Curriculum overview

Collective Futures offers a challenging, yet balanced program. Most of the program is dedicated to working on a complex, multifaceted and transdisciplinary project. Project work and self-study are alternated with a variety of activities that aid the students in dealing with a complex project, maximizing their learning outcomes, and preparing them for an impactful career.

One of the unique aspects of Collective Futures is that part of the activities is organized by the students, tailoring the program to their needs and learning objectives.

All activities are described below. The program is every workday from 9:00-17:00 and an office space is available full-time for the students for project work, self-study, workshops, presentations, peer-learning and other activities. 

Project and self-study

You’ll work in groups of 2-4 students on a project together with an external organization. During the first month, each group will analyze the challenge, design a methodology and develop a vision for their project. They create a project plan with an effective and realistic approach.

During the project, students will utilize their skills to find academic and non-academic sources that can help them in their challenge. Students will learn project and information management techniques to be able to keep a clear overview in a complex, broad and oftentimes incomplete web of sources. Students actively collaborate with project partners, stakeholders, experts, researchers, and their peers and supervisors.

Using methods from science, systems thinking, social innovation and consulting, students create clarity in their challenge and work towards a high-quality end-result. Project groups are stimulated to use their imagination and come up with innovative and creative ways to address their challenge, not solely delivering an advice report for their project partner, but providing a real, widely-supported course of action for impactful change within the partner organization and beyond.

Workshops

An intensive training program helps students to realize high-quality standards within their projects and meet the learning objectives of the program. Workshops are facilitated by professional trainers form within and outside of the University of Amsterdam.

Examples of training topics:

  • Transition thinking

  • Project management (planning, budget management etc.)

  • Collaboration (team work, external collaboration, communication)

  • (Self-)reflection

  • Project methods (consultancy, natural/social science, systems thinking)

  • Presentation (pitching, public speaking, storytelling, visual thinking)

  • Theatre (improving communication & presenting)  

Peer-learning

There are several ways in which peer-learning is stimulated. Firstly, students work closely together on their project, sharing knowledge, skills and visions with each other. Secondly, students give each other lectures on topics close to their heart that could instigate dialogue, whether that is about scientific theory, societal trends, or personal learnings. Finally, students actively contribute to each other’s projects and learning outcomes by giving each other feedback during weekly project presentations.

Lectures and excursions

During the program a selection of guest lecturers will share their experience and knowledge concerning several topics related to the central theme of creating value with science in practice.

The theme will be rooted in more tangible lectures from professionals with a science background who share their personal and professional vision and experiences. Guest lecturers ranging from young professionals, to senior policy makers, scientists, entrepreneurs, business and NGO leaders, will share their insights related to their career path, the decisions they made and the ways in which they utilize their science background in their working environment.

Several excursions to interesting locations or organizations might be part of the minor as well.

Coaching & reflection

Students engage in two types of coaching:

1.      In peer sessions students can share what they are struggling with in their projects or team. Students help each other in identifying underlying behavioral patterns and values and formulating appropriate actions;

2.      In Individual sessions, a Collective Futures coach guides students in learning more about themselves, formulating learning objectives for the program and finding their own path, within the minor and beyond.

Students keep track of a reflection report throughout the minor for more structured, active and explicit learning.

Sports

In cooperation with the University Sports Centre (USC) a sport program is specially developed for Collective Futures. Every week the schedule contains two hours in which students participate in a range of sports sessions focused on team building and personal development. The sports program:

1.  Offers a special setting for further skills training;

2.  Provides an intense setting for teambuilding;

3. Creates a balanced working week which optimizes performance and health.

Program and community building

Students have the opportunity to fine-tune part of the program to their specific background and needs. They receive budget to organize lectures, trainings, research or other supporting activities.

Students are also involved in organizing and facilitating events aimed at engaging students, teachers, and collaborators in building a better future. During these events the Collective Futures program is outlined in more detail and students present their topics and outcomes, and share best-practices.

By engaging in program and community building activities, the students acquire a professional attitude and invaluable organization skills, preparing them for morally ambitious working environments.