Why Community is Key INTERVIEWS

DIVERSITY & INCLUSION AT LEIDEN UNIVERSITY

Barbara J. Love, Jan Terlouw, Domenica Ghidei

YOUR THOUGHTS ON INCLUSIVITY Five years of Diversity & Inclusion Policy:

lessons learned

Discover the world at Leiden University

Contents

Read about: Interviews with:

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Barbara J. Love

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Jan Terlouw

Domenica Ghidei

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Your thoughts on inclusivity

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Five years of Diversity & Inclusion Policy: lessons learned

Diversity Symposium 2018 in drawings

20 18 Working together, a word from our networks and initiatives

Van Bergen Prize 2018

22 Symposium highlights

COLOPHON Why Community is Key was produced by Magazine on the Spot for Leiden University

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Coordination and copy: Julie de Graaf Design: Nanda Alderliefste-Reinders Photography: Eelkje Colmjon Proofreader: Julia Gorodecky Drawings: Suus van den Akker

Coordination Leiden University: Lotte van Klaveren Editorial contributions Leiden University: Marilyn Hedges, Corine Hendriks, Isabel Hoving, HÊlène Christelle Munganyende Photography Diversity Symposium 2018 by Marc de Haan for Leiden University

Foreword

Dear readers,

F

ive years ago, we started to work towards a more inclusive and diverse university. This magazine celebrates this festive milestone. More importantly, it celebrates the aim we want to achieve: an inspiring, inclusive academic community for everyone.

Slowly but surely, our goal is coming closer. We are proud of the increasing percentage of female professors, of the second POPcorner for student support, the new networks, and the growing enthusiasm for D&I workshops. There is much to be proud of, but even so we are not yet there. In the years to come, we will increase our efforts to build a truly inclusive community. It is very clear to us why we are doing this. A diverse community will result in more innovative and relevant research and teaching, but only when that community is also inclusive. Only then will students and staff be able to bring out the best in themselves and in one another. Community is key. Inclusion will become a much stronger focal point in all our everyday practices. Not just the faculties, but the central services and expertise centres too, such as HRM and Student Affairs, will join us in making this a primary concern. We will involve more and more people, at all levels of our organisation. The university’s leadership will take the lead. Most importantly, we will invite the institutes to become more inclusive. This is where research and teaching take place, and it is where exclusion and intimidation are often felt most acutely. Fortunately, some institutes are great examples of how an inclusive community can be created. We have good examples, lots of enthusiasts and plenty of determination. Join us for the next five years!

Professor Hester Bijl Vice-Rector Magnificus Leiden University

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Interview

A CONVERSATION WITH BARBARA J. LOVE

‘Creating an inclusive community’ Dr Barbara J. Love is a Professor Emerita of Social Justice Education at the University of Massachusetts ­Amherst. Together with colleagues and universities throughout the US, Europe, the Caribbean and Africa, Dr Love has developed a ‘Strategic Plan for Diversity’ that guides the transition towards a community of inclusion.

What do we need to build an inclusive community? ‘There are initiatives with which members of the university community can engage. The university needs also to develop a social justice strategic plan. This plan is not only about who the people are with their many different backgrounds, it also addresses the levels of power and authority and people’s sense of belonging. Most universities were founded and designed to support the interests of a particular population at that time: white, Christian, middleand upper-class males. Many universities still serve this original population, even though they want to be a diverse community. If students of the global majority, LGBTQ+ students, Muslim students, female students, and working-class students are present in the classroom, but experience exclusion, such as racism or sexism, it is going to impact the quality of their experience. Creating an inclusive community with a diverse population requires people to recognise exclusionary behaviours. If we succeed, this recognition becomes the basis for changing problematic patterns of behaviour.’

‘The university needs to develop a social justice strategic plan’

Why do you recognise a global majority group, rather than marginalised groups or minority groups when you reference people of colour? ‘ “People of colour” is the term most used in the US and in Europe to refer to people from Asia, Africa, Latin America and the indigenous peoples of the Americas. I prefer to talk about people of the global majority because that term accurately describes this collection of people. Europe constitutes only less than 10 percent of the world’s people. That automatically means that Africans, Asians, indigenous peoples of the Americas and Latinx people are the global majority. The term “people of colour” serves to make us small, less significant or less important. The

opposite term – minority – is a fill-in term that indicates a lack of power and authority. Recognising people of the global majority stops language reinforcing and maintaining white privilege, domination and racism.’

What efforts can our staff take to increase inclusive working relations? ‘The first step is to decide deliberately to make way for change. Second, we need a concerted effort to change the historic power relationships that are still influencing the organisation. To become inclusive, the relationships of subordination must be named and changed. Third, people must learn to recognise, interrupt and change behaviours that reproduce the many forms of exclusion. It is very important that staff actively intervene in these power relations, because realignment will not occur automatically. You have to act to break down the tendency to maintain the status quo. Finally, it means creating an atmosphere where everyone in the university wants to be part of the process of creating an inclusive community.’

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Interview

A CONVERSATION WITH JAN TERLOUW

‘We have to seek fraternity’ Physicist, former D66 party leader and author, mainly of children’s books, Jan Terlouw, gives three to four talks a week. Even at the age of 87 he is tireless in communicating his message: ‘We need to regain trust in one another, and we have to seek fraternity.’

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an Terlouw is concerned about the course mankind is taking, but he continues to spread his optimistic message. It is virtually impossible for audiences to remain unmoved when he speaks: you start to believe that everything will turn out fine, as long as you want it to. Terlouw’s 5 May lecture in 2014 was closely linked with the theme of diversity and inclusiveness. His talk focused on the third concept of the French Revolution: Fraternity – alongside liberty and equality. A concept that has since become somewhat submerged. More than four years later, Terlouw says: ‘It’s about accepting each other, making people feel like they belong, not excluding people because they are gay, an immigrant or female. Fraternity often lies in the small things, from person to person.’

Young people, too, are impressed by Terlouw. He wrote a manifesto in 2017, together with the youth organisations of ten political parties. The manifesto talked about the climate threat, another subject that is close to Terlouw’s heart. ‘The world has become more like a business,’ he says, ‘and its main concern is instant gratification.’ Terlouw, like many other people, is shocked by the abuse some users of social media allow themselves, and by the opinions that people present as facts. ‘Be wary of people who say they know something for sure,’ he warns. ‘Whole groups of people treat fake news as the truth and they pass it on as if it were the truth; and people who ought to know better claim that the truth is fake news.’

‘It’s about making people feel like they belong’

A plea for trust In November 2016 Terlouw made a strong impression when he appeared on the Dutch TV talk show De Wereld Draait Door, with a plea for trust. As befits a good speaker, he used a strong image that has remained in the minds of his audience: the string through the letterbox of your front door, to make it easy to open the door. The image represents the trust that people had in one another, and just how far we have strayed away from that ideal.

Accept and respect

Terlouw believes that if people from outside the Netherlands want to live in our society, they have to accept and respect the principles of the constitutional state. ‘If they don’t, they should be punished or expelled. Our democracy must not be threatened, I am absolutely firm in that belief. It took us over a hundred years to build our democracy and we should preserve it. Everyone is equal before the law, and that’s a principle we should live by.’ In the same week that this interview with Terlouw took place, the first gender-neutral passport was issued to a person whose gender could not be determined at birth. ‘That’s a wonderful step forwards,’ Terlouw commented, ‘and a form of fraternity!’

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Interview

A CONVERSATION WITH DOMENICA GHIDEI

‘Life is a quest and a learning school’ Domenica Ghidei-Biidu has dedicated her career towards equality, human rights and refugees. At a very young age, she mapped out a path for herself, which she is still following today. She strives for fair and equal treatment and inclusion.

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t age 15, Ghidei fled without her parents from Eritrea, where a terrible war of independence was being fought. She was 17 when she arrived in the Netherlands. When she was 23, she started to study Law at the Vrije Universiteit Amsterdam. She has always been proactive in shaping her life. ‘Between the ages of 17 and 23, I was married, had a child, got divorced and helped set up several diaspora and refugee organisations,’ Ghidei says. The path that she mapped out for herself then is one she would continue to follow: striving for fairness, equal treatment and inclusion. In the final stage of her studies, she specialised in international, immigration and administrative law.

it will ever come about? ‘Of course there are times when I feel sad or hopeless, but I still look at what is possible. I’m happy that we have instruments and infrastructures such as human rights treaties and courts that show clearly how we should behave towards one another. That’s something I cherish. Personally, I prefer to work in a setting where I can make a contribution to the human dimension, and there are so many different ways of doing that. If, in one of my different roles, I can make sure that someone’s life takes a positive turn, or that communication or justice can be put right, that makes me very happy. Sure, there are some developments I’d rather not see. But if you don’t see the shadows, you never see the light either. Life is a gift, and it’s up to you to make something of it. We all believe freedom is a good thing, but freedom is not a given for everyone. I find that an uncomfortable thought, and I hope other people do, too. Life is a quest and a learning school. Your reward is that you become more self-aware, you recognise awareness in other people, and you do the right things.’

‘If you don’t see the shadows, you never see the light either’

Human dimension Ghidei is an optimist. But even so, isn’t it hard to keep on fighting for something when there is no certainty

NUMEROUS POSITIONS The positions held by Domenica Ghidei are too numerous to mention, but they are all related to equality, human rights and refugees. Ghidei is a member of the European Commission against Racism and Intolerance (ECRI) of the Council of Europe; a member of the Advisory Council of Atria, the Institute on Gender Equality and Women’s History; Vice-Chair of the Commission for Disputes on Inclusive Education, and a member of the Supervisory Board of Nidos Foundation, an organisation responsible for arranging the guardianship of unaccompanied minor asylum seekers. For 12 years she was a member of the Netherlands Institute for Human Rights, and its predecessor, the Equal Rights Commission. Ghidei chaired the Leiden University Diversity Symposium 2018.

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Inclusivity

YOUR THOUGHTS ON INCLUSIVITY What does inclusivity mean to you? And what can Leiden University do to foster a more inclusive and diverse academic environment? Participants of the Diversity Symposium 2018 share their thoughts.

Asian representation

Promote and facilitate

‘As a university, we have achieved a lot, but sometimes I do feel kind of excluded as a Chinese person. That is why I keep going to symposia and activities like these; to increase the amount of Asian people present. I want to communicate and interact with other people and tell them that we are also part of this community. We root for this community as well.’

‘Leiden University can allow for structures that will promote and facilitate diversity, and support student initiatives about new ideas for communities. At the same time, I’d ask the teachers, lecturers and professors to lead the way in creating an inclusive space in lectures and work groups. If they would have more time to prepare, they could look outside the existing narratives and come up with new ones that normalise diversity and inclusivity.’

Quanxiao Liu, Institute of Biology PhD candidate, Leiden University

Sanne-Louise de Bruin, International Studies student, Leiden University

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Inclusivity

Change image

Lower threshold

Bigger whole

‘I believe recognising people’s differences and their personal stories is really important. By listening to people and really hearing them, they feel included. We as a university could let even more people know that we’re committed to diversity and inclusivity. My brother-in-law and cousin both live in Leiden, but decided to study elsewhere because they didn’t think they would fit in here. We need to change the image people have of our university.’

‘Inclusivity means banning race- or gender-based prejudices. It’s an ongoing process, but you can gain significant progress through raising awareness. I do think the climate at Leiden University is already relatively inclusive, for students and for staff. Of course, we can always do better. Maybe it would be a good idea for every employee to have a yearly conversation with the university’s ombuds(wo)man. To create a lower threshold for reporting any problems.’

‘Inclusion means people feeling at home and feeling part of a bigger whole. Universities somehow still feel like elite organisations. To go from that elitist historic background to a real inclusive space is a big step, one that needs to be taken on all levels. It’s about the deans and the Executive Board being involved, but it’s also in the way new students are being welcomed. It’s in the selection of lecturers and professors and in the way tutors treat and teach their students.’

Albert Hauber, retiree and visiting lecturer clinical psychology, Leiden University

Alette Vonk, Intercultural Management lecturer, Leiden University

Meeting platform

Involve everyone

Diverse staff

‘I think there are great steps being made towards inclusivity, and universities are getting more and more diverse. But in my opinion, one thing is still missing: a platform where people can easily find each other, connect with each other and form groups. We could use the power of digitalisation to bring people together in real life. When I went off to study in a new city, I really could have used such a platform to connect with other students.’

‘Inclusion is about everyone. That’s what I preach and practise in my own job. So fostering inclusiveness is about involving and engaging people. It’s about getting to know the stories behind the people; what do they need to function within your organisation? Policies are often implemented without consulting the people they’re created for. I think we should deliberate and engage with employees and students and come up with effective policies together.’

‘For me, inclusion is about taking people’s hopes and concerns into account. No one should feel left out. Leiden University is doing a lot already. I walk around and I see all different kinds of cultures. I even saw a poster of Bob Marley in the hallway of my faculty. So I’m very pleased with the way things are done. However, I’ve never seen a black university tutor in my time here. There could definitely be more diversity in the teaching staff.’

Moshe Sijben, entrepreneur

Samira Rafaela, project leader inclusion, Dutch National Police, Leiden University alumna

Jim Grant, Clinical Psychology student, Leiden University

Sahra Almahmood, intern Strategic Communication Directorate, Leiden University

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Drawings

LIVE DRAWINGS from the Diversity Symposium 2018

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Drawings

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years of Diversity & Inclusion Policy: lessons learned 14

Five years of Diversity & Inclusion Policy: lessons learned

Where are we after five years of diversity & inclusion policy? Diversity Officer Dr Isabel Hoving shares the lessons learned on how to build an inclusive academic community.

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ive years ago, the Executive Board launched its diversity and inclusion policy, with the explicit aim of increasing the quality and innovative potential of our teaching and research. The new Diversity Office and a large group of enthusiasts set to work, and have since made pretty good progress. A few examples: the gender balance in higher positions has improved, and selection committees are more aware of implicit bias; new student and staff networks advise the Executive Board; all our faculties are working on their own D&I plans; student support has improved; we are accumulating ever more data and knowledge on inequality; teachers follow workshops on inclusiveness; and workshops on countering discrimination and intimidation and on ways to increase ethnic diversity among staff are coming up. And still, it seems as if we are only now beginning. Here is what some of our students have to say: ‘...[in class] the history of the Dutch Caribbean, where I come from, is not discussed. That makes me sad. It feels as if my history and experiences don’t matter… [So] at the student association for students with an African heritage, (…) we follow seminars about the topics we are missing in the lecture halls.’ A student who has to use a wheelchair: ‘I find it a real pity that it was only through

conducting my own research that I discovered all the great initiatives available for disabled students.’ A fellow student agrees: ‘…that is why [we] are working to establish a network.’ And a fourth one: ‘In my History study programme, I found that the material taught is mainly about men from history and is written by male historians (…) that is why I came up with the idea of setting up Feminist Evolution (…) an initiative (…) which delves deeper into feminist topics.’ I love these stories! These Leiden students bumped into obstacles, and what did they do? They rolled up their sleeves. They launched a network, or a study group. Together, they read the books they missed in class. And in this way, outside class, they made each other into the world citizens they want to be. What energy these students spark in each other! Studying would be so much more relevant and exciting if the needs of all students were taken into account, they say. They are quite right. It would be so much more inspiring if our cultural and social experiences were addressed too, they say. Just give us space to develop our rich, cosmopolitan, inclusive views and experiences! After five years, I, as the university’s Diversity Officer, can only say: Yes, this is the crucial point.

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Five years of Diversity & Inclusion Policy: lessons learned

‘Studying would be so much more relevant and exciting if the needs of all students were taken into account’

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Five years of Diversity & Inclusion Policy: lessons learned

5 LESSONS LESSON

LESSON

LESSON

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2

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Listen

Leadership

Treasure initiatives

It is as simple as this: creating an inclusive workplace begins with listening to the experiences of your students and colleagues, and your fellow students. That means listening to all of them, but especially to people who do not look like you, and to those whose experiences are different from yours. It is simple, and at the same time very challenging. How should we talk to those international students who sharply criticise your curriculum? Or to those students and fellow students who avoid talking to you? It may be because they do not feel valued, not understood. So how can we open the dialogue, then?

The opportunities for change have never been better. Our university, too, agrees that D&I is a sure way to increase the quality and social relevance of our work. At the same time, change seems to happen frustratingly slowly. In the US, UK and elsewhere, more and more young, innovative people are experiencing academia as an unhealthy workplace, and so they quit.

What we do NOT need, however, is more bureaucracy. Inclusion is about energy, inspiration, growth; about bringing soul into everything you do. It is about following your wayward 21st-century-student soul, it is about being allowed the space and time for your intellectual creativity. Can our outsiders and critical thinkers be rewarded as much as the conformists? Can initiatives be encouraged? How can we value bottom-up D&I initiatives as starting points for shared action – without trying to canalise and control them?

And if you are a promising, untenured LGBTQ+ person, how can you openly discuss your workload with a straight director who has the power to decide your future, and who seems primarily worried about the financial picture? Talking and listening are far from easy. If you really want to listen, you have to try to do that without simultaneously framing what the other person is saying. Listening calls for awareness of your own bias, and of your own cultural framework. Learning how to ask open questions from a real interest in others can be a challenging learning process. But if the university doesn’t listen to its students and staff, it fails them, and they will underperform or quit. What a loss. Our diverse 21st-century students and staff bring with them the very qualities that our society desperately needs: personal experiences with diversity, intercultural competence, cosmopolitanism. Listening to them is something the university has to learn. But learning, that’s what we are good at. So let’s take a look at the other lessons we learned.

The complexity of our organisation cannot be a valid excuse for slowness. How can we increase the pace of change? Here the university management can take the lead, as they have done so effectively before. Only they can make inclusion a priority. They are working to ensure that managers at all levels embrace inclusivity, and are able to effectively lead our increasingly diverse community, with all its complex differences. We need managers for whom the creation of a good, inclusive work and learning place is a priority.

LESSON

3 Make a plan (and stick to it) Inclusion, diversity and equality have to be integrated in everything we do. Do you know what the D&I plan is for your own workplace? Make sure there is a plan, and monitor the effects. Gather data. Discuss progress with all those concerned – students, staff, networks. This is the only systematic way forward. Make a plan, and stick to it. It takes time and money. But without this perseverance, there will be no progress.

LESSON

5 Make it happen right where you work D&I is not something that just the Diversity Office does. It is what each of us can do to create an inclusive workplace, right in the very department where we work. Within our workplaces, staff and students need to be in the lead, as they are the ones who know most about inclusion and exclusion. Why are those involved in joint decision-making all too often appointed from above? Is that really the best way to guarantee that the full diversity of experiences will be heard, and favouritism will be avoided? Why not ask all staff members what kind of leadership they need to be able to make the most of themselves? We tried this approach, and we got great results.

These lessons will be at the heart of our work in 2019-2021. Thank you all for being part of this journey. Let’s keep moving forwards in the years to come!

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Networks and initiatives

Working together, a word from Inclusion means involving everyone. That’s why we’re very happy to work with all the innovative and inspiring networks that were founded by students and staff and with other good initiatives.

Vitaal

LGBT+ Network

ASA

Vitaal is a network of, and for, all the women with an academic degree from the Leiden University Medical Center (LUMC) who are pursuing a career in medicine, science or management. The LUMC Academic Women’s Network aims for a proportional representation of women at higher scientific, medical and managerial levels within the LUMC.

The LGBT+ Network offers a platform to all lesbian, homosexual, bisexual, transgender, intersex and queer staff and students at Leiden University. Everyone who feels part of the university is welcome to take part in activities. The aim of the LGBT+ Network is to promote the inclusion of the network’s target group; that also means the inclusion of non-LGBT+ staff and students.

The Afro Student Association understands the struggles that black and afro students face when navigating academia. As such students, we recognise our power to improve our experiences in universities. Therefore, we want to contribute to fostering the environment we want to live in, and seek to create a base for accurate representation, empowerment and activism.

vitaal@lumc.nl

afrostudentassociation@gmail.com

lgbtnetwork@leidenuniv.nl

Sophia Sophia aims to create equal opportunities and a better working environment for female academic and scientific staff at Leiden University. Our mission is to promote a better working environment, redress the unequal male-female ratio at Leiden University, create equal opportunities, and make optimal use of the talent of Leiden’s female academics. sophia@leidenuniv.nl

Leiden University Pride – QUEER AF! At Leiden University Pride (LUP), we endeavour to create a safe, supportive and engaging LGBTQ+ community for the students, employees, alumni and friends of Leiden University. We strive to provide a platform to explore current LGBTQ+-related issues. At LUP, we believe in these values: safety, inclusiveness, awareness, supportiveness, pride and fun. leidenunipride@gmail.com

STAR *star (a ‘space to talk about race’) is a (safer) space primarily for people of colour. We hold spaces where race- and heritage-related matters can be discussed more freely, we create clarity within the institution about the vulnerability and importance of these matters, and we realise communities where we belong within academia; making the university a more inclusive space. starleiden@gmail.com

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Networks and initiatives

our networks and initiatives POPcorner Talent is what you make of it! RISE

POPcorner

Launched in 2015, Researchers in Science for Equality (RISE) is the network for female scientists at the Leiden University Faculty of Science. Our mission is to build an inspiring work environment for female scientists, to stimulate their personal and professional development, and to help advance their careers to top positions in natural sciences.

POPcorner offers students of the Faculty of Social and Behavioural Sciences and the Faculty of Humanities support in finding their way at the faculty and in their studies. The aim is to improve study success. We offer consultations, workshops and courses, mentoring by senior students, and an inclusive community of talented students who organise talks on hot topics, debates and excursions.

rise@science.leidenuniv.nl

POPcorner@hum.leidenuniv.nl POPcorner@fsw.leidenuniv.nl

meetingpoint@sea.leidenuniv.nl

JUL Get more out of your work and your network with JUL! The Young University Leiden (JUL) network is for young staff members who want to get more out of their work. Working together, sharing knowledge, personal development and fun are what all the activities organised by JUL are about. If you want to become a member, simply send us a mail. jong@leidenuniv.nl

FEL The vision of Feminist Evolution Leiden (FEL) is Leiden as an inclusive city where everybody feels at home. Our goals are to set up accessible feminist programming in Leiden, to support and connect existing feminist networks and people, and to contribute to the development and stimulation of female talents.

At Leiden United, our aim is to unite Dutch and international students in an inclusive, close-knit community of people with various educational and cultural backgrounds. Our programme offers a unique and diverse experience of student life in the Netherlands and makes Leiden a home away from home. leiden.united@gmail.com

Meeting point Leiden University is committed to promoting the interests of future generations. Through Meeting Point, the university contributes to the academic and socio-professional integration of newcomers, such as refugees. Meeting Point is a place where you can meet other students with a refugee background, as well as friends, staff and students of Leiden University.

Leiden United

Leiden University Diversity Policy Feedback Group The Leiden University Diversity Policy Feedback Group (Klankbordgroep Diversiteitsbeleid) is a team of students, staff and alumni. We evaluate existing policy, formulate advice regarding future initiatives, and facilitate knowledge exchange on diversity matters. We envision a Leiden University that recognises, invites and values variety within its present and future community. klankbordgroepdiversiteit@ leidenuniv.nl

feleiden@gmail.com

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Van Bergen Prize

Van Bergen Prize:

bringing Dutch and international students together

Members from the winning team of the annual Van Bergen Prize: Vera van Heel (l) and Timothy Stikkelorum

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Van Bergen Prize

There are many ways to bring Dutch and inter­national students together. For example, by inviting them to play tag with bows and arrows in a game of Archery Attack. This idea from archaeology student Timothy Stikkelorum, won the annual Van Bergen Prize at the Diversity Symposium 2018.

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he award of the Van Bergen Prize is a fixed element in the annual Diversity Symposium. Stikkelorum and his team, a committee from the Archaeological Study association Terra, were completely shocked at winning the prize. Their prize winning plan is to host an Archery Attack tournament for international and Dutch students in May 2019. ‘Archery Attack is an archery game where teams fire at one another and at an object to gain points. It’s basically like dodgeball, but with bows and arrows,’ Stikkelorum explains. ‘The arrows have a rubber ball at the end, and the players wear protective gear. Being hit by an arrow hurts less than being hit with a dodgeball.’

Trust and strategise Stikkelorum has been a keen archer for years, but he also enjoys Archery Attack. ‘Once people have played just a single game, they’re already quite good,’ he says. ‘Apparently the game appeals to very old, instinctive reflexes: ready, aim, fire! A round lasts only six minutes, so you’re really in the moment.’ The team figured that since few people have experience with the game, everyone can start at the same

level. ‘Last year, we hosted a small tournament for archeology students and teachers, and we saw how well it connected people,’ says Stikkelorum. ‘They have to work together, trust one another and strategise. That’s how you discover unexpected sides of each other.’

‘In Archery Attack, people have to work together, trust one another and strategise’ Yearly tournament Winners of the Van Bergen Prize receive a €5,000 subsidy to execute their proposal. The prize money could be used to buy Archery Attack material: a complete set of equipment for one field (two teams) costs around €700. A date for the Archery Attack tour­ nament has already been fixed: 18 May 2019. ‘A Saturday,’ Stikkelorum says, ‘because we noticed international students don’t always have plans for their weekends.’ The team plans

to work together with other study associations to recruit students to play. In the long run, their hope is to make the Archery Attack tournament a yearly event for all Leiden University students. Are you interested in joining the Archery Attack tournament? Please email bestuurlasterra@gmail.com for more information.

About the Van Bergen Prize The Van Bergen Prize is awarded annually to an individual or team at Leiden University (students and staff) who have the best idea for bringing together Dutch and international students. The idea is to promote an understanding of one another’s cultures. The jury is made up of students and staff, and they assess the entries on the basis of their innovative nature, their scope and how feasible they are to implement. The Van Bergen Fund, which organises this competition, is named after Joris van Bergen, former member of the Executive Board of Leiden University.

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Highlights

HIGHLIGHTS

Diversity Symposium 13 November 2018

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Highlights

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13-11-2018 Stadsgehoorzaal Leiden

Opening word from Vice-Rector Magnificus Prof. dr. ir. drs. Hester Bijl

Our moderator: Domenica Ghidei Biidu

Keynote Jan Terlouw

Domenica and Sanne-Louise de Bruin refelecting on the Keynote of Terlouw.

Keynote from dr. Barbara Love about the inclusive community

Deans presenting their insights:

Room for discussion:

Diversity Officer Isabel Hoving

Interactive workshops: - deep democracy - Q & A with dr. Barbara Love - reacting to discrimination - inclusive teaching - inclusive leadership

And the winner is...

Wrap-up by Atta de Tolk

And last but not least: food and drinks! Suus van den Akker livecartoons.nl

Ceremony of the Van Bergen Award:

Bye bye!