TLC-FMG Coaches consultancy

I work at the Communication Science department as a Senior Lecturer, where I’ve taught extensively in both our bachelor and master’s programmes, and also serve currently as our departmental Assessment Coordinator. Areas of particular interest to me are effective teaching in large lecture courses, designing assessments, using rubrics & constructive alignment, formulation of intended learning outcomes, and teaching and assessing oral presentation skills. I also have an interest in the international classroom, and ways to activate diverse student audiences, also on difficult topics.

As a coach at the Teaching and Learning Center, I bring broad experience in university teaching and curriculum development. Specifically within Pedagogical Sciences, where I have worked since 2008. Over the years I have supervised many master’s internships and coordinated the internship program in the Master of Forensic Child and Youth Care Sciences. I therefore have a specific interest in affective learning goals, focusing on students’ own attitudes, values, emotions, and motivation.
My teaching experience is mostly in courses focused on clinical skills on master level (Forensic Assessment, Forensic Treatment, internships). I have also coordinated a variety of different courses, including Introduction to Pedagogy (first-year bachelor), Bachelor Internship (second/third-year), Moral Development and Delinquency (an elective with a diverse student population), The Meaning of Having Children (an international elective), and Policy and Organization of Upbringing and Education (second-year bachelor). Through this variety of courses, I have gained experience with different student groups and a wide range of assessment formats, such as evaluation interviews and reports in practice internships, multiple-choice exams, open-question exams, individual and group papers, and poster presentations.
In my coaching, I enjoy thinking creatively with colleagues about their teaching, helping them to explore new angles and translate them into concrete educational design.

I work at the Human Geography Planning & International Development department as senior lecturer and coordinator of the Academic Skills learning pathway. As a teacher I am dedicated to strengthening and future-proofing academic skills and fieldwork within higher education. My current educational research particularly centers on developing and advancing effective approaches to research ethics training and stimulating reflective practice. As your coach, I can help you explore possibilities for deepening and strengthening students’ reflective practice, design inclusive fieldwork practices, developing ethical competences or rethink academic skills education in bachelor programmes. I very much enjoy exchanging teaching experiences and practices with colleagues and am happy to brainstorm and experiment with you to challenge and improve our teaching practice.

I work at the Political Science department, my teaching focus is on International Relations and Political Economy. I also work as an assessment expert at my department and for TLC-Central. As your coach, I can help you explore possibilities to improve or redesign assessment in your course. Whether it’s about designing MC questions to assess higher-order skills, drafting essay questions that align with your learning objectives, addressing GenAI risks and opportunities of your assignment, creating a rubric that facilitates reliable grading in a large team of graders, or discussing the psychometric data of your exam and possible interventions, I am happy to help you improve your assessment, with a focus on quality criteria such as reliability and validity, as well as feasibility for students and staff alike.

I’m a sociology and anthropology enthusiast with extensive experience teaching at bachelor, pre-master and master levels at the Sociology department. My teaching career began as an English teacher at a bilingual secondary school, which provided a solid foundation for thinking through lesson plans, assignments, and assessment forms that are both stimulating for students and manageable in terms of workload for teachers. Ensuring that workload aligns with your teaching hours and that of co-teachers is something I’d be keen to assist you with. My coaching assistance would be particularly useful if you’re interested in designing creative assignments that cater to students’ interests and stimulate higher thinking skills, as well as group assignments that guide students in collaborating successfully. This includes thinking through learning objectives, constructive alignment, rubrics, and instructions for students and co-teachers.

I work at the comm science departent, where I have taught courses at both bachelor and master level, from large lecture-based courses on youth and media to smaller master’s electives (7/16 weeks). I experimented with creative assignments, a pecha kucha instead of a standard presentation, an infographic instead of an essay, a consultancy report rather than an academic one, and with in-class formats like no-laptop days, rearranged spaces, or debates where you argue a position you don’t necessarily agree with. Not every experiment worked perfectly, but it always led to new insights. This experience across different course formats and student groups is what I bring to my role as a TLCoach. I enjoy thinking through teaching questions with colleagues; whether it is a small tweak to an assignment, a reflection on whether a full redesign is worth your time, or tips on grading more efficiently without shortchanging your students. So, if you are wrestling with a teaching question, big or small, I would love to think it through with you. Sometimes that leads to something new. And sometimes the best outcome is simply recognising that what you are already doing is more than enough.

I am a senior lecturer in the Department of Communication Science, with extensive teaching experience across both the Bachelor’s and Master’s programmes. I enjoy thinking creatively about efficient and timely course design and would be happy to assist others in this process. I also have substantial experience with calibration: aligning assessment practices across individual graders and teaching teams, and improving grading and feedback processes in a structured way. As learning-path coordinator specialising in theory integration for our new Bachelor’s programme, which launched in September 2025, I am particularly involved in advising on how theory can be integrated into course design and learning objectives. As a coach, I would be happy to think along with colleagues about course design, assessment, calibration, and the role of theory in the curriculum.