Zur Webseite der Informatik

Lehrangebot bis Sommersemester 2012

Teaching Experience

Course Title (Responsibility) University (Graduate / Under graduate) Year(s)
Software Construction I (Lecturer, Teaching Assistant ) HPI/ University of Potsdam (Under-graduate) 2000, 2001
Artificial Intelligence (Course Coordinator, Lecturer,  Course Designer) BA Berlin (Under-graduate) 2000, 2001, 2002, 2003
Software Quality Seminar (Seminar Assistant) HPI/ University of Potsdam (Under-graduate) 2001
Software Engineering Seminar (Seminar Assistant) HPI/ University of Potsdam (Under-graduate) 2002
Compiler Construction (Lecturer) HPI/ University of Potsdam( Under-graduate)

2003, 2004

ENGG 4000/7000 Introduction to Systems Engineering (Lecturer, Teaching Assistant for Prac. Sessions) The University of Queensland (ENGG 7000 (Grad.) ENGG 4000 (Under-grad.)) 2004, 2005, 2006, 2007
ENGG 7020 Systems Safety Engineering (Lecturer, Course Coordinator) The University of Queensland (Graduate (compact course)) 2005, 2006, 2007
HIT4010 Research Method (Lecturer, Course Coordinator) Swinburne University of Technology (Graduate) 2008, 2009, 2010
Software Engineering Seminar (Seminar Assistant) Technische Universität Kaiserslautern 2011/2012

Training Program for PhD Students

Technische Universität Kaiserslautern 2011/2012

Software Architecture in Distributed Systems (Lecturer)

Technische Universität Kaiserslautern 2012

Teaching Philosophy

The RSS teaching philosophy is based on four main principles, which are explained below.

The first principle is that university courses should prepare students for their future career in industry and research. Consequently, we try to draw as much as possible from our industrial background and provide real-world examples to underpin the points in my day-to-day teaching.  As a result, students get much more involved in the topic of the course, because they see how the material that is presented in the lectures is related to real-world problems. In addition, by describing industrial problems and their solutions, students get an impression of how presented solutions will scale up, as compared to naïve approaches.

The second principle is that teaching is the strongest when it is closely accompanied with research and vise-versa. Because of this principle, we try to integrate recent discoveries from research into our lectures and promote these ideas and their future usage.

The third principle that we try to achieve is to establish a one-to-one relationship with every student. We personally think that by treating every student as an individual, it is much more likely that the student will achieve his/her study goals. With the increasing size of university courses, there is a tendency to abstract and depersonalize students in teaching. We see teaching based on such notions as a bad preparation for students’ later working life, where relationships must be intact across levels of an admitted hierarchy in order for the organisation as a whole to be productive. The creation of personal interactions is especially necessary for international students, because this helps the lecture to understand the student's background and helps them to adapt to the academic laws of the research institution.

The fourth and final principle is that we see it as imperative to treat students as customers. Students enrol in a course with specific expectations and learning goals. Consequently, it is the duty of a good lecturer to identify these requirements and if necessary adapt the teaching material and styles accordingly. Such a focus on quality requires diligence and flexibility.