Research - education - valorisation - Faculty of Science - Universiteit van Amsterdam
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Faculty of Science
2019 IN REVIEW
research
education
valorisation
Dear reader, Just as we were finishing the production of our annual overview of 2019, the world-wide COVID-19 pandemic took hold. Suddenly we were all working from home, teaching, studying, doing whatever research activities we still could, and finding alternate ways to connect with our colleagues, students and collaborators all over the world. Coincidently, we had already selected ‘Connecting Science’ as the central theme for this magazine. This was also the title of our proposition for the so-called ‘sectorplan’ funding we received in 2019, and it was chosen to signify the interrelationship between different disciplines and that of science to society. I am proud to be the dean of a science faculty where researchers are always eager to explore that undiscovered space between disciplines. For example, read the interview with physicist Daniel Bonn (p.32) who regularly organises meetings for colleagues from the fields of physics, chemistry, computer science and biology to set up new research projects and shared labs. Or look at newly appointed MacGillavry Fellow Annemieke Petrignani (p.27), a chemical physicist studying the origins of life in space, who also has her eye on AI to tackle challenges related to big data and complex experimental studies. And we are not just in it to satisfy our own curiosity; we take our role in society seriously. Plastics expert Gert-Jan Gruter (p.48) works on developing sustainable plastics and has made it his mission to clear up understandings about these plastics and recycling. Ekaterina Shutova (p.40) is an expert in the field of Natural Language Processing, who uses her background in linguistics and mathematics to develop machine learning techniques that can detect sexist and racist comments in social media posts. And one of the highlights of 2019 was the Gravitation grant for the MiCRop consortium, headed up by biologist Harro Bouwmeester (p.47). The consortium, which studies stress in plants, is expected to make important contributions to crop protection and global food supply. But one of the most important ways for us to impact society is through the education we provide. Over the last few years our student population has grown from roughly 5,000 in 2015 to 6,625 in the current academic year. It is heartening to know that we are educating ever more scientific, curious and inquiring minds who will ultimately take up their role in society. We pride ourselves in providing research- based education, but the growth of recent years also meant some growing pains in our teaching organisation. As vice-dean Lex Kaper explains (p.10), we had to make some changes to bring teaching and research closer together. And so in this way, ‘Connecting Science’ takes on yet another dimension. If anyone ever doubted the importance of these connections (not us at the Faculty of Science), these unprecedented times have made it abundantly clear: we need deep fundamental knowledge as well as close collaboration with other disciplines and stakeholders to adequately respond to the many challenges we are faced with today. We need scientists in society, now and in the future. We need science that connects. Prof. Peter van Tienderen Dean of the Faculty of Science 3 UNIVERSITY OF AMSTERDAM
CONTENT
■ Organisation news - 6
■ Education news - 12
■ Students as researchers - 14
■ Awards for students and alumni - 15
■ Veni, Vidi, Vici and EU grants - 28
■ Prizes, honours and awards - 50
■ Obituaries - 51
■ Science & society - 54
■ Science4all - 56
Research and teaching need
to move closer together
Giving everyone
insight into the
curriculum with
10
the Visible
Learning Path
Creator
Vice-Dean
first year as
reflects on his
Lex Kaper
16
Path Creator
Visible Learning
introduce the
Cornelisse
Maijs and Sandra
Ilja Boor, Stephanie
4 FACULTY OF SCIENCE 2019
RESEARCH INSTITUTES
Anton Pannekoek Institute for Astronomy - 30
How can
we improve
■
■ Institute of Physics - 34
■ Korteweg-de Vries Institute for Mathematics - 36
Institute for Logic, Language and Computation - 37
algorithms
■
■ Informatics Institute - 38
■ Van ‘t Hoff Institute for Molecular Sciences - 42
Institute for Biodiversity and Ecosystem Dynamics - 44
to be more
■
■ Swammerdam Institute for Life Sciences - 46
APPOINTMENTS
■ MacGillavry Fellows - 26
■ Professorial appointments - 52
human-like?
FACTS & FIGURES
■ Funding and expenses 7
■ Students at the Faculty of Science 20
■ Gender balance 59
■ Staff and students by nationality 60
40
Daniel Bonn
Interview with physicist
research
about her
Shutova
Ekaterina
32
I’m never at a loss
for a new idea
There are a lot of
misunderstandings with
48
plastics
expert in sustainable
Gert-Jan Gruter:
regard to plastics and
recycling
5 UNIVERSITY OF AMSTERDAM
ORGANISATION
NEW ROOF EXPECTED TO DELIVER EXTRA
24,000 KWH IN SOLAR POWER
After an unprecedented storm took off a roof light in the
central hall of Science Park 904 in 2018, a replacement window
Peter van Tienderen.
Mariska Enneking and
Kaper, Chris Marcelis
From left to right: Lex
wired with photovoltaic cells was installed in 2019. This adds
an extra potential yield of solar power of 24,000 kWh annually,
on top of the 250,000 kWh delivered by the more than
1,000 solar panels on our roofs.
Besides the solar panels, a sedum roof and our own heat-cold
storage system, other efforts to reduce our environmental
footprint include: the recycling of 190 liters of helium (used in
experimental research) through our own recollection system,
the replacement of hundreds of light fixtures with LEDs and
the placement of extra waste separation bins. Furthermore,
printing was down 19% from the year before. In October,
during the Week of Sustainability, we gave away 400 reusable
water bottles to discourage students and staff from buying
PET bottles with water. The three public water taps throughout
the building, were used 62.000 times in 2019.
AND WE HAVE A NAME: LAB42!
In 2018 the UvA announced the development of a new building for research, teaching
and co-creation in information sciences at Amsterdam Science Park. In 2019 a name
was chosen for the building, designed by architecture firm Benthem Crouwel: LAB42.
With LAB referring to its function as a breeding ground or laboratory in the field of
information sciences, while the number 42 is well known by information scientists as the
answer to the ultimate question about life, the universe and everything from the book
The Hitchhiker’s Guide to the Galaxy. Furthermore, in 2019 an interior design firm was
chosen: Studio Groen + Schild. Preparations to commence the build will start in 2020 and
the building is expected to be ready for use in 2022, which will become the new home
base for the Informatics Institute and the Institute for Logic, Language and Computation
and our taught programmes in the information sciences, in addition to several public-
private partnership labs.
6 FACULTY OF SCIENCE 2019
7000 4000
6000
5000 3000
4000
2000
Funding
3000
NEW DIRECTOR
onal OF OPERATIONAL 2000
& expenses
MANAGEMENT:
CHRIS MARCELIS 1000 1000
In May 2019 director of Operational
0
Management Rudi Rust announced
his departure after 10 years at the
Faculty of Science. He was succeeded 6000 0
by Chris Marcelis per 1 January 2020.
As member of the Faculty's total students
finance income expences
supportmanagement team, he is responsible
150% groter en daarna 90% smaller >>>
for the finance, ict, technology, real 5000
estate development, and business FUNDING
8000
development/valorisation portfolios.
Previously, Marcelis was managing
7000 at
director at the Geosciences Faculty
4000
Direct government funding 73%
Utrecht University and held positions Government funding via a research organisation 13%
6000
at STW/NWO and Paques Biosystems.
5000
He obtained a PhD in biological
desulphurization processes at WUR
3000
Contract research funding 13%
and an MBA (MSc) at Twente4000 School
of Management.
3000 6000 2000
total students
The Faculty of Science Management
2000
team now consists of: dean Peter
van Tienderen, vice-dean Lex1000
Kaper,
150% groter en daarna 90% smaller >>>
director Operational Management
1000€168.6 million
5000 total
0
Chris Marcelis and director of
8000 nationality students
4000
Personnel and Administration
Mariska Enneking.
7000 0
6000
5000
finance income expences
3000 EXPENSES
4000
3000 2000 Personnel 61%
2000 Overhead 23%
1000 1000 Facilities 15%
0
0
finance income expences
nationality students Research 67%
Education 30%
Support 3%
total €161.7 million
nationality students
7 UNIVERSITY OF AMSTERDAM
Education AT THE FACULTY OF SCIENCE
At our Amsterdam Science Park campus, we
educate nearly 7000 students in our research-
based Bachelor’s and Master’s programmes.
Students at the Faculty of Science are driven by
different motivations; some want to go deep
into one subject, others want to know how it all
connects. Some are bitten by the research bug
and will want to keep going, others are more
eager to take what they have learned into
another direction.
With our portfolio of specialised programmes
and programmes that cross the boundaries of
discipline, we offer a home to all of them. With
an unwavering curiosity and eagerness to learn
in common, they are part of a community of
dedicated and intelligent peers and lecturers.
Lecturers who are themselves always eager to
learn more, whether it is to develop their own
didactic skills or to innovate their teaching in
order to help students take charge of their own
learning process.
All with one clear aim: to inspire the next
generation of scientists and set them on their
own road to discovery.
8 FACULTY OF SCIENCE 2019
EDUCATION 9 UNIVERSITY OF AMSTERDAM
EDUCATION
RESEARCH
Since April 2019 Lex Kaper has not only
been Professor of Astrophysics, but also
vice-dean of the Faculty of Science. In his
new role, he was tasked with lifting the
teaching organisation up to the next
level. How does he look back on this first
period?
Research and teaching
need to move closer
together
L
ex Kaper now has two others instead of taking responsibility into three clusters, as was already
offices at Science Park 904. themselves.’ the case with the Master’s
One on the fourth floor at Appoint a vice-dean, was one of programmes. ‘Now we have Sciences
the Anton Pannekoek Institute for the recommendations in the report. (the exact sciences), Information
Astronomy, the other one in the Someone who can bring people Sciences, and Life and Earth
Faculty Office on the second floor. together and can ensure a change Sciences. Each cluster has been
At the moment he spends most of of culture in which teaching is assigned a director of education
his time in the second one, where he better valued. who leads the programme directors
has pinned up a poster of the Carina within the clusters.’
Nebula on the wall, a nebula in the Lex Kaper, professor of Astrophysics,
Keel constellation. ‘My astronomy applied for the job and started work Raising teaching to the
colleagues do miss me, to be on 1 April. ‘I started out by talking next level
honest,’ he says. to lots of people,’ he recounts, Besides this organisational change
looking back on that first period. a reward and promotion policy has
Report ‘In these discussions it became clear been developed. ‘At universities
Over the past year the Faculty of that teaching was viewed as a chore, you are mostly assessed on the basis
Science has been making as a reduction of research time. But of research performance and not in
preparations for a restructuring of the university is an institution for terms of teaching performance,’
the teaching organisation. This research and teaching.’ And so he explains Kaper, ‘The number of
started with a report by psychologist started various processes to make publications is the only way you
Klaas Visser and organisation teaching a greater focus of attention can build up an international profile
psychologist Henriette van den within the organisation. for job applications.’ From now on
Heuvel which was published in the Faculty of Science is taking a
2018. They had spoken with 50 Research-based teaching different approach. Researchers are
employees of the Faculty about the ‘We want research-based teaching,’ no longer assessed only on the
organisation culture. They identified says Kaper. ‘Research and teaching number of publications, but also
a gap between the management and need to be brought closer together, on the teaching they provide.
the staff, found out that teaching so that our education corresponds ‘If for instance you can show that
had a negative image as compared with new developments in research.’ you were director of education for
to research and discovered ‘that This is why the Bachelor’s a certain period, then that counts as
people tended to refer issues to programmes are now subdivided a step towards a professorship,’ says
10 FACULTY OF SCIENCE 2019Kaper. Moreover there is now means that later they can, for whole thing together. Hoping that
a compensation scheme for instance, teach at other education things would improve on the basis
researchers who take on institutions, such as the higher of better communication and a little
management roles. ‘Financial professional education sector. more grease on the wheels of the
compensation is provided to the Kaper adds: ‘Or alternatively they organisation. Now we’ll see how
department when someone carries do indeed get the opportunity to things turn out.’
out specific teaching-related tasks. do some research.’
Just as in my case. I now spend half MOSAIC
of my time as vice-dean, which Don’t beat about the bush Does he still manage to do any
is why my research group is getting Kaper enjoyed the first year. ‘It’s research of his own? ‘I have to
money to appoint a postdoctoral nice to see the organisation from make quite an effort to make it
researcher to help supervise PhD a different perspective. It’s not happen. The difficult thing is that
students.’ something you would usually see as I no longer manage my own
Kaper is also investigating how the a professor.’ During the discussions schedule. So I can’t do without the
teaching task package can be better he conducted with colleagues he evenings and weekends,’ he says.
distributed. ‘We think that teaching noticed that being direct was the ‘But I’m still supervising PhD
will take up less time when more most fruitful approach. ‘I’ve learned students who are researching the
support is available from people to say what I think, not to beat formation of stars, star explosions
who handle logistical tasks.’ about the bush too much. And I’ve and gamma bursts. And together
And a Lecturer Development also tried to get people as involved with French researchers I’m
Programme has now been as much as possible in the process.’ working on the design of an
developed for staff members who instrument for the Extremely Large
spend most of their time teaching. Nonetheless, he sometimes found Telescope. This is MOSAIC, the
‘These are good lecturers and they it challenging. Especially when it multi-object spectrograph that
make an important contribution to came to getting support for will be installed on the platform
the teaching, but they’re not implementing the report alongside the ELT by the end of
automatically affiliated to a research recommendations. ‘Before I took the decade. This will enable us to
group. This means they get up my new post, the idea of simultaneously measure the
disconnected from research.’ splitting up the College of Science spectrum of up to 200 stars in
So in this programme they can get hadn’t been received well. So I had other galaxies.’ ■
training for a subsequent job, which to connect to people and hold the
11 UNIVERSITY OF AMSTERDAMEDUCATION
Education news
FACULTY'S TEACHING AND LEARNING CENTRE
On 24 June 2019 the AN IMPULSE TO the visibility of the available coaching or training, or for
Faculty of Science held its EDUCATION QUALITY resources and promotes cross- project support when they are
first-ever Education Day, 'A real benefit of having a polination between initiatives. developing their own teaching
coinciding with the launch Teaching and Learning Centre 'Take, for example, the Visible innovation.'
of the Faculty of Science at the Faculty of Science is that Learning Path Creator,' Witteveen
Teaching & Learning we can coordinate both the continues, 'This is an example of EDUCATION DAY:
Centre. With the slogan existing and to-be-developed how teaching innovation and TEACHING INNOVATION,
'By lecturers, for lecturers' activities aimed at teaching professional development can go PROFESSIONAL
the TLC aims to improve innovation and lecturer hand-in-hand.' (see also page 16) DEVELOPMENT AND
quality of education by development. Among others, KNOWLEDGE SHARING
stimulating teaching the TLC will take responsibility VISIBILITY: LECTURERS' During the Education Day, the
innovation, knowledge for the quality and organisation ROOM three core aims of the Faculty
sharing and the of the training programme for Another goal of the Teaching of Science's TLC were highlighted
professional development teaching assistants, the UTQ- and Learning Centre is to improve in several ways. For example,
of teachers. programme ('BKO') for new the visibility of everything that's there were presentations of
lecturers and the coordination on offer for lecturers. One way of multiple teaching innovation
and nomination of lecturers for doing so is by creating a physical initiatives. In interactive sessions,
UvA-wide UTQ+ workshops and lecturers' room, in addition to a participants experienced first-
Advanced UTQ programmes,' virtual learning environment. hand how these innovations will
head of the TLC Sylvia Witteveen The room will be home to a give a quality impulse to their
explains. regular consultation hour for teaching. After the presentations,
lecturers. Witteveen: 'The 'TLC Kareljan Schoutens awarded UTQ
Bringing the separate initiatives living room' will function as a certificates to 32 Faculty of
together and choosing an first point of contact for lecturers Science lecturers who successfully
integrated approach, improved when they are looking for advice, completed the course this year.
12 FACULTY OF SCIENCE 2019NEW VISUALISATION LAB AND SNE LAB
In 2019 a new Visualisation Lab and SNE Lab became ready for use. The SNE lab is used by Master's
students in the programme Security and Network Engineering to conduct experiments. It is equipped
with fast network connections to the SNE server room that students can patch themselves. In the past
students have for example dissected the security of cars, done digital forensics on IOT (Internet of
Things) devices or built radio networks to look at scaling and security aspects.
In the Visualisation Lab there are facilities available for students and researchers who work on the
visualisation of scientific data and interactive virtual environments. The lab will be used for teaching and
research, demonstrations and experiments with the visualisation equipment, which include an Oculus
Rift, HTC Vive, Microsoft Hololens and several experimental set-ups. This equipment will also be used for a
new taught programme on Scientific Visualisation and Virtual Reality that is currently under development.
ADVANCED UTQ CERTIFICATES FOR SEVEN
FACULTY OF SCIENCE LECTURERS
On 7 March, Faculty of Science lecturers Hanneke de Leeuw,
Jan Brandts, Jan Gorter, Edwin van Lacum, Gertien Smits,
Stefania Grecea and Natalie Cappaert were awarded their
Advanced University Teaching Qualification (Advanced UTQ).
To obtain the certificate they completed an intensive
programme that consisted of a lecture series and an individual
assignment on an issue in their own teaching practice.
THREE ICT IN EDUCATION GRASSROOTS
AWARDED
Two lecturers and one student of the Faculty of Science
received funding for the project proposal in the ICT in
Education Grassroots programme.
• Jasper van der Heide, student in the Information Science
Bachelor’s, received funding for a project to integrate the
Jupyter Nbgrader grading programme with the digital
learning environment Canvas. This programme reduces the
time lecturers have to spend on grading, allowing more time
for giving tailored feedback.
Natalie Cappaert.
and Edwin van Lacum. Not pictured:
Stefania Grecea. Kneeling: Jan Brandts
de Leeuw, Jan Gorter, Gertien Smits,
Standing, from left to right: Hanneke
• Toon Abcouwer received funding for his project ‘Learning by
Sharing’. He had already built a wiki for the course Dynamics
in Business and IT (www.adaptivecycle.nl), which has users all
over the world, and will use the funding to expand this type
of knowledge sharing by students to other courses.
• Erwin van Vliet received Grassroots funding for the
implementation of Perusall. This online annotation tool helps
students with the reading and digesting of the course
materials. The lecturer can track the annotations students
make and, for example, adjust the lecture based on the
difficulties students encounter.
13 UNIVERSITY OF AMSTERDAMEDUCATION
Students
as researchers
MASTER’S STUDENTS PRESENT THEIR
RESEARCH AT LEADING MACHINE LEARNING
CONFERENCE
Artificial Intelligence Master's students Luca Falorsi,
Pim de Haan and Tim Davidson gave a plenary talk on
'Reparameterizing distributions' at the Conference on
Artificial Intelligence and Statistics in Japan in April.
The students developed a method to describe the movement
of static objects in 3D. The so-called reparameterization trick
is an important tool used in (unsupervised) machine learning,
to directly learn distributions for observed data. The fact
that these UvA students could present their work at this
leading conference in Japan was quite special. From the
1,111 submissions only 28 researchers were invited to give
a talk.
ALUMNI TRAINING PROGRAMME SHORTENS
DELIVERY TIMES FORENSIC INSTITUTE
The Netherlands Forensic Institute (NFI) launched a unique
pilot with six alumni from the University of Amsterdam’s
Forensic Science programme. Through a customised induction
programme the recent graduates were quickly trained as
draft-qualified DNA experts, allowing them to write draft
reports in investigations where police have already examined
the evidence themselves. The six alumni take as much work
as possible out of the hands of DNA experts at the institute,
expanding the volume of trace evidence that can be processed.
The knowledge they obtained during their Master’s programme
at the Faculty of Science, including previous training in the
interpretation of DNA-profiles, enabled the alumni to follow
this accelerated training programme. And the knife cuts both
ways: on the one hand the alumni help speed up the delivery
of reports at the NFI; on the other hand the pilot gives them the
opportunity to land their dream job at the institute. ‘Everything
we learned comes to life here. You pass by the labs every day
and you can see how colleagues examine evidence,’ says one
of them. ‘And our former lecturers are now colleagues.’
BACHELOR’S STUDENTS PUBLISH
RESEARCH ON DWARF GALAXIES
For the second year in a row, IoP/GRAPPA researchers Shin’ichiro
Ando, Bradley Kavanagh and Oscar Macias supervised a
workshop for Bachelor’s students in the Physics & Astronomy
programme (UvA-VU) that led to a published paper. The topic
of this year’s workshop was the potential discovery of dwarf
galaxies and the role these may play in searches for dark matter.
The students investigated the prospects for the Large Synoptic
Survey Telescope, a new telescope which is currently under
construction in Cerro Pachón, Chile, to discover new dwarf
spheroidal galaxies. The students were responsible for the
lion’s share of the research that went into the paper, which was
published in the Journal of Cosmology and Astroparticle Physics.
14 FACULTY OF SCIENCE 2019Prizes
BACH SPEEDUP
& awards FOR STUDENTS AND ALUMNI
IS FAKE NEWS
As a classical music lover, when he
saw articles popping up about Bach’s
music being played ever faster, David
Erkelens, Master’s Student in the
Information Studies programme, was ‘Jonge Haan’ award
keen to learn more about that and Safi Graauw, alumnus of the Earth Sciences Master’s programme, won the
decided to use it as the topic of his ‘Jonge Haan’ incentive award from the Dutch Advertising Association for
Master’s project. He analysed nearly a documentary he made on the positive effects of tree planting on the East
20,000 records, including cantatas, African landscape. The video ‘Seeds of Change’ depicts the progress made
violin concertos, organ trio sonatas in reforestation projects in regions seriously affected by deforestation and
and suites for cello solo. He found erosion. Graauw views the documentary as a way of introducing scientific
not only that the reports of speedup research into landscape restoration in East Africa to a wide audience in an
were largely exaggerated, if not interesting and captivating manner.
untrue, but also that the speedup
differs per category, and per region. National student symposium poster competition
At the national chemistry student 'PAC symposium' chemistry Master’s
‘The Brandenburg Concertos are student Dieuwertje Modder won the first prize in the 'Young KNCV' poster
ridiculously fast these days, their competition. With her poster, Modder presented her research project at the
duration shortened by nearly 10% research group for Homogeneous, Supramolecular and Bio-inspired Catalysis
sometimes. However, the organ at HIMS.
trio sonatas and cello suites are
consistently being played slower,’ Best short paper at The Web Conference 2019
says David. ‘Moreover, the speedups Bram van den Akker, Master’s student Artificial Intelligence, won the best
appear to be localised. Speedups are short paper award at The Web Conference 2019. For his project ViTOR:
more prominent in Western Europe Learning to Rank Webpages based on Visual Features he was supervised
than elsewhere in the world.’ by Ilya Markov (IvI).
‘Data science can be messy business, UvA delegation highest ranked Dutch team at
but making it as objective as we can, International Mathematics Competition 2019
defusing misinformation and Mathematics students from the University of Amsterdam won ten medals,
building a fact-finding culture is including three gold medals, at the International Mathematics Competition
an important aspect of academic 2019 for University Students in Blagoevgrad, Bulgaria. Since 2010 the UvA
practice,’ explains David. By relating has been sending a team of students to participate in the International
data analysis to demographics, Mathematics Competition (IMC) in Blagoevgrad. This year the UvA team
anthropoloy, psychology and other came in 19th place, making them the highest ranked Dutch University team,
related fields he gave his thesis a bit just as the year before. The students from the UvA team were trained for
extra, as the seven reviewers of the this competition during the honours course 'Training IMC 2019'. The best
International Conference on Data candidates in the course were selected to take part in the competition in
Analytics also agreed, and David was Blagoevgrad.
invited to present the work himself.
Best Poster at SEMANTiCS 2019
Anthi Symeonidou, Master’s Student Data Science won the best poster award
at the SEMANTiCS 2019 conference. Her research project was supervised by
Paul Groth (INDElab at IvI) and Viachaslau Sazonau at Elsevier.
Meeting on Cerebral Autoregulation best Poster Prize
Swetta Jansen, Master’s student Computational Science, won the Best Poster
Prize for jer presentation at the ninth International Meeting on Cerebral
Autoregulation. The poster’s topic was ‘Parameter Optimization of a
Mathematical Model Simulating Cerebral Autoregulation Using Data of
Patients with Cognitive Disorders.’
15 UNIVERSITY OF AMSTERDAMEDUCATION
RESEARCH
Giving everyone insight into
the curriculum with the Visible
Learning Path Creator
As of the start of the new academic year in 2020, As a lecturer in the Bachelor’s
programme Psychobiology,
students of the Faculty of Science will be able to use Ilja Boor often encountered this
problem: when she asked students
the Visible Learning Path Creator, a web application to relate the recently presented
course material to a previous
that gives them insight into the interrelationship course, they had difficulty
answering this question. ‘Students
between the material of various courses. Ilja Boor, often experience courses as separate
elements, which they start on a
Stephanie Maijs and Sandra Cornelisse talk about ‘blank sheet’ basis. On the other
hand, they sometimes say they feel
how and why this teaching tool has been developed. that material is being repeated, and
they don’t realise that we’re actually
going into more depth in the new
course.’
She wondered if a solution to this
might be found. ‘It’s precisely the
act of interrelating material from
different courses that helps to create
a greater sense of meaning, study
motivation and better retention.’
A few years earlier, while preparing
for an assessment panel, she had
made an Excel overview of the
structure and cohesion of learning
paths in the curriculum. ‘I had an
enormous spreadsheet setting out
all the learning objectives and exit
16 FACULTY OF SCIENCE 2019qualifications of the curriculum,’ Pilot version acquiring writing skills. ‘This
she recounts. ‘But it wasn’t of Since summer 2019, a pilot version clarifies the structure and cohesion
use to anyone, apart from the of the Visible Learning Path between various learning objectives
assessment panel.’ There had to Creator (VLPC) has been available per course and the contribution
be a better way, right? for the Bachelor’s programmes they make to the learning path
Psychobiology, Biomedical objective,’ says Cornelisse. Students
Her colleague Sandra Cornelisse Sciences, Mathematics, Computing will be working with this tool as of
joined Boor’s mission, and together, Science, Artificial Intelligence and the start of the new 2020 academic
they discovered a web application Information Science. The Bachelor’s year; in the recent period, the main
created at Utrecht University to in Biology, Physics, Future Planet focus has been fleshing out the tool
give students insight into their Studies and the Master’s in Forensic together with the lecturer teams
study programme. They got Sciences will soon follow. Maijs from the various programmes and
permission to adopt and use the opens up her laptop and shows instructing the first lecturers on
tool, but they soon felt that some the web application for the how to use the tool.
things were missing; especially the Psychobiology programme.
link between learning objectives, The screen presents all the courses Making the learning
learning paths and exit taught in each academic year. objectives explicit
qualifications. This led to the idea ‘The colours indicate which courses Providing the Visible Learning
of developing an application are contained in this learning path,’ Path Creator with the right content
themselves, and so the Visible says Maijs. ‘And at what level.’ was something of a challenge. Boor,
Learning Path Creator was born. When she clicks on a learning path Cornelisse and Maijs developed
Stephanie Maijs joined the team, with her mouse, a new screen an approach in which they closely
and with funding from, among appears, which shows what learning examined the structure and
other sources, the UvA Grassroots objectives from which courses cohesion of the curriculum. They
Fund for ICT Innovation in contribute to this learning path. organised five meetings for each
Education and support from the Within the Academic and Research programme, in which senior
Faculty of Science Teaching and Skills learning path, for instance, lecturers determined the
Learning Centre, they got down various learning objectives from programme’s objectives. ‘We asked
to work. various courses contribute to the the lecturers: “does this approach
learning path objective for lead to us delivering graduates with
17 UNIVERSITY OF AMSTERDAMEDUCATION
RESEARCH
the required knowledge and learn to reflect on their learning
skills?”’ recounts Cornelisse. ‘Or process, and thus to manage their
are some objectives still missing?’ own learning process too,’ says
‘To give one example, this analysis Boor.
revealed that skills such as critical
thinking were often not included In addition, the trio have also
explicitly in the courses, while it started the Visible Teaching
was indeed an objective of the Methods and Assessment project.
programme,’ adds Boer. ‘By also Cornelisse: ‘In this follow-up
making these learning objectives project, we’re working on aligning
explicit, students can get the teaching methods and
corresponding feedback.’ assessment with the learning
objectives within courses and
Evaluation learning paths, and we’re providing
The sessions proved to be a good support for lecturers in encouraging
opportunity for participating students to achieve the exit level
lecturers to zoom out a little more with the right study habits.’
to curriculum level, but they found ‘To give one example, we’re
it quite demanding. Not everyone encouraging lecturers to assess
was full of enthusiasm at the first higher learning objectives with
lecturer meeting, recounts Boor. an open-book exam instead of
In their busy lecturer lives, this multiple-choice questions,’ adds
represented ‘another extra task’. Maijs, ‘and to use teaching methods
But as soon as the lecturers saw the in a way that means students don’t
analysis of the entire curriculum, start studying just three days before
they were convinced. ‘It gives them the exam.’ ■
space and a language to analyse the
curriculum together,’ she says, ‘and
it has strengthened the collaboration
among the lecturer teams.’
The lecturers who collaborated in
providing content for the VLPC
web application are correspondingly
highly enthusiastic about it. When
they teach a course, it gives them a
solid grasp of what students should
already be able to do and which
related themes and skills will be
coming in later courses. Sandra
Cornelisse: ‘The web application
puts the teaching on the radar.
Its development has generated lots
of discussion about the content,
structure and cohesion of the Neuroscientist Ilja Boor swapped the lab for teaching:
curriculum.’ Boor adds: ‘And we since 2012, she has been affiliated with the Psychobiology
can now see whether the curriculum programme at the Faculty of Science. Her colleague
is in line with the learning objectives Sandra Cornelisse studied Psychobiology herself and,
we want our students to fulfil upon following her doctoral research and a postdoc, returned
graduation.’ to her old programme as a lecturer and course developer.
Stephanie Maijs is an assessment specialist and
Future tool programme coordinator at Biomedical Sciences. All three
But the Visible Learning Path are affiliated with the Teaching and Learning Centre of
Creator isn’t the end of the story, the Faculty of Science, where they are currently focusing
either. Ilja Boor has received a on teaching innovation at the curriculum level.
Comenius grant to expand the
VLPC. This expansion will enable
and Ilja Boor
Sandra Cornelisse
Stephanie Maijs,
From left to right:
students to receive personal
feedback by connecting the learning
objectives to individual study
results. ‘By discussing the results
of this with their mentor, students
18 FACULTY OF SCIENCE 201919 UNIVERSITY OF AMSTERDAM
EDUCATION
Facts
& figures
students of
all
stu
d en
ts
n ce
ala
b
er
nd
Ge
TOTAL STUDENTS 6,625
2019-2020 students
FULLTIME
58% 42%
MSc: 2,711 students
6000
6,398
6,000
6,222
gender academic
5,857
5000
5,423
5,000
er >>>
5,154
NL
4000
4,000 INT.
s
BSc: 3,914 students
nt
de
stu
3000
3,000
alance of Master’s
72% 28%
gen
2000
2,000
ity b
na l
1000
1,000
tio
Na
2014 2015 2016 2017 2018 2019
2015 2016 2017 2018 2019 2020
0 0
0 gender academic
expences
BACHELOR’S STUDENTS
FULLTIME | ALL PROGRAMMES TAUGHT IN DUTCH
0 2019 FNWI gender
students BA m/v
ARTIFICIAL INTELLIGENCE 100
0 tbv schetsen
427 2% students 56 24% 80 female
98 13%
first year enrolment* 76% 60 male
0
019 FNWI * enrolment quota scientific staffstudents BAMA
m/v 40
students m/v
20
gender supppor
COMPUTER SCIENCE
0 tbv schetsen 0
372 7% 57
students
Total
male
1033
715 8% female
female 318
136 13% first year enrolment 92% male
0
WI scientific staffstudents BAMA
m/v
40
35
students m/v 30
25
INFORMATION STUDIES
0v schetsen 20
Total
315
1033
malestudents
715 6% 60
15
10
20% female
female 318
first year enrolment
115 12% 5 80% male
scientific staff Total
Professors
1033
MA students m/v
88
0
MA students NL/international
gender
Associate professors
Assistant professors
Postdocs
79
102
208
Lecturers and PhD candidates 553
Total 1033 100
male compared
715 to final figures of 2018-2019
rest 20
????23???? FACULTY OF SCIENCE 2019
female 318students BA m/v
BIOLOGY
sen 170 1% students 37 46% female
54 4% first year enrolment 54% male
scientific staffstudents BAMAm/vstudents m/v
BIOMEDICAL SCIENCES
Total
male
female
1033
715
318
students 355 10% 104 63% female
first year enrolment*
116 13% 37% male
ntific staffstudents BAMAm/vstudents m/v * enrolment quota
PSYCHOBIOLOGY
3
students 659 3% 130 80% female
first year enrolment*
221 10% 20% male
affstudents BAMAm/vstudents m/v
Total
Professors
Associate professors
1033
* enrolment
88
79
quota
MA students NL/international
Assistant professors 102
Postdocs CHEMISTRY*
208
Lecturers and PhD candidates 553
rest 168 7%
????23???? students 41 40% female
first year enrolment
46 13% 60% male
BA m/v 1033
MA students NL/international
* joint degree with VU University Amsterdam
sors MA students m/v
88
79
ors 102
208 MATHEMATICS
D candidates 553
????23???? 221 2%
students 48 21% female
Total
National staff
1033
535
first year enrolment
81 9% 79% male
dents m/v
International staff
MA students NL/international
498
6
PHYSICS AND ASTRONOMY* total students
???? 402 0% students 75 150% groter22%
en daarna 90% smaller >>>
female 5
1033
first year enrolment
119 3% 8000 78% male
535
7000 4
f
MA students *NL/international
498 joint degree with VU University Amsterdam
IoP FUTURE PLANET STUDIES
6000
5000
total students
6000
3
Total fte 182
Full professors 22
students 577 4% 150%
4000
120groter en3000
daarna 90% 49%
smallerfemale
>>> 5000
Associate professors
Assistant professors
16
12 2
Postdocs 41
first year enrolment
156 18% 8000 51% male
4000
2000
PhD candidates 81
7000
dents NL/international
Support and management staff 10
1000 1
6000
0 6000
NATURAL AND SOCIAL SCIENCES
total students
5000 3000
182
22
students 429
4000
6% 150% groter en daarna 5000
97 90% smaller >>> 47% female
sors
ors
16
12
3000
finance income 2000expences
teaching 104 4% 8000 53% male
first year enrolment
academic 41
81 and support 2000
4000
7000
ernational
nagement staff 10
1000 1000
6000
0 6000
total students5000 3000
0
4000
150% groter en daarna
21 90% smaller >>> 5000 UNIVERSITY OF AMSTERDAM
compared to final figures of 2018-2019
8000
3000
finance income 2000expencestbv schetsen
tbv schetsen Total
male
1033
715
female 318
scientific
019 FNWI MASTER’S STUDENTS staffBA
EDUCATION
NWI scientific staffstudents students
m/v BAMA
m/v
students MA
m/v students NL/internat
FULLTIME | ALL PROGRAMMES TAUGHT IN ENGLISH Total
Professors
Associate professors
1033
MA students m/v
88
79
NL INT.
Assistant professors 102
tbv schetsen
Postdocs 208
ARTIFICIAL INTELLIGENCE 36%
bv schetsen
Lecturers and PhD candidates 553
Total 1033
Total 1033 male 715
400 1% 108 male 715 rest ????23???? international
female 318
students
female 318
WI scientific
scientific staff staff
96students
48%students
BA m/v BAMA
m/v 81% first year enrolment
19%
Total 1033
students MA
m/v students NL/international Professors
Associate professors MA students m/v
88
79
Assistant professors 102
v schetsen COMPUTATIONAL SCIENCE
etsen Total 1033
Total
male
24% 1033
715
Postdocs *
Lecturers and PhD candidates
208
553
169 31% 32
male
female
715
318
female
students 318 rest ????23???? international
scientific
scientific staff70
staffstudents students
BA m/v BAMA
21%m/v
students m/v
MA
67%
first year enrolment
33%
MANL/international
students students NL/international
Total
Total
Professors 1033
Total
1033staff
National
88
International staff
1033
535
498
MA students m/v * joint degree
Professors
withAssociate
VU University
professors
Assistant professors
Amsterdam
88
Associate professors
79
Assistant professors
102
79
102
Postdocs 208
sen
Postdocs and208
COMPUTER SCIENCE
Total 1033
Total 1033
Lecturers
*
Lecturers and PhD candidates
PhD candidates
553
553
22%
male 715 rest ????23????
65 91% 39
male 715 female 318 rest ????23???? international
female 318 students
scientific
entific staffBA
staffstudents m/v BA17
students
MA
m/v 0%
students m/v MA
Total
first year enrolment
83%
students
17%
Total
NL/international
MA students NL/international Professors 1033
Total
1033staff
National
88
International staff
1033
535
498
MA students m/v
IoP
Professors
* joint degree with 88
VU professors
Associate University Amsterdam 79
Associate professors 79
Assistant professors 102
Assistant professors Postdocs 102 208
1033
INFORMATION STUDIES
Total 1033
Postdocs Lecturers and208
Lecturers and PhD candidates
PhD candidates
553
553
Total fte 182 23%
male 715 rest ????23???? Full professors 22
715
318
female 318
230 7%
rest
156 students
????23???? Associate professors
Assistant professors
16
12
international
ntific staff
Total 1033
8
staff
Postdocs 41
students
m/v BAMA m/v
Total 1033
students BA
Total
first year enrolment
Total 141 15%
1033 MA students 70%
NL/international
1033staff
National
National staff
535
International staff
535
498
PhD candidates 81 30% 7
MA students m/v
Professors students
Professors
MA
m/v
88students
Associate professors NL/international 88
International
79
staff 498 Support and management staff 10
Associate professors Assistant professors
Assistant professors Postdocs
Postdocs
79
102
208candidates
Lecturers and PhD
Lecturers and PhD candidates LOGIC
553
102
208
553
IoP to5
total studen
71%
6
33 Total fte 182
rest ????23???? 4 15
Full professors 22 150% groter en d
rest
122 37% ????23????
28 students Associate professors 16 international
8003
aff
1033 Assistant professors 12
first yearnationality staff academic teaching
19%and support
Total 8000
students
ts BA m/v BAMA
Totalm/v 1033
enrolment
49 Total
40%
MA students
1033staff
NL/international
National
1033 staff
National
535
International staff
535
498
Postdocs
PhD candidates
41
81 81% 7000
7002
students
Professors
m/v
MA students NL/international
88
IoP
International staff 498 Support and management staff 10
6001
MA students m/v
88
IoP
Associate professors 79
rofessors Assistant professors
79 102 6000
ofessors Postdocs 102 500
total
5000 student
208
total students
208
Lecturers and PhD candidates
nd PhD candidates 553 SOFTWARE
553
ENGINEERING
Total fte
Total fte
182
Full professors
182
22
20%
4000
400
rest ????23???? Full professors 22
Associate professors 16 150% groter en daa
150% groterinternational
en daarna 90% smal
41 20% 30
????23???? 300
Associate professors 16
Assistant professors 12
students 3000
Total 1033 Assistant professors Postdocs 12 41
8000
8000
fi
200
s BA m/v nationality staff
Total
first
1033staff academic
18NL/international
50% 1033 staff
National Postdocs
535 enrolment
year PhD candidates
41
PhD candidates
Support and81
81
teaching
93% and support
7%
2000
7000
MA students
National 535
International staff 498 management staff 10
033 100
MAm/v
students MA
m/v students NL/international
88
International staff 498 Support and management staff 10 7000
1000
udents
sors
sors
2
79
102
208 IoP IoP 6000
total
5000 students
6000
5000
0
8 candidates
hD
3
553
Total fte
SECURITY & NETWORK ENGINEERING
Total fte
182
182 total students 4%
4000
????23????
Full professors 22 150%
4000 groter en daarna 90% smaller
Full professors 22
Associate professors 150% groter en daarna 90%international
smaller
3000 >>>
45 96%
16
9
??23????
Associate professors
students
Assistant 16
professors 123000
8000 fin
finance inco
Total
nationality
nationality staff
1033 staff
National
staff academic
1033 Assistant professors Postdocs 12
academic 30 130%teaching and support
535 Postdocs first yearPhDenrolment 41
candidates
teaching and support
8000 41
81
2000
89% 11% 70002000
aff
dents MA
535
MA students
International staff 498
m/v students NL/international
al staff 498 NL/international
PhD candidates Support and 81
management staff 7000 10
1000
IoP IoP
Support and management staff 10
6000
1000
6000
0 6000 6
5000 0
BIOINFORMATICS AND SYSTEMS BIOLOGY* total students
Total fte 182
total
5000 students
15%
????
Total fte Full professors 182 22
150%
4000
4000 groter en daarna 90% smaller >>>
5000 5
Full professors 22
Associate professors
61 85%
Associate professors Assistant professors
students
16
23
150% groter en
16
12
daarna 90% smaller
80003000
3000 >>> nationality
international
finance incom
nationality staff academic
1033 Assistant professors Postdocs 12
teaching and support
41
8000 finance income
2000
lity staff
535 academicfirst year enrolment 18teaching
Postdocs PhD candidates41
0% and support 7000 54% 70002000 46% 1000
81
4000 4
ff
MA students
498
NL/international
PhD candidates
udents NL/international
Support and management staff
81
Support and management
10
staff 10
P IoP 6000
60001000
* joint degree with VU University Amsterdam 6000
5000 0
0
6000 3
total students total
5000 students 3000
Total fte BIOLOGICAL SCIENCES 182
4000 28% 5000
ors
Full professors 182
22
Associate professors
22
16 150% groter en
4000 groter en daarna 90% smaller >>>
150%
daarna 90% 3000
smaller >>> nationality nationality
5000 international
students 2s
rofessors Assistant professors
16
students 183 12
0% 46
3000
finance income finance income 2000
expenc
y staff
academicacademic first year enrolment
ofessors Postdocs
PhD candidates41
12
teaching47 teaching
41
and support and support
8000
8000
2000
4000
2000
4000
81
ates 81 31% 7000 7000 41% 1000 59%
dents NL/international
Support and management staff
d management staff 10
10
1000 1
6000
6000
1000
0
6000 6000
total
5000 students
5000
0
3000 3000
82
182 total students 4000
5000 0
sors
22
16
150%
4000 groter en daarna 90% smaller >>>
150% groter en daarna 90% smaller
3000 >>> 5000
nationality nationality
students students
2000
sors 12
compared to final figures of 2018-2019 80003000
22 finance finance
income income
FACULTY2000expences
OF SCIENCE 2019expences
academic teaching teaching
41
81 and support and support
8000
70002000
2000
4000tbv schetsen Total
male
female
1033
715
318
nternational
2019 FNWI2019 FNWI scientific staffstudents BAstudents
m/v BA m/v
NL INT.
BIOMEDICAL SCIENCES MA students m/v 18%
tbv schetsen
tbv schetsen 475 14% 135 students
Total 1033
international
176 18% 29% 71%
first year enrolment male
female
715
318
019 FNWI
NWI scientific
scientific staffBA
staffstudents students
m/v BAMAm/v
students MA
m/v students NL/internat
Total 1033
MA students m/v
EARTH SCIENCES
Professors
Associate professors
88
79 38%
Assistant professors 102
tbv schetsen
Postdocs 208
93 2% 31
bv schetsen Lecturers and PhD candidates 553
international
students Total 1033
Total 1033 male 715
22 12% 44%
first year
56%
enrolment
male
female
715
318
female 318 rest ????23????
WI scientific
scientific staffstudents
staffstudents 6000 BA m/v
BA m/v MA m/v m/v students NL/international gende
students MA
Total 1033
MA students total students
CHEMISTRY *
Professors
Associate professors
88
79 19%
Assistant professors
5000 102
v schetsen
etsen
150% groter en daarna 90% smaller >>>
337 42% Total
8000
85 1033 male
students
Total 1033
715
Postdocs
Lecturers and PhD candidates
208
553
international
56 14% 4000 male
female
7000
first
715 yearfemale
57%
318
enrolment
43%318 rest ????23????
scientific
scientific staffstudents staffstudents
BA m/v 6000BA m/v
* 6000
joint degree with VU University Amsterdam
3000
MA students m/v students
MA
Total
MANL/international
students NL/international
gender academic
Total Professors 1033
Total
1033staff
National
88
International staff
1033
535
498
total students MA students
MATHEMATICAL PHYSICS m/v
5000 Professors
Associate professors
88
Associate professors
79
0%
Assistant professors
79
102
4000 Assistant professors Postdocs 102
5000 208
sen
Postdocs 208
150% groter en 3000
daarna 90% smaller >>>
2 75% 2000
Lecturers and PhD candidates
international 553
Total 1033 Lecturers
students and PhD candidates 553
Total 1033 male 715 rest ????23????
8000 male 2000 first year enrolment no new students allowed*
715 rest ????23????
4000
female 318
female 318 100%
1000
scientific
staff staff
7000 1000
6000
entific students BA m/v
* programme ends in 2021 Total 1033
students BA m/v students NL/international gender academic
6000 Total 1033staff
total
5000 students
0 Total
MA students
3000 m/v
MA MA NL/international
Professors 1033
students
National
88
International staff
535
498
MA students m/v
Professors 88
15%
IoP
Associate professors 79
150%
MATHEMATICS
4000 groter en daarna 90% smaller >>> 5000
Assistant professors Postdocs
0
Associate professors Assistant professors
79
102
102
208
Postdocs Lecturers and208
students 100 21
PhD candidates 553 international
Total
80003000 finance income
1033 2000
49%
expences
Lecturers and PhD candidates 553
Total fte 182
294000 26%
1033 male 715 rest ????23???? Full professors 22
715 rest
first year enrolment ????23????
70002000
female 318
84% 16% Associate professors 16
318
ntific staff gender 1033 Assistant professors 12
1000
Total
1000
6000 8
staff
6000 Postdocs 41
students BA m/v
Total 1033
National staff 535
NL/international gender academic
Total 1033staff
3000students MA students
National 535
International staff 498 PhD candidates 81
MA m/v students m/v
Total 1033
tudents
5000 0
MA
Professors
Professors
students 88 MA NL/international
88
International staff 498
100
7
Support and management staff 10
30%
Associate professors 79
PHYSICS AND ASTRONOMY
IoP
*
4000
Associate professors Assistant professors
5000
Assistant professors Postdocs
79
102 0 102 6
oter en daarna 90% smaller >>>
Postdocs
2000 20%
208candidates
208 80
total studen to5
students 336 83
3000 Lecturers and PhD 553 international
33 Lecturers and PhD candidates 553 60
finance incomefirst year enrolmentexpences
2000 rest ????23????
Total fte
154 182
1000
rest
4000 1361000
????23????
12% 76% 24%
Full professors
40
Associate professors
150% groter en d
8003
22
16
aff
1033 Assistant professors 12
students
0
Total BA m/v* joint degree nationality staff
with VU Total
University Amsterdam
1033staff
Total
academic
1033 staff
National 535 gender
teaching and support 7000
Postdocs 20 8000
7002
41
Professors
MA students MA
1033
m/v
National
3000students
88 MA students
International NL/international
535
International
NL/international
staff 498
staff 498 PhD candidates
0
81
IoP
Support and management staff 10
88
Associate professors 79
0 100 6001
ofessors Assistant professors
ofessors Postdocs
79
102
nationality
STOCHASTICS AND FINANCIAL
students
208candidates
2000
102
208 IoP
MATHEMATICS
80
total
40
30%6000
total
gender
5000 student
35students
su
500
23 21% 19
Lecturers and PhD 553
finance income
d PhD candidates
rest
553 expences
students
????23????
Total fte
Full professors
Total fte
60 182
Full professors
22
30
international
400
182
22 4000 groter en daa
150%
Associate professors 16 150% 25
groter en daarna 90% smal
????23????
12 first year enrolment
Associate professors 16
Assistant professors 140% 12 61%
gender
40
39% 3000
300
1000 Total 1033 Assistant professors Postdocs 12 41
8000
20 8000
fi
200
nationality staff
Total
1033staff academic 1033 staff
National 535 Postdocs 41
PhD candidates 81
teaching and 100
support
20 15 2000
7000
033
MA students MA MA NL/international
National
m/v students
88 students NL/international
International staff
535
International
498
staff 498 PhD candidates Support and81
Support and management staff
management staff
10
10
7000
0
10 100
IoP
5 1000
0
8sors 79 6000
9sors
02
ionality
IoP
FORENSIC
102
208
SCIENCE
40
80
6000
total
32%
0
students 5000
0
incomestudents expencesstudents 88 19% total students
08D candidates 553 5000
53
????23????
Total fte
Total fte
182
Full professors
182
22
30 60 35
30
international
4000
4000 groter en daarna 90%
150% smaller
Full professors 22 40 groter en
Associate professors 16 150% daarna 90% smaller >>>
??23????
37 16% first year enrolment
Associate professors 16
Assistant professors 12 25%
25
75% 80003000
3000
fin
finance inco
Total
nationality staff academic
1033 Assistant professors gender
teaching and support
Postdocs 12 41 8000
20 20
nationality staff
1033 staff
National academic 535 teaching and
Postdocs
support 41
PhD candidates 81 15 2000
7000
2000
MA students NL/international
ff 535
International staff 498 PhD candidates 81
Support and management staff 10 0
Support and management staff 10 100 7000 10 1000
IoP IoPBRAIN AND COGNITIVE SCIENCE
6
l staff 498 1000
5 6000
RESEARCH MASTER 80 6000
40 0
5000 0
0 40%
6000
nality students total students 500035
Total fte 137 1%
Total fte
Full professors 182
182 total students
40
students 5
60 30 4000
international
5000
22
???? 150% groter
400025 en daarna 90% smaller >>>
Full professors
38 19%
22
Associate professors 16
first year enrolment
Associate professors Assistant professors
16 12 nationality
finance incom
150%40 groter en daarna 90% smaller
26% 8000300020 74%
3000 >>>
nationality
1033
staff academic
Assistant professors Postdocs 12
teaching and
41
support finance income 8000 20
15
lity staff 535
academic
Postdocs
teaching and support
PhD candidates41 81
4000 4 7000200010
2000
MA students NL/international
ff 498 PhD candidates 81
Support and management staff 10
7000 0 1000
Support and management staff 10 5
6000
P IoP
60001000 0
6000 3 6000
40 0
0
nts total
total students students 3000 5000 35
5000
5000
Total fte 182
23 30 4000 UNIVERSITY OF AMSTERDAM
ors
compared to final figures of 2018-2019
Full professors 182
22
Associate professors
22
16 5000
nationalitynationality
students 2s
150%
4000 25groter en daarna 90% smaller >>>
150% groter en daarna 90% 3000
smaller >>>
ofessors Assistant professors
16 12 20AND VALORISATION AT
THE FACULTY OF SCIENCE
Researchers at the Faculty of Science are driven by
a shared passion for wanting to know how things
work. Our eight research institutes cover the full
range from astronomy to life, earth, physical,
molecular, mathematical and information sciences.
Whether our chosen instrument is a microscope or a
telescope, whether we are unraveling the origins of
life on earth or shaping its future for generations to
come, we find each other in a curiosity that knows
no bounds.
But our interest goes beyond satisfying our own
curiosity; we want our research to have impact.
Therefore, collaboration is a given. With each other,
with our colleagues at the neighbouring research
institutes at Amsterdam Science Park, and with
peers at the national and international level. And
also with societal partners and partners in industry.
Where our research is often fundamental in nature,
it is boosted by collaboration with application-
oriented partners. We are positioned at the
beginning of the knowledge value chain: our
research has the potential to lead to innovation and
new products through further development in
society and industry. The many examples in
this magazine illustrate that road from curiosity
to impact.
24 FACULTY OF SCIENCE 2019You can also read
