Where do you find your educational drive?
'My educational passion comes from moments in which I really know how to inspire students. A good example was a trial lecture 'Green Biology' that I recently gave during the BSc open days. I talked about ecosystems and tipping points, topics that are strongly linked to the effects of environmental and climate change. In the room were many future students with their parents. Almost jokingly, I said to the young people: "With us, as an ecologist, you learn to look for natural solutions to the problems that the person next to you has caused." That caused a laugh from the audience, and immediately you felt a change of energy; it seemed to be getting more urgent!'
'These kinds of moments are incredibly valuable to me as a lecturer. It is wonderful to make young people curious about nature, to help them understand its biodiversity, and to inspire them to cherish nature. If I can motivate students in this way, it gives me the drive to get the best out of myself and my education.'
What was your biggest learning moment as a lecturer?
'My biggest learning moment as a lecturer is the realisation that we often test too much summatively and that this does not always achieve the intended goal. Many of my courses have a fieldwork component, and I regularly take students to the field for my own research. It is precisely in those moments, when you are working together in a practical setting, that the hierarchy blurs and a natural exchange of knowledge arises. This, I think, is where learning really happens—for both student and teacher. It is not just about taking over information, but about thinking together, asking questions and finding solutions. This made me realise that we should invest more in 'blended' education, in which theory and practice go hand in hand.'
'My message is that we should judge students less on standard tests and assess them more on their ability to apply theory in a practical context. This requires education that provides space for real interaction, critical thinking and learning by doing. For me, this is the core of what good education is about.'
What do you hope your students take away from your education?
'What I hope to impart to students is the baggage to become responsible and well-informed representatives of nature and its biodiversity. We are in a 'polycrisis', in which climate change and biodiversity loss are the most urgent challenges. The current generation of students faces the complex task of finding solutions and contributing to reversing these developments. This requires critical thinkers, people who not only have a sharp analytical eye, but can also look at problems with an open and creative mind. We need 'broad experts': professionals who have both a solid foundation and the skills to work in an interdisciplinary way and develop new insights.'
'In my education, I strive to offer a certain depth, while providing a solid foundation. I like to create space for students to debate and discuss because I believe this is one of the most instructive ways to really understand topics. My goal is to give them not only knowledge, but also the tools and mindset to actively contribute to the preservation of biodiversity and tackling environmental problems.'
What have you learned from your students?
'What I have learned from my students is to dare to invest in them—to really get to know them, both in their strengths and their challenges. But also to dare to be vulnerable yourself. It can be scary to be human as a lecturer, but I have noticed that this often leads to mutual respect and a better bond. I regularly say to my students, whether in courses or internships: "The only reason I'm in front of the 'class' is that I have more experience." In a few years, they might as well be my colleague—or even my supervisor! So why shouldn't I treat them as my equals now?'
'This approach works very well for me but it was something I had to learn. In the beginning, it felt a bit awkward to let go of that hierarchy but now I see how important it is to take students seriously as partners in the learning process. By working together, learning and being open, not only they grow, but I also learn every day.'
What is something that you still want to try in your education?
'Playing games with students. As a child, you often learn best by playing, but in higher education, this is quickly seen as 'childish'. Still, I think that game elements can have enormous added value for learning complex concepts. In one of my lectures on plant-soil interactions, I already used a kind of role-playing game, but I dream of developing a board or card game. The idea is that students should build a plant community that is resilient to stressors such as climate change or invasive species. They should apply important ecological concepts, such as biodiversity, competition, dissemination and facilitation. The game must also have a competitive element. Think of 'plague cards', such as drought or wildfires, that one player can use against another; Players must then devise strategies to minimise the impact of such setbacks on their community. So you are working with the learning material.'
'I believe that such a game not only deepens learning but also makes it more fun and interactive. It can help students to translate abstract theories into practical situations while stimulating collaboration and critical thinking. It seems like a great way to bring ecological principles to life!'