Teaching philosophy
My philosophy is about igniting interest, enthusiasm and appreciation for the living world, and guiding the learning process.
Lectures are not for providing facts, but to generate the conceptual framework on which students can build. I make it clear at the very beginning that students are responsible for some of their own learning outside class, and I explain why long-term learning is beneficial.
The overarching goal of my teaching is students to acquire a deeper understanding of the living world and to develop a critical thinking. Participatory learning is one great way to achieve that. In the classroom, students can be engaged in the learning process with multiple mechanisms: clicker questions, minute discussions, minute papers, role playing, question/answer, etc. In addition, online practice exercises along with textbook reading motivate reading, writing and encourage reflection.
Lab exercises, field projects and field trips are among the most powerful learning environments because students are exposed to the course content from a very different angle. Students have the opportunity to collaborate, reinforce their knowledge and also acquire hands-on working experience in the real world.
Students should also learn to communicate effectively, during both the learning process and when it comes time to employ the acquired knowledge. From my experience, group assignments and seminars are efficient ways of promoting interaction and self-expression. Written and oral presentations, publication of small research projects on the course webpage, blogging and tweeting help students to develop confidence, interest and firm attitudes.
Finally, frequent assessments throughout the term are essential for long-term learning. Students have the opportunity for continuous self-assessment, while teachers gauge their knowledge and clarify misunderstandings.
My philosophy is about igniting interest, enthusiasm and appreciation for the living world, and guiding the learning process.
Lectures are not for providing facts, but to generate the conceptual framework on which students can build. I make it clear at the very beginning that students are responsible for some of their own learning outside class, and I explain why long-term learning is beneficial.
The overarching goal of my teaching is students to acquire a deeper understanding of the living world and to develop a critical thinking. Participatory learning is one great way to achieve that. In the classroom, students can be engaged in the learning process with multiple mechanisms: clicker questions, minute discussions, minute papers, role playing, question/answer, etc. In addition, online practice exercises along with textbook reading motivate reading, writing and encourage reflection.
Lab exercises, field projects and field trips are among the most powerful learning environments because students are exposed to the course content from a very different angle. Students have the opportunity to collaborate, reinforce their knowledge and also acquire hands-on working experience in the real world.
Students should also learn to communicate effectively, during both the learning process and when it comes time to employ the acquired knowledge. From my experience, group assignments and seminars are efficient ways of promoting interaction and self-expression. Written and oral presentations, publication of small research projects on the course webpage, blogging and tweeting help students to develop confidence, interest and firm attitudes.
Finally, frequent assessments throughout the term are essential for long-term learning. Students have the opportunity for continuous self-assessment, while teachers gauge their knowledge and clarify misunderstandings.
Lecturer: Lab coordinator:
Biodiversity Specialisation (4) (2023-)
Biogeography (4) (2022-)
Applied Ecology (4) (2018-2020)
Conservation Biology (3, 4) (2005 – 2010, 2018-2020) Plant Communities (1,2) (2001)
Plant Systematics (1, 4) (2005 – 2010, 2018-) Plant Systematics (1,2,4) (2001, 2005 – 2010, 2018-)
Plant Anatomy & Morphology (1, 4) (2005 – 2010, 2018-) Plant Anatomy & Morphology (1,4) (2005 – 2010, 2018-)
Plant Physiology (1) (2005 – 2010) Plant Physiology (1) (2005 – 2010)
Field courses
Botany & Conservation Biology (1,2) (2001-2006)
Thesis supervision
2007 – 2010 Four undergraduate students (1)
2018 - Four undergraduate students (4)
(1) Department of Horticulture, Sapientia Hungarian University of Transylvania, Romania
(2) Department of Taxonomy and Ecology, Babeș-Bolyai University, Romania
(3)Department of Biological Engineering, Sapientia Hungarian University of Transylvania, Romania
(4) Department of Botany, Buda Campus, Hungarian University of Agriculture and Life Sciences