Translation of evidence-based teaching methods into design, evaluation and iterative improvement of teaching units, for a wide range of target groups. Please see my list of publications for the bibliography of the articles or links below for highlights.

For science communicators
Writing as an oceanographer for other scientists, I share tips, tricks and tutorials for hands-on experiments that raise curiosity and foster understanding of ocean / climate physics, mainly in blogs or journals of the relevant professional societies, e.g. of the European Geosciences Union.

For high school teachers
How can oceanography be used to use physics concepts in a different context and hence raise student interest in physics? I write tutorials for hands-on experiments on ocean physics: in press in the German journal “Plus Lucis”, and published in the news magazine of the National Association of Geoscience Teachers “In the Trenches”, and in SERC “On the Cutting Edge” topical online resources for teaching activities.

For higher education faculty
Higher education faculty is typically very curious about new ideas relating to teaching methods and about what experiences others have made with those, but is also usually not rewarded for time spent on excellent teaching. For the lowest possible threshold for faculty to be exposed to new impulses, I am presenting at meetings of relevant topical professional societies, and many of those presentations have resulted in conference papers, for example on:

Oceanography, fluid mechanics and laboratory experiments:
– Interactive modelling in fluid mechanics instruction
– Designing classes to promote active learning
– Teaching laboratory classes

Teaching large classes:
– Backchannel communication in large classes
– E-learning with a focus on connecting mathematics teaching for non-maths-students with their major subjects (in this case mechanics or electronics)
– Using Twitter as a teaching tool

– Hands-on projects for first-year students
– How to ask good questions based on a taxonomy of learning outcomes
– Teaching social responsibility
– Pitfalls of using (too) technical language

For (peer) mentors
How to build your own mentoring network. Book chapter.