Can you introduce yourself?
My academic journey began at the University of Twente, with the 'Advanced Technology' Bachelor's. After a while, neuroscience sparked my interest. Building models was an essential part of my education and this skill was especially relevant in in understanding how neurons function. The combination between physics and computational science fascinated me, for example when creating models to explain brain function. Alongside my technical studies, I followed some business-related courses, initially considering a corporate career. However, my Bachelor’s thesis work at an international research facility in Japan at the National Institute for Materials Science (NIMS), where I researched nanoscience, shifted my focus and interest to research.
I moved to Utrecht to complete a Research Master's in Neuroscience and Cognition, but I also spent time in the US, conducting research at several universities. Following that, I obtained my PhD in Scotland and Germany, followed by two postdoctoral positions, including one at the Champalimaud Institute in Lisbon. My research focuses largely on understanding the brain’s complex workings and applying this knowledge to artificial intelligence. Currently, I coordinate the Cognitive Computing Master’s specialisation and I teach two courses on neuroscience: one in the Bachelor's programme and one in the Master’s programme. Additionally, I supervise students working on their theses.
Why did you choose to study/work in this field? What makes this field so interesting?
Most people are curious about how humans work. During my studies in physics, I learned about quantum mechanics, which introduced concepts like particles being uncertain in their location and trajectory. This idea sparked a philosophical question for me: what determines how this uncertainty is resolved? This, in turn, led me to think about what it means for a human to observe something. From there, my fascination with understanding the brain grew, as it became clear how much remains to be discovered about how it functions. Neuroscience offers a unique combination, as understanding the human brain requires knowledge from a lot of different disciplines - in which the modelling techniques I had learned so far are very useful.
What are you currently doing your own research on?
My role is split between teaching and research. In my research, I try to understand how the brain works and how we can apply that knowledge to artificial intelligence. In AI research, large networks are often built, but there’s still a lot of uncertainty about how these networks make decisions. I am particularly interested in working with smaller, more manageable networks of a few hundred neurons, where we can more easily see what is happening. I apply mathematical methods to these networks and, over time, aim to scale this understanding to larger systems. The focus of my research is on how information is given, processed, and used by these networks. Ultimately, I’m driven to uncover the mathematical rules that control neural communication.
What advice do you have for students making their study choice?
It's important to consciously give yourself the space to discover where your passion lies. My advice is to take time to relax and allow your mind to process everything you have learned, especially during weekends or holidays. In the hustle and bustle of academic life, finding time for yourself to unwind and think can help provide clarity on your direction. My best tip is to be patient with yourself and try not to rush.
What is the best part of being a lecturer?
One of the most fulfilling aspects of teaching, especially when supervising theses, is watching students deepen their understanding. There is a moment when things ‘click’ for them—they are no longer just learning because they have to, but because they are developing new questions, methods, and ideas. It is incredibly rewarding to see students transition from absorbing knowledge to contributing new perspectives. This is particularly exciting in research, where I guide students over a span of multiple months, helping them to go beyond simply mastering the material and begin creating new knowledge.