Where do you find your educational drive?
'By learning about new educational formats and delving into the mindset of my primary target group. I try to stay informed of what students are really learning from and how you can make that happen. In co-creation with them, I come up with course components and improvements. That activates my passion for education.'
'It works for me not to tell students how something should be done or how it can be improved, but to let them think for themselves first and emphasise that they already know a lot themselves, especially if they are already far along in their studies. In seminars for thesis supervision, I make it clear with one gesture that if they have a question, they should first look at each other and not at me. I can quickly let go of that gesture, because they instantly learn what the intention is. I've learned that sometimes I have more impact by keeping my mouth shut for long enough. That can be quite challenging because you know a lot yourself. But the goal is that they also learn from each other.'
Which moment has always stayed with you?
'In one of my courses, we structurally pay attention to the work process in group assignments. How do we work together as a student team? What goes well? What's holding us back? And how do we deal with that when we make our assignments? Then all team members know what they’re up to. The students could choose from all kinds of techniques to subtly discuss this in their teams.'
'I laughed a bit - because it sounded quite childish – when I showed them the metaphor of a boat that experiences setbacks due to a stuck anchor, risks due to rocks under water, but sometimes also has the wind behind it when reaching its goal: the mainland. To my surprise, almost all of them used the 'boat metaphor'. In doing so, they described their experiences with the work process and translated that into strategies for continuing to work together constructively.'
Where do you find the inspiration for your education?
'By continuing to innovate and adapt my teaching. On the broad outlines, but also on the details. Together with other lecturers, students and alumni. In our department, we pay structural attention to the personal and professional development of our students. An example of this is that there is an increasing appreciation for basic academic skills such as creativity and flexibility outside the university. I integrate these skills into my education, so that I prepare students for the job market.'
'I also draw inspiration from the continuous development of digital media, which I discuss in my courses. Think of ChatGPT, virtual reality and gamification. What kind of problems can you use that for? For example, for sustainability challenges? What does it add? How do we deal with it in practice? And how do you substantiate it scientifically? If a student in the evaluation says: "When I start working, I will be able to distinguish myself from experienced colleagues because I have thought critically about digital innovations during my studies.", that is something I love to hear!'
What is your favourite educational approach?
'Various teaching methods with the common thread being the focus on direct application of the learning material. In doing so, I alternate between lecturing and coaching and between clear structure and autonomy.'
'In a course I teach, students make homework before every meeting. It is only at the beginning of the working group that I announce the 'in-class' assignment. They are taught about this, ask questions and apply what they have learned in an assignment. They can choose from several options and hand in the assignment at the end of the four-hour meeting. I coach them in the process. I learned that a 5-minute conversation with each group can have more impact than half an hour of lecturing. You also see how efficiently they can work together, precisely because they have a clear goal in mind. Students tell that they appreciate this clear framework.'
What tips do you have for other lecturers?
'When developing courses, the tips from the Teaching Information Point are helpful. They really know how to achieve substantive and process-based learning goals. And furthermore: come up with learning material that not only fascinates students, but also yourself and talk about it on a appealing way with recent examples. Speak regularly with students about your course. For example, check with students in the middle of your course to see to what extent it meets the learning objectives, and not only afterwards.'
