Interview series: Carolien Kamphuis

Interview series

"Stimulate a life long learning culture for lecturers"

To celebrate the launch of the new Acceleration Plan website, we did a series of interviews with members of the Acceleration Plan about their experiences in higher education. Today: Carolien Kamphuis.

More and more attention is being paid to the appreciation of professional development for lecturers, notes Carolien Kamphuis, team member for Radboud University of the zone Facilitating professional development for lecturers. Rightly so, according to her, because the key to improving the quality of education is the lecturer.

How would you describe your role within Radboud University?

“From the Acceleration Plan, I am a driving force within the RU to strengthen the quality of education, by giving an extra impulse to the adoption of ICT in education by our lecturers. I have worked at Radboud University Medical Centre for eleven years as an educationalist and policy officer. Apart from educational design I have also worked on professional development for lecturers. Two years ago I was seconded to work at Radboud University within the programme ‘ICT in education’. Over the past five years, the programme has created a good basis for educational innovation with ICT. I believe that lecturers develop not only by attending training sessions, but mainly by active involvement in educational development and innovation. The Acceleration Plan gives them opportunities to experiment and gain experience with various interactive work forms and digital educational resources.”

What do you like best about your position?

“I like to inspire and get lecturers excited to take a critical look at their own teaching and to support them in designing meaningful education. The first question, as far as I am concerned, is always: what do you want to achieve with your education? The educational goals come first, technology a means.  I like to let lecturers experience what it is like to be taught with a didactically rich use of ICT. “Teach what you preach.” In this way I try to contribute to the continuous development of lecturers in their teaching position.

As a policy officer, it is also a huge challenge for me to create the preconditions for this within our organisation. Fortunately, there is increasing attention for the appreciation of professional development for lecturers. Scientists mainly invest their time in professional development in the field of conducting research, because there is strong competition in research. Teaching has long been the neglected child, but that is changing.”

Teaching has long been the neglected child, but that is changing”

- Carolien Kamphuis

Do lecturers come to you with questions or do go to them?

“That is an important question within our zone: what is a success formula for facilitation of teachers? What is a good support structure? Education design is increasingly becoming co-creation, which requires different areas of expertise, such as educational expertise and technological expertise. more and more expertise, such as people who are able to edit well and think in a visual way.Through this combination, in a team with teachers, you develop high-quality education.Ideally, this is stimulated both top-down and bottom-up. long learning culture for teachers, in which they continue to develop. ”

How did you come to work in education?

“I knew quite early on that I wanted to work in education. I did the PABO [pedagogic academy primary education], but I was still young when I graduated. Immediately afterwards, I started studying pedagogical sciences at Radboud University. After that I started working at a company that was commissioned by publishers to developed digital educational resources. I gradually shifted that to adult education. At RU Medical Centre I focused on, among other things, lecturer professionalisation. ICT has always been a common thread for me. ”

What does being a member of the Professional development zone do for your institution?

“Within RU, various developments are taking place to which the zone can make a nice contribution, so that reinforcement and acceleration can take place. A Centre for Teaching and Learning is being set up, the ‘ICT in education’ Programme will be continued with a three-year follow-up and quality agreements have been made by the faculties, including on lecturer professionalisation. The momentum is there.”

How did that happen?

“Technology is an indispensable part of our society. We have to deliver graduates who can enter that society and who have innovative capacity. We demand different capacities from our students compared to a few years ago, so our lecturers cannot stay behind. Otherwise the gap will become too large.

Take the medical field, for example, where augmented reality is increasingly used in surgical techniques. Scans can be projected into the surgeon’s visual field for even more precise surgery. We will soon have to deliver doctors who can work with such technologies and who are able to innovate within their own field. Then we have to design our education differently. We cannot fall behind. That much is understood.”

Original text: Marjolein van Trigt

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