FEB Education Day 2026: Connect & Inspire
It is with great pleasure that we announce the programme of the FEB Education Day 2026. This annual event aims to inspire and connect, by sharing innovative educational projects and practices within FEB. In short sessions, FEB lecturers will showcasing innovative approaches in their teaching. Registration is not required, the sessions are open to anybody that is interested to hear how lecturers are innovating teaching at FEB!
This year’s FEB Education Day will take place on Thursday 26 March, from 13:00 until 17:00, in the Duisenberg Building (Education Area). We will start the afternoon at 13:00 with a plenary session chaired FEB's vice dean for education Manda Broekhuis. In this session, Eugenia Rosca will reflect on interdisciplinary and transdisciplinary education at FEB, after which Mariko Klasing and Robert Inklaar will present their experiences with automatic grading with AI. Then, between 14:00 and 16:10, there will be three rounds of inspiring parallel presentations and discussions highlighting different educational innovations. From 16:10 to 17:00 we end the day with drinks & bites in the Duisenberg Plaza.
The FEB Education Day is part of the UG Education Festival organized by the TAG.
For your convenience, an overview of the event programme is now available to browse or print. Please note the overview may still be updated.
Programme Thursday 26 March
13:00-13:10 | Plenary session: Opening | Duisenberg Building 5412.0020
13:10-14:00 | Plenary session: Presentations | Duisenberg Building 5412.0020
14:15-16:10 | Parallel sessions | Duisenberg Building (different rooms, see below)
16:10-17:00 | Drinks & bites | Duisenberg Building, Plaza
Plenary session:
13:00 | Opening of the FEB Education Day 2026 by Manda Broekhuis
13:10 | Presentations
Eugenia Rosca
Reflections on interdisciplinary and transdisciplinary education at FEB
Mariko Klasing & Robert Inklaar
AI in education: Automated grading with AI
Parallel sessions:
14:15 - 14:50: ROUND 1
room 5412.0025 | Margarita Ortiz & Edin Smailhodzic
Teaching Digital Transformation with GenAI: What Failed, What Worked, and Why
We present a two-year trajectory of implementing GenAI-enabled assignments in the 3rd year bachelor courses on Digital Transformation. Given the broad diffusion and impact of GenAI, we wanted students to experience AI as both a strategic resource and an object of critical evaluation. Our final design combines the creation of a fictitious company, the analysis of real companies’ strategies, the development of a product/service prototype supported by printed analysis sheets, collaborative in-class sensemaking, and a video format for presenting and reflecting on their experience. This approach integrates AI deeply into the course while simultaneously helping students to use, reflect, and own their learning journey. Through four iterations, we learned that students need structured guidance, cognitive challenge, and explicit theory integration for GenAI to support meaningful learning. As a result, the final design improved alignment between learning outcomes, activities, and assessment, resulting in a more mature reflection on responsible AI use. The session will share practical design principles and invite discussion on creating constructively aligned GenAI-supported learning experiences, which are not only related to assignments but also exam preparations.
room 5412.0035 | Salome Scholtens
A toolbox and pedagogical framework for teaching interdisciplinary collaboration
Drawing on our team’s years of experience in teaching interdisciplinary collaboration, this hands-on workshop shares key lessons learned from designing and facilitating interdisciplinary courses in which students work on real-life cases. Interdisciplinary learning and collaboration are not self-evident for students educated within predominantly disciplinary programmes. To work effectively with people from other disciplines or backgrounds, students require explicit guidance, structured practice and support. We will present a clear, practical framework for introducing interdisciplinary collaboration to students, along with concrete teaching practices, tools and teaching materials, that can be applied in the participant's own teaching contexts. Participants of this session will learn about pedagogical approaches and explore attitudes required to support successful interdisciplinary teamwork. The workshop is highly interactive and focuses on providing a solid foundation on interdisciplinary education and transferable teaching practices. We look forward to engaging in peer exchange on opportunities and challenges in interdisciplinary education.
room 5412.0039 | Jeff Lees
Narrative Simulations with Gamified Mechanics in the Classroom
Challenge-based curricula require that students experience making difficult, ethically-complex decisions under uncertainty, yet these conditions are difficult to replicate in the classroom. Here I will present on the techniques I have used in the new course 'Navigating Grand Challenges,' where the primary method of teaching is through Narrative Simulations. Like traditional simulations designed to teach technical skills, narrative simulations involve group-based decision-making tasks with gamified and probabilistic mechanics to determine outcomes. And like traditional business cases, narrative simulations have a story structure designed to immerse students in the complex, multi-faceted and ethical nature of decision-making which instructors then use to facilitate discussion. I will discuss techniques and philosophies for writing narrative simulations, how they can be integrated in new and existing curricula, how they motivate student participation by creating investment in group narratives, and the role of narrative simulations in foregrounding ethical considerations in decision-making contexts.
room 5412.0040 | Milena Nikolova & Paula M. Infantes
Why we should all care about policies and the future of work: Lessons from two honours seminars
This session presents two courses for FEB honours students: a first-year research seminar and a third-year professionalization seminar.
In the first-year Honours Research Seminar I, students tackle real-world policy issues without a predefined roadmap. They select a policy topic—often linked to recent Dutch elections—build an economic model, and use public data to test their assumptions. The course puts critical thinking first and avoids “kitchen recipes” to force students to rely on judgement and curiosity.
In the third-year Honours Professionalization Seminar, students learn to translate analysis into policy advice. They write a policy brief on the future of work and pitch their ideas to a professional audience, as if addressing a board of directors.
Together, the courses show how honours education can connect rigorous analysis to policy relevance and professional practice.
14:55 - 15:30: ROUND 2
room 5412.0025 | Syedah Ahmad
Authentic, AI-Resistant Assessment Design for Building Analytical and Labour-Market Skills
In this session, I will share how I redesigned assessment in a large-cohort management accounting course by implementing a practice-oriented, Excel-based assignment that strengthens analytical reasoning, reduces reliance on generative AI, and enhances labour-market-relevant skills. The redesign requires students to manually construct formulas, link worksheets, and apply management accounting techniques within structured scenarios—mirroring real professional tasks. I will also demonstrate how scaffolding (including video walkthroughs, guided examples, and formative practice) supports students with diverse levels of Excel proficiency, while auto-graded components ensure fair and efficient evaluation.
Session participants will explore practical strategies for integrating hands-on data skills into disciplinary teaching, balancing conceptual and technical learning, and designing exam-proof tasks that remain accessible yet challenging. The session will include examples, templates, and opportunities for discussion on how similar approaches can be implemented in other courses.
room 5412.0035 | Sophie Laemers
A field trip on perspective-taking: to create mutual understanding
During the session we will share the results on a perspective-taking field trip, as part of a newly developed course on interdisciplinary teamwork for the Honours Bachelor. Being able to connect and truly understand other perspectives are essential elements for interdisciplinary teamwork. The field trip starts with identifying a scientific or societal topic or situation that is triggering for the student. We teach students to explore their own perspective and how to have a dialogue with someone who has an opposite opinion or reaction. Then, they will have a dialogical conversation with someone who thinks or feels very differently about the topic than they do. By doing this field trip, students are confronted with other ways of thinking and find themselves outside of their comfort zone. The goal is to create mutual understanding, rather than learning to debate, convince or persuade someone. We are excited to share some reflective outcomes of this field trip experience with you.
room 5412.0039 | Daniël Vullings
The E&BE game
Based on the success of the EOR game, we are developing, in cooperation with students, the E&BE game. In the E&BE game, students are part of a simulated economy, where all agents are represented by students. Students, supply labor and demand food, services, and housing. The labor is demanded by student-run companies which offer specific outputs, and demand inputs. To finance the firms, students need to borrow money or sell shares and households can trade in these shares. All households and companies are part of one of several countries in which decisions are made by students who are voted into government. With the E&BE game we combine theory with a practical setting and capture the social aspect of our discipline.
room 5412.0040 | Carlo Calmasini
Education toward employability: competences and skills
One of the key goals of our education is to prepare our graduates for the labor market. Put in short, employability.
The Master of Marketing delivers high quality content, and it combines that with several initiatives such as guest lectures, business cases, career and students' events, communicating future job opportunities.
We propose that our programme can be further improved by matching the content, skills and competences to a limited number of so-called employability domains using a backwards design approach. This would support our students in terms of both planning their study and future job positioning, and would offer program management a clear and up-to-date design tool.
15:35 - 16:10: ROUND 3
room 5412.0025 | Martijn Keizer
Curriculum Adaptation to AI
A combination of budget cuts and the desire to adapt teaching practices to the wide availability of AI tools has led to significant changes in the first year of the BSc Bedrijfskunde. These changes range from incorporating low-stakes testing to moving tutorials to controlled settings and from adding lectures on AI to reducing the number of small group tutorials. I will use this presentation to share first experiences and lessons learned from semester 1, based on input from both lecturers and students. This presentation aims to provide lecturers and program coordinators with information and inspiration that can help them make informed decisions about the design of their own course(s).
room 5412.0035 | Evelien Croonen
Creating regional impact through 'student-practitioner interactions'
In the past years, I have organised different types of so-called 'student-practitioner interactions', such as College Tours, Living Teaching Cases, and Northern Business Safaris. Such activities enhance regional cooperation among industry/governmental actors, students and university staff, and can thereby create impact. In this session, I would like to reflect on what I have learned in the past years on organising such 'student-practitioner interactions', and - more importantly - I would like to brainstorm and share ideas on future opportunities for creating regional impact through student-practitioner interactions. For example, how can we measure such impact for different stakeholders? How can student-practitioner interactions be used to achieve goals set in the Nij Begun program? How can we organise such interactions in an effective and efficient way in our educational programs?
room 5412.0039 | Rock Zhu
Designing a Curriculum Wiki for a BSc Programme
This project presents a curriculum-level wiki designed to support a BSc programme in FEB. Instead of introducing extra materials, it reorganizes existing lecture notes, concepts, and examples into a connected knowledge structure that makes relationships between topics explicit.
For students, the wiki offers multiple entry points into the curriculum: by concept, by course, or by learning path. This helps them revisit prior knowledge, identify gaps, and see how ideas reappear and evolve across courses and years, supporting both revision and self-directed learning.
For instructors, the wiki provides a shared overview of the curriculum as it is actually experienced by students. It can reveal overlaps, hidden dependencies, and opportunities for better alignment, without requiring changes to individual courses.
The system is lightweight, scalable, and easy to adopt or adapt across programmes, making it a practical tool for curriculum transparency and communication.
room 5412.0040 | Marjoleine Schoevers
Assessing Performance through ePortfolios
This year we experimented with assessing a 30 ECTS minor (internship) through an ePortfolio. Students had to fill their personal ePortfolios with artefacts to proof that they have met the assessment criteria during the internship. In a 45-minute Criterium Based Interview, the trainer and student elaborated on the student's portfolio.