I have years of experience in teaching across a wide range of subjects to philosophy students, but also to students in computing science, arts & media, psychology, engineering, cognitive science and artificial intelligence. My aim is to make students widen their view on the things that matter, even — or especially — if that is the area they believe to already be an expert in. I’m always open to learn new ways of improving my teaching and education in general, and have had this interest even when I was still an undergraduate student (see for a brief description of my service to the educational community further below).
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Teaching Experience
As a lecturer:
- Master seminar “Memory and the Self” (2021 Summer, Ruhr University Bochum). Co-lecturer with Markus Werning and Erica Cosentino.
- Master seminar “Mental representation and situated cognition” (2020 Autumn, RUB). Co-lecturer Markus Werning.
- Master seminar “Memory and Imagination” (2020 Summer, RUB) Co-lecturer with Markus Werning and entirely through eLearning (using Zoom and Moodle) because of COVID-19 pandemic.
As a tutor / graduate teaching assistant:
- PHIL151 — “Logic: The art of reasoning” (2019, University of Wollongong, Head tutor)
- CSIT111 — “Programming Fundamentals” (2019, UOW)
- CSIT226 — “Human–computer interaction” (2018, UOW, stand-in tutor at start of subject)
- CSIT111 — “Programming Fundamentals” (2018, UOW)
- PHIL151 — “Logic: The art of reasoning” (2017, UOW)
- CSIT226 — “Human–computer interaction” (2017, UOW)
- PHIL107 — “Introduction to Philosophy” (2017, UOW)
- PHIL106 — “Media, Art and Society” (2016, UOW)
- BKI243 — “Philosophy of Cognitive Science” (2015, Radboud University)
- 0SAB0 — “History and Ethics of Technology” (2014–2015, Eindhoven University of Technology)
- The online tool Agora was used in conjunction with this subject.
Service to the community
In tertiary education in the Netherlands, students are actively involved in shaping curricula and safeguarding their quality. Unlike most anglophone universities, universities in the Netherlands have a democratic structure where students have a right to vote on, for example, the yearly university budget — and may prevent changes in it. Though the power of democratic committees at universities was larger prior to 1997, such committees still form an integral part of university structure and, in my estimation, are part of the reason why Dutch universities offer on average world-class quality education. During my undergraduate studies I participated in the following committees:
- Education committee for Philosophy (Opleidingscommissie Wijsbegeerte) at Radboud University, Nijmegen, the Netherlands
- Faculty Student Council for Philosophy (Facultaire Studentenraad Filosofie) at RU
- University Student Council (Universitaire Studentenraad) at RU
I was furthermore a student member (student-assessor) of the board of the Faculty of Philosophy at Radboud University and co-authored a book on students’ rights on assignment for the Dutch Student Union (LSVb).
In addition, I was a member for two educational accreditation panels. I worked as a student member for the NQA (Netherlands Quality Agency) and participated in the accreditation of several higher education programmes in accordance with Dutch higher education standards: