Teaching

Teaching philosophy

• Appeal to intuition: find examples that students would know&care about and are thus motivated to make parallels to
• Continuously prompt students to get engaged, to leave no-one behind
• For mixed-background classes, assume little specialised knowledge, and instead find bridging points between disciplines
• Instil a sense of step-by-step discovery, with minimal hand-holding
• Make constant references to “real” research: publications, the review process, research groups
• Encourage exchange of ideas and constructive feedback between students, within and between classes
• Clarity and transparency with respect to course requirements and examinations
• Train para-academic skills in the process: academic writing, presentations, accepting criticism, etc.
• Combine the respective advantages of online (e-learning) and in-person teaching methods

Guest lecturer

• 2019/2020: Methods in Cognitive Biology (MSc) (E)
  University of Vienna (Department of Behavioural and Cognitive Biology)

• 2018 and 2019: Basics of Neuroscience (MSc, BSc)
  Medical University of Vienna (Department of Neurology)

• 2016 and 2017: Music Cognition (BSc) (S)(E)
  TU Dresden (Institute for Musicology and Art History)

Teaching assistant

• 2013: Statistics, Neuroanatomy and Social Psychology
  University of Oxford (Department of Experimental Psychology)

• 2008: Statistics
  University of Durham (Department of Psychology)

Pre-university teaching and teacher training

• 2013: Experimental Psychology (S)(E)
  Oxford Royale Academy

• 2012 and 2013: Music Psychology (Waynflete project essays)
  Magdalen College School Oxford

• 2012 and 2014: Music Psychology (S)(E)
  Oxbridge Academic Programs (teacher training)

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(S) = including syllabus creation
(E) = including exam papers