insights from
(behavioral) economics and sustainable finance. The economic side of corporate finance deals with
the maximization of shareholder wealth. Managers aim at securing the greatest possible return in
exchange for accepting the smallest amount of risk. For instance, a company can finance itself by
borrowing money from banks, by issuing bonds or through issuing equity at the stock market. These
types of decisions influence the expected return and risk of the company.

Traditional economics assumes that managers and investors are rational, self-interested people.
However, there is a large body of evidence from social psychology and behavioral economics that
people often act irrationally and behave pro-socially by taking the social impact of (investment)
decisions into account. This course also shows how decision making biases managers and investors
in their financial decisions and how social preferences of shareholders and stakeholders impact
corporate social responsibility. Investors in both equity and debt claims of these companies have
(heterogeneous) social preferences. Increasingly, large institutional asset owners such as public
pension funds exert pressure on the management of companies with the purpose to increase the

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governance quality, and the environmental and social performance of their investments.

Course objectives

You get a broad overview of the field of corporate finance and responsible investing.
You will be able to better understand financial articles in newspapers like the Financial Times,
the Wall Street Journal and the Economist.
You will be able to apply your knowledge to understand basic financial information of the firm
or institutions you will work for.
You will deepen your financial knowledge by applying theoretical financial concepts to a
chosen listed company throughout the course period.

Prerequisites

Students should have taken one or more of the following three courses: SSC1027 Principles of
economics, SSC2022 Accounting and accountability or SSC2036 / SSC1030 Introduction to Business
Administration.

Recommended reading

Berk, J. and P. DeMarzo, Corporate Finance - Pearson International Edition, Latest Edition,
Pearson Education, Inc.
Edmans, A. (2021). Grow the pie: How great companies deliver both purpose and
profit–updated and revised. Cambridge University Press.Scientific articles.

SSC2009
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

S.T. Jongen

Latin America: History, Politics and Cultures

Full course description

What we call America is a continent that Europe only came to know existed a little more than 500
years ago. The idea of a "Latin" America is even more recent. This course expects to offer students
different perspectives to think about Latin American societies and provide students with an overview
of key Latin American social issues and theories.

We will begin by reflecting on "the idea of Latin America" from the standpoint of decolonial theory.
We will look at the continent before the arrival of Europeans and learn about the history of conquest
and colonization. The look at Latin American history will also focus on the process of organizing the
newly independent states during the XIX century and the challenges associated with building a

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national identity. The tasks will then focus on more recent events such as the military regimes and
state violence of the second half of the XX century, the struggles for constructing a public memory,
the problem of narcotraffic, the US-Latin American relations, and the presence and struggles of
Latinos in the US. The course will finish with tasks around the topics of Gender, Race, and Ethnicity,
finalizing with a discussion of what alternatives to mainstream development paradigms Latin
America has to offer. Transversal topics will be social inequality, marginalized groups' social
struggles, and the alternative politics of women, blacks, and indigenous social movements.

Course objectives

At the end of this course, students should:

Be familiar with events and debates about the history, politics, and cultures of Latin America
and explain the continuities and breaks with colonial times.
Identify and critically reflect on some of the most pressing social issues faced by Latin
American societies and how they differentially affect specific groups.
Explain and reflect on Latin America's relations with other regions of the world.
Apply Latin American theoretical perspectives to deconstruct essentialized or stereotypical
images of the region.

Prerequisites

None.

Recommended

SSC1029 Sociological Perspectives, COR1003 Contemporary World History.

Recommended reading

Mignolo, Walter D. The Idea of Latin America. John Wiley & Sons, 2009.
Selected articles and book chapters.

SSC2071
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

S. Carmona Castillo

Extractivism and Environmental Justice in Latin America

and the Global South

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Full course description

Extractivism is a name given by activists and scholars to the boom of large-scale, export-led, capital-
intensive resource extraction projects, including mining, fossil fuels, and agro-industries, adopted by
many countries and regions as a "development strategy". This course will explore the phenomenon
of extractivism and related development megaprojects in the context of neoliberal and post-
neoliberal economies in the so-called Global South.

Case studies will focus on Latin America but may also include cases from all the Global South. We
will explore environmental controversies related to communities' disputes for land, water, and local
autonomy. We will also focus on governments' and corporations' responses to the increasing social
protest and society's demands for better practices, sustainability, and wealth distribution. Problems
will be discussed from the perspective of political ecology and environmental justice, anthropology,
and human geography.

Tasks will dwell on topics such as the invention of "underdevelopment", Environmental Impact
Assessments, Corporate Social Responsibility, the legal frameworks available for ethnic minorities,
the contradictions in the economic valuation of socio-environmental impacts, and the relationship
between science and local knowledge, among others. We will pay special attention to concepts,
theories, and alternatives emerging from the collaboration of local communities, activists, and
critical scholars. We will also reflect on what social movements' experiences can teach us in a world
increasingly concerned with climate change, resource depletion, and human rights.

Course objectives

At the end of this course, students should:

Understand the tensions and dilemmas in the so-called Global South concerning development
and resource extraction, focusing on Latin American countries.
Identify the social and environmental consequences of natural resource extraction and
development megaprojects, the triggers of social conflict, the diversity of activists' demands,
and the State and corporations' responses.
Become acquainted with the fields of political ecology, environmental justice, and critical
studies of development and extractivism.
Explain and reflect on a topic of your choice related to extractivism and development in the
Global South.

Prerequisites

COR1003 Contemporary World History.

Recommended: One or more of the following courses SSC2071 Latin America: history, politics and
cultures, SSC1029 Sociological Perspectives, SSC3006 The Social Study of Environmental Problems:
Between Nature, Society, and Politics, SSC2046 Globalization and Inequality: Perspectives on
Development, SSC3013/SSC2059 Social movements

Recommended reading

E-reader: selected articles and book chapters

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SSC3060
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

S. Carmona Castillo

Contending Perspectives in Economics: The Case of

Inequality

Full course description

In recent years, the issue of rising inequality has dominated the media. People’s views on inequality
are shaped by their perception of the world. Economists are no different. In this course, we will
discuss various perspectives in economics such as Neoclassical, Austrian, Marxism, Post Keynesian,
(New) Institutionalism and Feminist Economics. We will both focus on these perspectives within the
field of economics as a scientific discipline, and on how these perspectives differ in their view on
inequality. According to some scholars, inequality is a natural phenomenon in a capitalist market
economy. It is a fair reward for higher education and training. Some other scholars disagree with
this view. They observe that the sharpest inequality stems from other sources than education, and it
is not justified by individual merits alone. Further, they emphasize that inequality in itself has
detrimental effects on societies and therefore it should be prevented as much as possible. Finally,
some economists see inequality as the result of economic growth and therefore conclude that
increases in societal wealth cannot be attained without inequality. In this course, we will firstly
discuss the main elements within each school of thought, how they emerged and how they differ
from each other. Secondly, we accompany these discussions with their view and interpretation of
inequality. We discuss various perspectives in which inequality can be regarded such as the
distribution of income amongst capitalist versus workers, income inequality between various groups
in society and the difference between inequality in income versus inequality in wealth. How can we
explain differences in society and are these differences persistent? Thirdly, we also touch upon
different measures of inequality by using actual data and applying some (simple) indicators. This all
will be discussed in tutorial meetings and students will work on (group) papers. We will present and
discuss these papers for which we also include peer feedback.

Course objectives

Students have basic insights into the main contending perspectives in economics.
Students are acquainted with various views of inequality and how inequality can be measured.
Students are familiar with discussions on inequality and how scholars’ perspectives can be
linked to these discussions.

Prerequisites

SSC1027 Principles of Economics

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Recommended reading

John T. Harvey, Contending Perspectives in Economics, A guide to Contemporary Schools of

Thought, second edition, Edward Elgar, 2020, or equivalent.
Various journal articles, book chapters

SSC2010
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

H.H.M. Meijers

Teaching methods:
Lecture(s), PBL

International Economic Relations: the Case of Europe

Full course description

In this course we investigate international economic relations, with a particular focus on the
European Union (EU) and the euro area (EA). We discuss channels through which nations are
economically connected. This involves analyzing the dynamics of international markets for products
and services, labor and finance and the importance of the underlying institutional designs. We study
the underlying economic theory and the way such insights have been translated into the institutional
arrangements of the European Union. We discuss how effects of macroeconomic policies are
transmitted from country to country through these channels and how fiscal and monetary policies
can/should be coordinated to contribute to fostering economic integration. We pay attention both to
the intra-European dynamics and the relation of Europe with the rest of the world.

Course objectives

To be able to understand and analyze the institutional design of EU and EA and its role in
cross country economic relations.

To understand theories of economic and financial integration and apply these to understand
cross-country dynamics within the EU/EA and between the EU/EA and the rest of the world.

To understand and use the role and impact of macroeconomic policies on economic and
financial integration.

Understand the challenges for European integration and be able to discuss possible policy
solutions.

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Prerequisites

SSC1027 Principles of Economics, SSC2007 Intermediate Macroeconomics.

Recommended

SSC2048 Intermediate Microeconomics.

Recommended reading

R. Baldwin and C. Wyplosz, The Economics of European Integration, 2020, 6th edition,
McGraw-Hill, selected chapters.

SSC3034
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinators:

M.W.J.L. Sanders
J. Ashwin

Teaching methods:
Lecture(s), PBL

European Integration: History and Theory

Full course description

This course analyses European integration from the late 1940s until today. In a chronological order,
it introduces students to themes such as security, economic integration and enlargement that
continue to influence European integration in the present. In parallel, it also provides an overview of
the main theories explaining (aspects of) European integration related to these themes, including
‘big theories’ such as neofunctionalism and neorealism, but also theories dealing with issues such as
democratic legitimacy and the EU’s normative power. While firmly based in history, the sessions
continuously will seek to also reflect on the relation between past processes and current
developments, such as Brexit or the Rule of law crisis, as they are unfolding. The course closes with
a critical discussion on the main challenges European integration is faced with today and the views
developed for its future development.

Course objectives

To provide students with an in-depth understanding of the developments in European

integration during the 20th century.
To introduce students to the main theories and concepts in the field of European integration.
To critically examine the way the European Union operates in the 21st century as well as to
discuss the problems and challenges it currently faces.

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Prerequisites

COR1003 Contemporary World History or SSC1025 Introduction to Political Science or SSC1007

Introduction to Law and legal reasoning.

Recommended reading

Meurs, W. van, de Bruin, R., van de Grift, L., Hoetink, C., van Leeuwen, K., & Reijnen, C.
(2018). The Unfinished History of European Integration. Amsterdam Amsterdam University
Press.
Online reader with various texts.

SSC2011
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

C.W. van Leeuwen

Teaching methods:
Lecture(s), PBL

The Law of the United Nations

Full course description

Central to this course is the participation in simulations concerning an ongoing international

dispute. Students will receive a fictional case and will be required to act on behalf of states as the
facts develop. On behalf of their states, students will seek to achieve a peaceful resolution to the
dispute by engaging with the primary legal organs of the UN. This course builds upon the skills and
knowledge acquired by students in the two prerequisite courses. Students will work extensively with
the core legal materials of the UN within the context of its different organs. Emphasis is placed on
the actual functioning of these bodies in the context of the resolution of international disputes. Part I
– History and Structure of the United Nations (two classes) • Introduction to the history of the UN
and the drafting of the Charter. Discussion of the League of Nations and the broader context that led
to the creation of the UN and a rules-based international order. • Introduction to the structure of the
UN and the powers and functions of its organs. Part II – Case Simulation (six/seven classes) •
Participation in simulations before the Sixth Committee of the General Assembly, the Security
Council, and the International Court of Justice. • Within these bodies, the students (as
representatives of their states) will seek solutions to the ongoing dispute by making use of the
powers and procedures of the different UN organs. • Students will engage in negotiations and
debates, draft resolutions and written submission, and present oral legal arguments. Part III –
Review and Reflection (two classes) • Students will reflect on their performance and the operation of
the different organs that they have encountered. • Students conclude by evaluated and assessing the
mechanics of the United Nations in practice and consider potential improvements to these
institutions as part of the contemporary international legal system.

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Course objectives

In this course, students will learn about the legal framework and main organs of the United Nations
(UN). Through lecture, traditional PBL- focused tutorials, and simulations, students will acquire
detailed knowledge of how the principal legal organs of the UN – the General Assembly (Sixth
Committee), the Security Council, and the International Court of Justice – work in practice. Students
will learn about the centrality of the UN in the international legal system, explore its interaction with
other international institutions, and consider scope for its reform

Prerequisites

SSC1007 Introduction to Law and Legal Reasoning; SSC2024 International Law.

Recommended reading

M Evans - Blackstone’s International Law Documents (Statute Book)

There is no required textbook and readings are – whenever possible – made available
electronically.

SSC3003
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

C.M. Eggett

University College Maastricht

Understanding and Tackling Violence

Full course description

Today, violence appears rampant across all levels and sectors of society. Media reports paint a grim
picture of the world we live in – ranging from violence erupting in Ukraine, to an increase of
domestic violence on females since the pandemic started, to brutality and racism within law
enforcement, and school shootings as a few examples. Violence seems to be a key aspect of human
nature, and has historically been an area of interest, from the violence in Roman arenas to modern
videogames and true crime fascination. Violence happens everywhere – at work, in schools, in health
care facilities, on the streets, and at home. Historically, it has become one of the biggest societal
issues to tackle. No matter which field of study a student focuses on, how to deal with violence is
relevant for everyone. This course provides students with an in-depth transdisciplinary
understanding of violence. It will provide students with the ability to analyze and engage with
problems of violence drawing from areas of social, cognitive, clinical and neuropsychology, as well
as from a legal, historical and biological perspective. Themes in the course range from political
activism, to terrorism, and sexual violence. Through working with cases examples, theoretical
background, and methodological tools, students will be familiarized with various issues relating to

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violence and crime in today’s society. Students will learn to work together with classmates outside of
their own study discipline and will identify solutions through examining the problem together.

Course objectives

The aim of the course is to provide students with a transdisciplinary understanding of how to
understand and tackle violence in today’s world. By the end of the course, students should: • be able
to identify root causes of violence and to gain a theoretical understanding of these causes from
various perspectives; • be able to describe animal models that help understand human aggression; •
be able to critically analyze the impact and role of violence in specific cases and situations; • be able
to develop and apply solutions to challenges caused by violence in society.
SSC3061
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

J.M. Schell - Leugers

University College Maastricht

Political Sociology

Full course description

In this course, students undertake a collaborative exploration of key themes in political sociology, a
major sub-field of sociology with strong linkages to political science and political philosophy. A
working knowledge of introductory sociology and social science research methods is absolutely
essential and thus required. One of the fundamental problems of concern in this course is to
understand the dynamics and relations of power in society. Specific problems and issues related to
‘power’ are examined across the grassroots and global levels of sociological investigation.
Intersectional and global comparative perspectives are stressed through an exploration of diverse
case studies that span different historical eras and contemporary settings. Principles of ‘research-
based learning’ (RBL) are emphasized throughout the course in order to stress the intimate link
between sociological theory and methodology. Through principles of RBL students will pursue
collaborative investigations of some of the most foundational questions and topics that have come to
define political sociology over the past few decades. Salient themes to be explored include:
democratization, active citizenship, nationalism, neoliberalism, elitism, populism, authoritarianism,
repression, protest and revolution.

Course objectives

• To apply working knowledge of sociological theory to specific problems in political sociology • To

apply working knowledge of sociological research methods to specific problems in political sociology
• To clearly articulate the comparative value of different research approaches in political sociology •
To apply insights from political sociology to contemplate the development of workable solutions to
pressing problems in society today
SSC2029
Period 2
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University College Maastricht
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

K.A. Heidemann

Teaching methods:
Lecture(s), PBL
University College Maastricht

Social Movements

Full course description

This course is designed to introduce students to the sociological study of social movements. An
overview of the field will be provided by identifying key concepts, theories and methods through
examination of a variety of case studies. Salient themes addressed will include: democracy, identity,
globalization, civil rights, environmentalism, gender, sexuality, class and ethnicity/race. While much
attention will be placed on social movements within Europe and North America, a global-
comparative perspective will be periodically emphasized. The over- arching goal of the course will be
to reveal the ways in which social movements work to both produce and resist social change. Some
of the main questions addressed in the course will be: What is a social movement? Why do people
join social movements? How do movements gain/lose momentum? What is the relationship between
social movements and democracy? And, under what conditions do social movements 'succeed'?

Course objectives

• To become conversant in the major questions driving social movement research. • To become
conversant in the key theories and concepts driving social movement research. • To become
conversant in the primary methods driving social movement research. • To evaluate and assess
social movement research in a critical and constructive manner. • To design a case study and initiate
an original empirical study of social movements. • To reflect on the relevance and utility of studying
social movements.
SSC3013
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

K.A. Heidemann

Teaching methods:

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University College Maastricht
Lecture(s), PBL

Concentration: Humanities

Narrative Media

Full course description

The first part of the course introduces main concepts from narratology, such as story, discourse,
authorship, and narration. In addition, students will learn the differences between a structuralist
and a postclassical approach to narratology.

During the second part of the course, narrativity in different media will be subject of investigation.
We ask how different media construct stories and to what extent these stories are medium-specific.
The media under study are the short story, the fixed image and series of images, comics, film,
hyperfiction and digital games. For students with particular interest in literature, the Handbook of
Narrative Analysis (2005) will be most instructive, while Narrative across Media will be most useful
to students who are more oriented towards other media. We will read chapters from both books in
this course as well as other literature that addresses the narrativity of media.

The final essay has to show that students are able to apply the methods introduced during the
course to a case study the they are free to choose. Examples are the novel House of Leaves, the
short story collection Olive Kitteridge, the comic Deadpool and its film adaptation, the graphic novel
Persepolis, the film 5x2, and the game L.A. Noire. As this is a course in the humanities, an approach
to storytelling from the social sciences or psychology is only possible in comparison to methods from
the humanities.

Course objectives

To familiarize students with the methods of narratology (the study of storytelling) and
important theories revolving around narratology.

To analyze different media such as literature, paintings, photographs, comics, film, film music,
digital literature and computer games.

Prerequisites

At least two 2000-level courses in the Humanities or Social Sciences.

Recommended reading

The following handbooks are the most crucial:

Herman, L. and Vervaeck, B. (2005). Handbook of Narrative Analysis. Lincoln: University of

Nebraska Press.

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Ryan, M.-L. (2004). Narrative across Media. Lincoln, London: University of Nebraska Press.

We wil also make use of excerpts from other sources, such as:

Hutcheon, L. with S. O’Flynn (2013). A Theory of Adaptation (second edition). New York:
Routledge.
McCloud, S. (1993). Understanding Comics: The Invisible Art. New York: HarperCollins.
Ryan, M.-L. (eds.). Intermediality and Storytelling. Berlin: de Gruyter.
Verstraten, P. (2009). Film Narratology. Toronto: University of Toronto Press.

HUM3036
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

R.S. Ausmeier

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Introduction to Philosophy

Full course description

One of the greatest and most influential Ancient philosophers, Aristotle of Stageira (384-322 BC)
once remarked, “Wonder is the beginning of philosophy”. What he was referring to is our habit of
asking fundamental questions about our every-day life, such as, “Suppose I am certain that I am
right about something, what is that certainty based upon?”; “Suppose I am engaged in a discussion
with someone (for example about some controversial matter), what can objectively guarantee the
stringency of my argument?” Thinking about and discussing such questions will force us to
reconsider the things we have always taken for granted. And ultimately they will lead us to more
fundamental questions about the proper nature of Truth and Knowledge as such.

Assignments during the course include the following: the nature of philosophical enquiry, problems
of knowledge and truth (including the understanding and evaluation of arguments), ethics.

Course objectives

To teach students how to “think philosophically”.

Prerequisites

None

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University College Maastricht
Recommended reading

Blackburn, S. (1999). Think. A Compelling Introduction to Philosophy. Oxford:

Oxford University Press.
Blackburn, S. (2001). Being Good. Oxford: Oxford University Press.
Horner, C., & Westacott, E. (2000). Thinking through Philosophy. An Introduction.
Cambridge: Cambridge University Press.

HUM1007
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

R.H. Gabriels

Teaching methods:
PBL
Assessment methods:
Attendance, Final paper, Written exam

Cultural Diversity in a Globalizing World

Full course description

This course problema<zes the link between culture and globaliza<on, with a focus on how the
poli<cal, economy, and social transforma<ons which signal the era of globaliza<on intersect and
transform cultural produc<on and iden<ty. It seeks to analyze how globaliza<on influences iden<ty
and culture and the ways in which these interact with social differences such as race, gender, and
class. Students will become acquainted with different theories of globaliza<on and culture such as
Edward Said’s influen<al theory of orientalism, Anna Tsing’s formula<ons around the ‘fric<ons’ of
global interconnectedness, and Gloria Wekker’s deconstruc<on of Dutch mul<culturalism.
Moreover, the course encourages students to cri<cally think on the ques<on raised by globaliza<on
in regards our rela<on to our natural environment and wider ecological ques<ons, and to <e the
thema<cs raised by the course to pressing issues of our day. Themes: Cultural Diversity; Gender and
Ethnicity; Mul<culturalism; Orientalism; Occidentalism; Migra<on; Ecology; Capitalism Disciplinary
perspec<ves: Cultural Studies, Migra<on Studies, Gender and Diversity Studies, Sociology.

Course objectives

To teach students to reflect upon issues of globalization and cultural diversity from several
disciplinary perspectives and connect these issues with their major field of academic study.

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Prerequisites

At least one Humanities course.

Recommended

HUM1003 Cultural Studies I, HUM2031 Cultural Studies II or SSC2046 Globalization and

Inequality.

Recommended reading

E-reader.

HUM2018
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

F.A.N. Hamadah

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Ancient Philosophy

Full course description

Why would anyone choose to study philosophers who lived and wrote (more than) two millennia ago?
One obvious answer is: to learn about one’s roots; to better understand Western culture and
heritage. Up to this day, the ancient Greeks and Romans constitute a major influence on our ideas
about critical thinking, about the fundamental character of Reality, about Science, Ethics, and Art,
and last not least: about what it is to be human and about what it means for humans to flourish, to
live truly good lives. Ancient philosophy provides an inexhaustible source of inspiration for
contemporary philosophy. “The European philosophical tradition”, the philosopher Whitehead once
remarked, “consists in a series of footnotes to Plato”. Slightly overstated, but not untrue.

In this course we will return to the sources and study the texts that helped us become who we are
today. We will study a range of canonical philosophical texts from Antiquity, ranging from the Ionian
Philosophers of Nature to Aristotle. Although we will attempt to position these treatises in their
historical and geographic contexts, our main concern will be: what have these ancient thinkers still
to say to us today?

One warning: even if you have some prior knowledge of ancient Greek philosophy, that doesn’t make

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this an easy course. Only choose this course if you are genuinely interested in reading ancient
philosophical texts that do not always yield their secrets easily.

Course objectives

To provide students with a basic introduction to ancient Greek philosophy;

To teach students how to explore the meaning of philosophical texts by situating them in their
historical contexts;
To explore how our culture, and we as part of it, has been shaped by these ancient thinkers.

Prerequisites

None

Recommended

HUM1007 Introduction to Philosophy.

Recommended reading

Required

Copleston, F. C. (2017). A History of Philosophy (10th ed.). Vol. I: Greece and Rome: From the
Pre-Socratics to Plotinus (rev. ed.). London / New York City, NY: Continuum.
Guthrie, W.K.C. (62013 [1950]). The Greek Philosophers from Thales to Aristotle. Abingdon
and New York, NY: Routledge Classics. (ISBN: 978-0-415-52228-1)

Recommended:

Naerebout, Frederick G. & Singor, Henk W. (2014). Antiquity: Greeks and Romans in Context.
Chichester, West Sussex / Malden, MA: Wiley-Blackwell.
Reeve, C.D.C. and P. Lee Miller (eds.) (2006). Introductory readings in Ancient Greek and
Roman Philosophy. Indianapolis / Cambridge: Hackett.

HUM2008
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

M.S.J.M. Kardaun

Teaching methods:
Lecture(s), PBL
Assessment methods:
Assignment, Written exam

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Totalitarian Temptation

Full course description

This course in historical studies studies the discussions and debates surrounding the much-contested
concept of totalitarianism. The course shall explore and compare movements and regimes, such as
the National Socialist, the Fascist and the Soviet communist, that aimed to radically transform
societies and aspired to rule in a totalizing manner. We shall link their histories to those of mass
violence and human rights. We shall also discuss cultural life under such regimes as well as their
aftermath and memory. Explicitly drawing on intellectual history, cultural and literary studies as
well as legal studies, the course shall address relevant philosophical concerns, most particularly
questions in epistemology and ethics. The course closes with analyses of contemporary discussions
of the supposed fascist revival and an ongoing case of genocide.

Course objectives

To introduce students to major theories on totalitarianism and their aftermath and familiarize
them with academic discussions and debates on the applicability of this concept to various
20th century movements and regimes and instances of mass violence.

Prerequisites

At least two of the following courses: HUM1013 The Idea of Europe: The Intellectual History of
Europe, COR1003 Contemporary World History, HUM2007 States and Nations in Europe, from the
Middle Ages to the First World War.

Recommended reading

Geyer, Michael and Sheila Fitzpatrick (2009). Beyond Totalitarianism. Stalinism and Nazism
Compared. Cambridge: Cambridge University Press.

E-reader.

HUM3019
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

F.L. Laczo

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University College Maastricht
Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Literature, Art and Psychology

Full course description

In the first part of the course students will become familiar with the basic elements of
psychoanalysis (Freud) and analytical psychology (Jung). Special attention will be paid to depth
psychological theories on art and literature.

In the second part we shall read a number of widely diverging depth psychological
interpretations of literary texts, such as Sophocles’s Oedipus rex, Saint-Exupéry’s Le petit prince,
Goncharov’s Oblomov, Emily Brontë’s Wuthering Heights, Robert Louis Stevenson’s Strange Case of
Dr Jekyll and Mr Hyde, several fairy tales, myths, poems, and short stories.

The last part of the course is devoted to some epistemological aspects of depth
psychological literary criticism. We will go into three main questions: What types of rules are to be
observed when interpreting literary texts? To what extent does depth psychological literary criticism
qualify as an academic discipline? And, finally, to what extent do depth psychological theories like
psychoanalysis and analytical psychology qualify as academic disciplines?

Course objectives

To introduce depth psychological literary criticism.

To help students develop their sensitivity for depth psychological dimensions that works of art
and literature may have.
To provide the means to distinguish adequate literary interpretations from less adequate ones:
on what reasonable grounds, if at all, can we decide that one (depth psychological)
interpretation of a work of literature does more justice to the text than a competing one?

Prerequisites

SKI2084 Writing in an Academic Context: Improving Argumentation and Style.

Recommended

HUM1007 Introduction to Philosophy.

Recommended reading

Bruno Bettelheim, The Uses of Enchantment (2nd, 1991).

Umberto Eco, The Limits of Interpretation (2nd, 1991).

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Marie-Louise von Franz, Puer aeternus (3rd, 2000).

Sigmund Freud, Creative Writers and Day-Dreaming (1908).

C.G. Jung, Psychology and Literature (1930).

Karl Popper, Conjectures and Refutations, the Growth of Scientific Knowledge. London:
Routledge. (1963).

Adolf Grünbaum, The Foundations of Psychoanalysis. A Philosophical Critique (1984).

HUM3029
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

M.S.J.M. Kardaun

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Living in a Technological Culture: Introduction to Science

and Technology Studies Part 1

Full course description

“We can't solve problems by using the same kind of thinking we used when we created them.”

These words of Albert Einstein are more valid today than ever. The complexities of today's societies
and the relationships between them are manifold and not easy to handle. Einstein's plea to look at
them in a different way is exactly what this course is about. The course aims to change your
perspective on the world, so that you find that ‘the stuff of the world' can be thought about in new
ways that offer opportunities for interventions and passageways for improvement. After all, making a
difference requires more than decisiveness: it requires thinking in new ways, thinking 'out of the
box'. And that is exactly what this course aims to do by introducing you to the field of Science and
Technology Studies (STS).

In the field of STS, science and technology are considered as a socio-cultural phenomenon. You will
be introduced in the STS in two courses. In the course (this one) we will focus on interrelation

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between technology and society, while in period 2 (HUM3049: Science, Power, and the Construction
of Facts), we take the next step and zoom in on the constitution and application of science and its
relations with society. This implies that in both cases we will pay attention to the social, cultural,
historical, political, and economic conditions that impact the development and application of science
and technology.

In this first course we unpack ‘technology’. In the standard perspective technology is largely seen as
a process of applied science that simply results from previous scientific advances. In our daily
routines we also tend not to spend much thought on the making of science and technology,
commonly do not merit its use serious reflection either. Once things have been made or discovered,
our interaction with them is understood to be a straightforward matter. We pick up our mobile
phone, make some funny pictures with it, listen to music, twitter some details about what we do and
where we are and chat with our friends. We board an airplane, fly from point A to point B, and then
we get off the airplane. Although we are surrounded by the results of scientific endeavor and
technologies of various kinds, they have become almost invisible, and we take them for granted. The
field of Science and Technology Studies (STS) challenges this perspective on science and
technology.

We live in a technological culture. Technology and science shape society, from the shaping of
mobility patterns, gender and sexual identities to the standardization of practices in health care.
Mobile phones have changed what it means ‘to be alone’; organ transplantation has redefined our
understanding of life; and AI is changing our ways of being creative. Thus, technologies do not
merely assist us in our everyday lives; they are also powerful forces acting to reshape our activities
and their meanings. There is, vice versa, a cultural influence on technology too. Therefore, it is
important for understanding technology to acknowledge their socio-cultural base. Historical and
comparative studies have shown how different socio-cultural circumstances yield very different
forms and contents of science and technology. Science and technology are, finally, also cultures
themselves.

Course objectives

To provide an introduction into the social studies of science, society and technology.

To provide a basis for a critical reflection on our high-tech society.

To provide different perspectives on the relation between society, science, and technology.

This course will introduce you to the Science and Technology Studies (STS) framework and lay the
foundation for new insights. To teach you the STS perspective we will unpack technologies, such as
human enhancement technologies and the impact of the convergence of nano-, bio-, ICT and the
cognitive sciences; everyday technologies (e.g., park benches, the refrigerator, electric shaver, and
bicycles) as well as recent developments in AI such as Big Data and ChatGPT. Besides a focus on the
multiple ways in which technology, individuals and institutions mutually shape one another to the
benefit and sometimes detriment of society, we will also pay attention to the political and moral
dimensions of technologies.

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Prerequisites

None

Recommended reading

Provided via CANVAS Instructional format

HUM2046
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

J. Mesman

Philosophical Ethics

Full course description

In this course, we explore the field of philosophical ethics. We study the grand narratives in ethics,
such as the three leading normative ethical approaches (virtue ethics, utilitarianism, and
deontological ethics). We read original texts written by thinkers from the great traditions of
philosophy: ancient philosophy, Christian philosophy, modern philosophy, and postmodern
philosophy. We discuss Aristotelian virtue ethics, Stoic wisdom, the Christianised life as taught by
Augustine and Thomas Aquinas, utilitarianism (Jeremy Bentham and John Stuart Mill), Immanuel
Kant’s moral philosophy, the ‘grand style’ of Friedrich Nietzsche, Carol Gilligan her ethics of care,
Hans Jonas his ethics for the technological age, and the ‘banality of evil’ by Hannah Arendt. The
challenge is to interpret these texts, especially the non-contemporary ones, from the perspective of
the authors and their audience. A pitfall that has to be prevented is to read and interpret these texts
merely from our own perspective. You are also very much encouraged to read texts in their original
language (e.g. Kant; Nietzsche). Also, we encourage you to look for similarities and differences
between the texts, concepts, and authors.

Course objectives

To explore the most important ethical approaches and to gain increased understanding of
essential philosophical concepts, theories, and authors.

To study primary texts of ethics written by the most eminent philosophers of the
past millennia.

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To evaluate and discuss cases through the lens of different ethical perspectives.

To compare and contrast different philosophical concepts, theories, and authors.

Prerequisites

None

Recommended reading

Required literature

E-reader (KeyLinks University Library)

Suggested literature (background)

Ferry, L. (2019, paperback edition, translated from French). A Brief History of Thought. A
Philosophical Guide to Living. Edinburgh: Canongate Books.
Gottlieb, A. (2016). The Dream of Reason. A History of Western Philosophy from the Greeks to
the Renaissance. Penguin Book (paperback).
Gottlieb, A. (2017). The Dream of Enlightenment. The Rise of Modern Philosophy. Penguin
Book (paperback).
Rogers, G. (2012/2018). 21st Century Ethics. An Introduction to Moral Philosophy. Texas:
Simpson & Brook.
Russell, B. (originally 1945). A History of Western Philosophy. Simon & Schuster.
Timmons, M. (2013). Moral Theory. An Introduction (Second Edition). Plymouth: Rowman &
Littlefield Publishers.

HUM2051
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

T. Viola

States and Nations in Europe, from the Middle Ages to the

First World War

Full course description

Contrary to what many politicians claim (especially within the far right camp), states and nations as
we know them today have not always been around. In fact, scholars have repeatedly proven that
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both are products of history, which emerged as a result of specific circumstances. This course
analyses the emergence and development of states, nations and nationalism in Europe since the
Middle Ages, and addresses historical events and key forces that have shaped the contemporary
world.

Furthermore, this course studies how emerging states and nations interact with each other thus
creating the fundamental organizing principle of the interstate order. Indeed, this course introduces
students to the development of international relations and diplomacy from the High Middle Ages
until the year 1919.

Course objectives

To discuss the development of “the state” as well as the diversity in state- and nation-building
since the Middle Ages.

To examine nation-building and nationalism in Europe addressing the debates on how far back
its origins can be traced to.

To introduce the students to the history of international relations since the fifteenth century
until 1919.

Prerequisites

HUM1013 The Idea of Europe: The Intellectual History of Europe or any other 1000-level
Humanities course.

Recommended reading

Pierson, Christopher. (2011). The Modern State. London: Routledge.

Palmer, R.R., and Joel Colton. (2020). A History of the Modern World. New York: McGraw-Hill.

HUM2007
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

P. del Hierro

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Media and Technology; Philosophical Perspectives

Full course description

Discussions about the changes media and technology bring to culture, and whether these are to be
judged good or bad, are as old as philosophy itself. Examining the ideas of Plato, Kierkegaard, and
Marx we will see how these debates have evolved over the centuries. With the development and
spread of media and technology in the 20th and 21st century, debates about the relationship
between the social and the technical have intensified and so it has become necessary to consider a
variety of approaches to this relationship.

In this course, we will concentrate on a number of philosophical approaches that help us understand
the relationship between media and technology and our lived exeperience. We will discuss media
theory (McLuhan, Innis, Kittler) and discuss whether specific technologies and media, like writing
and print, provoke structural changes in patterns of thought, action and experience. We will also
deal with the critical philosophies of technology in the Marxist tradition (Marcuse; Feenberg), the
hermeneutic tradition (Heidegger; Ihde) and the feminist tradition (Cockburn) as well as
contemporary debates about speed, ethics, labour, and non-Western ideas about technology. These
topics encourage us to think about how, to paraphrase the historian Melvin Kranzberg, media and
technology are neither good nor bad nor are they neutral. Across these philosophical approaches we
will also consider a variety of different media and technical artifacts, including AI,health care
technologies, files, the alphabet, and education.

Course objectives

To introduce students to a number of central themes in the philosophy of media and

technology.
To investigate what is at stake in different philosophical methodologies and approaches to
media and technology

Prerequisites

At least one 2000-level Humanities course

Recommended reading

Readers in Reading Room.

Books in Reading Room
Online sources

HUM2030
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

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D.M. Cressman

Teaching methods:
Lecture(s), PBL
Assessment methods:
Final paper, Take home exam

Cultural Studies II: Visual Cultures

Full course description

This course will explore the variety of visual cultures and the theoretical insights garnered by the
study of this interdisciplinary field. Straddling cultural studies, art history, museum studies, media
studies, performance studies, literary studies, and science and technology studies, the field of visual
culture at its most expansive combines theories and methods from across the academy. We will
investigate visual cultures from these exciting and challenging (inter)disciplinary perspectives.

The course presents visual culture as a ubiquitous facet of modern life that perhaps more than any
other component shapes and informs our understanding of self, society, and the world. Hence, it
demands our careful attention and critical parsing of its workings at all levels of daily life. Our foray
into the field will include examining the benefits of this inclusive mode of analysis, for instance in the
range of objects available for study, as well as the drawbacks, particularly in terms of
methodological rigor and the overinvestment in ocularcentric forms of knowledge. The student will
be invited to scrutinize their disciplinary assumptions, to develop their toolbox of concepts, and to
analyse visual objects that are rarely considered inside the university.

Starting with an introduction to visual culture, we’ll investigate the terms vision, visuality, and
image in conjunction with varying conceptualizations of culture. Each subsequent unit will deal with
a “site” of visual culture that offers an object of study, a theoretical problem, and an
interdisciplinary opportunity. We will study visual cultures from high to low, and examine how these
forms are quickly transforming and breaking barriers of category and genre. The principle sites of
inquiry traverse fashion, gaming, museum exhibitions, medical imaging, comics, and cinema.

Course objectives

To understand the way in which visual culture is conceptualized in relation to its disciplinary,
historical, and theoretical context.

To evaluate the strengths and weaknesses of different theories of visual culture.

To select the appropriate theory(ies) and methodological tool(s) for analysis that best suits the
material and argument.

To communicate the way in which different approaches to visual culture mobilize disciplinary
points of view using specialized terms.

To demonstrate awareness of the larger social, political, and sexual issues involved in the

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academic study of visual culture as it relates to the body/subjectivity.

To recognize the interdisciplinary nature of visual culture in its historical and contemporary
overlap with scientific, artistic, and economic imaginaries.

Prerequisites

At least one Humanities course.

Recommended reading

Various articles and chapters from the field of Visual and Cultural Studies, for instance out of
the following books:

Jones, A. (Ed.). (2003). The Feminism and Visual Culture Reader. London: Routledge.

Sturken, M. & Cartwright, L. (2009). Practices of Looking: An Introduction to Visual Culture.

Oxford: Oxford University Press.

Rose, G. (2013). Visual Methodologies: An Introduction to Researching with Visual Materials.

London: Sage Publishers.

HUM2031
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

D. Hovens

Teaching methods:
Lecture(s), PBL
Assessment methods:
Presentation, Written exam, Take home exam

Cultural Memory and the Politics of Visualizing the Past

Full course description

In the course “Cultural memory and the politics of visualizing the past,” students will learn to
become aware of how what is considered ‘past’ has been filtered through structures of power. Which
voices, sources, events and people are remembered, and which are lost to oblivion, is a highly

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political question. We will explore how aesthetic and artistic narrations of history speak to counter-
archives of memory, including the afterlife of slavery, embodied trauma, and legacies of crisis such
as with AIDS. Our interest will be in reading along with scholars who have developed methods for
grasping deposits of marginalized lived experience through listening to images (Campt),
contrapuntal reading (Said), unlearning imperialism (Azoulay), wake work (Sharpe), reading queer
ephemera (Muñoz), and distilling structures of feeling (Williams) such as feeling brown and down,
queer and backwards. We will apply these alternative methods for historical analysis to cases of
diary writing, poetry, performance, painting, music, photography, and scraps of archival records.

Some of the examples of cultural memory work we will encounter include:

- Juliette Singh, No Archive can Restore You. Punctum Books, 2018

- Saidiya Hartman, Wayward lives, beautiful experiments: Intimate histories of riotous Black girls,
troublesome women, and queer radicals. WW Norton & Company, 2019.

- Eliis Martin and Zach Ozma, eds. We Both Laughed in Pleasure: The Selected Diaries of Lou
Sullivan (1961-1991). Nightboat, 2019.
- Tourmaline and Sasha Wortzel, dirs. Happy Birthday, Marsha!, Frameline, 2018.
- Morgan M. Page, One from the Vaults: A Trans History Podcast, SoundCloud, 2017-present.

- NourbeSe Philip, Zong! Weslyan University Press, 2008.

- Koleke Putuma, Collective Amnesia. Cape Town: uHlanga, 2017

- Claudia Rankine, Citizen: An American Lyric. Minneapolis: Grey Wolf Press, 2014.

- Morrigan Phillips, “The Long Memory,” in Octavia’s Brood: Science Fiction Stories from Social
Justice Movements, eds. Adrienne Maree Brown and Walidah Imarisha. Oakland: AK Press, 2015, pp.
57-78.

- Crip Camp (2020) Directed by James Lebrecht, Nicole Newnham. Available via Netflix or for free
here. https://youtu.be/OFS8SpwioZ4

Course objectives

To familiarize students with theoretical approaches and methodological components within

cultural memory studies concerned with minoritarian groups and affect/emotion: e.g. Nora,
Stoler, Rigney, Trouillot, Said, Azoulay, Sharpe, Hartman, Muñoz, Mbembe, Campt,
Arondekar.

To provide students with an introduction into archives (theory) and memory, especially in
relation to power.

To introduce students to the political and academic assessment of the post-colonial dimension
of cultural memory, and the queer dimension of historical scholarship.

To introduce students to alternative concepts and methods of historical analysis and to become
competent in applying them to a range of cultural and archival materials.

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To enable students to identify and analyze the role of race, sexuality, gender, ability in
constructions of cultural remembrance (related to imperialism, heterosexism, cisgenderism,
ableism).

To analyze debates connected to contested memorial monuments, literature and the arts.

Prerequisites

HUM1003 Cultural Studies I or HUM2003 The Making of Crucial Differences, and some
knowledge/interest in close reading of literary and/or visual texts.

HUM2056
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Coordinator:

S. Weilenmann

Teaching methods:
Lecture(s), PBL
Assessment methods:
Final paper, Presentation

Medical Humanities: Bodies & Minds, Histories of the

Normal and the Pathological

Full course description

Medical humanities acknowledge that instead of being fixed entities, health and illness are
constantly changing, ambiguous phenomena. What is called healthy (sane) or ill (insane) depends
indeed on a large variety of issues and dynamics: cultural, socio-economical, and religious aspects;
moral system; legal system; science; technology; art and media etc. This course approaches the
question of health and illness through a philosophical, anthropological and sociological exploration
of “bodies” and “minds”. Through a historical and cross-cultural perspective it will discuss various
concepts of body and mind. We will discuss how and why some bodies and minds are considered as
normal and others as abnormal or pathological. For this we will draw on scientific, social, cultural
and economic contexts, but also on how bodies and minds are represented in art and (popular)
culture. Cases include cosmetic surgery; the modern hospital; boxing in the ghetto; organ
transplantation; depression; menopause; prostheses in Paralympic athletes; medical imaging
technologies; the war on cancer; depression.

Course objectives

To gain knowledge of different influential conceptions of ‘body’ and ‘mind’, ‘healthy’ and ‘sick’,

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‘normal’ and ‘pathological’, ‘regular’ and ‘deviant’.
To gain understanding of how cultural, social, economic, legal, scientific and religious
contexts play a role in the construction and consequences of these distinctions.

Prerequisites

NB: This course is highly interdisciplinary (philosophy, history, cultural studies, medical
anthropology & sociology, several branches of medicine). It is situated at the crossroads of Social
Sciences, Humanities and Science.

Prerequisite

Students should have taken at least one of the two following courses: COR1002 Philosophy of
Science or HUM1003 Cultural Studies I: Doing Cultural Studies.

Recommended reading

E-Reader. (Articles that are not included in the E-Reader will be made available for
photocopying during the course). A book on a special topic in this field, selected by you from a
list offered.

HUM3051
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinator:

M.T. Brancaccio

Teaching methods:
PBL, Lecture(s)
Assessment methods:
Assignment, Final paper

Acts of Literature: The Role of Prose, Poetry and Plays in a

Changing World

Full course description

As stated in Eleonora Belfiore’s and Oliver Bennett’s The social impact of the arts: An intellectual
history (2008) the question of what the function of literature could be – or should be – produced from
Aristotle on many answers that could roughly be grouped under the following overarching concepts:
catharsis (emotional, didactical, or intellectual), personal well-being (literature as therapy, play,
or experience), education and self-development (basically the humanist’s view of literature as, in
Stephen Spender’s words, ‘central medium for the realization of man’s search for significance in
life’), moral improvement and civilization (French Enlightenment, Kant, Martha Nussbaum),
political instrument (Brecht, social realism, nazi and fascist literature, feminist, postcolonial, and

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minority literature, often also in the sense of the unmasking of literature as vehicles for accepting
hierarchies in society: Orwell, Foucault, Said, Judith Butler, the Frankfurt School), social
stratification (Weber, Simmel, Bourdieu), and the rejection of any of these functions (Kant again,
l’art pour l’art). However, the starting point of the course is the notion that literature exists only in
the readings given to it: literature has no existence outside these readings. The work of literature is
an event or, from the reader’s position, an experience, both set in a particular culture that is made
up by habits, norms, values, representations, beliefs, expectations, and prejudices. With the recent
merging of literature’s functions of education and moral improvement in mind (e.g. for the benefit of
democracy, see Martha Nussbaum’s work), the main challenge of the course is trying to find out in
what way the ethical and political demand made by a literary work is to be found in what makes it
literature, as an event and as an experience, rather than in properties it shares with other
discourses, such as historical writing, biographies, and journalistic work. In other words: what is it
that makes acts of literature in society literary acts?

Course objectives

The main aims of this course are:

To acquaint the students with the history of ideas on possible functions of literature.
To familiarize the students with the notion of the work of literature as an event and as an
experience
To introduce students to periods of societal change in western and non-western societies and
the role of literature played in it.
To provide the students with analytical tools for contextualizing (historicizing, situating,
comparing) the case studies in the course.
To teach the students to present their own case studies as possible contributions to the course
of the next year’s edition.

Prerequisites

At least one relevant 2000-level course in the Humanities or at least one relevant 2000-level course
in the Social Sciences.

Recommended reading

E-reader

HUM3043
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

J.H. de Roder

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Enlightenment and Romanticism

Full course description

The debate between Enlightenment and Romanticism has an enduring impact on discussions of
today in art, politics, science, human identity and social values. We can hardly understand the
Western world without knowledge of these two decisive periods. This interdisciplinary course is a
systematical introduction to these two, formative, opposed intellectual traditions.

First, a historical context will be presented to the political and ideological ambitions of the
Enlightenment (enlightened despotism, Voltaire at the court of Frederick the Great, censorship and
the diffusion of the Enlightenment).

Secondly the opposed approach to ‘Nature’ will be introduced; the influence of Newton, the rise of
modern science, the Encyclopédie vs. Romantic science (e.g. Goethe’s criticism on Newton’s Theory
of Colour) and the role of the arts in the new approach to Nature (such as landscape painting and
romantic poetry).

Then, the changes in the visual arts will illustrate continuity and discontinuity in cultural history
(Romanticism and Neo-Classicism).

In the fourth place human subjectivity in the Enlightenment (based on Lockean psychology and Self-
love) will be confronted to new approaches to the romantic soul (the unconsciousness, irrationality,
Weltschmerz). This will also be discussed with an analysis of the famous movie Dangerous Liaisons
(Stephen Frears, 1988).

Finally, discussions about morals and politics will be presented (Rousseau, the Social Contract, the
slogans of the French Revolution vs. Romantic values concerning the State and personal
relationships like love and friendship, nationalism).

Course objectives

To provide students with a historical and philosophical introduction to Enlightenment and

Romanticism.

To understand these periods as opposed worldviews in social, philosophical, scientific and

political perspective; to deepen our insight in our paradoxical experience of ourselves and the
world around us.

To learn how much our life and culture is determined by enlightened and romantic views and
values; our obsession with authenticity, nationalism, our attitude to science and technology,
belief in democracy, our emotional life, personal relationships like love and friendship, the
importance of Nature, universal human (and animal) rights, identity, etc.

Prerequisites

None.

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Recommended reading

Dorinda Outram, The Enlightenment. Cambridge University Press, Cambridge/New York 2011.

Isaiah Berlin, The Roots of Romanticism (ed. Henry Hardy). Princeton university Press,
Princeton / Oxford 1999/2013.

HUM2005
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

F.M. Doorman

Teaching methods:
PBL, Lecture(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam

Crucial Differences in the 21st Century

Full course description

This course considers a variety of contemporary configurations of gender, sexuality, race/ethnicity,

class, age, religion, and other categories of difference. You will learn to examine the way in which
these ‘crucial differences’ are constituted in the late twentieth and early twenty-first century, as well
as to analyze the ways in which they function on social, cultural, political, and symbolic levels. The
emergence of the various social movements during the 1960s and 1970s, such as the women’s
movement, the civil rights movement, and gay and lesbian liberation, and their lasting impact on
society today, serves as a starting point of the course. We will examine how these diverse
movements have shaped and reshaped the form and content of the identity of racial/ethnic
minorities, feminists, LGBTQ+ people and other minoritized groups on individual and collective
levels. Special attention will be directed to the notion of intersectionality, which refers to the
interaction between multiple categories of difference in cultural, social and individual practices, and
the effects of these interactions in terms of power and inequality.

Subsequently, we will take a closer look at the complexity of such multiple differences and
inequalities by tracing the entangled workings of gender, sexuality, race/ethnicity, class, age, and
religion through a variety of topical cases. We will look at the way in which such categories realign
in various contexts of crisis and conflict, ranging from the late twentieth century wars in Rwanda
and the former Yugoslavia to the complex force-fields of (neo-)nationalism, populism, and
xenophobia today. We will use a queer theoretical approach to analyze the complex relations
between norms of gender and sexuality in the structuring of contemporary performances of identity

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in a variety of social, cultural, and institutional environments. We will critically examine
contemporary constructions of whiteness and the role of race in the construction of national identity.
We will direct special attention to the emergence of sexual nationalisms across and beyond Europe
today, focussing on the prominent place that women’s sexual liberation and gay rights occupy in
contemporary debates about Islam and multicultural citizenship.

As these cases indicate, the course draws on a variety of geographical and cultural locations and
contexts. Diversity is also exemplified in the interdisciplinarity that characterizes gender and
diversity studies as a scholarly field. The texts used in this course draw on theories and methods
from disciplines such as philosophy, sociology, anthropology, and cultural studies, as well as from
the fields of feminist theory, postcolonial theory, and queer studies. Through critical inquiry into
concrete cases as well as major texts - including modern classics in the field such as Judith Butler’s
Gender Trouble and Joan Scott’s The Politics of the Veil - this course dynamically re-conceptualizes
the intersections between the various ‘crucial differences’ by examining the multiple ways in which
processes of identity and difference, inclusion and exclusion, equality and inequality are produced
and reproduced in ongoing flows of negotiation and transformation.

Course objectives

Upon completion of this course students are able:

To examine how contemporary configurations of gender, sexuality, race/ethnicity, and other

‘crucial differences’ structure contemporary cultural discourses and practices, as well as social
and individual identities and institutions.
To identify and take part in topical academic and societal debates within contemporary gender
and diversity studies.
To explain how multiple identities and experiences of difference and inequality interact by
adopting intersectionality as a critical theory and method.
To apply the analytical and critical skills needed to examine the dynamics through which
identity and difference, inclusion and exclusion, equality and inequality are continuously
produced and reproduced.
To construct an effective research design for an undergraduate research paper within the field
of gender and diversity studies.

Prerequisites

HUM2003 The Making of Crucial Differences (strongly recommended!) or another relevant 2000-
level course in the Humanities or Social Sciences.

Recommended reading

E-Readers.

HUM3040
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0

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University College Maastricht
Instruction language:
English
Coordinator:

S. Withaeckx

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Distributive Justice in Contemporary Political Philosophy

Full course description

Distributive Justice concerns the morally correct way of distributing the burdens and benefits of
social cooperation among citizens. In the wake of the publication of John Rawls’s monumental A
Theory of Justice, there has been an explosion of political philosophizing about this issue, one that
continues to
this day. This course will examine the work of some of today’s most prominent political
philosophers working in the field of justice. In doing so we will study several topics that are related
to some of the issues discussed in COR1004 (Political Philosophy). As such the course is designed to
be a sequel to
that course, and familiarity with the concepts and authors discussed in that course is presumed.

Having said that, this course is distinctive in several respects. First of all, the course will strictly
focus on debates within academia, rather than hot political debates within the wider community.
Secondly, the course will exclusively use original primary texts, i.e. original scientific articles and
book chapters. Thirdly, the course will be particularly concerned with the construction and
evaluation of the minutia of argument. We will be looking at the strengths and weakness of
the arguments presented for certain ethical claims and positions, with the aim of figuring out
whether we agree with them, and to determine what our own conception of justice is.

Course objectives

To examine some recent developments in political philosophy in the field of distributive justice.

To engage with the work of today’s leading political philosophers in this field and
critically evaluate their arguments.
To discover one’s preferred conception of justice.

Prerequisites

COR1004 Political Philosophy

Recommended
HUM1007 Introduction to Philosophy and/or HUM2051 Philosophical Ethics.

Political Philosophy

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Recommended reading

E-Readers containing contemporary papers and chapters.

HUM3045
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

T.J. Dekker

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Cultural Studies I: Doing Cultural Studies

Full course description

Cultural Studies is a wide-ranging interdisciplinary inquiry into the ways in which contemporary
culture, especially popular culture, operates and functions. It explores how cultural processes and
artefacts are produced, distributed, and consumed, and traces the diverse ways in which people
shape and transform culture particularly in relation to issues of identity, difference, and power. In
contrast to more traditional approaches to culture, Cultural Studies focuses not merely on ‘elevated’
cultural objects such as ‘great’ works of art and literature, but also - and primarily - deals with more
mundane cultural phenomena. Addressing topics that range from fashion advertisements to
Instagram, and from science fiction to Lady Gaga, Cultural Studies zooms in on seemingly familiar,
yet highly complex, practices of everyday life.

This course introduces you to the key thinkers, topics, and critical frameworks in Cultural Studies. It
starts with some of the foundational texts and formative debates within the field, most notably the
work of Theodor Adorno and Max Horkheimer, Walter Benjamin, and Stuart Hall, associated with
the Frankfurt School and Birmingham School respectively. Subsequently, we will take a closer look
at several topical debates and conceptual approaches within contemporary Cultural Studies. We will
address themes such as consumer culture, advertising, and social networks; the power and politics
of representation; material culture and identity; cultural performances of gender; and the
transnational cultural flows of globalization. By reading the work of major theorists such as Zygmunt
Bauman, Henry Giroux, and Joanna Zylinska, you will familiarize yourself with a variety of critical
approaches to cultural theory. Lastly, by looking at the interrelated topics of posthumanism, art, and
technoscience, the final tasks of the course will explore some of the most stirring debates within
Cultural Studies today, setting out new directions for the future development of the field.

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Course objectives

To introduce students to the foundational texts and formative debates that have shaped
Cultural Studies as an academic field of inquiry.

To familiarize students with key concepts, themes, and topical debates within contemporary
Cultural Studies.

To introduce students to some of the central theoretical approaches within Cultural Studies,
including critical theory, semiotics, material culture studies, gender theory, and critical
posthumanism.

To provide students with the analytical skills to develop their own examination of cultural
objects and processes.

Prerequisites

None.

Recommended reading

E-reader. (Articles that are not included in the E-Reader will be made available for
photocopying during the course).

HUM1003
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

I. Malafei

Teaching methods:
Lecture(s), PBL
Assessment methods:
Attendance, Final paper, Participation, Take home exam, Written exam

Exploring Historical Parallels: Learning from Medieval

History

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Full course description

The Middle Ages (500-1500) are often seen as a grim period in European history, riddled with
famine, disease, warfare and intellectual stagnation. From the ‘Dark Ages’ of the Early Middle Ages
to the calamitous 14th century -when the Great Famine, the Hundred Years’ War and the Black
Death consecutively wreaked havoc on Europe- the Medieval period seems like an alien, hazardous
world that is of little relevance for contemporary issues. Yet the Middle Ages also gave us some of
the most impressive feats of human engineering as well as timeless works of art and literature. More
importantly, the Medieval period heralded in momentous societal changes that have shaped our
current society.

In late 2019 Chris Jones, Conor Kostick and Klaus Oschema published an edited volume titled
‘Making the Medieval relevant’ in which they stated that the Medieval past informs the present in a
myriad of ways. This course aims to do exactly that, make the Middle Ages relevant by drawing
parallels between modern day societal, economic and cultural occurrences and the Medieval past.
Rather than present a chronological overview of the Middle Ages, the course it set up based on
weekly themes. These themes have been selected to reflect contemporary societal issues that lend
themselves to a (historical) comparative analytical approach.

Course objectives

The goal is this course is to introduce students to Medieval history and to teach them how to use the
Middle Ages as a tool to reflect on societal, cultural and socio-economic events in contemporary
society. The course aims to do so by focusing on a number of themes/topics, such as:

Modern misrepresentation of Medieval culture

The ‘White’ Middle Ages
Modern reflections on Medieval pandemics
Revolts and political order in the Middle Ages
Minorities and persecution in the Middle Ages.

Prerequisites

Any course in history or sociology, including COR1003 Contemporary World History or SSC2065
Theories of Social Order, or substantial high school knowledge in history.

Recommended reading

Rubin, M. (2014). The Middle Ages: A Very Short Introduction. OUP Oxford.

Jones, C., Kostick, C., & Oschema, K. (Eds.). (2019). Making the Medieval Relevant: How
Medieval Studies Contribute to Improving Our Understanding of the Present (Vol. 6). Walter
de Gruyter GmbH & Co KG.

HUM2021
Period 4

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5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

J. Roosen

Teaching methods:
Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam

World History

Full course description

Flowing from this objective, the course deals with the over all history of mankind, and a number of
the decisive transformations involved in that history.

What sort of creatures are we? How have we evolved from and lived before we became homo
sapiens? What sort of animals are our ancestors?

Important topics nearer in time are the agricultural and industrial revolutions. The agricultural or
neolithic revolution has changed us and the world permanently. In a relatively brief period we went
from hunting and gathering to tilling the soil and domesticating plants and animals. Why and how
did we do this? Since the agricultural revolution our numbers have multiplied beyond
comprehension. Societies became increasingly complex and stratified.

The industrial revolution lifted everything to a new unprecedented plane. A type of society arose,
driven by industrial innovation and run on fossil fuels. We are still living in that kind of society today,
so it is interesting to know how it came about.

The course will also deal with topics like the role of war, disease, religion, worldviews and finance in
shaping history. Take disease. Their ways of life brought men in contact with all sorts of diseases.
Especially after the agricultural revolution we had to adapt to diseases we caught from our
domesticated animals. We still have to do this. Look at present day threats like bird flu. Living in
some form of armed peace with diseases has always been a major characteristic of societies. How
did we do this?

We will end the course by looking into the harnessing of energy, and the necessary limits to that in
the various societal arrangements, such as hunter-gatherers, farmers and fossil-fuelers like us.

Course objectives

To understand some of the major issues and episodes that have shaped the history of mankind.
The focus will be on themes and topics that have had or are still having long term influences
on historical development.

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Prerequisites

Any course in history or sociology including COR1003 Contemporary World History.

Recommended reading

Material will be handed out at the beginning of the course.

HUM3034
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

A.J. Boon
A. Foster

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Science, Power and the Construction of Facts: Introduction

to Science and Technology Studies Part 2

Full course description

Science is the system of knowledge production through which truths are constructed, and as a
consequence is an incredibly powerful institution that requires critical examination. At the same
time, significant contemporary movements of “alternative facts” (Conway 2017) and “post-truth
politics” are underway (Roberts, 2010). What is the relationship between these two phenomena, and
how is power enacted through the establishment of “facts”? In order to understand the power
Science enacts in its production of “facts” this course looks to the social, cultural, historical,
political, and economic contexts through which science is practiced and scientific knowledge is
circulated through society. With this focus on science, this course act as the follow-up of the Living
in a Technological Culture course.

In this second introduction in Science and Technology Studies (STS) we will take a closer look at the
production and dissimination of technoscience outputs, and will study science in action in its
immediate environment as well as in its role and position in society. To do so we zoom in on
processes in which credible facts are established and published and its collaborative character.
Furthermore, this course also pays attention to the integrity of science and in particular its grey
areas. Beside the immediate context in which scientific facts are established (i.e. the lab), the course
also takes into account the wider socio-economic context in which science operates. This involves
not only the commercialization of science, but also the way its promises and expectations are related

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to our hopes and fears. Finally, you will gain insights into the way the cultural-historical contexts
affects not only the interpretation of facts but also of what ‘science’ is, and the conditions for its
knowledge production. In this way, we unveil the Western identity of the hegemonic
conceptualization of science and discuss its relation to social power structures.

It is along these lines that we enter the world of science. Based on discussions and analyses of these
topics the course aims to make you reflect critically on ‘common sense’ views of the making and use
of scientific claims. Besides tutorial meetings, the course also involves lectures, discussion meetings,
video analysis, and an interview with a researcher.

Course objectives

By the end of this course students should be able:

To describe the contemporary challenges and dynamics of knowledge production in the

sciences.
To identify the complexities of how scientific knowledge is distributed and communicated in
society
To critically analyze ‘common sense’ views of the making and use of scientific claims.

Prerequisites

HUM2046 Living in a Technological Culture: Introduction to Science and Technology Studies

Recommended reading

The compulsary readings will be provided via CANVAS

HUM3049
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

J. Mesman

History of Contemporary Spirituality

Full course description

This course delves into the socio-historical contexts of non-institutionalized belief systems at the
intercultural

and interdisciplinary crossroads of “eastern” and “western” religious, philosophical, psychological

and scientific discourses in modern western cultures. It looks at alternative beliefs and practices of
Asian and Euro-American charismatic leaders and new religious movements—popularly referred to

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as “spiritual teachers” or “gurus” and “cults”— in Western Europe and North America, after 1800.
Think of American Transcendentalism, Theosophy, Neo-Hinduism, Neo-Buddhism, Transpersonal
Psychology as well as New Age movements and their offshoots.

Students will critically reflect on alternative quests for meaning outside conventional religions and
sciences. In doing so, they will learn more about post-Enlightenment responses to the “age of
reason,” post-colonial encounters between “eastern” and “western” traditions, and (meta)modern
blends of methods and theories from different social and academic domains, which have culminated
in a growing “cultic milieu” of “seekers” across contemporary western cultures. Seekers are people
who identify as “spiritual, but not religious.”

During this course, students engage questions such as: Why have so many seekers in modern
western cultures turned away from conventional western religions and sciences? Why are they
turning to eastern and western esoteric traditions instead? How are they combining eastern and
western methods and theories into new sources of meaning? What combinations have we seen in the
recent past and which ones do we see around today?

Course objectives

At the end of this course, students should be able to:

Identify social and (inter)cultural patterns and developments in the history of contemporary
spirituality;
Identify entanglements of “secular” and “religious” discourses in the history of contemporary
spirituality;
Explain how such intercultural and interdisciplinary developments have shaped contemporary
spiritual beliefs and practices;
Critically reflect on popular and academic perceptions of contemporary spiritual beliefs and
practices, including your own;
Apply methods and theories from the course to a case study that reflects contemporary
spirituality.

Prerequisites

None. This is an introduction to the discipline of Religious Studies—not be confused with

Theology—with a focus on contemporary non-institutionalized “spirituality.” However, some students
may experience it as an advanced course, because it introduces methods and theories that are not
covered in other courses at UCM or even at UM.

HUM2058
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

D. Vliegenthart

Teaching methods:

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Lecture(s), PBL

Poetry, Poetry Theory and Poetry Practices

Full course description

Poetry usually falls under the general heading of literature. Literature however is a relatively recent
concept as well as a recent cultural institution and it seems that one of the main goals of poetry
theory of the last centuries has been to give poetry a firm literary profile. Looking at western
modern poetry and its reception, this goal has certainly been reached, even to an extent that what
poetry could and should be, seems to be realized in this western modern tradition that turned poetry
into words-on-the-page. However, to some critics and scholars this traditional mode of poetry,
focused on the printed page and dominated by white male poets, is in serious decline and a new
mode of poetry, Spoken Word, led by poets of colour and aimed at a younger audience, will
inevitably take over and perhaps already took over.

In the course The Future of Literature? HUM2047 we will study Spoken Word as a new
mode of poetry. In this course, we will study the still vital tradition of ‘page poetry’ and the often
neglected role of women poets in this. Not only white women poets but also women poets of colour
wrote their poetry in this traditional mode, and still do, but what is more important, they often
transformed it. Here are some women poets we are going to read and study: Emily Dickinson, Edna
St. Vincent Millay, Maya Angelou, Adrienne Rich, Sylvia Plath, Louise Glück. Students are
encouraged to choose women poets of their first language for their mini-essays and final essay.

Course objectives

The main aims of this course are:

To acquaint the students with the theory and practice of modern western poetry.
To identify mechanisms of exclusion in poetry history
To provide students with tools for analysing poetry
To develop an individual case study on women poets.

Prerequisites

None.

Recommended reading

Reference list (MU library), E-reader.

Online sources.

HUM2060
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0

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Coordinator:

J.H. de Roder

Teaching methods:
PBL

Lifting the Iron Curtain. Modern and Contemporary Eastern

Europe

Full course description

Lifting the Iron Curtain studies the political, social and economic transformation of Eastern Europe
from the end of the First World War till today. This multidisciplinary course can be divided into two
major parts: a historical one devoted to the short twentieth century until 1989-91 and a more
contemporary one exploring the achievements and shortcomings of the three decades since. The
first half of the course starts by examining East-West relations in Europe on a material and
discursive level. It continues with discussing the emergence and characteristics of the post-imperial
order after the First World War. It also focuses on the practically simultaneous imposition of the
Bolshevik regime in the (newly created) Soviet Union as well as the brutal development of this
regime under Lenin and Stalin. The course subsequently includes four meetings on the post-war
(Soviet) era west of the Soviet Union, respectively devoted to the origins of Soviet-type regimes in
Eastern Europe; the major challenges these regimes had to face, such the Hungarian uprising or the
Prague Spring, and how they responded to them; the reasons behind their unexpected and sudden
collapse in 1989-91; and, last but not least, continental and global perspectives on these
developments. As mentioned, the second half of the course assesses the political and economic
transformation of Eastern Europe since 1989-91. Questions regarding democratization and the
quality of democracy in the region as well as the European opening and the related expectations,
hopes and frustrations will be in the center of our attention. We shall also dissect the memory
regimes characterizing the post-dictatorial countries of Eastern Europe and zoom in on the origins
and unfolding of the two major violent conflicts in the region since, that in former Yugoslavia in the
1990s and the ongoing one in Ukraine. The course closes with a discussion of the major challenges
Eastern Europe has to confront today.

Course objectives

The course explores key developments in Eastern Europe over the past hundred years from a
comparative point of view with a focus on communist regimes (discipline of history and field of
Soviet studies) as well as contemporary trends, such as democratization and Europeanization,
economic transformations and crises, as well as violent conflicts since 1989-91 (comparative politics
and international relations, economic history, peace and conflict studies). The course aims to
broaden students’ horizons to a region which has been the central stage of numerous recent
transformations and cataclysms in Europe. It seeks to equip students with the tools to analyze
modern and contemporary Eastern Europe from a multidisciplinary perspective.

Prerequisites

COR1003 Contemporary World History and one of the following: HUM1013 The Idea of Europe: The
Intellectual History of Europe, HUM2007 States and Nations in Europe. From the Middle Ages to the

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First World War, SSC2002 International Relations: Themes and Theories, SSC1025 Introduction to
Political Science.

Recommended reading

Connelly, John (2020). From Peoples into Nations: A History of Eastern Europe. Princeton:
Princeton University Press.

Klimó, Árpád von and Livezeanu, Irina, eds. (2017). The Routledge History of East Central
Europe since 1700. London: Routledge.

HUM3052
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Coordinator:

F.L. Laczo

Teaching methods:
Lecture(s), PBL

Introduction to Art: Representations, Performances and

Interactions

Full course description

The traditional term for the many ways in which artworks represent reality is mimesis. The mimetic
talent for imitation and representation has been the subject of admiration, study and debate
throughout the history of Western art. The notion of mimesis is employed to describe painting,
literature, music, theater, dance, and more; it is still used to characterize the domain of the arts in
general.

In engaging with the concept of mimesis, this course focuses on three central themes and
approaches. The first part of the course is concerned with representations of reality in nineteenth
and early twentieth century literature, painting, and music. The second part deals with modern and
contemporary performance art. The academic field of Performance Studies is introduced in an
attempt at dealing with the blurring of genres, cultures and conventions that are typical for
contemporary art shaped by mass media and processes of globalization. The third and last part of
the course discusses sociological perspectives on art as a social practice and a collective activity.

This course, through its emphasis on representations, performances and interactions, constitutes a
basis for courses on the arts in all their diversity, as well as courses on culture and cultural studies
in general. The course includes a practical, creative exercise on the role of style in representation.

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Course objectives

To provide students with an advanced introduction to the visual and performing arts.

To broaden the students’ theoretical understanding of art.

Prerequisites

None.

Recommended reading

Auerbach, E. (2003[1953]). Mimesis: The Representation of Reality in Western Literature.

Fiftieth-anniversary edition with a new introduction by Edward Said. Princeton University
Press, Princeton.
Gombrich, E. (2000). Art and Illusion. A Study in the Psychology of Pictorial Representation.
Princeton University Press, Princeton
Schechner, R. (2020). Performance Studies: An Introduction. 4th ed. Routledge, London
Becker, H. S. (1984). Art Worlds. University of California Press, Berkeley.

HUM1011
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

I.T.H. Römgens
C. Rausch

Teaching methods:
Lecture(s), PBL
Assessment methods:
Attendance, Final paper, Participation, Presentation, Written exam

The Making of Crucial Differences:'Race', Sexuality, Gender

and Class in Historical Perspective

Full course description

The Making of Crucial Differences offers a historical perspective on the ways in which the social
categories of gender, race, class and sexuality have made a difference, from the Enlightenment up to
the mid-twentieth century, with a prelude that deals with early modernity. The course introduces

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students to seminal approaches within gender studies, postcolonial studies, and queer theory as
critical lenses for analyzing different historical case studies. It inquires into the ways in which
dominant Western discourses of identity have formed divisions between self and other, black and
white, the Orient and the West, male and female, hetero- and homosexual, upper and lower class. In
other words, it explores how these differences served to construct and maintain cultural hierarchies
and social inequalities. The historical perspective of this course implies a sustained focus on the co-
construction of gender, sexuality, race, and class as categories that shaped – and were shaped by –
the entangled histories of capitalism, colonialism, slavery, and modern science.

Course objectives

To acquaint students with a critical perspective on modern, mostly European history and the
‘dialectic of Enlightenment’, that means to show how the achievements of Enlightened ideals
etc. were intertwined with colonialism, the ‘Jewish question’, gender and class inequalities.

To familiarize students with a historical perspective and historical knowledge on the

production and impact of configurations of ‘race’, class, gender and sexuality from the
Enlightenment until the Shoa/Holocaust.

To introduce students to canonical philosophical, theoretical texts on ‘race’ and ‘gender’, ‘anti-
Semitism’ and ‘orientalism’, and to major texts in the field of historical gender and diversity
studies like Foucault’s “History of Sexuality”.

To acquaint students with the way in which these configurations like gender, race and religion
have structured cultural scripts and practices, stereotypes, individual identities, and European
and North American developments, like slavery.

To introduce students into the (critical) role literature can play within the dynamics of social
change and cultural discourse.

To provide students with the analytical skills to examine the dynamics of the production and
reproduction of identity and difference, inclusion and exclusion, equality and inequality.

Prerequisites

Interest in historical research, gender studies and critical theoretical reflection.

Recommended reading

E-reader and the essay We Slaves of Suriname by Anton de Kom.

HUM2003
Period 1

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University College Maastricht
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

E. Wesseling
S. Withaeckx

Teaching methods:
PBL, Lecture(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Take home exam

The Presence of Art: Reinterpreting Modern and

Contemporary Art

Full course description

Since the late 19th century and certainly up until the mid-20th century artists have issued avant-
garde manifestoes of change, claiming their art to be ahead of the times. Critical of conventions and
traditions, they regarded art as a revolutionary means to social, political, cultural, and intellectual
emancipation and progress. Through what has been called the “shock of the new,” by making tabula
rasa with the existing, art was to create a better world. Were it not for the fact that art effectively
served the ideologies of both the socialist and fascist totalitarianisms of the last century, such
radical ambitions might even sound a bit naïve, nowadays. Indeed, as yesterday’s future has become
today’s past, the utopias of a bygone era seem to have been disappointed, at last - or have they not?
Do we need to rescue avant-garde virtues and ideals for the sake of the relevance of contemporary
art? What precisely is the legacy of the modern avant-garde besides its success on the global art
market? In the early 21st century and under the spell of a “new spirit of capitalism”, is there any
hope left for effective artistic critique? Or do current “economies of enrichment” simply reduce the
value of art to financial speculation?

This course considers histories and theories of modern and contemporary art. It provides an
overview of the heterogeneous and experimental development of modern and contemporary art.
Artistic responses to society, politics, science, and technology are discussed. The module also
addresses the practices of governing institutions of the contemporary art world, such as art markets
and museums. Furthermore, the course features visits to local art institutions in Maastricht,
including the Jan van Eyck Adacemie.

Course objectives

To study historical and theoretical approaches to modern and contemporary art.

To enable critical reflection and debate on the meaning and relevance of artistic practices.
To learn how to write an art review.

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Prerequisites

Interest in art theory and critical theoretical reflection. At least one Humanities course should have
been completed.

Recommended

HUM1011 Introduction to Art; Representations, Performances and Interactions or HUM1003

Cultural Studies I: Doing Cultural Studies.

Recommended reading

Foster, H. Krauss, R. Bois, Y-A, Buchloh, B.H.D, Joselit,D. (2016). Art Since 1900: Modernism,
Antimodernism, Postmodernism. 3rd edition. London: Thames and Hudson.

Thornton, S. (2008), Seven Days in the Art World. London: Granta.

Adam, G. (2014). Big Bucks: The Explosion of the Art Market in the 21st Century. Farnham:
Lund Humphries

Adam, G. (2017). Dark Side of the Boom: the excesses of the art market in the 21st century.
Farnham: Lund Humphries

Williams, G. (2014). How to Write about Contemporary Art. London: Thames and Hudson.

HUM2013
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

I. Römgens
I.T.H. Römgens
C. Rausch

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

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Digital Media: Digitalization, Digital Cultures and User

Practices

Full course description

Digitalization has a profound impact on our society. We can observe changes in different areas.
What digital media do, what they look like, and how they relate to each other and to older media is
not identical worldwide, but dependent on local practices as well. Transformations are not
unequivocal. On the one hand, new genres have emerged, such as streaming channels, providing
engaging forms of entertainment and learning but also provoking vehement discussions about their
impact. New possibilities as e.g., participation in our digital cultures arise but also new inequalities,
as the access and competencies needed for participation are not evenly distributed and the
platforms that allow for participation also harbor new mechanisms of control and surveillance. The
pace and diversity of these developments ask for continuous investigation and reflection. This
development has gained a new impetus through 13the proliferation and popularity of social media
but also the discourses around the Blockchain recently.

The aim of this course is to investigate the consequences of these developments for society and
culture. These consequences have been differently evaluated. The optimistic account stresses the
new media’s inherent possibilities for active cultural and social participation and digital citizenship
beyond the reach of existing political or commercial institutions. Authors (e.g., Marres, 2017; Fuchs,
2014; Jordan, 2015) acknowledge that participation is not evenly distributed they also see the
democratic possibilities of participation culture, stressing its empowering potential.

At the same time, these authors share a less optimistic view and approach those changes more
critically. There are still huge differences when it comes to access to digital media, which reinforces
existing inequalities related to class, race, gender, age, and geographical location. Moreover, among
those who have access there is a participation gap between people with different degrees of mastery
of the cultural protocols and practices of the media involved, differentiating between the so-
called interacting those who are able to select their multidirectional circuits of communication – and
the interacted – those who are provided with a restricted number of pre-packaged choices (Castells,
2000 [1996], p. 402). Others emphasize that ‘interaction’ or ‘participation’ not necessarily means
power-sharing or taking control. Rather than being potentially subversive, participatory practices
contribute to more fluid assimilation of users into the online economy and the penetration of
everyday private and social life by the logic and power relations of capitalism. The critical angle of
participation is compromised: precisely because of the interactivity, diversification, and flexibility of
the new media, the networked integration of multiple communication modes enhances the
absorption of all forms of cultural expression into the same symbolic environment in which the
distinctions between different types of contents and codes are blurred and adapted to a pervasive
cultural logic in which entertainment value is predominant. Moreover, previously bottom-up
developed platforms are increasingly incorporated by existing media and information companies and
provide profitable resources – in the form of user data – for online businesses (van Dijck, 2013,
Jordan, 2015). The recent development of Blockchain technology is ingrained into a libertarian
ideology with the goal to give power and control back to the people. The discourse surrounding the
Blockchain is again one of liberation and participation. The course will finish with a discussion of
ethical questions related to techno-moral changes in our digital cultures.This course is labelled as a
humanities course, but the discussion will include literature from qualitative social science research
as well.

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Course objectives

The aims of this course are to familiarize students with topics relevant for digital culture and society
such as:

Introduction to the field of digital media from the perspective of humanities and qualitative
social sciences
Introduction to transformations we experience with respect to the use of media and technology
(e.g., net activism, self-tracking, gamification, AI and robotics but also digital literature and
art)
Overview of different media platforms and user practices
The relation between technological development, techno-moral change and user practices as
e.g., blockchain, self-tracking, AI and robotics).
Relevant topics related to digitalization as e.g., ethics, surveillance and privacy will be
discussed.

Prerequisites

None.

Recommended reading

E-reader.
Online sources.

HUM2022
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

K. Wenz

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Common Foundations of Law in Europe

Full course description

What do Europeans have in common? Part of the answer to this question is: their law. Currently,
approximately 50% of all new legislation in the member states of the European Union has a non-
national, European origin. This international outlook of law in Europe is not a new phenomenon.

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Even when concentrating on the so-called ‘national laws’ of the various European nations, it must be
admitted that these laws find a strong foundation in a non-national, truly European tradition. This
tradition dates back to the Middle Ages. Since it is the conviction of the course coordinator that a
true understanding of the growing importance of the European institutions and policies can only be
achieved by understanding the common legal history of Europe, the present course concentrates on
this shared (legal) past. In doing so, it takes as its focal point the ius commune, i.e. the common,
scholarly European approach to the law that originated in the Middle Ages and that was strongly
based on Roman Law. This medieval tradition forms the common ground on which the present
national legal systems in Europe have developed. It has strongly contributed to the creation of the
idea of a common European culture.

In a manner that is highly relevant for an audience of non-lawyers and lawyers alike, the course
starts with discussing Roman Law. The so-called Corpus Iuris Civilis will be used as the point of
departure since most of what we know about Roman Law derives from this compilation of legal
materials that was made in the 6th century AD on the orders of the Byzantine emperor Justinian. The
texts that this emperor included in his collection were the product of a thousand years of unbroken
legal development. During this millennium, roughly from 500 BC to 550 AD, Rome expanded from a
small city-state to a world empire. While Roman law was adapted to cope with the changing society,
the idea was maintained that it was essentially the same law that had been part of the early Roman
way of life.

The course will also concentrate on the different approach to the law that existed and still exists in
Anglo-American jurisdictions. It will try to explain the legal differences today between continental
Europe and the British Isles. Additionally, some elements of American legal history will be studied.
In doing so, the many similarities that lie beneath the seemingly radically different outward
appearance of law in Anglo-American jurisdictions will come to light. This exercise will demonstrate
that Anglo-American law is not so different from continental European law as some writers would
like us to believe.

The course will conclude with a study of a selection of similarities and differences that exist in
today’s European legal landscape.

Course objectives

To provide students with a better notion of law as a harmonising phenomenon in European

culture.
To provide students with a basic notion of similarities and differences in the approach to law in
the various member states of the European Union (and the USA).
To give students a better understanding of basic legal notions such as property, contract and
delict.
To provide students with a greater ability to evaluate the significance of the transfer of law
making powers from the national to the European institutions.

Prerequisites

None

Recommended reading

O.F. Robinson, T.D. Fergus, W.M. Gordon, European Legal History, London etc., 2000 or later

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edition.
Additional materials, to be announced during the course.

HUM1010
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

C.H. van Rhee

Teaching methods:
PBL
Assessment methods:
Oral exam, Presentation

Biopoetics: An Evolutionary Approach to Art, Literature and

Music and Religion

Full course description

Students will familiarize themselves with the basic concepts of evolutionary theory and cognitive
science in order to able to evaluate the controversies and debates within the framework of an
evolutionary perspective on art, literature and music. Several themes will be discussed, such as: the
mating mind; artistic universals; human nature: blank or pre-wired, the rhythm of poetry; the
science of art; the origins of music, grooming, gossip, and the novel; art as adaptation vs. art as by-
product; etc.

Course objectives

To be able to evaluate and apply Darwinist approaches to practices in art, literature, music
and religion.

Prerequisites

At least two 2000-level courses in the Humanities or at least two 2000-level courses in the Sciences.

Recommended reading

Charlesworh, B., & Charlesworh, D. (2003). Evolution: A very short introduction. Oxford
University Press, Oxford.
Carroll, J. (2004). Literary Darwinism: Evolution, Human Nature, and Literature. London:
Routledge.
Gotschall, J., & Wilson, D.S. (2005). The Literary Animal: Evolution and the Nature of

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Narrative. Northwestern University Press.
Turner, M. (2006). The Artful Mind: Cognitive Science and the Riddle of Human Creativity.
Oxford University Press.

HUM3042
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

J.H. de Roder

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

The Idea of Europe: The Intellectual History of Europe

Full course description

This course deals with some of the most fundamental questions concerning the development of the
European Identity. What have been the decisive common experiences that have fostered a sense of
European community and identity, and how have they evolved over time? Tracing those events and
experiences in the past that have helped to shape some sense of European community and identity
means establishing the factors that have contributed to the difference between Europe and the non-
European world. The concept of identity logically consists of two components: the notion of
historical continuity and a marked sense of difference between the “in-group” and one or more
significant others. If we accept that there is some sort of European identity, albeit complex and
multifaceted, we should ask which factors have generated it. To put it more specifically: Which
factors contributed to Europe’s Sonderweg in world history? Or, to use the words of one author, the
historian E.L. Jones: how did “the European miracle” come about?

From the angle of world history, the European experience constitutes a major deviation from an
almost universal pattern of social and political organization. Europe is the first region in the world
that has changed into a large-scale industrial and urban society. This so called process of
modernization has turned European civilization into something of a historical anomaly - the kind of
anomaly, however, that forced itself on other continents, thus becoming a new kind of standard in
the end after all. To ask for the factors that have contributed to the modern sense of European
community and identity is, at least for a large part, to ask for the factors that have produced this
phenomenon of modernization, including the blatant economic disparities between European
civilization (including North-America) and the rest of the world.

Course objectives

To provide students with an overview of the concept of Europe and the development of

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European identity.
To highlight the specific characteristics of European political/social/cultural history, notably in
comparison with that of other (non-European) societies, that contributed to a sense of
European community and the European identity.
To demonstate how a sense of community could evolve from the many shared historical
cultural factors.
To provide students with an introduction to a range of theories which are fundamental to a
range of courses at UCM.

Prerequisites

None

Recommended reading

A. Alcock, (2002) A Short History of Europe. Palgrave Macmillan

G.

Delanty, (2013) Formations of European Modernity. Palgrave Macmillan

HUM1013
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

M. Stout

Teaching methods:
Lecture(s), PBL
Assessment methods:
Final paper, Take home exam

The Future of Literature?

Full course description

Nobody is able to predict the future of literature, any future for that matter. But it is possible to
study new developments in literature that one would expect to be dealt with in future histories of
literature. This course however is not about digital developments, like e-poetry, neither is the course
about practices to which functions and experiences traditionally attributed to literature are being
transferred. What we try to do in the course is to study the work of young writers that at first sight
seem to engage in the sort of genres we easily associate with the received practices and institutions
of literature, and these young writers not only address the major issues and concerns in our society –

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racial injustice, class and gender inequalities, climate change, the rights of migrants and refugees,
discrimination of LGBTQ+ people, domestic violence, sexual abuse, political violence, etc. – these
are in fact at the core of their work. A closer look will reveal that these young writers seem to break
with the accepted boundaries between genres. To give one example: many of them challenge the
binary between form and content, which too often has been broken down along racialized lines. The
work of writers of colour usually are more appreciated for its political activism rather than for its
experimentation with form. The work of Claudia Rankine however shows a subtle combination of
poetry, essay, and visual art, approaching race through form. Rankine is an exponent of the hybrid
genre of the lyric essay. Other genre developments the course will address are autofiction, spoken
word, and relational theatre.

Course objectives

The course is geared towards the following objectives:

To provide an overview of the most important functions accorded to modern literature

To acquaint the students with relevant literary traditions and genres
To trace closely connected new developments in contemporary literature
To develop an individual case study on new developments.

Prerequisites

None.

Recommended

Either as good preparation or follow up the following courses are related to the content we discuss:
HUM2060 Poetry, Poetry Theory and Poetry Practices, HUM3036 Narrative Media and HUM3043
Acts of Literature – the Role of Prose, Poetry and Play in a Changing World.

Recommended reading

reference list (MU library),

e-reader.

Online sources.

HUM2047
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

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J.H. de Roder

Pop Songs and Poetry: Theory and Analysis

Full course description

In the course Poetry and Pop Songs, we will be reading English and American poetry from the 20th
and 21th century. We will also unravel the work from a variety of older and newer music artists,
ranging for example from U2 and Coldplay to Rihanna and P!nk. Moreover, you are encouraged to
look for additional examples of poems and songs to discuss and analyze in class.

In this course, you will learn how to interpret poetry and popular music in a systematic and
sophisticated way, and to write an in-depth analysis of a song or poem. The focus rests with the
analysis of the lyrics or ‘text’ of the poems and songs. First, you will learn how to make use of
insights and tools from literary theory in order to find out how (specific) poems work, which effects
they evoke, and what they mean. You will also learn how to apply these tools to the analysis of song
texts.

In this course, we use a broad definition of pop songs, focusing on contemporary popular music,
which means including other genres than just conventional pop music, such as rap, hip-hop, and
rock. We will also pay some (albeit limited) attention to musical aspects - such as rhythm - of the
songs at hand, to see how they interact with the lyrics. Once you have become familiar with the
analysis of the lyrics, we will expand our focus to include an analysis of performance (including
music videos) in the last week of the course.

In this course, you will also experience the creative process that underlies all poetry and song, in a
variety of ways:

you will learn to recite or sing a poem or song;

you will hear from experienced artists how they approach writing a poem or song;
you will write a poem or a song of your own.

Throughout the course, we will pay close attention to issues of gender and diversity. We will
address the question of how gender, ethnicity and sexuality can be integrated into an analysis of the
lyric.

Course objectives

You have a basic understanding of the literary theory of poetry analysis.

You are able to apply this theory to both poems as song texts.

You are able to analyze songs and poems in a sophisticated way, and to discuss lyrical texts
and songs systematically.

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You are able to integrate gender and other axes of difference into the study of poems and
popular songs.

You are able to express your analysis of poems and songs in academic writing.

You are familiar with a number of classic Anglo-American poems.

You know at least one poem or song by heart, and know how to recite/sing it.

You have written a poem or song, thereby experiencing the creative process that is involved
firsthand.

Prerequisites

None.

Recommended reading

Primary sources (poems and songs)

Vendler, H. (2009). Poems, Poets, Poetry: An Introduction and Anthology. (3nd ed.).
Boston: Bedford/St. Martin’s.
E-Reader.

HUM1012
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

J.L. Weusten

Teaching methods:
Lecture(s), PBL
Assessment methods:
Assignment, Attendance, Final paper, Presentation

Back to the Philosophers Themselves!

Full course description

How can an absurd novel like Voltaire’s Candide (1759) be understood as ‘philosophy’? Why did
Plato present Socrates and his friends in an elaborate dialogue on love during a fancy dinner instead

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of just explaining his theories in an orderly written argument? And why can philosophical texts be
written quite systematically and be personal (Descartes) as well as in the form of seemingly
associative notes and comments (as in Wittgenstein’s famous Philosophical Investigations)?

In this course well known philosophical texts will be read and analyzed in detail. Students will be
confronted directly with the specific, often personal style of a philosopher- that will be completely
different from the week before. . While the course presents a range of philosophers who
considerably differ in time period, background and philosophical current, what binds them is their
careful attention to style, and how their way of presenting their message is intricately bound up with
their philosophical outlook.

Reading philosophers, that is, the reading of some of their primary texts, is not only a pleasure in
itself: most of the more interesting philosophers are also famous stylists. Therefore it is important
to read the original texts instead of always relying on handbooks or (internet) encyclopedia texts to
acquaint oneself with the central ideas of these philosophers.Moreover, there is a lot to learn from
reading philosophers themselves, to see how they are positioned in the tradition of philosophy and in
the contemporary intellectual debate, to determine what interesting problems are, and how one
could go about searching for some answers, solutions or new questions for our time. Reading
philosophers themselves also has merit for another reason: it turns out that philosophers use a
variety of writing styles and publication media like a scientific treatise, a monograph, an essay, a
collection of aphorisms or even a novel. And last but not least: they provide the best introduction
into some of the classical philosophical problems like: What can we know? How should we valuate?
What is justice? Is there something like moral sense? Are we free? How does language work? Who is
(not) included or excluded?

In this course we take the time to collectively read and profoundly discuss original texts of Plato,
Descartes, Voltaire, Schopenhauer, Wittgenstein and Irigaray. They are responsible for some of the
best work that has been produced in the philosophical tradition.

Course objectives

To study diverse challenging philosophical texts, avoiding PBL’s usual fragmentary reading.

To be immersed in primary texts of important philosophers and get intellectual pleasure from
it.

To introduce some classical philosophical problems.

To become aware of different styles, text forms and sorts of philosophy.

Prerequisites

HUM1007 Introduction to Philosophy or HUM2008 Introduction to Ancient Philosophy/Ancient

Philosophy or COR1004 Political Philosophy.

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Recommended reading

Plato, The Symposium (172a-212c, 222c-223d).

René Descartes, Meditations on First Philosophy

Voltaire, Candide. Or : Optimism. Orig. Candide ou l’Optimisme.

Arthur Schopenhauer, On the Freedom of the Will (except the fourth chapter). Orig.
Preisschrift über die Freiheit des Willens.

Ludwig Wittgenstein, Philosophical Investigations. §§ 1-108.

Luce Irigaray, Speculum of the other woman. 1985, p.243-83.

HUM2054
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Coordinators:

F.M. Doorman
S. Withaeckx

Religion, Myth and Secularization

Full course description

The course provides a broad approach to religion as a cultural phenomenon. It focuses on the
following groups of questions and topics:

1. On defining religion

What is religion about? How does religion differ from mythology, the sciences, and the arts? What do
secularization processes involve? In this part of the course we will look into some significant
philosophical perspectives on the nature of religion and secularism.

2. On the contents of religion

First, we will briefly consider the most important characteristics of the major world religions.
Against this background we will discuss a number of key narratives and themes from the Judaeo-
Christian heritage, taken from the Hebrew Bible and the New Testament (such as the creation story,
book of Job, death and resurrection of Christ, epistles by Paul).

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3. On the politics of religion

In the last part of the course we will look at the role of religion and religious institutions within
political power structures, ranging from the Vatican to the Middle-East.

Course objectives

To familiarize you with the academic study of religion as a cultural phenomenon against the
background of a secularizing world.

To provide insight into key ideas, themes and arguments on the nature, function, and politics
of religion.

Prerequisites

HUM1007 Introduction to Philosophy or HUM2008 Ancient Philosophy or HUM2021 Medieval

Civilization or COR1002 Philosophy of Science.

Recommended reading

Immanuel Kant, Religion within the Bounds of bare Reason (1793)

Friedrich Nietzsche, The Antichrist (1895).

Sigmund Freud, The Future of an Illusion (1927).

C.G. Jung, Answer to Job (1952).

Karen Armstrong, A History of God: The 4,000-Year Quest of Judaism, Christianity, and Islam
(1993).

Ole Wæver, Fear and Faith: Religion as an International Security Issue (2006).

Maria Kardaun, Fighting the Angel (2011).

Frans de Waal, The Bonobo and the Atheist: In Search of Humanism among the Primates
(2013)

HUM2057
Period 2
30 Oct 2023

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22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

M.S.J.M. Kardaun

Teaching methods:
PBL, Lecture(s)
Assessment methods:
Assignment, Final paper

A Cultural Critique of Our Aging Society

Full course description

If you have enjoyed courses in crucial differences, cultural studies, and identities, this course will be
another eye-opener. It focuses on age as identity marker and is set up in true interdisciplinary
fashion encompassing perspectives from economy, history, the arts, globalisation and gender
studies, amongst others. If you believe aging is a far removed from your personal sphere – think
twice and continue reading!

Headlines everywhere tell us that ours is a graying world and that population aging will be a
defining influence on our twenty-first century, radically affecting public health and national
economies. These demographic predictions—the result of the trends of declining mortality and
increasing longevity—are typically accompanied by dire warnings of the challenges ahead:
unsustainable pension systems which will encumber younger generations, the critical need for more
caregivers and more resources to care for the increasing numbers of those who are frail and
dependent, concerns about maintaining technological progress and competitive workforces with an
aging labor force, etc. Rarely are such numbers presented in terms of the possible benefits that
population aging might bring, such as in experienced leadership, informal caregiving, and a more
flexible labor force less hampered by child care. Also often excluded from these projections is any
sense of what life is actually like for the diverse millions of people who grow into old age. How do we
know what these numbers will mean for our economies, our social structures, our loved ones, and
ourselves? To begin to address that question, we need to understand better what it means to grow
old in the twenty first century and how this meaning may have developed or changed over the
course of history or be differently shaped by national and transnational cultures. Also, it requires
research into the many images and stories of aging that circulate in popular culture and influence
the way we think about older people. This, then, will form the heart of the inquiry we will make in
this course. We will explore what aging is and means from different disciplinary, historical and
(trans)national perspectives, examining the concerns raised about aging societies and the causes
and consequences of ageism, which is prejudice or discrimination based upon a person’s age.

Aging is a topic that we all have a stake in. On one level, this stake is very personal. If we live the
long lives we desire, we will all become older, whether or not the label “old” is one we fear or desire.
On a larger scale, the concerns of population aging cross every discipline and ageism pervades all
parts of our social and personal lives, even when we don’t recognize it. Whatever occupation you
pursue, a deeper understanding of aging will have relevance. This course will prepare you to engage
critically in the current and future debates about our aging society and to interrogate your hopes
and fears for your own aging experiences. Theoretically and methodologically, this course is part of

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diversity studies as it adds the category of age to other identity markers, such as gender, sexuality,
class, ethnicity, and religion.

Course objectives

To understand age as an identity category that intersects with other categories like gender,
sexuality, disability, and ethnicity.
To distinguish between multiple, disciplinarily-influenced ways of defining ‘age’ including
chronologically, functionally, subjectively, and culturally.
To recognize ageist discourses (cf. the reduction of aging to physical and mental decline) and
practices and to reflect on attitudes towards age.
To distinguish between realistic concerns and the alarmist hype surrounding global population
aging.
To understand different methods that are implemented in aging research, ranging from visual
analysis to ethnographic approaches.

Prerequisites

A 1000- or 2000-level course in humanities or social sciences, for instance HUM1003 Cultural
Studies I: Doing Cultural Studies, HUM2003 The Making of Crucial Differences, SSC1029
Sociological Perspectives or SSC1003/2065 Theories of Social Order.

Recommended reading

E-reader containing excerpts from books and relevant journals.

HUM3050
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

A.M.C. Swinnen

Teaching methods:
Lecture(s), PBL
Assessment methods:
Assignment

Data Analysis and Visualization for the Humanities and

Social Sciences

Full course description

Research data in the humanities and social sciences can take many forms. It is frequently rich and
complex, filled with uncertainties and difficulties in its encoding, analysis and structure. The amount

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of data we have to deal with today can be overwhelming, both for research and in our personal lives.
Harnessing the power of large data stores for research in the humanities and social sciences is a
core objective of this course.

To utilize tens, hundreds, or even thousands of texts, we would not expect you to read as you
typically do for your studies (e.g., via close reading, one word, one paragraph, one page after the
other) but rather read digitally. Digital ‘reading’ of texts goes by many names including data
analysis, text analysis, text mining, and data mining. In this class we are going to focus on the first of
these methods, data analysis, an algorithmic-driven method of extracting text from (large) corpora.
In this course we will focus on literary and historical sources, as well as social media. The data
analysis tools we will introduce you to will visualise the text, making it easier to see patterns and
come to insights, and develop research questions, in minutes or hours, where previously this might
have taken days, months or years. We will explore these methods and practices through distant
reading, a recent concept used to theorise the practice of reading algorithmically.

This course will take you through a mini big data project to provide you with hands-on experience
and understanding of the affordances and limitations of data analysis methods. No background in
the methods or programming skills are needed. We will be using easy-to-learn web-based tools and
software. Theoretically, we will explore how the representation of text in more visual formats which
are typically removed from its semantic contexts, offers opportunities for both new insights as well
as misrepresentation. Concepts to be covered include distant reading, algorithmic visualisation, and
data feminism. An overarching goal of the course is to help you become more savvy users of digital
information: the implications and challenges that methods and technologies pose to conventional
research, analysis and publication in the arts, humanities, and social sciences, including issues such
as transparency, authenticity, and bias.

Course objectives

Explore different methodological approaches to computationally analyse textual corpora;

Use text analysis to develop and respond to research hypothesis and questions;

Understand how to analyse text (non-semantically) through visualisations;

Critically reflect on the challenges researchers face when working with textual data through
new concepts, such distant reading and data feminism.

Prerequisites

None.

Recommended reading

Jänicke, S., Franzini, G., Cheema, M.F., and Scheuermann, G. (2015). On Close and Distant
Reading in Digital Humanities: A Survey and Future Challenges. In R. Borgo, F. Ganovelli, and

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I. Viola (Eds) Eurographics Conference on Visualization (EuroVis).

Leurs, K. (2017). Feminist data studies: using digital methods for ethical, reflexive and
situated socio- cultural research. Feminist Review, 115(1), 130-154.

Sinclair, S. and Rockwell, S. (2016). Text Analysis and Visualization: Making Meaning Count,
In S. Schreibman, R. Siemens, and J. Unsworth (Eds.) A New Companion to the Digital
Humanities (pp. 274– 90). Wiley Blackwell

HUM2059
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

S. Schreibman

Teaching methods:
Lecture(s), PBL

The Idea of Africa

Full course description

In this comprehensive course - the title of which is taken from Valentin-Yves Mudimbe – we will deal
with two questions throughout the period: 1) How have we come to know Africa and 2) To what
extent can one speak of an African knowledge (Africanism), and in what sense? (Mudimbe,
Invention, p.9). Course readings are predominantly based on writings that are produced either on
the African continent or by African writers and/or scholars. We start out the course with an
interrogation into how we imagine the continent from within and outside of Africa. Does the “single
story” narrative, i.e. stereotypical representations that involve images of poverty, starvation and
war, influence our imagination as outlined by Chimamanda Ngozi Adichie or is our imagination more
multilayered? What comes after is a historical journey into how Africans came into contact with
Europeans prior to the Atlantic slave trade. Excerpts from John Thornton’s book, Africa and Africans
in the Making of the Atlantic World 1400 – 1800 (2012) will serve as a starting point for this. We
then look into African epistemologies of knowledge to explore how African knowledge is constructed
and organized. Focusing on Mudimbe’s The Invention of Africa (1988), we explore what he refers to
as “African gnosis,” i.e. a term he uses to include African traditional systems of thought into what is
generally denoted as African philosophy. We look into the argument in which he states that the
colonizing structure has resulted in dichotomizing structures where the traditional is juxtaposed
with the modern, the oral with the written, the agrarian with the urban and the subsistence economy
with the highly productive economy. This, in turn, has produced marginal societies, cultures and
human beings. This task is followed by Aimeé Césaire’s Discourse on Colonialism (1950), an intense
and exemplary text from the Black radical tradition written at the height of decolonization
movements in Africa and at a time when Western colonial nations were losing their hold on their
colonies. From this we take a dive into examples of anticolonial resistance via sections from Saidya

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Hartmann’s study on the transatlantic slave route as well as Frantz Fanon’s reflections on the
complexities of resistance by the Algerian population during the Algerian war. Fanon provides us
with a brilliant analysis of the doctor-patient relationship and its significance to the anticolonial
struggle. This is followed by exploring how movements such as Pan-Africanism and the Black
Consciousness movement in South Africa have affected the African experience. Desmond Tutu’s No
Future without Forgiveness (1999), a detailed and fascinating report on South Africa’s Truth and
Reconciliation Commission comes after this exploration. We conclude the course by delving into
contemporary political themes such as African feminism, Queer politics, questions of whiteness in
Africa and the politics of “development.”

Course objectives

To become critically reflexive about Western ideas and images of Africa and to dismantle
European constructions of the African continent.

The course will provide students with a first-hand experience of reading works by and learning
from African scholars from within and outside of the continent.

Prerequisites

One 1000 level course in either the Humanities or the Social Sciences. Two 2000 level courses
within the following fields: philosophy, sociology, international relations, cultural studies, history,
media-and art studies and political science.

Recommended

SSC2071 Latin America: history, Politics and Cultures, HUM2003 The Making of Crucial Differences

Recommended reading

Course readings are mostly, but not exclusively, based on African writers in-and outside of the
African continent. Among the writers and scholars we read are V.Y. Mudimbe, Aimee Cesaire,
Saidiya Hartman, Walter Rodney, Frantz Fanon, Desmond Tutu and Steve Biko.

HUM3053
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

U.A. Mueller

Teaching methods:
Lecture(s), PBL

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Heritage Studies: Preserving Our Natural and Cultural Pasts

(and Futures)

Full course description

Heritage is often thought of as a material reality to be preserved – pristine landscapes or

monumental architecture, for instance. However, in this course we do not exclusively approach
heritage as material culture cast in monumental form, or as isolated ecosystems to be protected in
reserves. Instead, we approach heritage as human practices of values, such as authenticity,
integrity, or sustainability. A premise of the course is that heritage, whether tangible or intangible,
always denotes the creation and recreation of a range of political, technological and ethical relations
and meanings regarding the past, present and future. In other words, heritage is something that is
done. In this course, we ask who does what, how and why? We will inquire into the histories,
theories and practices of natural and cultural heritage preservation, learn about relevant national
legislations and international conventions, and consider the emergence of new economies around
heritage valorizations. We will encounter authoritative governmental and non-governmental heritage
institutions and meet experts and managers of heritage in their fields. Critically analyzing the ways
heritage values are constructed and legitimized, the course situates contemporary heritage practices
in global heritage assemblages: groupings of administrative apparatuses, technical infrastructures
and value regimes that revolve around contested notions of heritage and that may transcend the
nation state. The Past is a Foreign Country, as the title of one of the founding texts of the field of
critical heritage studies from the 1980’s goes. But, where on earth shall we look for "the past" in our
anthropocentric 21st century, if anywhere at all? Is there a place for nostalgia in current times of
global humanitarian and ecological crises, marked by simultaneous yet conflicting appeals to
development and conservation? How can we do justice to the diversity of our pasts, while preserving
possible heritage futures, today?

Course objectives

To introduce histories and theories of heritage preservation

To critically analyze heritage practices
To relate heritage studies to current issues

Prerequisites

None.

Recommended reading

Meskell, L. (2015). Global Heritage: A reader. Wiley, London

Academic articles and book chapters
Policy documents

HUM2016
Period 4
5 Feb 2024
5 Apr 2024
Print course description

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ECTS credits:
5.0
Coordinator:

C. Rausch

Philosophers of the 20th Century

Full course description

The course reconstructs the main ideas of some of the most influential philosophers of the 20th
century: Ludwig Wittgenstein (1889-1951), Martin Heidegger (1889-1976), Hannah Arendt
(1906-1975), Michel Foucault (1926-1984), Jacques Derrida (1930-2004) and Jürgen Habermas
(1929). Their ideas are partially the result of the practical turn within philosophy initiated in the
19th century by Karl Marx (1818-1883), Søren Kierkegaard (1813-1855), Friedrich Nietzsche
(1844-1900) and Charles Sanders Pierce (1839-1914). So, elaborating on their work during the past
century many philosophers took practical issues as the starting point of their philosophy. This course
tries to figure out what these practical issues are and how they are related to their theoretical ideas.
Moreover, the course addresses the link between the work of these philosophers and the societal
context and discusses its heuristic value.

Course objectives

To introduce students to influential philosophers of twentieth century philosophy

Prerequisites

HUM1007 Introduction to Philosophy.

Recommended

HUM2008 Introduction to Ancient Philosophy/Ancient Philosophy or HUM2054 Reading

Philosophers/Back to the Philosophers Themselves!

Recommended reading

E-Reader

HUM3014
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
5.0
Coordinator:

R.H. Gabriels

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Philosophy of Language

Full course description

The philosophy of language is concerned with the role that language plays in thinking, or more
specifically: knowing. As such it is closely related to epistemology and philosophic theories on truth.
But ultimately, the role of language also turns out to be essential when we make the transition from
judgements about the world to moral judgements, i.e. judgements that express how we should act
within that world. In this course we will show you how the study of language has been at the focus of
interest of philosophers throughout the history of philosophy, and that the way in which the function
of language is interpreted, is intimately connected with a philosopher’s world view in general. We
shall specifically pay attention to the philosophers Frege, Russell and Wittgenstein, but shall also
touch upon the works of a variety of other philosophers, such as William of Ockham, David Hume
and Immanuel Kant. We shall explore the fundamental properties of language that allow it to be a
medium of thought and knowledge. Among these properties are truth, meaning and reference,
notions that are closely linked together in what is often called the ‘triangle of language’. Developing
the skills of thinking philosophically about language will have an impact beyond the immediately
related philosophical topics. You will become a more powerful thinker, better prepared to make
important decisions and less susceptible to being tricked and manipulated by others.

Course objectives

To introduce students to the history of philosophical thought concerning language, including

the implications of several important theories about language for how we think about
knowledge and the possibility of making judgements.

Prerequisites

HUM1007 Introduction to Philosophy;

Recommended

HUM2008 Introduction to Ancient Philosophy/Ancient Philosophy or HUM2054 Reading

Philosophers/Back to the Philosophers Themselves!

Recommended reading

William G. Lycan, G. Philosophy of Language: A Contemporary Introduction (New York:

Routledge, 2008 [2nd ed.])
A.P. Martinich,The Philosophy of Language (Oxford: OUP, 2000 [4th ed.])
A selection of articles/chapters from primary sources.

HUM3044
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0

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Coordinator:

R.H. Gabriels

University College Maastricht

Telling Stories

Full course description

Easy to read on your smartphone, sometimes in just as little as a couple minutes while waiting on
your bus or train, short fiction has become increasingly popular over the past years. Yet, this literary
genre has a long tradition. In this course, we will dive into the history and genre of the short story,
by reading and analyzing several telling stories, as well as telling short stories ourselves. We will
look into aspects and concepts such as genre, plot, beginning and endings, character, setting, point
of view, narration, texture and pace, style, and reflect on the relationship between the author, the
text, and the reader. We will combine academic analysis with the hands-on craft of creative writing,
which allows you to gain a deeper understanding of how narratives work and how they produce
meanings. By (re)writing stories yourself, you will have a better idea of literary theories and
concepts. At the same time, these theories will enable you to become a better writer. Peer and tutor
feedback will be a key aspect of this course. The collection of short stories we will look at varies
every year, but aims to cover a diverse range of stories and authors. This year, these include for
instance Virginia Woolf, Zadie Smith, Margaret Atwood, Kazuo Ishiguro, Chinua Achebe, Bernadine
Evaristo, and Sally Rooney.

Course objectives

You have a deeper understanding of the genre of short fiction

You know how stories work and how to analyse them academically
You are familiar with key literary concepts and theories and know how to use them to analyse
fiction
You have a good understanding of the craft of writing short stories and honed your creative
writing skills.

HUM1016
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

J.L. Weusten

Teaching methods:
Lecture(s), PBL
Skills

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Skills

Ethnography and Qualitative Interviewing II

Full course description

This is the second of a three module course on qualitative research methods. This module builds on
what students have learned in part I and is designed to guide them through the steps of data
collection for their own qualitative study. Students will work on gaining access to their research site
and will begin the interview process and/or their observations and conversations with their research
participants as participant observers. Students will be introduced to the process of transcribing the
interviews, coding the data and memo writing. All three steps are part of qualitative data analysis.
As students develop their research projects, they will be challenged to link their specific research
questions to larger processes and forces. They will also be asked to consider who might find their
research useful and how the results of their investigations might be utilized to promote social
change. In-depth analysis of the intricacies underlying contemporary social, cultural, and political
discourses and practices, provides the basis for good social research.

Note: This is a time and labor intensive skills training, especially once you have begun data
collection. Most of the work that you are required to accomplish for the training will occurr outside
of the class setting. Students are expected to work independently and should count on having to
invest an extra two to four hours per week for interviewing, transcribing the interviews and working
on the data collection.

Course objectives

To provide students with hands-on experience in collecting data for their own study, i.e.
students will gain experience in “doing observations”, taking fieldnotes, and qualitative
interviewing.
To experience transcribing interviews.
To become familiar with qualitative data analysis.

Prerequisites

SKI2085 Ethnography and Qualitative Interviewing I.

Ethnography and Qualitative Interviewing I

Recommended reading

Hesse-Biber, S.N. (2011). The Practice of Qualitative Research. Sage Publication,

Thousand Oaks, California, Second Edition.
Burawoy, M. (2000). Global Ethnography. Berkeley: University of California Press.
Excerpts from several books on qualitative research that are available at the UCM
Reading Room, for example, Silverman, D. (2005). Doing Qualitative Research Robin, H.
(2005). Qualitative Interviewing: The Art of Hearing Data and Ritchie, J. (2003). Qualitative
Research Practice.

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SKI3052
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

U.A. Mueller

Argumentation II

Full course description

In this sequel to SKI2049 Argumentation I, we will zoom in on the structure of arguments. In the
first part of the skills training the Toulmin model of argumentation is introduced. This model goes
beyond the basic distinction of premises and conclusions as constituent parts of arguments by
distinguishing the different functions that premises can fulfill. The Toulmin model is more flexible
than argumentative analysis based on formal logic, but also more specific and logically rigorous than
the tools introduced in Argumentation I. Therefore it can be a powerful tool for specific and
sophisticated argumentative analysis. Such analyses will be conducted during this skills training,
first on small, simplified academic arguments and afterwards on a larger scale, analyzing examples
from real life discourse. Finally, in the midterm assignment, students are asked to apply the Toulmin
model to design an argument themselves.

The second part of the course takes the analysis of argumentative structures a step further and the
tools that are used are logically even more rigorous. This part introduces students to basic sentential
logic, a strictly formal, almost mathematical approach to argument analysis. Sentential logic
introduces a simple set of rules and procedures that allows students to test whether an argument is
formally valid, i.e. if its structure is correct, independent of its content. To test for the validity of an
argument in this way, the structure of English sentences will be separated from their content by
translating the sentences into symbols; afterwards formal rules will be applied (by using truth tables
and semantic tableaus) to check whether an argument logically works or not.

Note: Students should be aware of the abstract nature of formal logical reasoning when enrolling for
this course. Learning this is highly valuable to train a particular way of thinking, but students might
perceive this skill as less directly applicable to, for example, paper writing or discussions than the
tools that are introduced in Argumentation I.

Course objectives

Argumentation II is the sequel to Argumentation I. In this respect the main objective of

Argumentation II is to further develop the skills of argument analysis and design. The particular
focus of this skills training will be on the structure of arguments. At the end of the course students
should be able to:

Identify and assess the different functions that different parts of an argument fulfill according

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to the Toulmin model.
Formally evaluate the validity of arguments by applying the basic methods of sentential logic.
Build and present arguments of their own according to the Toulmin model.

Prerequisites

SKI2049 Argumentation I.

Argumentation I

Recommended reading

E-Reader

SKI3002
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

P. Vermeer

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Research Methods I

Full course description

Research is “creative work undertaken on a systematic basis in order to increase the stock of
knowledge […]”. This goal can be achieved in a wide variety of ways. We can count “things”, add
them up, calculate statistics about them, and get a reliable overview of “things”. We can also
describe those “things” in great detail and question why they are the “things” that they are, and
what that means in the context of those “things”. Which approach is better? The answer is that this
depends on what you want to learn about those ‘’things”. In other words, if we want to “increase the
stock of knowledge”, it partly depends on which knowledge you are interested in increasing (your
“puzzle’’ and specific questions), and partly also on what you consider “knowledge” to be in the first
place. In Research Methods I, we will address these issues in great detail, and we will go into how a
research project can be set up in alignment with the answers to these questions.

Research Methods I (SKI1004), Research Methods II (SKI1005), and the Research Project
(PRO1012) form one coherent semester-long block of courses in which you will start from scratch
and end with your own finished research project. Along the way, we will discuss a wide variety of

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research approaches frequently used in the humanities, social sciences, and the sciences. Another
goal of this sequence of courses is for UCM as an academic community to further develop its
multi/interdisciplinary character, and for students to be able to reflect and comment on each other’s
work, no matter how diverse that may become in the course of the next three years.

The first component of this three-course block is Research Methods I. Within this block, you will
learn the basics of research: about the systematic and logical aspects that are (virtually) universal
across research styles, and about the differences that define them. We will develop a common
vocabulary to evaluate and talk about research, and we will work on where it all begins: asking the
right questions. From there, we will consider the sub-questions and hypotheses that flow from the
central research questions, the data (broadly defined) that we would need to find answers, and how
we can analyze that data. The remainder of the Research Methods 1 course then focuses on
quantitative research approaches and the technical skills needed to support this.

Course objectives

After taking Research Methods I, you will know about:

What research is, its philosophical foundations, and what the concepts are by which to
evaluate it.
Formulating a good research question, and matching it to a systematic research design.
Qualitative, Quantitative and Mixed Methods, and what their respective advantages are.
Interpreting research outcomes from a wide variety of approaches.
Basic statistics, sampling strategies, and survey question design.
Working with SPSS and executing basic commands.

Prerequisites

None

Recommended reading

Book chapters & journal articles announced in the course manual.

Online reader.

SKI1004
Period 1
4 Sep 2023
27 Oct 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
2.5
Instruction language:
English

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Coordinators:

J.G.T.M. Moes
E.F.L. Maegherman

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

International Negotiation

Full course description

In this skills course students will learn about international negotiations and how countries,
companies and institutions plan and seek to achieve their goals in a multicultural and often
multilateral setting. Students will learn the negotiation and cultural skills necessary for completing a
successful international negotiation: analytical, strategic, social and bargaining. Students are
trained to analyze complex negotiation situations and to then apply the theories that they have
learnt to maximize their outcomes.

After every simulation, the students discuss their strategies/ negotiation skills and outcomes with
their peers and the tutor. In the final EU simulation, students will enjoy the challenging experience
of participating in an international negotiation.

Course objectives

To teach students the negotiation skills required to achieve optimal outcomes in a

multicultural and often multilateral setting like the EU, UN or an international business
meeting.

To teach students to make a detailed diplomatic paper from the perspective of one of the
following: an EU member state, EU institution, a non-EU state.

Students will acquaint themselves with the negotiating approaches of the country, company,
institution they are representing.

To train students in planning negotiations carefully-deciding on the most useful alliances etc.

Students will participate in a complex negotiation of around 4.5 hours where they will to put
into practice what they have learnt.

Prerequisites

None

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Recommended reading

Roger Fisher and William Ury, Getting to Yes Negotiating an agreement without giving in (2nd
edition), Random House Business Books 2012.

C. Moore, P.J. Woodrow, Handbook of Global and Multicultural Negotiation Jossey-Bass 2010.

SKI2083
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

M. Stout

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Lab Skills: Genetics & Oncology

Full course description

The aim of this course is to introduce students to the basic principles and techniques in genetics (in
the context of oncology), to develop basic competences in the planning and performance of
experiments and the evaluation of results, as well as writing reports. The course consists of 6
sessions of approx. 4 hours and covers topics such as DNA isolation/purification, gel electrophoresis,
staining procedures, protein detection and basic bioinformatics (commonly used databases, finding
the genetic location of a specific gene and its gene sequences, design amplification primers for a
specific genetic region, etc) using online available tools. Furthermore, this course provides basic
knowledge on Good Laboratory Practice (GLP) and Laboratory Safety Regulations. Besides the
hands-on time in the lab, each session requires preparation beforehand and reporting afterwards.
Students will work in pairs. Lab experience is not required, although biological and chemical
background knowledge at secondary school level is recommendable for full understanding of the
provided techniques. If necessary, in the first lab session, pipetting skills will be trained or
refreshed.

Course objectives

To develop basic laboratory skills in the field of genetics in the context of oncology.

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Prerequisites

This course is designed to be taken in combination with SCI2022 Genetics and Evolution.
Students who wish to take this course should concurrently enroll in SCI2022 Genetics and Evolution
or have taken SCI2022 Genetics and Evolution before.

Recommended reading

A course manual containing background information on the experiments and experimental protocols
will be provided. For each training session the manual will contain questions that will help the
student to prepare the experiments

SKI2088
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
2.5
Coordinators:

S.J.C. Stevens
L.J. Dubois

Teaching methods:
Lecture(s), PBL

Introduction to Discourse Analysis

Full course description

This course starts from the assumption that a discourse is socially constructed. A “discourse” is an
ensemble of verbal and non-verbal practices that reciprocally structure and are structured by our
perceptions of the world around us. Discourses do not just translate reality into language, but
influence how we see reality. Discourse analysis provides us with the methodology to critically
assess naturalized uses of language and to challenge the tacit knowledge that underlies our
perceptions of reality.

Following Critical Discourse Analysis (CDA), we will concentrate on conducting and integrating
textual and contextual explorations of diverse written texts. In addition to applying analytical tools to
texts, we will focus on how to relate textual representations and socio-political contexts, as well as
how to relate textual representations and the linguistic components of texts. For instance, we will
examine how using particular linguistic forms can create representations of actors and their speech
that convey ideologically-laden messages about them. Students are expected to prepare for each
tutorial meeting by reading assigned background literature, doing practice exercises, and viewing or
attending presentations. Because conducting discourse analysis involves developing and applying
particular skills, regular practice before and during class is crucial.

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Course objectives

In this introduction to discourse analysis, students will acquire:

basic knowledge of some discourse analytical theories;

basic methods for investigating the socially constructed nature of perceptions of "reality";
basic skills for applying multi-level discourse analysis.

Prerequisites

None.

Recommended reading

E-reader.

SKI2048
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
2.5
Coordinator:

V. Lifrieri

Presentation Skills

Full course description

This course will help you to prepare for future presentations during your studies as well as in your
professional career. Apart from a general introduction to fundamental presentation skills in the
opening lecture, this course is based on learning-by-doing. Each student will give four presentations:
one 5-minute presentation on an informal topic determined by the course coordinator and three 15-
minute presentations of an academic nature. Students choose their own topics for their academic
presentations; preferably topics they are interested in and have already researched. Fellow students
provide extensive oral and written feedback after each presentation.

Students will receive feedback on their presentations from their peers and their tutor, with regards
to e.g.

Delivery: speech pace and pauses; tone of voice; body language such as posture, gestures,
movement.
Structure: providing an introduction, body and conclusion, with clear transitions between
different sections of a presentation, using a logical sequence of information, with main points
and subpoints.
Content: providing sound descriptions and interpretations of the main topics, supported by
relevant academic methods and theories and other reliable sources, and clarified with
examples or metaphors.

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Visual Aids: using slideware that supports, and does not distract from, the content of the
presentation, including key words, clarifying images such as (photo)graphs, and entertaining
touches like cartoons.
Audience: tailoring the form and content of one’s message to the audience; interacting with
the audience during the presentation as well as adequately responding to their questions
afterwards.
Feedback: providing and receiving constructive feedback on presentations to/from fellow
students.

Course objectives

The purpose of this course is to improve your (academic) presentation skills, by learning how to:

Identify fundamental components of an academic presentation.

Structure a message in a clear, concise and convincing manner.
Convey complex information clearly, both verbally and visually.
Explore ways to engage an audience and make your message stick.
Cope with nervous tension and increase your confidence as a presenter.
To give and receive constructive feedback on an academic presentation.

Prerequisites

Students must be familiar with slideware, such as PowerPoint or Prezi.

Recommended reading

E-reader.

SKI2007
Period 1
4 Sep 2023
27 Oct 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

D. Vliegenthart

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

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Back to the Sources

Full course description

Reading history is not the same as researching it. Researching history means pursuing one’s own
enquiry into the past, rather than following another historian’s argument about the past. Above all,
researching history implies not relying on “second-hand” information. Instead, it involves going back
to the primary historical sources as much as possible. However, going back to the sources is not as
simple and straightforward as it may sound. There are all sorts of difficulties involved, intellectual as
well as practical.

This skills training offers a first introduction to the ways historians deal with these difficulties.
During the course, students will discuss the information value of several historical sources,
especially public political statements, archival records and public opinion sources. The sources that
will be discussed are all related to one specific theme: the first European Community, the European
Coal and Steel Community (ECSC), established in 1952 (and the first that ceased to exist, in 2002).
This early episode in the history of European integration is particularly well-suited for an
introduction to historical research because a variety of archival and other primary sources is readily
available. It is also an interesting topic because it has led to much controversy among historians.
What was the role of the leading politicians and officials involved, especially Schuman and Monnet?
To what extent did existing idealism about European unity play a role? Or was the initiative to
establish the ECSC rather inspired by national self-interest of the states involved?

This skills training will be a useful guide to students who are keen on doing historical research in the
future. But it will also prove to be of value to those with a general interest in history and in the
history of the European integration process in particular. By offering knowledge and insights on how
the historian works, it will mentally equip students to assess the strong and the weak aspects of the
histories they will be reading. This will enable them to inform themselves on specific topics,
especially topics concerned with the process of European integration.

Course objectives

To familiarize students with the most important types of primary sources (esp. on the history
of the EU) and the ways to find these sources (heuristic objective).
To stimulate a critical and methodical attitude towards sources (critical objective).
To differentiate between primary and secondary sources.
To appreciate the importance of primary sources for the study of historical phenomena in
general.
To recognize the different characteristics and pitfalls of the several types of primary sources.

Prerequisites

None

Recommended reading

E-Readers.

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SKI2005
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

C. Ernsten

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Lab Skills MLS: Human Anatomy & Histology

Full course description

The aim of this skills training is to familiarize students with skills and knowledge concerning human
anatomy and histology. The histology part entails a practical introduction to virtual microscopy,
followed by microscopic studies of the histology of blood vessels, individual cell types and structures
in diverse tissues of the circulatory, urinary, respiratory and digestive tract where the computer
serves as microscope. All “virtual microscopy” and anatomy sessions have to be prepared at home
using either a digital histology atlas (provided) and a Powerpoint manual with internet links to the
sections and tasks, or an interactive online manual, also provided.

In order to prepare the classes, you will find manuals on Canvas in the course SKI2079, and also on
https://anatomytool.org . Please make an account on that website, using your university email
address and a username based on your own name. Note down username and password, since you
will need them repeatedly.

During the histology (virtual microscopy) sessions, students present those tasks to each other and
questions can be asked to clarify issues. At the end of each session, students will have produced
their own histology booklet, complete with annotated histology pictures.

If you have a histology book, it is highly advisable to use it, but the online atlas is very good. Please
be aware that preparation will take 2 to 4 hours per session. The histology sessions will take place
online. Students are encouraged to do the preparation together with a colleague, since this will lead
to helpful discussions

The macroscopy /anatomy sessions will take place on campus and entail an introduction to the
autopsy room. Students will perform observatory studies on corpses, models and human plastinates
guided by a list of tasks and questions, part of which needs to be studied in advance at home. An
interactive self-study manual is provided on https://anatomytool.org (further information available on
Canvas). Again – preparation of each anatomy manual takes at least 2 hours.

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Course objectives

To gain knowledge and experience in microscopic studies of the histology of blood vessels,
tissue types and organs.
To gain knowledge and experience in macroscopic studies on corpses with regard to the
anatomy of the thorax and abdomen.
To gain knowledge and experience in macroscopic studies on human plastinates and models
with regard to the anatomy of the kidney, lungs, heart, vessels and the digestive tract.

Prerequisites

This course is designed to be taken in combination with SCI2009 Human Physiology. Students who
wish to take this course should concurrently enroll in SCI2009 Human Physiology prior to enrolling
in SKI2079.

Recommended reading

Gartner, L.P. & Hiatt, J.L. (2007). Color Textbook of Histology. (3rd ed.). Philadelphia:
Elsevier. (UM-Library).
Junqueira, Basic histology, a text and atlas. (13th ed.). Online
edition: http://accessmedicine.mhmedical.com/content.aspx?bookid=574&sectionid=42524590

Kierszenbaum, A. (2001). Histology and Cell Biology. (1st ed.). Philadelphia: Mosby. (UM-
Library).
Ross, M.H. & Pawlina, W. (2011) Histology, a text and atlas. (6th ed.). Philadelphia, Wolters
Kluwer.
Netter, F. (2006) Atlas of Human Anatomy. (4th ed.). Philadelphia: Elsevier. (UM-Library).
Sobotta, J., Putz, R., Pabst, R., Putz, R., Bedoui, S. (2006). Atlas of Human Anatomy. (14th ed.).
München: Elsevier. (UM-Library).
Drake, R.L., Vogl, W., Mitchell, A.W.M., Shaw, A.-M., Gray, H. (2005). Gray’s Anatomy for
Students. Philadelphia: Elsevier. (UM-Library).
Agur, A.M.R., Dailey, A. F. (2013) Grant’s Atlas of Anatomy. (13th ed.) Philadelphia, Wolters
Kluwer.A
Practical instruction manuals and short atlasses (E-reader).

SKI2079
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

S.E. Köhler

Teaching methods:

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University College Maastricht
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Introduction to Academic Skills II

Full course description

The transition from secondary to tertiary education is often experienced as a rather challenging one
for students, especially considering the expectations at university with regard to students’ academic
skills, such as essay writing, critical and analytical thinking, or skills such as argumentation. It is
therefore imperative to support and train students right from the start to take on a professional
ethos with regard to their university studies and their personal and academic development.

The second part of the Introduction to Academic Skills series will focus on honing the skills
learned during ItAS I, and exploring skills necessary to surviving not just the first period but an
entire semester at UCM. For this, we will continue exploring study skills, fine-tuning academic
writing skills, and practicing information literacy skills. In the final part of the course, students will
come together in groups to set up their research and writing project in anticipation of the
Introducing Academic Communication: A Writing Project.

Course objectives

To analyze and apply principles of academic writing at UCM.

To understand and apply information literacy skills, such as formulating a research

question/thesis statement and conducting a systematic literature search.

To be able to determine what makes a good argument at UCM and apply tools to construct
these.

To analyze fundamental components to working in a PBL environment and apply these.

To be a safe space where freshmen students can ask questions and compare notes on their
experiences.

Prerequisites

This course is not open to exchange students

SKI1008 Introduction to Academic Skills I.

Introduction to Academic Skills I

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Recommended reading

Required reading material will be available in on Student Portal.

SKI1009
Period 2
30 Oct 2023
22 Dec 2023
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinators:

A.K. Wellum
A. Foster

Introduction to Academic Skills I

Full course description

The transition from secondary to tertiary education is often experienced as a rather challenging one
for students, especially considering the expectations at university with regard to students’ academic
skills, such as essay writing, critical and analytical thinking, or skills such as argumentation. It is
therefore imperative to support and train students right from the start to take on a professional
ethos with regard to their university studies and their personal and academic development. The
skills course Introduction to Academic Skills consists of a semester-long program spanning three
periods. In this skills course students are encouraged to take their academic development into their
own hands. Seminars, practical sessions and (written) assignments will focus on acquainting
students with the core academic skills needed to be successful at university. Moreover, the sessions
are set up in such a way that students will be able to put their newly acquired skills and insights into
practice in the courses that run parallel to this skills course. Through continuous reflection on their
personal learning process in combination with periodical assessment of this process, students will be
able to conclude this course with a clear overview of their competencies with regards to general
academic skills as well as specific skills such as: academic study skills, research skills, analytical and
critical thinking skills, academic writing skills, (time) management and organizational skills.
Successful completion of SKI1008 is essential to be able to register for SKI1009 Introduction to
Academic Skills II.

Course objectives

To analyse and apply principles on academic writing at UCM.

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To understand and apply information literacy skills, such as formulating a research
question/thesis statement and conducting a systematic literature search.

To be able to determine what makes a good argument and apply tools to construct these.

To analyze fundamental components to working in a PBL environment and apply these.

To be a safe space where freshmen students can ask questions and compare notes on their
experiences.

Prerequisites

This course is not open to exchange students.

Prerequisite

None.

Note: The instructions in this course are closely aligned with the writing assignments in COR1003
Contemporary World History and COR1006 Science, Reason and Human Progress. Therefore,
students who are enrolled in SKI1008 should also be enrolled in either COR1003 or COR1006.
COR1006

Recommended reading

Required reading material will be available in on Student Portal.

SKI1008
Period 1
4 Sep 2023
27 Oct 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinators:

A.K. Wellum
A. Foster

Writing in an Academic Context: Improving Argumentation

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and Style

Full course description

To write effectively in an academic context is to be able to convey ideas in a manner that is clear,
concise, and engaging. Writing in an Academic Context gives you the tools and techniques for this by
teaching you about topics such as coherence, cohension, conciseness, and hedging. The course is
extremely hands-on and mostly focused on what comes after the first draft has been written. It helps
you polish your writing skills by 1) teaching you about the underlying mechanisms of effective
academic writing, and 2) providing weekly practice sessions with targeted peer (and tutor) support
that serve to consolidate theory and writing skills. In doing so, we will look beyond the content of
academic articles to examine the fundamental mechanics of writing to adapt your writing for
different audiences across disciplines and concentrations.

Practically speaking, choosing this course means that you will come to each class prepared having 1)
read (and watched) relevant writing theory (found on canvas), 2) having completed exercises that
require you to apply this theory in a practical manner, and 3) having written a short text that can be
used for peer-review purposes. In class we will first discuss the exercises, paying attention to apply
theory to the texts, followed by an in-depth discussion of your written text with a fellow student.

This course is interactive and writing intensive. Although sharing your writing with others can seem
intimidating, this writing course is a safe space for you to work, make mistakes, and improve your
writing.

Course objectives

To understand theories of effective academic writing.

To recognise elements of effective writing and be able to apply them to your own writing.

To give in-depth and encouraging feedback to fellow students’ writing assignments.

Prerequisites

Choose a previously completed academic paper (written in English) before the course starts. If you
are an exchange student and you have not written a paper in English before you will have to
translate a paper before the course starts.

Recommended reading

E-readers on student portal

SKI2084
Period 2
30 Oct 2023

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22 Dec 2023
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinators:

A.K. Wellum
A. Foster

Lab Skills: Cell Biology

Full course description

The aim of this course is to develop competences in the planning and performance of experiments
and in the evaluation of results using common techniques in molecular genetics and cell biology. The
skills training starts with an introductory lecture providing information on the assignments as well
as an introduction into Good Laboratory Practice (GLP) and Safe Laboratory Practice (SLP).
Students perform experiments on several different topics.

Topics included are:

Immunocytochemistry
Immunofluorescence and advanced imaging (confocal and STED microscopy)
Western blotting
Electron microscopy

Course objectives

To develop laboratory skills in the field of cell biology.

Prerequisites

This course is designed to be taken in combination with SCI2037 Cell Biology. Students who wish to
take this course should concurrently enroll in SCI2037 Cell Biology or have taken it or SCI2003
Molecular Genetics and Cell Biology prior to enrolling in SKI2077.

Recommended reading

There is no main book for this course. A list of the books in which these suggested
readings can be found is provided; these books are all available in the Reading Room at UCM
and/or in the library at the UNS50. In addition to the books, E-reader will be posted in the
Student Portal.

SKI2077

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Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

J.L.V. Broers

Argumentation I

Full course description

In this skills training we work from two fundamental assumptions regarding arguments:

1. They have a specific structure, which can be made visible and evaluated.
2. The quality of an argument depends on its structure as much as it depends on its content.

In order to “get a grip” on arguments the course is divided into four parts that introduce information
and exercises to gradually develop the skill of argument analysis. The first part will serve as an
introduction discussing the general characteristics and typology of arguments. Furthermore, in this
part students learn how arguments can be standardized and how argumentative structures can be
visualized by drawing patterns. The core question this part of the course seeks to answer is: What is
the structure of arguments and how can one reveal this structure? This part of the course will also
contain an introductory lecture, entitled “Standardizing Arguments”.

In part two an informal but systematic method for evaluating the quality of arguments, the ARG-
method, is introduced. By assessing the acceptability of premises, the relevance of premises with
regards to the conclusion they are supposed to support, and the logical connection between
premises and the following conclusion, the ARG-method enables us to examine both structure and
content of an argument. During this part of the course an introduction to bad arguments, so-called
fallacies, is provided as well. A Lecture, “Evaluating Arguments”, will accompany this part of the
course.

In the third part the knowledge and skills provided in the first two parts will be applied to complete
texts, seeking to isolate the arguments they present in a systematic way and evaluate whether or not
they are good arguments.

Part four moves beyond the analysis of already existing arguments. In this part, standardization and
patterns of arguments, as well as the ARG-method, will be used to construct arguments.
Furthermore it will be practiced how the skills learned throughout the course can be applied for the
purpose of writing academic papers.

Note: Students considering enrolling for the skill trainings in argumentation should be aware that
the course will not focus on rhetoric and debating skills (although it can be assumed that the
analytical skills acquired in this course will be helpful for debates).

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Course objectives

This skills training provides a general introduction to the analysis of arguments. At the end of the
skills training students should be able to:

Identify and carve out the underlying structures and logical connections of written and verbal
arguments.
Translate these structures into a visual representation by drawing patterns of these
arguments.
Evaluate arguments with regards to their structure and content by applying Govier’s “ARG
method” (this entails the ability to identify fallacies).
Build and present own arguments in a structured and cogent fashion, taking the evaluative
criteria of the “ARG method” into account.
Improve their approach to structure papers, exam answers and presentations.

Prerequisites

Students who take the course need to have written at least one academic paper.

Recommended reading

E-Readers with various articles and chapters on argument analysis and logic.

SKI2049
Period 1
4 Sep 2023
27 Oct 2023
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

W. Giernalczyk

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Preparing Conference

Full course description

A conference is a platform for scholars or professionals to meet and share ideas, to present new
discoveries and to connect to fellow academics. At a conference papers and research posters are

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presented, workshops are offered for skill development, and seminars are held to familiarise the
scientific community with current academic topics and new developments. As an academic you visit
a conference to present your own work, see others’ work and to start possible collaborations.

This skills training focuses on the preparation and planning of a conference. Students will write an
extensive plan for the annual UCM Liberal Arts and Sciences conference to be held in the third
period of this semester. Students will do the following in order to develop the conference plan and
blueprint:

1. Discuss the shared assumptions, values and goals of Liberal Arts and Sciences and an open
curriculum and turn that into a subtheme for the conference.
2. Discuss and compare individual interests within the group to find similarities and differences
and turn that into illustrative examples of Liberal Arts and Sciences that can be used for
workshops and informative sessions at the conference.
3. Conduct an analysis of the target audience for the conference.
4. Discuss instructional design (teaching and learning) in terms of knowledge, skills and attitudes
and use that to work out lesson plans for the conference for workshops and informative
sessions.

Note that this skills training is not only about presentation and organisation skills. It also aims at
giving students the opportunity to learn more about education and teaching and instructional
design.

The skills training relies heavily on students’ personal experiences from having been in a liberal arts
and sciences program for several semesters and on being able to make that explicit to others. On the
one hand, this will be used while preparing the conference and to inform first semester UCM
students. On the other hand, participating students will benefit from the skills training and its
follow-ups by fostering a preparation for e.g. Capstone and master’s applications for which a
profound understanding and expression of a student’s academic interest will be necessary.

The skills training puts a strong emphasis on instructional design. Individual contributions to the
conference are considered to be educational units and approached as such. For participating
students, this will be an opportunity to gain experience with developing and designing intended
learning objectives and then implementing teaching and learning activities for a target group and
audience. Students will inform themselves on different approaches to teaching and apply them to -
preparing lesson plans for the informative sessions, workshops and plenary sessions offered at the
conference.

A wide variety of individual interests in the Sciences, Social Sciences and Humanities is welcomed in
order to offer a diverse conference. This skills training fosters an interdisciplinary approach among
the participating students.

Course objectives

To train students in skills required for preparing an academic conference.

To give students the opportunity to position their interest within a field of their choice and
academic fields in general and express that by means of activities at a conference such as
lectures and workshops.
To train students in reviewing a topic in their field of interest and turn that into an informative
session and workshop for the conference.
To train students to work together and set up a plan for a conference.

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To train students in using a framework for instructional design and apply its principles to their
individual contributions to the conference.
To train students in writing lesson plans for their individual contributions to the conference
and the plenary sessions that will be offered.
To train students in working together on preparing a conference.

Prerequisites

NB: Students who register for SKI3050 Preparing Conference must also take PRO3006 Conference.
It is not possible to take either of these modules separately due to the specific nature of this skills
training and the project.

Prerequisite

It is necessary that students have passed several courses, skills trainings and projects on a 2000
level and/or a 3000 level in Humanities, Sciences and/or Social Sciences. The reason is that students
will base their individual contribution to the conference on their UCM curriculum. It is therefore
recommended for students to participate in their fourth semester or later.

Presentation Skills

Recommended reading

E-Reader

SKI3050
Period 2
30 Oct 2023
22 Dec 2023
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

C.W. van Dellen

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Research Methods II

Full course description

Research is “creative work undertaken on a systematic basis in order to increase the stock of
knowledge […]”. This goal can be achieved in a wide variety of ways. We can count “things”, add
them up, calculate statistics about them, and get a reliable overview of “things”. We can also

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describe those “things” in great detail and question why they are the “things” that they are, and
what that means in the context of those “things”. Which approach is better? The answer is that this
depends on what you want to learn about those ‘’things”. In other words, if we want to “increase the
stock of knowledge”, it partly depends on which knowledge you are interested in increasing (your
“puzzle’’ and specific questions), and partly also on what you consider “knowledge” to be in the first
place. In Research Methods I, we will address these issues in great detail, and we will go into how a
research project can be set up in alignment with the answers to these questions. Research
Methods I (SKI1004), Research Methods II (SKI1005), and the Research Project (PRO1012) form one
coherent semester-long block of courses in which you will start from scratch and end with your own
finished research project. Along the way, we will discuss a wide variety of research approaches
frequently used in the humanities, social sciences, and the sciences. Another goal of this sequence of
courses is for UCM as an academic community to further develop its multi/interdisciplinary
character, and for students to be able to reflect and comment on each other’s work, no matter how
diverse that may become in the course of the next three years.

In Research Methods II, we will build on the foundation laid out in Research Methods I to work
towards your own research proposal at the end of this course. Along the way, we will work on
designing a research project that is feasible with limited resources in terms of time and money, and
in addition we will work on some specific qualitative skills and techniques that will allow you to go
out and do research. In the research methods Project that follows you will execute that proposal and
finish with a presentation and a report about your findings. At the end of Research Methods II, we
will organize specialized workshops on various methodological approaches (both quantitative and
qualitative) in order to prepare you for your research in Project Period.

Course objectives

After taking Research Methods II, you will know about:

Designing a realistic research project.

Interviewing techniques and conducting basic qualitative research.
Designing and executing a basic survey.
Presenting your ideas in a poster format.
Basic methods in the sciences, and how a lab works.
Intermediate statistics, sampling strategies, and intermediate commands in SPSS.

Prerequisites

SKI1004 Research Methods I.

Recommended reading

Book chapters & journal articles announced in the course manual

Online reader.

SKI1005
Period 2
30 Oct 2023

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22 Dec 2023
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinators:

J.G.T.M. Moes
E.F.L. Maegherman

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam

Lab Skills: Biochemistry

Full course description

Laboratory skills are essential for students who want to pursue a Life Science oriented master study.
In this skills training you will get acquainted with the basic laboratory skills in biochemistry.
Training involves safety and Good Laboratory Practice, as well as some essential biochemistry
techniques like DNA isolation, enzyme kinetics, adsorption/fluorescence spectroscopy, gel
electrophoresis, and protein purification. You will work in teams of two and prepare your own
protocol for each practical.

Course objectives

To develop laboratory skills in the field of biochemistry.

Prerequisites

This course is designed to be taken in combination with SCI2035 Biochemistry. Students who wish
to take this course should concurrently enroll in SCI2035 Biochemistry or have taken SCI2035
Biochemistry prior to enrolling in SKI2086.

Recommended reading

Reed, R., Holmes, D., Weyers, J., Jones, A. (2007). Practical Skills in Biomolecular Sciences.
(3rd ed.). Essex: Pearson Education Limited (Reading Room).
Practical instructions and background texts (E-reader).

SKI2086
Period 2
30 Oct 2023
22 Dec 2023

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Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinators:

N.M. Deckers
A.M.G. Jaminon

Ethnography and Qualitative Interviewing I

Full course description

Qualitative Research is an overarching term for a diverse range of approaches and methods within
different research disciplines. Qualitative researchers essentially “study things in their natural
settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people
bring to them” (Ritchie 2003: 3). Ethnography is one form of qualitative research and means literally
“writing culture” (Hesse-Biber 2006: 230). Often called “participant observation”, ethnography is
based on the simple idea, that in order to understand what people are up to, it is best to observe
them by interacting with them up close and personal within their everyday lives. Ethnographers
provide detailed accounts of the everyday practices of a culture, subculture, organisation or group
by “hanging out”, observing and recording the ongoing social life by taking fieldnotes and/or
providing “thick descriptions” (Hesse-Biber 2006: 230).

This is part one of an overall sequence of three skills trainings within which students design and
implement their own study, analyze the data collected, and report on their research findings. In this
first module students will learn about various research tools, such as participant observation and
qualitative interviewing. Students will learn how to take fieldnotes and will be introduced to various
forms of interviewing, such as the structured interview, the in-depth interview, focus groups and life
history interviews. Taking fieldnotes and interviewing will be practiced in and outside of the
classroom. Moreover, students will be guided through the process of crafting a feasible research
question and the appropriate design for the study that they will pursue in the follow up modules of
this course. The research questions will provide the basis for students’ investigations. What is to be
investigated is entirely up to the student(s). However they will be provided with guidance in the
formulation of their topics.

In this course, students will have to conduct at least one interview, thus you will need to have access
to a tape recorder and/or video camera.

Note: This is a time and labor intensive skills training, especially once you have begun data
collection in the second module of the course. Most of the work that you are required to accomplish
will occurr outside of the class setting. Students are expected to work independently and should
count on having to invest an extra two to four hours per week for interviewing, transcribing the
interviews and working on the data analysis.

Course objectives

To get a general impression of the qualitative research process and its fundamental
differences to quantitative data analysis.

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To become familiar with the “art” of qualitative interviewing.
To practice taking fieldnotes.
To provide students with hands-on experience in crafting their own study and writing a
feasible research proposal.

Prerequisites

SKI1004 Research Methods I, SKI1005 Research Methods II and PRO1012 Research Project.

Recommended

This course is for students with a background or sincere interest in sociology, anthropology and/or
cultural studies.

Research Methods I
Research Methods II

Recommended reading

Hesse-Biber, S.N. (2011). The Practice of Qualitative Research. Sage Publication, Thousand
Oaks, California, Second Edition.
Burawoy, M. (2000). Global Ethnography. Berkeley: University of California Press.
Excerpts from several books on qualitative research that are available at the UCM reading
room, for example, Silverman, D. (2005). Doing Qualitative Research, Rubin, H. (2005).
Qualitative Interviewing: The Art of Hearing Data and Ritchie, J. (2003). Qualitative Research
Practice.

SKI2085
Period 1
4 Sep 2023
27 Oct 2023
Print course description
ECTS credits:
2.5
Instruction language:
English
Coordinator:

U.A. Mueller

Research Studio, Introduction to Applying an Art Practice as

Research Method

Full course description

The two modules of Research Studio invite to explore conducting research in an interdisciplinary
team consisting of artists and academics. Bridging the domains of art and academia, Research
Studio challenges students to get out of their ‘comfort zone’ and transfer their academic knowledge
and skills to a new working environment. This interdisciplinary view on research is underpinned by

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the idea that art and academia are not separate domains, but ‘particular kinds of experimental
practices in a more general experimental culture’ (Gere, 2010). Taken together, the skills training
and project trigger creativity, require adaptability and endorse critical reflection on established
research practices, methods and ways of knowing. They challenge to critically consider the
questions how do we know what we know? And what for?

Participants in Research Studio are part of an interdisciplinary team. Together they work on a
topical issue, guided by both an artist and an academic researcher. The aim is not to turn UCM
students into artists or to ‘make art’. Instead, the aim is to explore ways in which practices and
insights from the arts can help to get to know about the topic of the research. Hence, the project
welcomes students from all concentrations. All team-members contribute based on their personal
backgrounds, expertise and interests. No specific experience in an art practice is expected. Students
should be open to experimenting with new or unfamiliar ways of conducting research, using for
instance the body as a research instrument.

Course objectives

The learning objectives addressed in the skills training part of Research Studio are as follows.
Students will learn:

To familiarize themselves and engage with a variety of (artistic) research methodologies.This

includes being able to recognize different forms of artistic research, being able to critically
reflect on their application in different contexts and being able to relate them to (and
potentially pair them with) academic methods of research.
Ways to engage in and discuss an art practice. This includes the use of artistic methods to
generate knowledge (see objective 1) and the ability to distinguish between an art practice and
artistic research.
Collaboration in a diverse and interdisciplinary team.This includes teamwork and
communication skills as well as adaptability and reflection on one’s strengths and weaknesses
in contributing to the team-effort.
To transfer their knowledge and skills to a practical issue of societal concern.This includes
critical analysis of the topic, recognizing what questions can be raised and what approaches
can be taken to address these questions.

Prerequisites

HUM1011 Introduction to Art and at least one of any of the following courses: HUM1012 Pop Songs
and Poetry, HUM2013 The Presence of Art, HUM2031 Cultural Studies II, HUM2043 Film Art,
HUM3036 Narrative Media or HUM3043 Acts of Literature.

Students who register for SKI3003 Research Studio, introduction to applying an art practice as
research method also have to register for PRO3015 Research Studio, where art and academia meet
in the same semester. It is not possible to take either module separately due to the integrated set-up
of the skills training and the project

SKI3003
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:

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University College Maastricht
2.5
Coordinator:

I.T.H. Römgens

Gaining Racial Literacy

Full course description

In this skills training, we will examine how racism works structurally and individually and how, this,
in turn, affects us in our everyday lives. If we want to bring about fundamental change in our
societies we need to become racially literate which means to develop the ability to discover racism in
all its forms - subtle and overt, every day and institutional - and we need to learn how it impacts
ourselves and others. The course builds on the premise that although white and BIPOC persons are
affected differently by racism, all groups are affected deeply. Although the focus will be on racial
identities we look at this through an intersectional lens, i.e. how does race intersect with other social
categories such as class, gender and sexuality. By making use of a variety of different tools such as
storytelling, role-play, empathic listening and small writing assignments, we will develop skills that
will make us better equipped to deal with issues of racial injustice. Through role-playing exercises,
for instance, we will stage situations we may have experienced and, collectively, we will find
alternative re- enactments that will provide workable solutions for these racial situations. This
process will take place via emotional involvement into the original situation and it will be followed by
a discussion, which will, in turn, allow participants to gain analytical distance. This process might
have to be repeated several times. By engaging in dialogues of race, we will relearn and reprocess
emotions, thoughts, and perhaps, ways of being in the world that come with the social construction
of our racial identities. The recognition of racial codes and racialized practices will be refined
through racial justice logs. Through detailed recordings of racialized situations in their everyday
lives, participants will exercise their ability to recognize that they live in a racialized environment.
Their day may start, for instance, by opening the newspaper where Blackness is underrepresented
and it may end with a film where Blackness is represented in biased ways. Excerpts from their
ongoing racial justice logs will be shared in class intermittently, followed by a discussion. The Digital
Story project as the culmination of the course will allow us to retell aspects of our biographies
and/or family history from a racial justice perspective. If history is present in everything that we do,
as James Baldwin argues, then where better to start than in our own family history? This is when an
investigation into how race has been done throughout our lives becomes meaningful. Participants
will use this multimedia platform to re-evaluate their lives using the tools and concepts they have
learned in this course. As the study of larger racial discourses such as colorblindness for instance, is
an important aspect of anti-racism work, we will begin the process of unlearning practices that we
have picked up since childhood. Throughout the course, we will grapple with France Twine’s
contention that racial identities are changeable and movable – at least to some extent. This may help
us to get away from monolithic ways of conceptualizing racial identities and, instead, adopt more
fluid practices of speaking, writing, seeing and perceiving. The course is open to all UCM students,
particularly to those who aspire careers in international politics, NGO work along the North-South
divide and international relations.

Course objectives

To gain the ability to recognize and interpret racial codes and racialized practices.
To learn to be empathetic to multiple lifestyles, experiences, needs and viewpoints.

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To sharpen intercultural communication skills that are necessary to operate and work in a
multi-racial environment.
To learn a racial grammar and vocabulary that enables you to discuss race, racism, and the
need for antiracism work with people who do not normally recognize it.

Prerequisites

At least one course in sociology, cultural or gender studies.

Recommended

This course is particularly suitable in combination with SSC3040 Identities, HUM3040 Crucial
Differences in the 21st Century, HUM2003 The Making of Crucial Differences, HUM3053 The Idea
of Africa.

Recommended reading

We will draw upon readings from a range of interdisciplinary scholars and writers such as Frances
Winddance Twine, George Yancy, Robin di Angelo, Lillian Smith and Resmaa Menakem.

SKI2047
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
2.5
Coordinator:

U.A. Mueller

Teaching methods:
Lecture(s), PBL

Evidence Synthesis 1: Study Designs in Systematic

Reviewing

Full course description

The Semester: Evidence Synthesis

There are a lot of scientific publications. It is estimated that 1.8 million articles are published each
year. Even in any chosen specific field tens of thousands of articles are published each year. For
example, during the COVID-19 outbreak 23,500 articles were published on the topic in just the first
wave. Any researcher or research-based professional is expected to synthesize the results of
scientific studies for evidence-based decision making, regulatory approval or to identify the gaps in
literature that need further research. Research synthesis and systematic reviewing are rapidly
evolving academic fields using dedicated study designs, software, and statistical tools with
applications in all research domains. In this semester, containing two skill trainings (in periods 4 and
5) and a project (in period 6), we will discuss the full scope of principles, concepts and methods of

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systematic literature reviewing, including meta-analysis (statistical pooling of outcomes of included
component studies). You will also gain hands-on coding experience with the statistical programme R.
Having some experience with statistics or coding will thus help but is not a prerequisite. The
semester will teach you how to read and write academic papers. It is, as such, a good preparation for
your capstone project and possibly later in your educational and academic career.

This Skills Course: Study Designs in Systematic Reviewing

This first part of this semester is a skills course. In a skill course you will do more independent work
then in a regular course. SKI3010 teaches you the general steps, procures and pitfalls of conducting
narrative, scoping and systematic reviews following international guidelines and industry standards.
You will receive lectures, workshops, and tutorial group meetings. In most of the tutorial group
meetings, you will make a start with your homework assignment - with a teacher available to get you
started and to ask questions. Attention will be paid to issues like the various approaches to
reviewing the literature; strengths and limitations of the systematic literature review; reviews
dealing with various types of primary study; structure of a systematic review and steps in conducting
a systematic review; strategies, tools and sources for searching the literature; qualitative and
quantitative data extraction from retrieved publications; and principles of methodological quality
assessment of component studies (e.g., risk of bias assessment); levels of evidence and
interpretation of review results; guidelines for systematic review protocol writing; guidelines for
reporting on systematic reviews and computer software for systematic reviews. You will also receive
lectures with examples how systematic reviews are being used in the professional world. As a thread
throughout this first skills course is the relationship between PFAS exposure and human health.

Course objectives

After taking Evidence Synthesis 1, you will know about:

The advantages and disadvantages of the various types of summarizing the scientific literature
The practical steps of a conducting systematic literature review
Critically appraisal of different kinds of scientific studies (including systematic reviews) or
order to assess their potential contribution to an evidence-base
The possibilities and limitations of extrapolation of the results of systematic reviews to
practice, regulatory decision making or in court rulings

After taking Evidence Synthesis 1, you can:

Perform a systematic review under guidance and without the statistical pooling of data

Prerequisites

SKI1004 Research Methods 1

Recommended

Skills trainings SKI1005 Research Methods II, SKI2007 Presentation skills and having an idea about
the type of research you are most interested in.

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Recommended reading

E-reader

SKI3010
Period 4
5 Feb 2024
5 Apr 2024
Print course description
ECTS credits:
2.5
Coordinator:

M.P.A. Zeegers

Evidence Synthesis 2: Statistics in Systematic Reviewing

Full course description

The Semester: Evidence Synthesis

There are a lot of scientific publications. It is estimated that 1.8 million articles are published each
year. Even in any chosen specific field tens of thousands of articles are published each year. For
example, during the COVID-19 outbreak 23,500 articles were published on the topic in just the first
wave. Any researcher or research-based professional is expected to synthesize the results of
scientific studies for evidence-based decision making, regulatory approval or to identify the gaps in
literature that need further research. Research synthesis and systematic reviewing are rapidly
evolving academic fields using dedicated study designs, software, and statistical tools with
applications in all research domains. In this semester, containing two skill trainings (in periods 4 and
5) and a project (in period 6), we will discuss the full scope of principles, concepts and methods of
systematic literature reviewing, including meta-analysis (statistical pooling of outcomes of included
component studies). You will also gain hands-on coding experience with the statistical programme R.
Having some experience with statistics or coding will thus help but is not a prerequisite. The
semester will teach you how to read and write academic papers. It is, as such, a good preparation for
your capstone project and possibly later in your educational and academic career.

This Skills Course: Statistics in Systematic Reviewing

This second part of this semester is a skills course, which goes beyond the systematic review.
SKI3011 will give you the required statistical background to conduct a meta-analysis, a quantitative
summary of all collected evidence. A meta-analysis is often needed for clinical application, policy
advice or regulatory approval. You will be trained in the statistical software R and run analyses for
the identification of publication bias; (semi-)quantitative pooling of component study results
(research synthesis, e.g., statistical pooling, best-evidence synthesis); assessment and exploration of
heterogeneity of study results (e.g., outlier analysis, cumulative meta-analysis, meta-regression
analysis); levels of evidence and interpretation of meta-analytic results; and computer software for
meta-analysis. Contrary to SKI3010, you will now choose your own topic to work on.

Course objectives

After taking Evidence Synthesis 2, you will know about:

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Extracting quantitative results for meta-analyses from component studies
Calculating meta-analysis results by hand using weighted averages
Understanding of the basic principles of parametric statistical testing and linear regression
analyses
Various methods of statistical analysis for meta-analyses (e.g., sensitivity analysis, outlier
analysis, cumulative meta-analysis)
Software that can be used to perform meta-analyses (i.e R)

After taking Evidence Synthesis 2, you can:

Perform a systematic review under guidance with the statistical pooling of data

Prerequisites

SKI3010 Evidence Synthesis 1, SKI1004 Research Methods 1

Recommended

Skills trainings SKI1005 Research Methods II, SKI2007 Presentation skills

Recommended reading

E-Reader

SKI3011
Period 5
8 Apr 2024
7 Jun 2024
Print course description
ECTS credits:
2.5
Coordinator:

M.P.A. Zeegers

Projects

Projects

Conference

Full course description

In this project, students will finalize and offer the conference that has been prepared in the second
period of this semester. The purpose of the conference will be to provide a platform for an audience
of approximately 200 first semester students, scholars and professionals. The conference will allow
people to meet and share ideas, present findings and discoveries and connect to fellow academics.

The project consists of three parts, being:

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1. Final preparations for the conference, including dress rehearsals, peer feedback and dealing
with the organisation of the conference.
2. Offering the conference to the target audience, organisation on the conference day(s) and
gathering information for evaluation of the conference.
3. Evaluating the conference and writing a report with evaluations and recommendations for
future editions

A wide variety of individual interests in the Sciences, Social Sciences and Humanities is welcomed in
order to offer a diverse conference. The project fosters an interdisciplinary approach among the
participating students.

Course objectives

To train students in skills required for preparing an academic conference.

To train students in rehearsing, adapting and fine-tuning their contributions to a conference.
To train students in offering a conference.
To train students in evaluating a conference.

Prerequisites

SKI3050 Preparing Conference.

Recommended

SKI2007 Presentation Skills

Preparing Conference

Recommended reading

E-Reader

PRO3006
Period 3
8 Jan 2024
2 Feb 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

C.W. van Dellen

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

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Ethnography and Qualitative Interviewing III

Full course description

This is the third of a three module course on qualitative research methods. In this module students
will be mainly engaged in writing the final analysis of their research findings. The relevance of their
findings must be contextualized within the larger social and political forces within which the
research is embedded. The course will end with a symposium where students will have the
opportunity to present their research.

Course objectives

To produce a comprehensive narrative of their research findings.

Prerequisites

SKI2085 Ethnography and Qualitative Interviewing I and SKI3052 Ethnography and Qualitative
Interviewing II

Ethnography and Qualitative Interviewing I

Ethnography and Qualitative Interviewing II

Recommended reading

Hesse-Biber, S.N. (2011). The Practice of Qualitative Research. Sage Publication, Thousand
Oaks, California, Second Edition.
Burawoy, M. (2000). Global Ethnography. Berkeley: University of California Press.
Excerpts from several books on qualitative research that are available at the UCM reading
room, for example, Silverman, D. (2005). Doing Qualitative Research Robin, H. (2005).
Qualitative Interviewing: The Art of Hearing Data and Ritchie, J. (2003). Qualitative Research
Practice.

PRO3009
Period 3
8 Jan 2024
2 Feb 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

U.A. Mueller

Writing Project: "The Journal"

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Full course description

The overall format of the project is that of a fictitious call for a special issue of the peer-reviewed
Maastricht Journal of Liberal Arts. The members of each tutorial group serve as editors, reviewers
and contributors. Students will select a tutorial group dedicated to a particular topic. Under the
guidance of their tutor and aided by the feedback from their peers, students will write a research
paper in which they explore the topic of their group, and use, refer to, and compare several sources
dealing with the topic. The topic of the journal issue is the same for all members of a group, but
students will examine their own specific research question within this topic. During the process of
researching and writing, the work of group members will be evaluated by their peers and the tutor.
Students will conduct a review of relevant writing and argumentative aspects of a peer’s paper and
exchange reviews with their peers in order to gain a better understanding of what it means to write
a clear and cohesive paper in their chosen field. The final papers will be bundled as a proposed
special issue for the MJLA. All the tutorial groups will present their group’s journal issues at the end
of the project.

Course objectives

To apply academic writing/argumentation skills gained in skills courses in order to improve

written projects.

To do an in-depth analysis of a topic, using the knowledge (theoretical framework, factual

context, overall interpretations and analyses) acquired during regular content courses.

To write an academic review of a paper and respond to such review in a professional manner.

To gain familiarity with academic journals and their mode of operation.

Prerequisites

Either SKI2084 Writing in an Academic Context OR SKI2049 Argumentation I.

Introducing Academic Communication: A Writing Project

Introduction to Academic Skills II
Introduction to Academic Skills I

Recommended reading

Reading lists from tutors of each tutorial group.

Independent literature research.

PRO2003
Period 3
8 Jan 2024
2 Feb 2024
Period 6

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10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

V. Lifrieri

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Introducing Academic Communication: A Writing Project

Full course description

To be a Liberal Arts & Sciences student means to have a broad interest and to be able to approach
problems from different perspectives. Working together with students from different disciplines on
the same problem, is a crucial part of being a true Liberal Arts & Sciences student.

Furthermore, while communication plays an important part in everyday life, within academia it is
essential. Having good communication skills involves being able to express your ideas and findings
in a clear and concise manner, within the guidelines set by the academic community.

In this project, students will practice writing an academic piece in an interdisciplinary team.
Students will be expected to put the skills learned in Introduction to Academic Skills I & II into
practice and write an extensive research paper. The project is mainly based on peer-to-peer
education; by writing a paper in a small, interdisciplinary group, students will be able to both share
their skills and knowledge and learn from each other.

Course objectives

The aim of this project is to acquaint Liberal Arts & Sciences students with the process and
practice of writing an interdisciplinary research paper. Furthermore, the goal is to familiarize
students with working in an interdisciplinary group. The tutor will assist students in this
process and will be available to offer support, guidance and feedback. The emphasis of this
project, however, will lie upon students’ own input, planning and group work.

Prerequisites

This course is not open to exchange students.

SKI1008 Introduction to Academic Skills I and SKI1009 Introduction to Academic Skills II.

Introduction to Academic Skills II

Introduction to Academic Skills I

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Recommended reading

Required reading material will be available in on Student Portal.

PRO1010
Period 3
8 Jan 2024
2 Feb 2024
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

A.K. Wellum
A. Foster

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Project Deep Reading

Full course description

In this project students will engage in a deep reading of a seminal text linked to the humanities,
social sciences, or natural sciences. Deep reading is a process of thoughtful and deliberate reading
through which a reader actively works to critically contemplate, understand and ultimately enjoy a
particular text to the fullest extent possible. Rather than selectively skimming for facts or speed-
reading for summaries, the process of deep reading means slowing down, re-reading and even
stopping periodically to more fully contemplate specific pages or passages. Having considered and
recognized what a text says, deep reading goes a step further and strives to reflect upon the broader
implications or consequences of the text; i.e. what does the text ‘do’? Although deep reading is a
profoundly personal experience, within the context of problem-based learning the process of deep
reading also rests on the premise that profound understanding and appreciation of a text emerges
through group-based discussion and deliberation.

Course objectives

Students will undertake an in-depth reflection and commentary on a single seminal text linked
to the humanities, social sciences or natural sciences.
Students will learn about the process of ‘deep reading’ as well as the genre of writing critical
and substantive book reviews.

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Prerequisites

None.

Recommended reading

A single seminal text (classic or contemporary) will be assigned by individual tutors.

PRO2011
Period 3
8 Jan 2024
2 Feb 2024
Print course description
ECTS credits:
5.0
Coordinator:

K.A. Heidemann

Science Research Project: Data Science

Full course description

In the Data Science Research Project students will form a small research team and join an ongoing
research project in the Institute of Data Science. The project will be driven by a research question to
provide a solution to a domain-specific problem, which requires the application of Data Science
methods. Your tasks will include all aspects of empirical research from the formulation of the
research question, choosing and implementation of the right methodology, performing experiments,
interpreting and analyzing results along with the scientific reporting of those results.

We encourage you to look at the institutes website to get an idea of ongoing research:
https://www.maastrichtuniversity.nl/research/institute-data-science.

Course objectives

To provide students the opportunity to learn and apply knowledge about Data Science in the
context of a team-based research project.

To provide students first-hand experience of full-time academic research, by fully involving the
team in an ongoing research project along with data science researchers.

Prerequisites

Courses that are appropriate for the project that you choose, which will be specified in the project
description. Generally, it is assumed that students have taken one or more courses related to data
science (such as SCI2011 Introduction to Programming, SCI2033 Datamining, SCI2036 Artificial
Intelligence, SCI2039 Computer Science, SCI3051 Data Analytics).
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The topic description will be made available on the intranet (UCM Students) at the time of the
course registration period. If you would like to join this project you need to apply for it by filling in
the application form on the intranet (UCM Students). Part of this form asks you to elaborate on your
motivation to follow the project. This should cover an explanation as to how participating in the
project adds to your curriculum, why you think you are well prepared to follow the project and an
overview of the relevant courses that you took. The application needs to be submitted in advance of
the course registration deadline.

Depending on the topic being offered the number of available spots might be limited. Therefore, the
course coordinator reserves the right to only select the students that are deemed most suitable. It
will be communicated in a timely manner, but no later than 6 weeks before the start of the project,
whether the application for the project was successful. If access to the project is denied, then you
will be allocated to a backup project. Please indicate the backup project on your course registration
form.

Note: This is a time-consuming, full-time project with a high workload. In principle, students should
take into account that they need to be available during entire weekdays throughout the project.

Recommended reading

There is no general literature or course book that students need to buy or possess. Students
will choose, read, and use literature that is specifically related to their topic.

PRO3013
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Coordinators:

R. Celebi
A.I. Iamnitchi

Project Academic Debate

Full course description

Debating skills are an key component of academic life. This means that you should be able to defend
your own position and refute opposing positions by providing substantial arguments based on
relevant academic sources.

In this project, you will prepare, present and defend with peers a position for an academic debate on
a specific topic. The available topics emerge out of a wide range of UCM courses from different
concentrations. Students can submit their preferences for topics beforehand, but should be prepared
to commit to any topic to which they are assigned. At the start of the project, each group will discuss
their topic and settle on a concrete proposition for their final debate. After that, they splits up into a
PRO (“yes”) and a CON (“no”) side; PRO will argue in favor of and CON will argue against the
proposition. The two sides prepare separately for the final debate.

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A crucial part of the preparation for their final debate is writing a collective position paper based on
self-study of academic sources. The purpose of this position paper is to be informed about the topic
of the debate, by developing arguments, anticipating counterarguments, and coming up with
rebuttals to these counterarguments.

In addition, there will be practice debates, which focus on delivery. At least one of these practice
debates will be scheduled in the lecture hall. The purpose of these practice debates is to familiarize
students with the setting of a debate and to provide them with feedback on their public speaking
skills. The topics for the practice debates will thematically relate to, but nevertheless significantly
differ from, the proposition of the final debate.

Course objectives

Acquire and/or improve communication and debating skills.

Apply those skills to public speaking and debating.

Become (more) informed on the topic(s) of debate.

Prerequisites

Recommended

Presentation Skills SKI2007, Argumentation I SKI2049.

Courses relevant to the topics of that particular year.

Recommended reading

Students will have to search, read and use (academic) literature on their debate topic
themselves.

PRO2004
Period 3
8 Jan 2024
2 Feb 2024
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinator:

C. Erkli

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Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

Think Tank

Full course description

Students will form a ‘think tank’ and write and present an extensive and elaborate (policy)
recommendation for an external client, i.e. a company or organization. The project coordinators will
offer a topic in advance. A creative and critical analysis of the problem at hand will lead to the
application of knowledge and skills acquired at UCM through previous course work, and new
insights developed during the project.

The first week will focus on a problem analysis and an analysis of the knowledge and expertise of the
members of the think tank. The second week will focus on doing research. The third week will deal
with discussing and formulating solutions. During the final week students will present their report to
their client.

Besides having meetings with their fellow students and a tutor, the group might meet with guest
experts (either invited by the coordinators or by the students themselves) and undertake self-
organized field trips and external visits in order to obtain the required information.

Note that students will receive an overview of the clients and assignments approximately one month
before the start of the project. They are requested to indicate their preference by means of ranking.
Based on that, students will be assigned to groups and tutors and scheduled accordingly.

Course objectives

Let students work together and set up a problem analysis based on the assignment given by an
external client, i.e. to develop skills concerning critical analysis, including the analysis of a
problem, conceptualizing a problem as a case study (the ability to see the particular problem
within a wider context), and to generate new knowledge relevant to the case at hand (Ernest
Boyer’s scholarship of ‘discovery’ and ‘integration’)

Let students write a report based on an assignment that was given to them, i.e. skills related
to formulating finding and recommendations in a comprehensive yet concise manner (Boyer’s
scholarship of ‘application’ and ‘teaching’)

Let students present their report to the client’s representative and a group of experts (Boyer’s
scholarship of ‘teaching’).

Let students work together and do research based on the assignment that was given to them,
i.e. to develop skills concerning organization of work, and collaboration in a team (not
specifically related to Boyer, yet instrumental towards all four aspects at the level of
collaborative learning).

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Prerequisites

The following modules are considered highly relevant in preparation of the project and at least two
modules from the following list are required: SKI2049 Argumentation I; SKI3002 Argumentation II;
SKI2084 Writing in an Academic Context; SKI2048 Introduction to Discourse Analysis; Ethnography
and Qualitative Interviewing (SKI2085, SKI3052, and PRO3009); SSC2053 Public Health
Policymaking; SSC2061 Statistics I; SSC3018 Statistics II; COR1005/SCI1001/SCI2043 Theory
Construction and Modelling Techniques; SSC3011 Public Policy Evaluation; SSC3056 Innovation
Systems, Policy and Sustainability Transitions; UGR3001 MaRBLE; UGR3002 The Documentary;
UGR3003 Applied Research & Internship Project.

The coordinators would like to emphasize that 1) the project and the nature of the assignment
require some experience in academia. It is therefore recommended for students in their fourth
semester or later, 2) the project is time-consuming and has a high workload that requires high
motivation. Students should have a broad interest in e.g. policy development and research and
analysis. Due to the specific nature of the project and the fact that group work is an essential
element, students should take into account that they need to be available during entire weekdays
throughout the project.

Participating in Think Tank as part of the regular workload at UCM is doable but demanding.
Therefore, having a higher workload due to e.g. additional or parallel projects is not allowed.

Recommended reading

There is no general literature or course books that students need to buy or possess. Students
will choose, read and use literature that is specifically related to their topic.
E-reader.

PRO3008
Period 3
8 Jan 2024
2 Feb 2024
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Instruction language:
English
Coordinators:

C.W. van Dellen

I.T.H. Römgens

Teaching methods:
PBL, Presentation(s), Lecture(s), Assignment(s), Paper(s)
Assessment methods:
Final paper, Attendance, Participation, Written exam, Oral exam, Take home exam

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Research Project

Full course description

Research is “creative work undertaken on a systematic basis in order to increase the stock of
knowledge […]”. This goal can be achieved in a wide variety of ways. We can count “things”, add
them up, calculate statistics about them, and get a reliable overview of “things”. We can also
describe those “things” in great detail and question why they are the “things” that they are, and
what that means in the context of those “things”. Which approach is better? The answer is that this
depends on what you want to learn about those ‘’things”. In other words, if we want to “increase the
stock of knowledge”, it partly depends on which knowledge you are interested in increasing (your
“puzzle’’ and specific questions), and partly also on what you consider “knowledge” to be in the first
place. In Research Methods I, we will address these issues in great detail, and we will go into how a
research project can be set up in alignment with the answers to these questions.

Research Methods I (SKI1004), Research Methods II (SKI1005), and the Research Project
(PRO1012) form one coherent semester-long block of courses in which you will start from scratch
and end with your own finished research project. Along the way, we will discuss a wide variety of
research approaches frequently used in the humanities, social sciences, and the sciences. Another
goal of this sequence of courses is for UCM as an academic community to further develop its
multi/interdisciplinary character, and for students to be able to reflect and comment on each other’s
work, no matter how diverse that may become in the course of the next three years.

The Research Project is the conclusion of your research methods training, and an opportunity to put
everything you learned in to practice. We will build on the foundation laid out in Research Methods I
and Research Methods II. You ended Research Methods II with a final research proposal, which
forms the starting point for the Research Project. Assuming that this final proposal was indeed fully
ready for execution, you can start gathering data and/or analyzing your data from day one of the
Research Project. You will finish with an extended paper that presents your findings.

For additional support during your Research Project, consider getting in touch with the UCM
Methods Lab through www.MethodsLab.nl or [email protected].

Course objectives

After doing the Research Project, you will know about:

Conducting a well-designed research project from start to finish.

Academic writing in the context of empirical research.
Presenting empirical research outcomes.

Prerequisites

SKI1004 Research Methods I and SKI1005 Research Methods II.

Recommended reading

Book chapters & journal articles announced in the course manual

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Readings relevant to your research project.

PRO1012
Period 3
8 Jan 2024
2 Feb 2024
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Coordinators:

J.G.T.M. Moes
E.F.L. Maegherman

Science Research Project: Biomedical Engineering

Full course description

In the Biomedical Engineering Research Project students will form a small research team and join an
ongoing research project in the Institute for Technology-Inspired Regenerative Medicine (MERLN).
The project will be driven by a research question to provide a solution to a domain-specific problem,
which requires the methods at the interface of biology and engineering. Your tasks will include all
aspects of empirical research from the formulation of the research question, choosing and
implementation of the right methodology, performing experiments, interpreting and analyzing
results along with the scientific reporting of those results.

We encourage you to look at the institutes website to get an idea of ongoing research:
https://www.maastrichtuniversity.nl/research/institute-technology-inspired-regenerative-medicine.

Course objectives

To provide students the opportunity to learn and apply knowledge in the field of biomedical
engineering in the context of a team-based research project.
To provide students first-hand experience of full-time academic research, by fully involving the
team in an ongoing research project along with biomedical researchers.

Prerequisites

Courses that are appropriate for the project that you choose, which will be specified in the project
description. Generally, it is assumed that students have taken one or more courses related to
biomedical sciences (such as SCI2035 Biochemistry, SCI2037 Cell Biology, SKI2077 Lab Skills Cell
Biology, SKI2086 Lab Skills: Biochemistry).

The topic description will be made available on the intranet (UCM Students) at the time of the
course registration period. If you would like to join this project you need to apply for it by filling in
the application form on the intranet (UCM Students). Part of this form asks you to elaborate on your

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motivation to follow the project. This should cover an explanation as to how participating in the
project adds to your curriculum, why you think you are well prepared to follow the project and an
overview of the relevant courses that you took. The application needs to be submitted in advance of
the course registration deadline.

Depending on the topic being offered the number of available spots might be limited. Therefore, the
course coordinator reserves the right to only select the students that are deemed most suitable. It
will be communicated in a timely manner, but no later than 6 weeks before the start of the project,
whether the application for the project was successful. If access to the project is denied, then you
will be allocated to a backup project. Please indicate the backup project on your course registration
form.

Note: This is a time-consuming, full-time project with a high workload. In principle, students should
take into account that they need to be available during entire weekdays throughout the project.

Recommended reading

There is no general literature or course book that students need to buy or possess. Students
will choose, read, and use literature that is specifically related to their topic.

PRO3014
Period 3
8 Jan 2024
2 Feb 2024
Print course description
ECTS credits:
5.0
Coordinator:

Z. Tahmasebi Birgani

Teaching methods:
Skills

Research Studio, where Art and Academia meet

Full course description

The two modules of Research Studio invite to explore conducting research in an interdisciplinary
team consisting of artists and academics. Bridging the domains of art and academia, Research
Studio challenges students to get out of their ‘comfort zone’ and transfer their academic knowledge
and skills to a new working environment. This interdisciplinary view on research is underpinned by
the idea that art and academia are not separate domains, but ‘particular kinds of experimental
practices in a more general experimental culture’ (Gere, 2010). Taken together, the skills training
and project trigger creativity, require adaptability and endorse critical reflection on established
research practices, methods and ways of knowing. They challenge to critically consider the
questions how do we know what we know? And what for?

The project continues from the research plan created during the skills training. Each team will work
with our resident artist researcher(s) on their chosen questions by artistic and academic means and
will work towards presenting their findings and their research journey in an ‘Open Studio’ at the end

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of the period.

Course objectives

The learning objectives addressed in the project part of Research Studio add to the ones from the
skills training as follows. After having familiarized themselves with artistic research methodologies
and ways to discuss and engage in an art practice, Students will (continue to) learn:

To communicate about their research process to a specific audience, which they define as
fitting to their research process. This includes finding an appropriate ‘form’ to communicate
about their research that follows from the approach developed during the research process
and reflects on the methodologies involved.
Collaboration in a diverse and interdisciplinary team, including teamwork, communication
skills and adaptability.
Transferring their knowledge and skills to a practical issue of societal concern.

Prerequisites

Students who register for PRO3015 Research Studio, where art and academia meet also have to
register for SKI3003 Research Studio, introduction to applying an art practice as research method in
the same semester. It is not possible to take either module separately due to the integrated set-up of
the skills training and the project.

PRO3015
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Coordinator:

I.T.H. Römgens

Social Sciences/Humanities Research Project

Full course description

In the Social Sciences/Humanities Research Project students will form a small research group and
join an ongoing UCM research project. They are supervised by a UCM researcher, who provides a
specific topic that relates to her/his own research. Students work on the topic in a team with the
goal to produce an output that is of relevance to the supervisor’s research. This requires the
application and further development of knowledge relevant to the project in question and of
research, writing and analytical skills. The exact setup of the project varies according to the specific
research topic that is offered.

Further information about the research topics and the specific setup of each project will be made
available on the intranet (UCM Students) just before the course registration period.

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Course objectives

To give students a first-hand account of full-time academic research by involving them in an

ongoing UCM research project.
To let students work together in a team and apply their knowledge and skills in the context of
a research project. This includes the strengthening of research, writing and analytical skills.
To further develop skills concerning organization of work and collaboration in a team.

Prerequisites

Courses that are appropriate for the topic that you choose. This will be specified in the topic
description. Generally, the project requires some experience in academia. It is therefore
recommended for students in their fourth semester or later.

The topic descriptions will be made available on the intranet (UCM Students) just before the course
registration period. If you would like to join a topic offered in this project you need to apply for it by
filling in the application form on the intranet (UCM Students). Part of this form asks you to elaborate
on your motivation to follow the particular topic that interests you and how it adds to your
curriculum. Additionally, you should elaborate on relevant skills, competences and an overview of
the relevant courses that you took. Your application needs to be submitted in accordance with
course registration deadlines.

The topics being offered are likely to have a limited number of available spots. The course
coordinator in conjunction with the staff members offering topics, reserve the right to select
students. Please indicate a backup project on your course registration form in case you are not
selected for participation in the project.

Note: This is a time-consuming, full-time project with a high workload. In principle, students should
take into account that they need to be available during entire weekdays throughout the project.

Recommended reading

Students will choose, read, and use literature that is specifically related to their topic.

PRO3016
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Coordinator:

R.N. Haar

Public Policy Evaluation & Analysis Project

Full course description

You will deliver a group policy evaluation report and a blog post on a pertinent policy topic. This

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year’s topic is the Government of Netherlands’ intent to limit the number of English-language
courses at Dutch universities, “Steps to improve the management of incoming international
students.” You are expected to frame the problem driving the policy and reconstruct it using a
realist evaluation approach to understand and clarify how it intends to achieve its objectives. You
would further propose policy options that could achieve a similar goal and develop evaluation
criteria using Multi-Criteria Decision Analysis (MCDA) to evaluate (the original policy and two
proposed alternatives) and propose a preferred option systematically. The report would consist of a
maximum of 3000 words (10%+ rule!) in 1.5 line spacing (excluding references and annexes). The
communicative output (blog post) must be a maximum of 1000. This output will be targeted at the
university’s website, which will host the best group outputs.

In the project, students will systematically evaluate a real-life public policy. In doing so, they will
work in small teams (probably 3 teams of 4 students per tutorial group). In the first week of the
project, students will jointly design a research work plan and make agreements on how they will
work together as a team. Supporting workshops will be organized on the analytical approaches to be
adopted for the project. This will include the realist evaluation approach, multi-criteria decision
analysis and how to write a blog. The second and third weeks are dedicated to the actual research
on the policy and its evaluation. Students also start working on their written reports and blogs
during this time. Teamwork is critical in this stage to share and assign tasks. The report and the blog
post will be finalized in the fourth week.

Course objectives

To introduce students to policy evaluation approaches, including the realist evaluation

approach and multi-criteria decision analysis.

To provide students with an advanced and in-depth experience in systematically conducting a

public policy evaluation by analyzing, proposing, deciding and evaluating a complex local,
regional, national or global public policy (problem) with a multi-disciplinary team;

To integrate and deepen student’s knowledge of different relevant disciplines and courses into
one field of application: public policy evaluation and analysis.

To integrate and enhance students’ experience in academic reporting and communication

Prerequisites

SSC3011 Public Policy Evaluation; and at least one of the following: SKI3002 Argumentation II;
SKI2084 Writing in an Academic Context; and two additional 2000 or 3000 level courses in the social
sciences field:(Social) psychology, political science, economics or/and sociology. SSC2053 Public
Health Policymaking is highly recommended.

Recommended:

As current complex policy problems require a multi-disciplinary approach and as such a multi-
disciplinary team, experience and knowledge of the following courses can be relevant and
interesting as well: SSC2053 Public Health Policymaking; Ethnography and Qualitative Interviewing
(SKI2085, SKI3052, and PRO3009); SKI2048 Introduction to Discourse Analysis; SSC2061 Statistics

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I; SSC3018 Statistics II; UGR3001 MaRBLE; UGR3003 Applied Research & Internship Project:
SSC3033 Economic Psychology; SSC3009 Public Economics; SCI2010 Introduction to Game theory;
SCI 3051 Data Analysis and there might be others you deem relevant.

PRO3005
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Coordinators:

W. Giernalczyk
V. Osei Kwadwo

Evidence Synthesis 3: Systematic Review Research Project

Full course description

The Semester: Evidence Synthesis

There are a lot of scientific publications. It is estimated that 1.8 million articles are published each
year. Even in any chosen specific field tens of thousands of articles are published each year. For
example, during the COVID-19 outbreak 23,500 articles were published on the topic in just the first
wave. Any researcher or research-based professional is expected to synthesize the results of
scientific studies for evidence-based decision making, regulatory approval or to identify the gaps in
literature that need further research. Research synthesis and systematic reviewing are rapidly
evolving academic fields using dedicated study designs, software, and statistical tools with
applications in all research domains. In this semester, containing two skill trainings (in periods 4 and
5) and a project (in period 6), we will discuss the full scope of principles, concepts and methods of
systematic literature reviewing, including meta-analysis (statistical pooling of outcomes of included
component studies). You will also gain hands-on coding experience with the statistical programme R.
Having some experience with statistics or coding will thus help but is not a prerequisite. The
semester will teach you how to read and write academic papers. It is, as such, a good preparation for
your capstone project and possibly later in your educational and academic career.

The Project: Systematic Review

PRO3017 is a seamless continuation of SKI3011 where you finalise your meta-analysis and present it
in a seminar and as a full academic paper. During the last 4 weeks of PRO3017 you will have
dedicated time as there are no competing teaching modules running at the same time anymore.

Course objectives

After taking Evidence Synthesis 3, you can:

Perform a systematic review with or without the statistical pooling of data

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Prerequisites

SKI3010 Evidence Synthesis 1, SKI3011 Evidence Synthesis 2, SKI1004 Research Methods 1

Recommended

Skills trainings SKI1005 Research Methods 2, SKI2007 Presentation skills and having an idea about
the type of research you are most interested in.

Recommended reading

Self-selected

PRO3017
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Coordinator:

M.P.A. Zeegers

Project Design Thinking

Full course description

Design thinking is often seen as a key literacy and a form of problem- based-learning as it requires
active participation in meaning-making and knowledge-creation. In this project students will engage
with ‘wicked’ societal problems by using Design thinking to find a solution to an issue associated
with one of the 17 UN Sustainable Development Goals. This approach is particularly apt for such
difficult or intractable problems, having been developed to challenge existing assumptions, redefine
problems, and ultimately develop meaningful products and services. As such, Design thinking is a
process for creative problem solving that is used across industries, governments, not-for-profits, the
cultural sector and in research. There are many instances of this approach, take for example, the
development of a lamp that uses solar energy developed for those who don’t have (reliable) access to
electricity, or a location-based game to engage visitors of cultural heritage sites. The starting point
for Design Thinking is that analysing and discussing problems is not always the best way to solve
them. This is especially true when we are facing new or particularly complex issues. In such cases,
taking a design approach can be a better method to help to design solutions through an iterative
design cycle (see Figure 2). This cycle includes identifying and understanding (empathising) with the
people that you are trying to design a solution for, only then do you define the problem, followed by
iterating through ideas and possible solutions, before developing a prototype, testing it, and coming
up with a final solution. In this course students will take a Design Thinking approach from
Empathising through Prototyping. Students will learn about theories and principles behind design
thinking by actually doing design thinking through a project (of the student’s choice) of social
relevance.

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Course objectives

Students will critically reflect and conduct research on one of the UN’s Sustainable
Development Goals;
Students develop a prototype for a product or service aimed at helping to realise this goal;
Students apply design thinking skills in the implementation of the project utilising design
thinking and
Students critically reflect on the process and the product.

Prerequisites

None.

Recommended reading

There is no general literature or course book that students need to buy or possess. Students
will choose, read, and use literature that is specifically related to the topic of their project.
They will also be assigned readings from articles, web-based sources, and #dariahTeach, an
online open source teaching platform for the digital arts and humanities to further understand
working within a Design Thinking mindset.

PRO2013
Period 3
8 Jan 2024
2 Feb 2024
Print course description
ECTS credits:
5.0
Coordinator:

S. Schreibman

Internationally Taught Project

Full course description

The proposed course has as its overarching goal to offer students an educational experience that
resembles as much as possible a foreign immersion without actually traveling abroad. It will enable
UCM to offer courses about countries or regions not covered by the expertise of UCM/UM staff
members. Courses can be offered on themes, topics and concerns that are of special interest to
various regions and in which partnering universities have expert knowledge. This Project will enable
students to combine knowledge gained in previous courses about internationally relevant historical
developments, socio-cultural patterns, economic trends, political systems, etc., with analytical and
communicative competencies gained in previous skills modules, around a theme proposed and
introduced by the foreign-based co-coordinator of the course. The Project is designed as a shell
(comparable to Think Tank), thus allowing for easy adaption to different international contexts.

Regarding the project on offer in January 2023: It will be on the topic of contemporary Japanese
politics,

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the co- coordinator is Dr. Anoma van der Veere, Osaka University.

Participating students will be invited to examine whether it is possible to obtain a rich and reliable

understanding the contemporary state of Japanese politics through the lens of popular culture. The
traditional approach to exploring and communicating information about a nation’s political system is
through historical, legal and policy documents. But popular culture -- including animation (anime),
comic books (manga), movies, television dramas, and music -- is itself inherently political. This can
range from representing the extended family as the ‘ideal Japanese home’, to conspicuously
straightforward anti-foreign sentiments (most frequently, foreign security threats). Student will be
expected to examine a variety of different media and deconstruct imbedded narratives in an attempt
to ‘read’ the political messages imbued in popular culture products and next compare and contrast
these with traditional modes of examining Japanese politics.

Note: For an authentic experience, the tutor is based at Osaka University. This implies that he will
attend sessions online. Students are nonetheless expected to be present in Maastricht during the
project, since in person collaboration amongst students may be required.

Course objectives

This project will enable students to:

Expand their knowledge base about a foreign country or region by effectively combining
information available from public sources with insights gained from experts residing in that
country or region;
Translate knowledge gained about a particular aspect of a foreign country’s identity into a
practically relevant application (such as a policy, educational intervention, exhibition, etc.);
Effectively cooperate with other members of an interdisciplinary team in a scholarly project;
Reflect constructively on their experience of studying another country and appreciating its
culture.

Prerequisites

This project is available for second and third year students. As it there will only be a limited number
of places available, you need to apply for enrollment in this project it by filling in the application
form on the intranet (UCM Students). Part of this form asks you to elaborate on your motivation to
follow the project. This should cover an explanation as to how participating in the project adds to
your curriculum, why you think you are well prepared to follow the project and an overview of the
relevant courses that you took. The application needs to be submitted in advance of the course
registration deadline. The course coordinator reserves the right to only select the students that are
deemed most suitable. It will be communicated in a timely manner, but no later than 6 weeks before
the start of the project, whether the application for the project was successful. If access to the
project is denied, then you will be allocated to a backup project. Please indicate the backup project
on your course registration form.

Recommended reading

This is dependent on the preference of the co-coordinator. There will be tutorials and lectures
provided.

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PRO3018
Period 3
8 Jan 2024
2 Feb 2024
Print course description
ECTS credits:
5.0
Coordinator:

M. Stout

Applied Ethics: Ethical Decision-Making in Public Life,

Research Programs, and Professional Practices

Full course description

Even for people who are eager to do the right thing, to be just towards others, and to advance the
common good, it is not always easy to know what this requires and how to do that. Questions that
have troubled humankind since ancient times, such as whether lying is ever justified or whom to
save if you cannot save everybody in need, have now been complemented by even more daunting
ethical problems generated by the dramatic growth in science and technology. Whether, following
in-vitro- fertilization, one may selectively abort the male embryo, leaving only the female, because
the woman only wants a daughter, is not a question anybody living prior to the late 20th century
ever had to face. Nor who is responsible for an accident caused by a self-driving car or whether
research on prisoners is ever justifiable. Upon completion of this project students will be better
equipped to effectively contribute to debates about such challenges, their analysis and resolution. To
that avail, the course will be structured around a limited set of specific ethically challenging topics
that the course coordinator will propose. These may change with each course offering. They may
involve topics in bioethics, business ethics, care ethics, media ethics, professional ethics, research
ethics, the ethics of new technologies, etc.

Course objectives

• Distinguish between statements of mere opinion, fallacies, and sound ethical arguments •
Recognize when an ethically relevant claim is in need of (additional) argumentative support and
determine the type of support needed. • Develop arguments both in favor and against an ethically
relevant claim • Describe key characteristics of various commonly used methods of ethical analysis,
as contributed by different disciplines, and apply at least one of these in a correct and persuasive
manner to reach a decision to an ethically challenging issue. • Communicate the decision and its
argumentative support in a clear and insightful manner to an interdisciplinary audience.
PRO3019
Print course description
ECTS credits:
5.0
Coordinator:

J.V.M. Welie

University College Maastricht

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Tackling Violence

Full course description

Today, violence appears rampant across all levels and sectors of society. Media reports paint a grim
picture of the world we live in – ranging from violence erupting in Ukraine, to an increase of
domestic violence on females since the pandemic started, to brutality and racism within law
enforcement, and school shootings as a few examples. Violence seems to be a key aspect of human
nature, and has historically been an area of interest, from the violence in Roman arenas to modern
videogames and true crime fascination. Violence happens everywhere – at work, in schools, in health
care facilities, on the streets, and at home. In our constantly evolving society, it has become one of
the biggest societal issues to tackle. No matter which field of study a student focuses on, how to
tackle crime and violence is relevant for everyone. True comprehension of violence lies at the
intersection of various disciplines. Facilitating such understanding will enable students to translate
the complex nature of violence into practical prevention strategies and encourage curiosity beyond
disciplinary boundaries. Students will interact with societal partners (e.g., institutions and working
groups dedicated to combating violence) to identify possible preventions. In this project, students
will transform their newly acquired knowledge and skills into practical implementation by applying
directly to society’s needs based on requests of the stakeholders. Examples could be projects that
target changing beliefs and increasing awareness, which has been shown to be successful in
preventing violence at an early stage (Steketee et al., 2016).

Course objectives

The aim of the project is to provide students with an in-depth understanding of how to tackle
violence in today’s world. By the end of the course, students should be able • to effectively cooperate
in transdisciplinary teams and have gained the competence to effectively communicate within such a
team; • to cooperate with societal stakeholders and identify solutions together; • to create early-
violence prevention strategies and apply them to societal challenges through community
engagement.
PRO3020
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Coordinator:

J.M. Schell - Leugers

University College Maastricht

Computational Neuroscience Project: "Neurobotics"

Full course description

This is an interdisciplinary project where students work in groups to design and build a small robotic
vehicle that can perform (simple) cognitive and motor tasks. The project is driven by to provide a
solution to a domain-specific problem, which requires the application of Computational

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Neuroscience methods.

Course objectives

To provide students the opportunity to learn and apply knowledge about computational neuroscience
in the context of a team-based design project.

Prerequisites

Generally, to successfully complete this project it is highly recommended (but not mandatory) that
students have taken one or more courses related to computer science and/ or neuroscience (such as
SCI2011 Introduction to Programming, SCI2036 Artificial Intelligence, SCI2039 Computer Science,
SCI2034 Functional Neuroanatomy, and SCI3046 Cognitive Neuroscience). If you would like to join
this project, you need to apply for it by filling in the application form on the intranet (UCM
Students). Part of this form asks you to elaborate on your motivation to follow the project. This
should cover an explanation as to how participating in the project adds to your curriculum, why you
think you are well prepared to follow the project and an overview of the relevant courses that you
took. The application needs to be submitted in advance of the course registration deadline. The
course coordinator reserves the right to select amongst the student who sign-up for the project. If
you cannot join, then you are informed on time to join your backup project. Please indicate the
backup project on your course registration form. Note: This is a time-consuming, full-time project
with a high workload. In principle, students should take into account that they need to be available
during entire weekdays throughout the project.
PRO3021
Period 3
8 Jan 2024
2 Feb 2024
Period 6
10 Jun 2024
5 Jul 2024
Print course description
ECTS credits:
5.0
Coordinator:

M.A.J.F. Heins

UCM Undergraduate Research / MarBLe

MaRBLe Undergraduate Research

Full course description

MaRBLe is an acronym for Maastricht Research Based Learning, and is Maastricht University’s
excellence programme that brings multidisciplinary scientific research to the bachelor phase. It is a
semester long research program carrying 10 ECTS. It is no longer possible to do multiple MaRBLe
projects unless you receive special permission by the Board of Examiners.

MaRBLe encompasses the two Skills and one Project offered during a semester. In most MaRBLe

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projects, the first course period will be mainly dedicated to an introduction into the specific field and
related methodologies, and a research plan or proposal will be written. During the second and third
periods, the students will engage in their own independent research, while staying in close contact
with the other members of their group as well as their supervisor to discuss progress and
challenges. At the end of each semester, UCM will organize a symposium during which all
participating students will present their research to their fellow researchers and the larger UCM
community.

Description of the project

MaRBLe is a form of RBL, Research-Based Learning. In RBL, learning is based on research that
students do themselves, rather than being dependent on research done before and by others. Small
groups or individual students will conduct research under the guidance of a senior researcher.
MaRBLe offers a unique opportunity to develop one’s own research topic within the context of a pre-
defined research program. In this way, student researchers will make an actual contribution to
ongoing research, and will experience first-hand what is involved in doing research. During the
project, specific skills will be addressed at the appropriate time: e.g. problem analysis, writing a
proposal, data selection and analysis reporting and presenting

Course objectives

To enhance the learning experience of students by integrating research into their

undergraduate curriculum.

To prepare students for graduate research by introducing them to and educating them in the
relevant skills and knowledge.

To emphasize the ability to identify and formulate academic problems.

To select and apply relevant research methodologies accordingly.

To reinforce the awareness of how academic work relates to society: how it may respond to
trends and issues in society, and how it may initiate new ideas.

Prerequisites

More than anything else, the MaRBLe undergraduate research program is aimed at students with a
great appetite for learning and research. Students should ideally have a progress rate of ≥0.9, and a
grade average of ≥7.5. In addition, specific courses may be required for particular projects (these
prerequisites will be mentioned in the announcement of offered projects). At least as important as
these ‘technical’ requirements, we expect students who apply for MaRBLe to be motivated, and to
have a clear idea on how the project they apply for fits into their individual UCM curriculum.
Students will apply by writing a letter of motivation, and if eligible, can be invited for an interview.

UGR3001
Semester 1

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University College Maastricht
4 Sep 2023
2 Feb 2024
Semester 2
5 Feb 2024
5 Jul 2024
Print course description
ECTS credits:
10.0
Coordinators:

J.G.T.M. Moes
J.M. Schell - Leugers
V.A.H. Nieuwkamp

Undergraduate Research - The Documentary: Doing Visual

Ethographic Research

Full course description

Many of us regularly turn to documentaries as entertaining and engaging ways of learning about
new topics from different perspectives. Visual communication – including non-fiction film – is
increasingly saturating all aspects of our lives, and images and sound now constitute a large part of
the information and entertainment we seek out and consume in daily life. In academia, too, visual
methods are increasingly part of the toolkit used to do research and share research with both
specialist and general audiences. Audiovisual media, like documentaries, can broaden the topics we
can research, add new dimensions to the knowledge we create, and make scientific findings
accessible to diverse audiences. As such, filmmaking can be a way of conducting serious academic
research – asking questions, gathering data, and presenting arguments – in novel and creative ways.

This project will extend your existing academic skills into a new arena by introducing you to an
alternative medium for doing and presenting academic research, namely through filmmaking based
on the visual ethnographic tradition. You will learn basic filmmaking skills and visual research
methods and use them to design and carry out your own research project in groups. The result will
be a short research film, through which you will answer an academic research question and present
new information in accessible, informative and appealing ways. By the end of the project, you will
have acquired the tools necessary to design, record, and edit your own research film which deals
with an academic question in a field of your interest.

The Documentary is a semester long group research project carrying 10 ECTS. The level of the
project is equivalent to that of a 3000 level course, as we expect students to acquire entirely new
skills while building upon their existing academic knowledge and research skills. It encompasses the
two skills trainings and the project offered during the Spring Semester. During the first period,
students will be acquainted with the theoretical and methodological underpinnings of research
filmmaking. Simultaneously, the groups will start to develop their research. In the second period,
students will do their research by conducting visual ethnographic fieldwork. In the final period,
students will edit their documentaries.

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Course objectives

By the end of this project, students will:

Develop an understanding of the basic theoretical and methodological aspects of filmmaking

as a research method (visual ethnography);
acquire and apply basic research-filmmaking skills, i.e., planning, filming and editing; and
produce a research film that investigates and answers a relevant academic question.

Prerequisites

First year students are not eligible for this project. There are no prerequisites for this project,
however, the Ethnography track and a topic-related course in Film Studies such as HUM3036
Narrative Media are strongly recommended. Essential requirements are enthusiasm and the
motivation to work hard on a team project and develop new skills.

Places on this project are limited, and students must apply individually by writing a motivation
letter, which should [i] explain how taking this project fits clearly into the student’s academic plan;
[ii] include an intended research topic and explanation of why it constitutes a good subject for visual
ethnographic research; and [iii] provide a brief description of any relevant knowledge or skills, such
as digital film production or (visual) ethnographic research. Applications are due by the standard
course registration deadline in the Fall Semester. Admission will be based on the motivation letter,
in conjunction with students’ progress rate and GPA.

UGR3002
Semester 2
5 Feb 2024
5 Jul 2024
Print course description
ECTS credits:
10.0
Coordinators:

Laura Ogden
L.J. Ogden

Applied Research & Internship Project

Full course description

In this project students will apply their academic knowledge and skills to a case presented by an
external client (e.g. a company, a NGO or a governmental organization). The student produces an
academically-grounded, but practically useful work-product that satisfies the needs of the client and
UCM’s academic requirements. The nature of the work-product differs depending on the discipline,
client and case. The research in this module is practice-based and catered to the needs of an
external client. At the same time, the work for the client is research-oriented. The core of the project
is the research the student conducts based on the case the client presents. In order for the student
to gain knowledge about the client’s professional
environment, the context of the case and stakeholders involved, the module includes a four-week
period of on-site work at the client’s workplace (the internship). Additionally, the project contains

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two periods of 7 weeks in which the student works on the project one day per week independently.
The precise set-up of the project and the tasks per period depend on the individual assignment the
student gets. At the end of the semester, the
student presents his/her work to both the client and the academic supervisor.

Similar to MaRBle and The Documentary, the Applied Research & Internship project takes a full
semester and encompasses two skills courses and one project. No general literature is assigned.
Students need to select literature and conduct research that applies to their case.

Course objectives

To enhance the learning experience of students by providing an opportunity to apply

academic knowledge and skills acquired at UCM to a real-life case from a client that is active
in the work-field of the student’s interest.
To prepare students for applied problem solving and applied research outside academia.
To provide students with an opportunity to gain insights in a professional context in their field
of interest.
To reinforce the awareness of how academic work relates to society and how academic
knowledge and skills can be used to address practical, societal issues.

Prerequisites

This project asks for highly motivated students, who are willing and able to work hard, and
represent UCM at an external client.

Students who are interested in participating are invited to consult the list of clients on the UCM
Intranet (see:
https://intranet.maastrichtuniversity.nl/en/ucm-students/courses/research-based-learning-courses/ap
plied-research-and-internship-project-ari). The list will be published at the start of course
registration period. Specific prerequisites in terms of courses and skills apply for each case.

If you would like to join the ARI project you need to apply for it by filling in the application form on
the Intranet page (see above link). Part of this form asks you to elaborate on your motivation to
follow the project. This should cover an explanation as to how participating in the project adds to
your curriculum, why you think you are well prepared to follow the project and an overview of the
relevant courses you took. You also need to submit a CV and you might be invited for a personal
interview with the client and the academic supervisor. The application needs to be submitted in
advance of the course registration deadline. If eligible, you can be invited for an interview.

This is a selective project. Therefore, the course coordinators reserve the right to only select the
students that are deemed most suitable. It will be communicated in a timely manner, but no later
than 6 weeks before the start of the project, whether the application for the project was successful.
If access to the project is denied, then you will be allocated to backup modules. Please indicate the
backup modules on your course registration form.

UGR3003
Semester 1
4 Sep 2023
2 Feb 2024
Semester 2
5 Feb 2024

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University College Maastricht
5 Jul 2024
Print course description
ECTS credits:
10.0
Coordinator:

I.T.H. Römgens

Capstone

Capstone

Capstone

Full course description

Capstone is the culmination of a student’s academic work at UCM and is comparable in function to a
bachelor thesis. It is a full semester module for which students receive 10 ECTS. During the first
weeks students will work on writing a proposal in which they formulate their individual goals and
determine a topic and format. In addition, students will choose an advisor. The advisor provides the
student with advice and guidance on the content of the Capstone product.

Students work on Capstone individually. There will be meetings with the tutors, fellow students, and
the coordinator. These meetings support the individual work on Capstone, by way of presenting
one’s own work to other students and giving and receiving feedback. Furthermore, the meetings are
intended to monitor the progress and writing process. Students will meet with their individual
advisor separately from the group meetings. Those meetings are intended for discussing the content
of the Capstone and for receiving individual feedback on the work in progress and the final product.

An outline is handed in at the start of the second period of Capstone. A complete methods section is
handed in before the third period of Capstone. Both the outline and the methods section are
discussed with the advisor. The last period is for completing and revising the Capstone.

Course objectives

To enable students to express their individual academic profile through a scholarly project
during their last semester at the College.
To assist senior students in the transition from undergraduate education to a master’s
program or the labor market.

Prerequisites

To participate in Capstone students should be in their last semester at UCM (usually the 6th except
for transfer students) and have at least 140 ECTS at the start of Capstone.

Note that Capstone encompasses the regular two skills trainings and project of a UCM semester.
Participating in Capstone as part of the regular workload at UCM is doable, but demanding (i.e. next
to the two courses per period). Therefore, having a higher workload due to e.g. additional courses,
skills trainings and/or projects is not recommended.

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Recommended reading

There is no mandatory literature. Students will choose, read and use literature that is related
to their Capstone topic.

CAP3000
Print course description
ECTS credits:
10.0
Instruction language:
English
Coordinators:

P. Vermeer
J.V.M. Welie

Teaching methods:
Assignment(s), Lecture(s), Paper(s), PBL, Presentation(s)
Assessment methods:
Attendance, Final paper, Oral exam, Participation, Take home exam, Written exam
University College Maastricht

Capstone

Full course description

Capstone is the culmination of a student’s academic work at UCM and is comparable in function to a
bachelor thesis. It is a full semester module for which students receive 10 ECTS. During the first
weeks students will work on writing a proposal in which they formulate their individual goals and
determine a topic and format. In addition, students will choose an advisor. The advisor provides the
student with advice and guidance on the content of the Capstone product. Students work on
Capstone individually. There will be meetings with the tutors, fellow students, and the coordinator.
These meetings support the individual work on Capstone, by way of presenting one’s own work to
other students and giving and receiving feedback. Furthermore, the meetings are intended to
monitor the progress and writing process. Students will meet with their individual advisor separately
from the group meetings. Those meetings are intended for discussing the content of the Capstone
and for receiving individual feedback on the work in progress and the final product. An outline is
handed in at the start of the second period of Capstone. A complete methods section is handed in
before the third period of Capstone. Both the outline and the methods section are discussed with the
advisor. The last period is for completing and revising the Capstone

Course objectives

• To enable students to express their individual academic profile through a scholarly project during
their last semester at the College. • To assist senior students in the transition from undergraduate
education to a master’s program or the labor market.
CAP3200
Semester 1
4 Sep 2023
2 Feb 2024
Semester 2
5 Feb 2024

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5 Jul 2024
Print course description
ECTS credits:
20.0
Instruction language:
English
Coordinators:

J.G.T.M. Moes
E.F.L. Maegherman

Teaching methods:
PBL, Assignment(s)
Assessment methods:
Assignment, Presentation

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