Team interview Academic Outreach Programme

Semiha Denktaş, Chief Diversity Officer of EUR says: '’After an incredibly inspiring trip to UCLA, we were fully convinced of the need to develop and launch an outreach programme. We had this idea for a while, but learning and discussing the lessons learned from this university in the United States allowed us to create a plan that fits the Dutch and Rotterdam context. There is so much potential in our region, but the university and academic world can seem very distant, with barriers that are out of reach for students. This was something we wanted to work on, together with everyone involved in shaping the educational career of children and young people, such as schools, school leaders, teachers, societal partners, and policymakers. This way, as an academic community, we can stay connected to society and remain innovative.'’

Gwen de Bruin, manager of the IDEA Center, emphasizes how the AOP aligns with the work of the IDEA Center: “The goals and principles of the AOP perfectly align with the IDEA Center, which stands for Inclusion, Diversity, Equity, and Access. Accessibility to education for everyone, fair opportunities for everyone, so that we can be a diverse and inclusive university and community. At the IDEA Center, we look at exclusion mechanisms throughout the educational line, from students to employees of the EUR. Thus, the AOP is the beginning of everything.”

Anne Wijtzes, programme manager of the AOP, passionately shares her motivation to work at the AOP: '’After my studies, I started as a researcher on social issues. Although I found research very enjoyable (and still do), during my postdoc period I realized that I was missing the direct impact of my work. Around that time, the wonderful opportunity arose to work at the IDEA Center (then Diversity & Inclusion Office) as a programme manager for a new outreach programme. I didn’t hesitate for a moment! Through many of my friends, I experienced from a young age that not everyone gets the same opportunities when it comes to school and the job market. I also learned very quickly that I had a very privileged position with parents who both studied at the university and know the Dutch education system inside out. I feel at home at the university, and I feel blessed that I can now work as a programme manager on the accessibility of that same university for everyone, regardless of their background, parental education, or financial situation. I now experience the impact of our work daily.’'

Lisenne Giel, project lead Schools, describes her diverse days: '’As a project leader, I don't have typical days. My workdays consist of a mix of various activities, such as strategic planning, collaboration with team members, meetings with stakeholders, practical tasks related to project implementation, monitoring, and research. I can start a workday by aligning the overall objectives of the project with all stakeholders, but I can also host a lecture  for 6th graders at 9 am! One thing that is on my to-do list daily is team coordination; I align every day with the project team regarding progress, challenges, and upcoming deadlines.'’

Rajiv Mahadew shares his personal highlight as City Engagement Officer: “Through foundations and other societal organizations, we are able to engage with children and young people in their own environment, and it's wonderful that we can inspire and show that the university is not something unattainable but is an option for every child and young person in our city. When I see the interaction between our student ambassadors in their role model function with young people or when we organize activities at the EUR and in the neighborhood, and at the end of the day, I see smiling faces of young people who say they want to study or have been inspired, that makes my day!”

Arysha Lemmers, event manager, reflects on her favorite moments: '’During the programmes, I see special moments happening between the student ambassadors (who serve as role models) and the pupils. This shows that the AOP is truly needed. I have seen ten-year-old children scream with joy because the professor from the children's lecture had the same background, children run out of busses to hug the student ambassadors, and high school students admit that they now dare to make their own study choices and not choose a study just because their friends do.'’

Brenda Karsan, event manager, shares one of the unexpected challenges she experienced this year and how she solved it: '’Our partner schools come to EUR by buses to participate in our lectures. During one of the lectures, one of the buses was delayed, causing the pupils to have to stay on campus after it ended. I quickly came up with a creative solution by organizing a movie with a fun film quiz for the children. To my surprise, the children enjoyed it a lot and participated very actively.’’

Joska Strikker reveals her highlights and challenges as an event manager for the programme: '’The best thing about being an event manager is being able to contribute to programmes that truly make a difference in the lives of underrepresented students. Our programmes not only help students with school and work but also with their personal growth. The goal is to prepare them well and confidently for university. Event management with schools is a fun challenge. It requires creativity, smart planning, and careful thought to ensure that these programmes really work well and have the maximum effect.'’

Educational expert Marianne den Hertog shared important features of the programmes and activities of the AOP. “The programmes and activities we have developed for our children and youth in Rotterdam are very diverse. We organize short activities such as treasure hunts on campus for children to get to know the university in an accessible way, but also long-term programmes for youth, for example, to support them in making a profile and/or study choice. All programmes and activities tie in with key transition moments in the school career of children and youth. These are key moments such as the transition from the primary school to secondary school and the moment pupils make a study choice. You can imagine that we share and discuss certain information with young people, but the personal attention of our students is what creates the most impact. The fact that the (personal) stories of the students and scientists in the programmes are recognizable to young people, makes it extra valuable.”

For developing programmes, educational specialist Britt van Herpen draws inspiration from her own experiences during her school career: '’My own school experiences have had a profound influence on my work in designing educational programmes. I always strive to design programmes that consider different learning styles and backgrounds, something I missed during my own school days. Encouraging critical thinking and creativity are elements in education that I consider valuable. Besides, my experience in front of the class as a teacher has given me a realistic perspective on what is feasible in a classroom. This helps me to develop programmes that are not only academically enriching but also practically feasible for student ambassadors and teachers.'’

Janna Michael shared her valuable lessons as a researcher: “As a researcher of the AOP, I have learned valuable lessons that have deepened my understanding of educational inequality. Educational inequality is a complex problem that plays out on all levels: from societal structures and the education system to interactions between students and teachers at the school level, family support, and student motivation, to name a few. Factors at different levels often also interact with each other. Therefore, it is necessary to systematically address educational inequality at different levels. To create efficient interventions with broad support, we need the experience, knowledge, and ideas of all stakeholders. Universities play a crucial role in bringing stakeholders together and further developing theoretical explanations for educational inequality. This lays the groundwork for targeted and efficient interventions. Additionally, promoting equal opportunities within the university is crucial, so that it can provide inclusive education where all students feel safe, at home, and respected, regardless of their diversity.”

Researcher Gresa Gashi also emphasizes the importance of research: “Research plays an important role in the AOP for various reasons. Firstly, research allows us to evaluate the effectiveness of the programme. By systematically collecting data and conducting analyses, we can understand which aspects of the programme are functioning well and where adjustments may be necessary. Additionally, research also provides an opportunity to gain new insights and develop innovative approaches. It helps us better understand the needs of the target group, recognize trends, and develop strategies that fit the changing needs of the community. Finally, research also contributes to the credibility of the AOP. By publishing and sharing results, we can not only provide transparency about the impact of the programme but also contribute to the broader academic community by sharing knowledge about outreach programmes and educational equality and encouraging discussions on these topics.”

Communication regarding all initiatives of the AOP is handled by communication advisor Naomie Mankenda. She describes the role of communication in creating positive societal impact with the AOP: “Communication plays a very important role in creating positive societal impact for the AOP. My contribution as a communication advisor focuses on sharing stories and experiences that highlight the essence of our programme. Through various communication tools such as blog posts on the EUR website, photos, and videos of the programmes, and sharing messages on LinkedIn, I highlight the voices of those involved. These stories not only generate interest but also make the impact of the programme tangible for a wide audience. Impactful and inclusive communication, for me, means creating an environment where everyone is heard and represented. This also involves using inclusive language. This means consciously choosing words that embrace everyone and exclude no one. It's about using a language that unites people, regardless of their background, gender identity, cultural, or social context. Finally, the use of inclusive visual material is also of great importance. It's not just about avoiding stereotypes but also actively showcasing diverse communities, experiences, and perspectives.'’

Sjimmi van Rijckevorsel, a committed student-assistant of the AOP, describes her experience: “EUR students from various faculties are connected to our programme as student ambassadors. Our student ambassadors teach the various programmes we have developed. These students have diverse backgrounds and each has their own experiences regarding their path to university. This makes them role models for the pupils and youth in Rotterdam who they can inspire by sharing their own stories. It's so beautiful to see that we have such a close and fun student community with which we also do such important work. Besides, I also enjoy supporting during the programmes, talking to the students, and inspiring them. The variety of tasks is what makes working at the AOP so special for me!”

Student-assistant Aleksa Zivlak shares a personal interaction with students that made a lasting impression on him: “Today, I had a class at my old primary school. After the class, two children came up to me and gave me a hug and thanked me for the fun class. I noticed that they really enjoyed my class. It made me realize that during such a class, you can already make an impact on children. That touched me. It also gave me a lot of energy and inspiration to ensure that future classes I will give will be just as enjoyable as this one.”