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Teaching Snapshot
Teaching Snapshot
5 courses developed at Maastricht University (UM) and The University of Queensland (UQ)
Contributions to the Sustainable Bioscience curriculum (UM)
12 students supervised across BSc, MSc, and PhD levels since 2023
Student research frequently goes on to peer-reviewed publication
Average student evaluation: 4.6/5
Learning by Doing, on Problems That Matter
Learning by Doing, on Problems That Matter
I teach from an interdisciplinary perspective because the problems my students will spend their careers on don't respect the boundaries of a single discipline, and neither should the classroom.
My teaching is built around an immersive Problem-Based Learning (PBL) design. PBL rests on four principles I try to make real in every course I run:
1. Constructive learning — students build their own knowledge by reflecting on what they know and what they still need to find out.
2. Contextual learning — students apply that knowledge to real, unresolved problems, not textbook exercises.
3. Collaborative learning — students work together to pull problems apart and put them back together.
4. Self-directed learning — students own their learning process rather than following a fixed script.
Learn more about PBL at Maastricht University →
Currently coordinating:
Currently coordinating:
Visualization and Data Storytelling (VSK2008, skills course)
Sustainable Development — Human Impact on the Earth System (Sustainable Biosciences Programme)
Research Project I (Sustainable Biosciences Programme)
Research Project II (Sustainable Biosciences Programme)
Ecosystem Services (Sustainable Biosciences Programme)
Explore the Sustainable Bioscience bachelor's programme →
Teaching Through Research
Teaching Through Research
I don't treat research and teaching as separate tracks. Every active case study in my lab started as a student's thesis, capstone, or PhD project. Students in my courses and my lab work on genuine open questions, from a global review of the drivers of decline in a threatened marine bivalve to a large-scale media analysis of how wolf conservation is portrayed across Europe. Several of these projects have gone on to peer-reviewed publication.
I supervise students at every stage, from BSc capstone projects to MSc and PhD theses. I calibrate my supervision deliberately with close, structured advisement early on, growing independence as students progress.
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