The Comenius grants enable teaching staff in the Netherlands to put their ideas about how to innovate education into practice. The Dutch government aims to contribute to more widely varied careers for teaching staff and researchers in universities and universities of applied sciences by openly recognising excellent and inspired teaching.
There are three types of Comenius grants for teaching staff depending on their experience:
Good to know
Other details about applying for the grant
4 themes (see bellow)
No specific themes
Length of the project
min 12 months
max 18 months
min 24 months
max 30 months
min 36 months
max 42 months
Budget per project
Scale of Impact
a single study programme (course/subject)
in a faculty or degree programme
across several faculties or an entire institution
Limit of applications
One per faculty
One per university
Students from diverse backgrounds enter higher education with varying degrees of success. They may have different needs and encounter a variety of obstacles in the process. Therefore, a key question is how different student groups can be better assisted in successfully navigating their way into and through higher education. The initial accessibility to higher education is an important issue here as students may encounter problems when transferring between educational institutions or programs. Furthermore, the question of how higher education institutions can cater to the (social) diversity in students from the moment of entry is an area of attention. Diversity within higher education requires teachers and students to learn how to deal with differences in order to make education more inclusive and – thus – accessible to all students who have the ambition and potential to study in higher education.
Projects within this theme strive to make higher education more accessible, to research the educational needs of students who encounter specific obstacles and to properly support and guide them during their studies.
Various studies have shown that the mental vitality of students has been under pressure for quite some time, with loneliness and performance pressure being identified as major causes in particular. Before the COVID-19 pandemic there were already concerns about the mental health of students, but the corona virus crisis seems to have magnified the situation. Students feel less connected with each other and with the university of applied sciences or university. Furthermore, the brisk pace at which they sometimes finish their studies leaves little room for reflection and broad orientation. For example, the performance pressure which might be caused by exams and a possible lack of individual attention due to large student groups are points of attention. It is therefore important to research how we can increase the well-being of students.
Projects within this theme strive for the prevention, early identification and guidance of students who experience performance pressure and loneliness in order to increase their mental well-being and functioning. This could include changes in the design of the curriculum, didactics and testing, or attention to the connection of students among each other and with the program and educational institution.
There are multiple global problems, such as the climate crisis and the gap between rich and poor, where young people are often the centre of hopeful attention when it comes to finding solutions. The United Nations has summarized these challenges in seventeen Sustainable Development Goals (SDGs). Both universities of applied sciences and universities aim to prepare students to participate in a changing society and labour market, in order to contribute positively to the solution of these challenges of the future. In curricula, knowledge development and gaining practical experience are increasingly intertwined, and the importance of learning and using skills for solving social issues is growing. Internships and other forms of workplace learning are important components of the study programmes at universities of applied sciences, and these are also becoming more important for universities.
Projects in this theme focus on the question of how students can be educated so that they can contribute to solving national and global challenges of the future. This may involve for example internships or other forms of education, but also how universities of applied sciences and universities can learn from each other or cooperate.
The open theme covers the entire breadth of “Fit for the Future”, the strategic agenda for higher education and research. Projects within this theme connect with the subjects and ambitions stated in the strategic agenda.
The Leadership Fellow projects are not submitted within a certain theme. These are intended to give a boost to the educational ambitions of the university as formulated in the strategic (education) plan of TU Delft.
Overview of the procedures & deadlines 2022-2023
Support by Comenius
- Recording of online information session in English (22 June 2022), click here
- Recording of online information session in Dutch (24 June 2022), click here
- Writing tips: Watch these seven short videos with tips from Mariska Knol about how to write your proposal for the Comenius grant.
Support by Teaching Academy
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- Please send us an email to email@example.com. We would like to think along with you about your application.
Granted Comenius Projects at TU Delft
Nelson Mota - Architecture & Build Environment
Housing as Healthcare: Mapping the correlation between housing design, microbiodiversity and health in The Hague
This Teaching Fellowship project is about the importance of biodiversity for public health, which is widely acknowledged. However, few people are aware of how much housing design decisions influence the interaction between humans, non-humans and the diversity of microorganisms that populate our living environment. To overcome this knowledge gap, this project engages architecture and (bio-)medicine teachers and students in a transdisciplinary collaboration and cocreation process. Together they will study residential neighbourhoods in The Hague, developing a pioneering combination of environmental microbiome research with ethnographic research and spatial analysis. The outcome of this project will support the development of innovative Microbiome-inspired housing approaches to improve health and well-being. (nro.nl, Comenius Programma)
Rebecca Price - Industrial Design Engineering
Forging resilient designers
I see increasing interest among Industrial Design Engineering (IDE) students to tackle ‘big picture’ problems that carry considerable complexity. However, the pressure they put on themselves to perform in their graduations means that their projects can quickly overwhelm them, with detriment to their learning and well-being. We tend to celebrate the resilience of the systems we design, but forget about the resilience of the designer who thought of, and realised these breakthroughs in the first instance. They imagined the world in a new way and that is not easy nor comfortable. With my Senior Fellowship grant, IDE colleague Dr. Mieke van der Bijl-Brouwer and I aim to equip graduation students with the capacity to negotiate inherent complexities faced when tackling systemic problems. Design resilience is for now defined as the way a designer ‘bounces back’ from setbacks and criticism and negotiates uncertainty. The Senior Comenius project will approach the development of designer resilience in a student-centric way, identifying and defining designer resilience, and developing designer resilience pedagogical tools through co-design workshop with students, student guilds and lecturers. Finally, designer resilience will be integrated into the newly revised Master of Science program at the Faculty of Industrial Design Engineering to ensure long lasting benefits to future design graduates.
Pleun Hermsen - Mechanical, Maritime and Materials Engineering
A ludodidactic solution for more personalised graduation counseling of future engineers
The Teaching Fellowship grant gives me room to implement and experiment with personal supervision that is focused on the graduation process rather than the content. to make a start to educate reflective engineers. In co-creation with 'Robotics' students and with the help of game designers from the HKU, I will develop a Serious Game according to the Design Thinking methodology that can be used for supervision, peer review and reflection during the graduation process. With this form of education, based on ludo didactics, I want students to increase their learning results of the graduation phase. During the game, students' personal or graduation issues are addressed in such a way that conscious learning occurs from their own experiences and those of fellow students. The graduation students and the graduation supervisor play the game together so that supervision, intervision and reflection take place both from the graduation supervisor and peer-to-peer. With qualitative research we look at the effect of this intervention. Process supervision is labor intensive and requires good coaching or interviewing skills. By designing the game in such a way that the lecturer does not need to train on those skills, large-scale use is feasible if the experiment is successful. I hopes to encourage lecturers at other study programs to use this form of education by making the design process and design choices transparent and freely share them.
Angeliki Sioli - Architecture & the Built Environment
The Space of Words: Modeling Spatial Atmospheres from Language
I have received my Teaching Fellowship grant for the pedagogical project ‘The Space of Words: Modeling Spatial Atmospheres through Language’ a pedagogical project addressing a new topic of architectural education: modeling atmospheres of space through the use of written and oral language. The project will be piloted in the studio-course ‘MSc1: Ways of Doing’ (AR1MET011) and target an important pedagogical problem of the beginning stages of master-level education. It will address the significant difficulties for productive and creative collaboration among first year students, caused by their notably diverse educational and cultural backgrounds. To this end, the project will capitalize on two capacities that the freshmen already have in common: the social willingness to express themselves through language and the ability to sense how different atmospheres of space affect their experiences and emotions. Based on recent findings in neuroscience—proving that language and imagination work collaboratively in the brain—‘The Space of Words’ innovates in engaging language for a new purpose: that of imagining spatial atmospheres. While language is present in architectural education it is hardly explored as an element for imagination. Thus, ‘The Space of Words’ will advance the next generation of architect’s understanding of spatial atmospheres, through the use of language as a critical parameter of imagination.