Program

12.30	-	13.00	Walk-in, coffee, tea
13.00	-	13.10	Welcome Remko van den Berg, director NOA
13.10	-	13.35	Algorithms: don't stare blindly at the optimal match - Prof. dr. Marise Born
13.35	-	14.00	Student well-being and study stress - Dr. Rutger Kappe
14.00	-	14.30	Break
14.30	-	15.15	Workshop round 1
15.15	-	15.20	Change of room
15.20	-	16.05	Workshop round 2
16.05	-	16.10	Change of room
16.10	-	16.35	Suicide prevention in education - 113 Suicide prevention
16.35	-	18.00	Closing followed by drinks
For practical information and registration: click here

Presentations

Algorithms: don't stare blindly at the optimal match - Prof. Dr. Marise Born
Marise is Professor of Personnel Psychology at Erasmus University and is also an endowed professor at VU University Amsterdam

Educational institutions and companies will use selection procedures if the number of candidates exceeds the positions they have available. The question is whether advanced machine learning techniques can help with this. It covers a number of ways in which these techniques are used: are the promises being fulfilled, under what circumstances can machine learning be useful, and what are the problematic aspects of machine learning? In answering these questions, the presentation also draws on its own research, and examines what these developments in artificial intelligence can mean for diversity in schools and companies.

Student well-being and student stress - Dr Rutger Kappe
Rutger is a lecturer in Study Success at Inholland University of Applied Sciences

Almost every week, reports appear such as "40% of students suffer from stress, depressive symptoms and anxiety" and "one in three students have an increased risk of burnout". So it seems that the well-being of students is not in the best of shape. But, is that really the case? During this interactive lecture, we will discuss the state of affairs on the basis of recent studies. To advance research and educational practice on this important theme, Rutger outlines a useful model, some challenges and two possible solution strategies.

Suicide prevention in education - 113 Suicide prevention
Speaker not yet known

Many schools are confronted with young people who are thinking about suicide. Sometimes also with someone who makes an attempt or dies by suicide. What can you do as a school or university to support young people and show them the way to help? What role do you have? How do you identify problems? Where does your responsibility stop? During the presentation of 113 Suicide Prevention, attention will be paid to:

• Facts and figures about suicide
• Making the taboo subject of 'suicide' a topic of discussion.
• Suicide prevention, what can you do?
• What 113 offers in terms of products and services for those seeking help, relatives and professionals

Workshops

Who do you admit to the programme or not?  Dr. Janneke Oostrom - VU University Amsterdam
Janneke is associate professor of HRM and Organization at VU University Amsterdam

Whether or not to admit a student to a study programme is an important and often difficult decision. This decision is usually based on several sources of information: psychological tests, interviews, motivation letters, portfolios, presentations and/or assignments. Sometimes all this information shows a clear picture with regard to the student's chances of success, but often the scores on the different components also contradict each other. What should you be guided by? In practice, the scores on the various components often appear to be combined on the basis of intuition, previous experiences and accumulated expertise. In this interactive workshop, Janneke Oostrom will test the expertise of the participants. In addition, she will explain how the information can best be combined based on the latest scientific insights and some common misunderstandings about decision-making within the selection process will be discussed.

Mapping student support: working from educational needs - Dr. Tirza Bosma - VU University Amsterdam
Tirza is a lecturer at the Teachers Academy Vrije Universiteit Amsterdam

When registering, it is partly clear which students need more support because, for example, they have a diagnosis or a problematic home situation. What does this support mean for daily teaching practice? How do you gain insight into the educational needs of students? In this interactive workshop, you will work with the three-layer prevention model and we will rethink problems according to educational needs. What does the student need in this program, in this course, in this block? What does this mean for the BPV? And what does this mean for the teacher, the SLB teacher or the student coach or advisor?

New psychological testing methods – MSc Dan Asfar - VU University/NOA
Dan is a PhD candidate at the Vrije Universiteit and advisor to NOA

How can you measure character traits? For decades, researchers and practitioners have been using self-reports to measure personality. With the self-report method, candidates indicate to what extent they agree with certain statements or they have to choose which statements or characteristics describe them better. This "explicit" method of measuring personality has proven its worth, but unfortunately it also suffers from limitations. First of all, the assumption is that one has an accurate image of oneself. Scientific research has shown that this is certainly not always true. In addition, in practice it is often possible to fill in these types of tests unfairly. This is especially a problem when the test results are used for important decisions. Recent developments in personality psychology and A&O psychology show that there are alternative testing methods that can (partially) offer a solution to these problems. VU PhD candidate Dan Asfar is researching this and developing a new implicit test. In this workshop, he will deal with the topic of new and implicit test methods in an interactive way.

Intake, matching and further in MBO and higher education - Drs Anja Rosner and Dr. Corine Sonke - NOA
Anja and Corine are advisors and psychologists at NOA

Since 2014, every prospective student in higher education has been entitled to a study choice check ("a study choice activity, resulting in a study choice advice"), with the aim of reducing the dropout rate and transfer of (first-year) students. The study choice check is completed in very different ways by study programmes and/or institutions. Tests and questionnaires are also used as part of the study choice check. Due to the introduction of the law 'Early registration date and admission right to MBO' in 2017, the interpretation of the study choice advice and the purpose of the intake is currently a current issue in secondary vocational education. In this informative and interactive workshop, attention is paid to the (im)possibilities of a study choice advice with the help of instruments. How can this be a starting point for learning and support? What can higher and secondary vocational education learn from each other in this regard? How can the information from the study check support learning and study career guidance?

Diversity at MBO and HBO: Differences in motivation, competencies and practical equipment? - Dr. Jacqueline van Breemen - NOA
Jacqueline is a researcher and advisor at NOA

Students and pupils belong to various groups; they are younger or older, poorer or richer, man, woman or other, have a migration background or a Dutch background, and often belong to several groups at the same time. NOA has conducted a survey among prospective students at HBO and MBO. We investigated whether there are differences between groups of students in terms of motivation, competencies or the practical equipment of prospective students and specifically looked at the influence of background, gender, and social status on these factors. We also investigated whether the same trend is visible for prospective MBO and HBO students? In this workshop we present the results of the research. The motivation traits consisted of performance motivation, intrinsic motivation and extrinsic motivation. In the practical equipment, factors were looked at that could have both a positive and a negative influence on the study. For example, the availability of help in the area, a good workplace, and the absence of financial problems (all positive), or caring for others, mental or physical disabilities, and the expectation of needing support (all negative). In addition, the study included ancillary activities (hours per week, a part-time job and other obligations) and the extent to which prospective students have an image of the study programme and the profession in the analyses.

How is the student doing? (Study thermometer) - MSc Willem Vrooland and Msc Hylke de Haan - NOA
Willem and Hylke are advisors and psychologists at NOA

Recently, there has been a lot of attention for Study Stress. If you are to believe the media, there is a real epidemic. In this workshop we will take a closer look at the theme of Study Stress. What exactly is Study Stress and when does it become a problem? What are factors that contribute to Study Stress and is there anything that can be done about it? In this workshop we look at the Study Thermometer, an instrument that can help identify Study Stress and its causes. In this informative and interactive workshop, we will work together to exchange experiences and best practices about what you can do after detecting Study Stress.