Testimonials

Programme

Mathematics

Study start date

01 September 2022

Study end date

31 August 2026

Bachelor's student Friederike Schmitz is studying Mathematics at Radboud University.

Why did you choose Radboud University?

I chose Radboud University because I wanted to live in the Netherlands and Nijmegen made a very good impression on me. Another important aspect for me was the large sports centre.

What do you like about the Bachelor's programme and why? How has the programme challenged you?

The programme constantly challenges me, but I enjoy learning new aspects of mathematics.

What do you think about the atmosphere in class?

Because I had to learn Dutch before I could start my programme, it was easy to make new connections as I spoke my fellow students' native language. The relationship with lecturers is good: I know I can approach (most) lecturers when they're in their office if I have questions about their subject.

What are your plans once you have received your Bachelor’s degree?

I'll probably continue with a Master's programme.

Are you involved with the study association of your programme? If so, in what way?

Yes, I'm involved in our student organisation DESDA. I don't participate in many activities, but I've always had positive experiences with the ones I have attended. I'm also on a committee within DESDA.

What do you like about Nijmegen?

I find Nijmegen an open city: everyone is welcome and nobody is excluded. Even when I go home late at night, I usually feel safe, which isn't a given everywhere. I also think Nijmegen has a beautiful city centre and the Waal beach is great too.

Programme

Mathematics

Sterre van Dijk is a first-year Mathematics student at Radboud University, and it turns out that it suits her perfectly. "You learn to think in a different way," she says. However, she almost didn’t choose mathematics.

Sterre was very good at Mathematics A in high school, but Mathematics B was hard. Her friends suggested studying Mathematics, but she was more inclined to choose Dutch language and culture.

Why was that?

 “For Mathematics A, I had incredibly good grades in my fourth year. My teacher did not say anything, however. It’s very simple: you can only choose Mathematics B if you have a 7,5 or higher, and I had a 7. So, I thought I’d study Dutch language and culture after school. That also seemed interesting. However, before my final exams, I had a great conversation with my mathematics teacher, who said, "Why not take a gap year and get a certificate for Mathematics B? After that you gain access to studying Mathematics. If anyone is good at math, it's you.’”

What did you do then? 

“I followed her advice and I’m still grateful for it. I obtained the Mathematics B certificate. During the gap year, I also worked at a homework tutoring institute. There, I saw how little attention was paid to students' capabilities. They mainly looked at grades, not at talents. I often interfered in those cases.”

Do students need such involvement, do you think? 

“Yes, because what mathematics teachers often say in high school is not enough. You can’t make a truly informed choice with that. As a first-year student, I’m also involved in domain guidance. We visit schools to explain what the mathematics programme involves. We can also share our own experiences. My advice to anyone considering this is: attend open days and try a trial study day. That way, you’ll really feel what it’s like and get an idea if it’s right for you.”

What is special about mathematics that attracts you so much? 

“You learn real problem-solving skills. You also learn to ask questions to analyse problems. Mathematics—especially the theoretical side—is very practical. The strange thing is, if they asked me a physics question about a cart on a slope, I’d often lose interest. But if you ask me something about vector spaces, you have my full attention. I understand how simple it actually is, and I can completely immerse myself in it. You really need time and perseverance for mathematics. I work every day from nine to five, because if I don’t, I fall behind.”

What will you do with mathematics in the future? 

“I once took a competency test at school, and it showed that I could be a good teacher. At that time, I didn’t see it at all. But now, after just a few months at university, I think it could be a good fit. I’m not sure if it will be at a high school or at a university of applied sciences, but teaching is something I could see myself doing.”

What challenges would you like to face?

“There are still countless fields in mathematics that are not yet explored. Professors are scratching their heads over them, such as algorithms. I would really like to dive into that and find a solution. You have to be brave to ask the right questions, and I’m definitely brave enough.”

This interview first appeared on TechGelderland. Images: Linda Verweij.

Previous education

VWO, science and technology

Nationality

Dutch

Programme

Mathematics

Country of previous education

Netherlands

Study start date

22 August 2022

Study end date

11 July 2027

Student Klaas Wonders is studying for a bachelor's degree in Mathematics at Radboud University.

Why did you choose Radboud University?

I am originally from Eindhoven, but I really wanted to study in a new city and Nijmegen seemed like a good fit for me. In addition, Radboud University offers abstract mathematics, which I found more appealing than applied mathematics.

How did you experience the transition from high school to university? How did the university/programme assist you with this transition?

I really liked the independence of university, but it did require motivation. I have concentration problems myself, but there is help available. For example, I was assigned a buddy who helped me with my studies. The help is there, but you have to take the initiative yourself.

What do you like about the Bachelor's programme and why? How has the programme challenged you?

There are various fields within mathematics, and you see many of them. What I like is that you have the choice to spread yourself out or focus on one area.

What do you think about the atmosphere in class (for example the relationship between students and with the teachers/researchers)?

The atmosphere is very good. The number of students is small enough that you know most of them, but large enough that there are different groups of friends. We do our homework in a room where there are usually only mathematicians, and lecturers are constantly walking by. This creates a close bond with everyone in the mathematics department.

What are your plans once you have received your Bachelor’s degree?

I probably want to do a master's degree and then see if I can get into business. I don't know if the mathematics I enjoy now will really be relevant to my future career.

Are you involved with the study association of your programme? If so, in what way?

I am currently a member of the board of the study association. Last year, I organised the introduction week, among many other activities. I find that I learn a lot from committee work/board work that is not covered in the programme.

What do you like about Nijmegen?

To me, Nijmegen feels almost like a large village. Of course, there is the city centre, but outside of that, it is always very relaxed. It is also incredibly beautiful; every time I go for a walk, I discover new streets with lots of atmosphere.

Did you visit any information meetings at the campus before you signed up for your studies? Did you find them useful and why?

I only attended the open days at Eindhoven University of Technology and Radboud University. After visiting Nijmegen, I had already made my decision. The open day basically confirmed my choice.

What would you advise students when choosing a study programme?

My biggest piece of advice is to try everything. Step out of your comfort zone and talk to your fellow students. Studying together is much more fun than studying alone (and easier). Also, participate in activities organised by associations or even committees. You will develop yourself beyond just mathematics.

Nationality

Dutch

Programme

Mathematics

Country of previous education

The Netherlands

Study start date

01 September 2024

Study end date

01 July 2027

David Kodde is a Bachelor's student in Mathematics.

Why did you specifically choose Radboud University?

I really like Nijmegen as a city. There are lots of clubs and activities for students. The open day also made a good impression; it was welcoming and well organised.

How did you find the transition from secondary school to university?

It wasn't really a problem for me. I had previously studied Artificial Intelligence for a year (also at Radboud). A lot of attention was paid to learning how to study and thinking about how you want to spend your time as a student.

When I switched to Mathematics, I was already quite independent and familiar with the university. In Mathematics, there are one or two moments a week for first-year students where a lecturer provides extra guidance on the transition to university. This lecturer also teaches at secondary school.

What appeals to you about the Bachelor's programme and why?

Mathematics is a way of thinking. You think about structures and patterns that you can find in those structures. Often, those structures resemble things from the “real world”. The patterns you find then give you useful information.

This precise way of thinking suits me very well. The assignments often feel like good puzzles, and it's fantastic to finally find an answer.

That's also where the biggest challenge lies. Sometimes the topics are very abstract. It often takes a while to figure it out. Then you sit staring at your paper and have no idea where to start. That's a rotten feeling. It's easy to give up then.

For me, the solution is to do it together. We often work on our homework in a group. That way, you're less likely to get stuck. It's also much more fun!

How do you experience the atmosphere within the programme?

The atmosphere is the biggest plus point of Mathematics in Nijmegen. It's not a large programme, so it's very close-knit. I know a lot of maths students from the years above and below me. We also have a great study association: DESDA!

There is a corridor on the third floor of the Huygens building where you can always find fellow students. Most lecturers work in the corridor next door, so you often see them walking by. Other than that, you don't have much contact with the lecturers.

What do you want to do with this degree once you have your bachelor's degree?

I want to continue on to a Master's in Mathematics. A Bachelor's in Mathematics isn't worth much on its own. Almost everyone does a Master's (sometimes in a different field than mathematics).

I don't have any plans for after my Master's yet. I still need to figure out which direction is best for me. The way of thinking that goes with mathematics and everything I learn in my Bachelor's programme opens up opportunities in many different directions.

Are you involved in the study association?

I am definitely involved in the study association. I help organise the social gatherings (which are great fun!). I am also organising our association's 40th anniversary. We are going to make it a really cool week!

I participate in a lot of activities organised by our study association (DESDA). For example, I won the pancake eating and running competition and cooked Vietnamese food. I have a lot of fond memories and enjoyed all the activities.

What do you like about Nijmegen?

I come from a village in the north of Drenthe. It took some getting used to living in a big city. At first, it was quite lonely because I didn't know anyone. Eventually, I found my place here because there is so much to do!

In addition to my studies, I started volunteering with children. I learned a lot and got to know some great colleagues. Last year, I also tried out lots of sports at the sports centre. Now I have a really nice social circle here!

There are loads of study associations, student associations and clubs in Nijmegen. That means there are lots of fun activities organised. I've been able to try out so many new things here. It's a really cool student city!

Which information activities did you attend as a secondary school pupil that you found valuable, and why?

I attended the open day. That's when I realised I wanted to study here. I just didn't know what yet. I was very impressed by how well organised everything was and how enthusiastic most of the students and lecturers were about the university.

What advice/tips would you give to future students?

Your choice of study programme does not determine your entire life. You can only really plan for a maximum of five years into the future. So you don't need to have big plans for the distant future yet. The most important question is: what do you want to do for the next few years? The rest will follow :)

Previous education

Mathematics

Programme

Mathematics

Stefanie Sonner was named the best young teacher of 2021 by the students and faculty of the Faculty of Science and the best mathematics teacher of 2021 by the mathematics students. The rotating trophy, in the form of a plaque with an inscription, stands in her office. "I see these awards as recognition of my educational efforts," she says with a modest smile.

Stefanie Sonner received her PhD in applied mathematics, focusing on the analysis of differential equations and their applications in biology, from Munich. She then worked as a lecturer and researcher in Bilbao, Kaiserslautern, and Graz. "I have now been associated with Radboud University for over four years."

As a lecturer, Stefanie Sonner gives lectures to both bachelor’s and master’s students in mathematics. She also supervises students in writing their theses. Additionally, she is a member of the Mathematics Program Committee, where she works on restructuring and streamlining the master’s program in mathematics. "Formally, 40 percent of my workweek is dedicated to teaching, 40 percent to research, and the remaining 20 percent to administrative tasks."

Multilingual Proficiency

Thanks to her academic career in various countries, Stefanie Sonner is proficient in multiple languages. In addition to her native German, she speaks Spanish, Portuguese, English, and Dutch at a high level. "I speak and write English at a professional level; it’s the language of science. My Dutch is quite good, although I sometimes struggle to find the right word."

The talent and mental flexibility that Stefanie Sonner has in language skills are also evident in her research work. "I conduct research in theoretical mathematics, but also in mathematical biology. In this field, I analyze models for biofilms and cell communication."

Biofilms, such as Dental Plaque

"Biofilms are groups of microorganisms that form a biological system, such as dental plaque. The growth of biofilms can be described by a mathematical model," explains Stefanie Sonner. "I analyze that model; does it show the correct behavior and does it explain what we see in experiments? It’s like solving a puzzle. Just working with a blackboard and chalk or pen and paper, thinking logically. It can take weeks, months, or even years; you never know in advance."

"Mathematicians are often inspired by a concrete application, but we aim to develop mathematical theories that are as general as possible and applicable to a wide range of problems."

Cell Communication

Stefanie Sonner collaborates with the Department of Cell Biology at Radboudumc on mathematical models for cell communication. "In such a system, many processes occur, and there are unmeasurable background processes. With a mathematical model, I try to map out what happens in the background. We use simulations to see if the model matches experimental observations. If it doesn’t, I have to adjust the model assumptions. This is an ongoing process in science."

Targeted Medication

"Practically, research into biofilms and cell biology aims to map out the key processes occurring in a cell or system. Only then you can direct the cell or system to desired behavior, or in medical terms, treat disease with targeted medication."

This interview was first published on TechGelderland. Images: Linda Verweij.

Previous education

PhD in Mathematics, University of Klagenfurt (Austria) and MSc in Applied Mathematics, University of Belgrade (Serbia)

Programme

Mathematics

Country of previous education

Duitsland

Vanja is a lecturer in Applied Mathematics at Radboud University. She investigates the use of mathematical models to understand ultrasonic waves. 'Mathematics is like solving a puzzle.'

After completing her PhD in Austria and postdoctoral research in Munich, Vanja Nikolić joined Radboud University in Nijmegen in 2019. She is on a path to becoming an associate professor and teaches both undergraduate and postgraduate students. Her current research focuses on using mathematical models to understand ultrasonic waves. 'These waves, for example, assist doctors in viewing the body during prenatal ultrasounds. They can also be used for treating tumors, avoiding the need for surgery.'

Working with mathematical models 

Vanja works with mathematical models that describe various phenomena. 'I specialise in models that capture non-linear ultrasonic waves. Many colleagues primarily conduct research in laboratories in this field. We document what we observe in the lab on a computer. This enables us to explore basic principles in a simulation environment, which is also cost-effective.'

Non-linear waves 

Sound travels as a wave, similar to water waves. 'The sound you hear when I speak is almost identical to the sound I produce. This is an example of linear sound behaviour. However, non-linear waves can change shape as they propagate,' explains Vanja. 'Such interesting phenomena occur naturally in ultrasonic waves. They have very high frequencies, making them inaudible. These waves are utilised in various medical applications, both diagnostically and therapeutically. The most well-known example is creating images of the body, such as in prenatal care.'

Research into medical applications 

One of the intended applications of ultrasonic waves is cancer research, potentially eliminating the need for mammograms. Scientists from different disciplines are working on this. Another research area is their use in tumor therapy. 'Therapeutically, we can use ultrasonic waves to destroy tumors. Focused ultrasound can generate high pressure and heat tissue, reducing or destroying cancer cells,' Vanja explains. 'The advantage is that it is painless, non-invasive, and can be repeated frequently.'

Constantly generating new questions 

'My research constantly generates new questions about the underlying ultrasound models, especially in the context of the mentioned applications. There are always potential improvements to discover, which is one of the reasons we do this work. There are always questions to ask and answer.'

Solving mathematical puzzles 

'When I started, there were many mathematical challenges in our field. Some of those theoretical questions have been answered. I am proud of that,' says Vanja. 'An important milestone was that we can now capture how non-linear ultrasonic waves depend on the properties of the medium they travel through. We could demonstrate a certain continuity when waves travel through different media. In mathematics, answering open questions is always fascinating. It's like solving a puzzle. The reason we do this theoretical research is to create a comprehensive understanding of ultrasound. We want to generate a complete picture that will also assist other researchers and laboratories in the long term. We aim to establish something that contributes to a deeper understanding of the field.'

Increasing efficiency 

Obtaining a fundamental understanding of the underlying mathematical models is very important. Vanja: 'It contributes to more efficient use, enabling us to make computer simulations more reliable and efficient. It brings them closer to the real world.'

Inspiring and motivating students 

'Another beautiful aspect of my work is interacting with students and sparking their interest in mathematics. Engaging with students who conduct research and develop a passion for the subject is a wonderful part of my job.' Vanja concludes: 'And sometimes students come up with ideas that I hadn't thought of myself. I find that amazing!'

This interview was previously published on TechGelderland.nl.