Tags
Depends on clinic, see below.
Admissions requirements
Academic writing (or equivalent)
Other requirements may be in place for specific research projects.
Second or third year students only
Like for any other course, students cannot enroll for the research clinics twice.
Registration
If you are interested in one of the clinics below, please submit a brief motivation before 31 July to course.administration@luc.leidenuniv.nl. We hope to be able to inform students about their application by 12 August.
Description
This course introduces students to academic research by engaging them in ongoing research projects of LUC staff members. Students are invited to participate within various stages of a project, ranging from the set-up or the application for research grants, over the gathering of data and the drafting of findings, to the final polishing of a text and preparing it for publication.
Clinics
Students can take a research clinic towards the completion of their elective space. Please find an overview below.
EES
Understanding the institutions affecting flood risk and drought resiliance in Rotterdam, Jakarta and New Orleans. Language skills required. GED and EES majors may be better suited but all can apply. (David Zetland)
The Political Economy of Natural Resource Management: When Do Solutions to the “Resource Curse” Work? (Dr. Anar Ahmadov).
The energy geography of the future. (Paul Behrens)
Cognitive biases in environmental policy making. (Paul Behrens)
Environmental impact of diets. (Paul Behrens)
Room for Rivers in Europe?: Assessment of a major EU environmental policy . Ideal student profile: EES, GED (clever students with other backgrounds may also be suitable, interview) (Paul Hudson)
Digital Landscapes: Integration of historic spatial data from Dutch archives. Ideal student profile: EES, GED (clever students with other backgrounds may also be suitable, interview) (Paul Hudson)
Climate and Environmental Governance. Suitable for IJ and EES students (Brid Walsh)
Mapping Ecosystem Services (ESS). (Peter Houben)
Could Medieval floodplain metamorphosis have paved the way for large-scale hydropower applications? (Peter Houben)
A community-scale energy budget of pre- and post-Medieval land use change and hydropower applications in combination. (Peter Houben)
Taking stock of recent soil loss due to development in the Randstad Area. (Peter Houben)
A review on a chemical of emergent concern: the fragrance Galaxolide. Prerequisite: Env Science. Recommended prereq (not mandatory, but strongly encouraged): Ecotoxicology (Thijs Bosker)
GED
Of Gods and Chiefs: Non-State Authorities and Conflict Resolution in Africa (David Ehrhardt)
Understanding the institutions affecting flood risk and drought resiliance in Rotterdam, Jakarta and New Orleans. Language skills required. GED and EES majors may be better suited but all can apply. (David Zetland)
The Political Economy of Natural Resource Management: When Do Solutions to the “Resource Curse” Work? (Dr. Anar Ahmadov).
Recruitment and Mobilization into Radical Armed Groups: Who Joins and Why? (Dr. Anar Ahmadov)
White Lives in a Colourful World: A comparative exploration of colonists and colonial practice. Could it still be included or have we missed the boat? (Caroline Archambault and David Ehrhardt)
Understanding The Causes of Illiteracy Among the Residents in The Hague (Lucie Zicha and Ann Wilson)
Global Governance Reform Initiative: Migration Governance. Only for 2nd or 3rd year students in IJ, WP, HD and GED (Joris Larik)
Room for Rivers in Europe?: Assessment of a major EU environmental policy . Ideal student profile: EES, GED (clever students with other backgrounds may also be suitable, interview) (Paul Hudson)
Digital Landscapes: Integration of historic spatial data from Dutch archives. Ideal student profile: EES, GED (clever students with other backgrounds may also be suitable, interview) (Paul Hudson)
Immigration Policy Dynamics. Prerequisites: 2nd or 3rd year standing (GED major). Quantitative Research Methods (QRM) and comfort reading and interpreting papers containing social statistics. (Diana Branduse and Brandon Zicha)
Constitutional Politics in Simulation: Programming and evaluating a Python-Based Veto-Player Simulator for Teaching and Research in Python. One programmer and one data-analyst (Brandon Zicha)
Examining The Validity of Salience Measure Using Public Opinion Surveys. (Lucie Zicha and Brandon Zicha)
GPH
Environmental impact of diets. (Paul Behrens)
Socioeconomic inequalities in dietary patterns during pregnancy: a population based study. Prerequisites: QRM or Biostatistics. (Jessica Kiefte)
*Baby’s First Bites: Promoting Healthy Eating Habits in Preschool Children, Dr. Shelley van der Veek
HD
White Lives in a Colourful World: A comparative exploration of colonists and colonial practice. Could it still be included or have we missed the boat? (Caroline Archambault and David Ehrhardt)
Understanding The Causes of Illiteracy Among the Residents in The Hague (Lucie Zicha and Ann Wilson)
Global Governance Reform Initiative: Migration Governance. Only for 2nd or 3rd year students in IJ, WP, HD and GED (Joris Larik)
Diversity in Parenting and Child Development, Prof. dr. Judi Mesman
IJ
Global Governance Reform Initiative: Migration Governance. Only for 2nd or 3rd year students in IJ, WP, HD and GED (Joris Larik)
*Climate and Environmental Governance. Suitable for IJ and EES students (Brid Walsh)
Proliferation of international courts and tribunals: competition between international and regional powers? Prerequisite: public international law; preferable but not mandatory: structure and functioning of the EU (Freya Baetens)
WP
Recruitment and Mobilization into Radical Armed Groups: Who Joins and Why? (Dr. Anar Ahmadov)
Global Governance Reform Initiative: Migration Governance. Only for 2nd or 3rd year students in IJ, WP, HD and GED (Joris Larik)
Elective space
What the **** is research-led teaching? Surveying best-practices in the integration of research and teaching in Dutch universities. (David Ehrhardt and Thijs Bosker)
Global Challenges Stories. (David Zetland)
h3. Course objectives
After having successfully completed this course, students will have be proficient in one or more of the following course objectives to be able to :
formulate research questions and structure a collective project;
draft and revise an academic text of high quality;
utilize specific research skills and methodologies in the context of a larger research question,
cooperate in a research team.
As such, this course provides excellent preparation for students’ Capstone projects as well as later academic research at graduate or post-graduate level.
Timetable
Once available, timetables will be published here.
Mode of instruction
Each student is expected to meet with her/his project leader regularly to discuss her/his progress, receive feedback on earlier work, ask questions and outline further assignments.
Individual project leaders may require additional meetings during which students can be asked to give presentations to all project participants. Project leaders may also ask students to attend specialist lectures, seminars or conferences – insofar as relevant for the project.
Important: students are expected to keep a log of their activities, detailing per hour spent on the project what they have accomplished.
Assessment
Participation during research clinic meetings
Weekly assignments
Keeping a research log
Note that all assignments as well as the final grade for the clinic will be stated as Pass/Fail.
Blackboard
There will be a Blackboard site available for this course. Students will be enrolled at least one week before the start of classes.
Registration
This course is open to LUC students and LUC exchange students. Registration is coordinated by the Curriculum Coordinator. Interested non-LUC students should contact course.administration@luc.leidenuniv.nl.