University courses

Summary

At the Department of Neurophysiology, Donders Institute for Brain, Cognition and Behaviour, Radboud University, I am re-designing the ’Mathematics’ course to add an e-learning component and recently set up a peer-review system for our labmeetings. At the University of Amsterdam I set up a track in computational neuroscience within the BSc program ’Psychobiology’.I formulated overall learning goals and aligned existing courses (taught by teachers from different backgrounds) to these goals by making an inventory of the content and required prior knowledge and discussing this with the lecturers, so that the courses were complementary and did not show knowledge gaps. I taught in different courses, next to supervising students on projects (BSc and MSc level). At the École Normale Supérieure I taught a MSc level neuromodelling course, and I supervised several students on projects (BSc and MSc level). As a PhD student at the University of Amsterdam I worked as a TA in many courses. I assisted the students during practical assignments, graded them, and taught the students the relevant theories. Later, I was involved in training TAs, writing new syllabi and supervising students at their theses. I also worked as a teacher at an institute for exam trainings.

Overview

Date Course
2018

Systems Neuroscience: lecture on methods of measuring mutual information in neural signals

2017 – current

BSc Essay course: I supervise several biology students in their BSc essay

2017 – current

Mathematics for Biologists: I am re-designing the course to involve an e-learning component, add more biological context and fit the course in the new curriculum.

2017 – current

Confidant: I am an external mentor for up to 8 PhD students.

2017 – current

Numerus fixus: the ’numerus fixus committee’ designed the selection procedure for the Bachelour’s programme in Biology

2015 – 2018

Signal Analysis: in 2015 I supervised this course, gave lectures and developed assignments in the BSc Psychobiology at the University of Amsterdam.In 2018, I gave guest lectures.

2014 – current

Supervising students at projects at BSc- (3) and MSc-level (3) and PhD-level (1) at the University of Amsterdam, Radboud University and HAN Hogeschool.

2014 – 2018

Neurophysiology: each year I gave a lecture about basic membrane properties in this course in the BSc Psychobiology at the University of Amsterdam.

2014 – 2018

Leren en Geheugen (learning and memory): each year I gave two lectures about learning in neural networks in this course in the BSc Psychobiology at the University of Amsterdam.

2014 – 2018

Van Perceptie tot Bewustzijn (from perception to consciousness): each year I gave two lectures about neural networks in this course in the BSc Psychobiology at the University of Amsterdam.

2014 – 2018

Computational Cognitive Neuroscience 1/2: I designed, taught, supervised and corrected lectures and tutorials on unsupervised learning in this course in the BSc Psychobiology at the University of Amsterdam. 

2016

Radboud Summer School in Maps in the Brain: I co-organised, gave a lecture and designed and supervised a tutorial on how to analyse spike trains.

2015

BKO (teaching qualification for Dutch universities): I received my BKO qualification May 2015. This qualification shows that I can develop courses, teach and supervise students at projects.

2015

Programming: I designed an introductory course in programming in Matlab for the BSc Psychobiology at the University of Amsterdam.

2015

Radboud Summer School in Neural Metrics 2.0: I co-organised, gave a lecture and designed and supervised a tutorial on how to analyse spike trains.

2015

OIST Computational Neuroscience Course: I was invited as a tutor in this Summer School in Japan: I supervised students and gave several tutorials.

2014

Radboud Summer School in Neural Metrics: I gave a lecture and designed and supervised a tutorial on how to compare spike trains.

2013

Supervising students at projects at BSc- (1) and MSc-level (1) at the École Normale Supérieure.

2013

Atelier théorique modélisation computationnelle at the École Normale Supérieure. An MSc-level course in neural modelling.

2011

Fourier analysis for neuroscientists at the University of Amsterdam. I wrote the syllabus.

2010 – 2011

Supervising BSc students (3) on their their theses (four projects), in physics, neuroscience and interdisciplinary projects at the University of Amsterdam.

2007 – 2011

Advanced Neuroscience at the University of Amsterdam A MSc-level course, in which the students used the ‘Neurons in Action’ toolbox, and had to give presentations about scientific articles. The first years I was teaching this course, later I was training TAs.

2010

Signal Analysis for Neurophysiology at the University of Amsterdam, a BSc-level course based on Wallisch et al. ‘MATLAB for Neuroscientists. An Introduction to Scientific Computing in MATLAB’.

2008 – 2010

Neurophysiology at the University of Amsterdam An introduction into neurophysiology. The first years I was teaching this course, later I was training TAs.

2006

Neurons in Action at University of Amsterdam, a course based on the interactive tutorial by J.W. Moore and A.E. Stuart, in which students perform patch-clamp experiments in silico.

2006

Neural Networks at the University of Amsterdam, a final-year BSc-level course in the modelling and interpretation of in silico neural networks.

2005 – 2006

Teacher (physics and mathematics) at Stichting Studiebegeleiding Leiden, an institute at Leiden University, which provides exam trainings for secondary school students.

2003 – 2004

Tutor to first-year physics students at the University of Amsterdam. I assisted students with their assignments, but also helped them to deal with practical problems.

2002 – 2004

Mathematics for Economics at the University of Amsterdam, a BSc-level course in basic mathematics.

2002

Physics of Waves and Oscillations at the University of Amsterdam, a BSc-level course in physics.

2001

Mentor to first-year ‘Beta-Gamma’ (interdisciplinary BSc) students, University of Amsterdam. I assisted students with their assignments, but also helped them to deal with practical problems.