prof. dr. B. (Bettina) van Hoven

Teaching mission and approach

My teaching is rooted in applied and experiential learning, encouraging students to step outside their comfort zones and connect theoretical concepts with real-world applications. My pedagogical approach emphasizes innovation, accountability, and social change, nurturing students as critical thinkers and ethically grounded practitioners. By incorporating project-based and participatory methods into my teaching, I provide opportunities for students to engage with societal challenges, fostering skills in research dissemination, collaboration, and impact generation.

The two examples below are the result of recent collaborations with students:

Bolt, R., Hoogers, C., Gross Valle, C., Valentini, N., van den Brom, Y., van Hoven, B., Ainscough, J., O'Sidhe, Y., Stokes, T., & Lebedieva, A. (2022). Streetfront: Stories about Perseverance, Resilience and Running in the Downtown Eastside.

Open Access: https://books.ugp.rug.nl/ugp/catalog/book/170

 This book is a collection of stories about students that have attended Streetfront, an alternative high school program located on Vancouver’s East Side, Canada. Through running, they find the perseverance and dedication they need in their lives. Through 16 in-depth interviews with indigenous youth and teachers from Streetfront, the book provides a unique perspective on the challenges and triumphs of these young people. With a focus on community-driven solutions and the power of sport to create positive change, "Streetfront" speaks to anyone interested in sustainable development and social justice.

van Hoven, B., Fisher, M., & Munuera Garcia, J. (2024). Mapping the inclusive city: Engaging people with disabilities as co-researchers in Groningen (the Netherlands). Community Development. Advance online publication. https://doi.org/10.1080/15575330.2024.2310848

 In this Open Access article, we discuss a participatory project with people with disabilities as co-researchers. Madelief Fisher and Julia Munuera Garcia were involved in the project as student researchers. The article is an example of research that provides students an opportunity to play a role in tackling pressing societal issues using collaborative methodologies with societal stakeholders, and in producing socially impactful knowledge that contributes to the urgent need for inclusive, sustainable communities.

The project, which emerged from my teaching activities, also resulted in a Dutch book, This Abled City, aimed at employees at a municipality, care institutions, and students. The book is accessible here: https://books.ugp.rug.nl/ugp/catalog/book/199