Interviews with Trainers
For more information about the courses, see first 6 courses.
Empowering PhD Candidates with Essential Programming Skills
From Self-Taught Biologist to Programming Educator
As a plant biologist who navigated the complexities of Linux, R, and Python during her own PhD, Laura understands the challenges PhD candidates face when dealing with large datasets. Largely self-taught due to limited access to courses, she now dedicates her efforts to creating comprehensive courses for PhD candidates, offering them the quick start she wishes she’d had.
Focusing on Fundamental Skills
“We focus on building basic skills,” she explains. “While many R and Python workshops advertise advanced skills in one-day workshops, they often don’t nurture true understanding. We take it slowly, emphasising the fundamentals to ensure a solid foundation for advanced learning later on.” In addition to R and Python courses, she teaches Linux & High-Performance Computing (HPC). This course teaches essential tools for handling large-scale data analysis in HPC and Linux environments.
Why PhD Candidates Need These Skills
PhD candidates increasingly encounter vast amounts of data that traditional tools can’t efficiently handle. “Developing programming skills early allows them to manage and analyse big data effectively, enhancing their research capabilities,” she says.
Building Confidence for Independent Learning
She likens her courses to getting a driver’s licence. “It doesn’t make you a Formula 1 driver overnight, but it qualifies you to learn safely on your own. We aim to equip participants with enough skills to continue learning independently and tackle real-world data confidently.”
The Importance of Starting Early
With programming skills, starting early is key. “It’s most beneficial to begin long before you have big data to analyse,” she advises. “Building programming skills beforehand lets you gain confidence with smaller datasets and be prepared for larger ones. Gaining fluency in any language takes time; programming languages are no different.”
A Two-Sentence Pitch
When asked to pitch her course in two sentences, she smiles and says, “Our course empowers PhD candidates to develop essential programming and bioinformatics skills early on, focusing on languages like R, Python, and Linux for high-performance computing. By starting now, you’ll confidently tackle large datasets and enhance your research throughout your PhD journey.”
More information about the course Design Effective Infographics to Visualize your Research.
Can you briefly introduce yourself? I'm on a mission to make science sexy. I create innovative ways for researchers to present their work by combining graphic design with science communication. After stepping away from my PhD in Nutrition Science in 2012, I co-founded The Online Scientist and have since created dozens of websites, infographics, posters, campaigns, and animated videos about science. My goal is to inspire you to create visual science communication that grabs attention, is easy to understand, and is memorable.
What is the essence of the course? What is the course about? The course will teach you how to use the principles of design to create clear and professional infographics (and other designs) about your research. You'll learn to think like a designer, know what tools to use, how to choose images and icons, and visualize data and diagrams so your infographics communicate your message clearly. With practical tips and real-world examples I'll guide you through the world of design.
Why would a PhD candidate need to follow this training? What's in it for them? You use design in everything you create, from reports, to posters and infographics. But you've probably never learned the essentials: how to write a good title, create visual hierarchy, use colors and images, and create clear professional-looking designs. This course will teach you everything you need to know about design in academia, and improve your confidence in creating effective visuals for science communication.
What do you want participants to take away from the course? Participants often tell me that the training completely transformed how they approach their designs. Through this course, I hope to inspire researchers, give you a fresh perspective on science communication, and provide you with the foundational knowledge needed to effectively communicate with your audience.
In which stage of the PhD track is the course most useful? Whether you are just starting out or nearing the end of your thesis, the skills you acquire in this course will be valuable for your entire academic career.
If you can pitch this course in two sentences, what would that be? Learn to transform your research into visually compelling and clear infographics that leave a lasting impact. This course will equip you with essential skills to improve your visual science communication.
More information about the course Argue Better and Publish Smarter.
Can you briefly introduce yourself?
EK: I’m an associate professor and PI at the Center for Molecular Medicine (UMC Utrecht) with a strong drive to develop optimal training for master and PhD students. I’m the coordinator of the master courses ‘Gene expression, epigentics and disease’ and ‘Logical Argumentation in Science’ and I also coordinate the PhD program Cancer, Stem cells & Developmental biology (CS&D) since 2014.
CF: I’m an assistant professor in Biomedical Sciences at UMC Utrecht. I hold a BA in Arts and Sciences from Seattle University and an MA and PhD in History from the University of London, specialising in late medieval and early modern medicine. At UMC Utrecht, I co-coordinate the Logical Argumentation in Science course and coordinate the History of Medicine MA course. I also supervise capstone projects for the Life Sciences and Society Profile at the Graduate School of Life Sciences, and supervise Biomedical Education PhD students. Additionally, I lead the Generative AI in Education Initiative, guiding the integration of AI into the GSLS educational practices.
What is the essence of the course? What is the course about? Strong scientific argumentation is a crucial component of various scientific activities, such as publishing, writing project proposals (including the review-rebuttal process), as well as presenting and defending scientific findings. This course aims to provide students with essential practical skills to let them argue better and publish smarter.
Why would a PhD candidate need to follow this training? What's in it for them? While strong scientific argumentation is important in many levels, it is not receiving explicit and specific attention in our view, resulting in a gap in training. Acquiring proficiency in scientific argumentation not only establishes a solid foundation for a future career in (bio)medical research, but also proves valuable in non-academic career paths.
What do you want participants to take away from the course? Participants should first of all have increased awareness of the importance of scientific argumentation, and also be able to make active use of the skills that they aquire during the course. We will also touch upon the (im)possibilities of using generative AI in argumentation and publishing.
In which stage of the PhD track is the course most useful? Probably most benefit gained when following this course in middle phase of PhD track, but useful for all phases.
If you can pitch this course in two sentences, what would that be? Argue better and publish smarter!
Can you briefly introduce yourself? - I'm Marc van Mil, an Associate Professor specializing in biomedical education. My work is primarily centered on bridging the gap between science and society. I teach students at various levels, from undergrads to PhD candidates. Starting in January, I'll be taking on the role of coordinating the course "This Thing Called Science."
"This Thing Called Science" (TTCS) is distinct from the typical offerings at the PhD Course Centre, which mostly focus on practical skills. Why is a course like TTCS important, and why should a PhD candidate participate in this course? - The name, "This Thing Called Science," already suggests that we're delving into the essence of what science is, how it operates, and, crucially, its role in society. These are questions that don't often cross a researcher's mind in their daily routine. So, this course offers a chance to step back and contemplate what science truly means and what it entails to be a scientist. It's a valuable opportunity to broaden your perspective beyond the daily hustle and bustle.
Do you think researchers allow themselves enough time to reflect on their work? - I believe that, perhaps unconsciously, many researchers in the life sciences assume that science is an inherently neutral endeavor. There's a pervasive feeling among scientists that they are simply uncovering objective facts. We aim to challenge this notion, asserting that science is far from neutral. In my view, it's influenced by various values shaped by your background, traditions, and the systems in which you operate.
A course like TTCS can foster this kind of reflection, but are there other avenues for researchers to engage in such contemplation? - The impact of TTCS extends beyond the 30 or 40 participants in the course. They carry the discussions back to their workplaces, sparking conversations about the 'why' and 'how' of their research, what drives their work, and where their funding comes from. These questions are closely tied to their research, yet they are often left unexplored.
Are there any emerging developments or current issues that should be incorporated into the course or that deserve discussion? - Utrecht University is determined to lead the way in embracing open science, which means continually connecting with those outside academia and across different fields. The course will certainly address this theme. However, it's important to acknowledge that open science is not confined to one course. Science is evolving in various ways, and the practical aspects of open science are gradually finding their way into research groups. This will be a focal point in the course.
TTCS has a rich history. Do you have any thoughts on the course's structure or potential changes? - TTCS was established during the emergence of the "Science in Transition" movement, led by Frank Miedema and Frank Huisman. It was a bold call for change in the scientific realm. The course originally aimed to address the issues within science, but now, we are transitioning towards a more optimistic message. We're contemplating inviting speakers who represent the new generation, acting as role models for innovative approaches, such as embracing team science and moving away from solely counting publications to measure scientific quality. Their insights will infuse fresh energy into the course.
TTCS has traditionally encompassed certain pillars, including politics, ethics, and society. Do you foresee a fresh perspective on these pillars? - The core pillars of the course will largely remain unchanged. A solid grasp of the history of science, the philosophy of science, and ethics continues to be fundamental when contemplating science.
For me, science communication is of great importance. This aspect will take on a more prominent role. Science communication isn't just about simplifying complex ideas; it's about engaging in a dialogue, listening, and finding common ground. Teaching the skills of dialogue and active listening is just as crucial as the traditional aspects of science communication. This promotes mutual learning and collaboration with people from diverse fields.
Why should a PhD candidate consider enrolling in this course? - This course addresses a fundamental question: "What kind of scientist do you want to be?" To answer that, participants will broaden their perspective on science beyond the daily grind. This broader view is vital for charting your unique path in the world of science.
Who stands to gain the most from this course? - This course is relevant for PhD candidates at all stages of their research journey. A diverse representation enriches the discussions about the nature of science, how it operates, and the role of a scientist. These seemingly simple questions can lead to profound insights, especially when presented by speakers from various disciplines, leaving participants inspired and perhaps with more questions than when they started the course.
Can you briefly introduce yourself? - Since I was young I have been loving the stage, especially the theatre stage. So when I finished my Masters at the TUDelft in 2010 I decided to become a professional actor. Easy, I thought… It wasn’t. To still be able to earn a living, I started to teach public speaking skills at several universities and ‘accidentally’ fell in love with teaching and investigating the best way to speak in public. By combining the knowledge I gained in theatre with the world of presenting, I developed the 4 Focus technique and the Active Speech framework. Currently I teach, act, direct, write and make music.
What is the core or essence of the course? What is the course about? - This course hands you a toolbox of techniques that enable you to interact (or interact even better) with an audience during a presentation, whilst lowering your nerves and heightening your focus and that of your audience.
Why would a PhD candidate needs to follow this training? What's in it for them? - To me research is about the collaboration of minds to find new (or better) ideas (or solutions). Every live presentation can be a collaboration of minds and could therefore potentially increase the quantity and the quality of your ideas or solution, or those of others. Therefore it is very important that every PhD candidate learns how to benefit from each live presentation, to inspire and potentially become inspired.
What do you want participants to take away from the training? - I want to show you how audience interactions can boost your oxytocin, a hormone that lowers your nerves, and help you to convey your message in the right way for that specific audience. Next tot that I would like to inspire you with the multiple ways you can stimulate your audience to think about your topic, and maybe even speak up.
In which stage of a PhD Track is this course most useful? - If you feel you need to become better at presenting in general, you can follow this course at any moment during your PhD. If you (also) want to practise with presenting your PhD research, it’s best to take this course after or at the end of the literature phase.
If you can pitch this course in two sentences, what would that be? - This course will teach you how to make an audience work fór you, instead of against you. And if you already like to stand in front of an audience, and speak to or with them, this course will hand you the tools that will get you to the next level of presenting and beyond.
Can you briefly introduce yourself? - My name is Pepijn Lochtenberg and I’m a focus expert and has been working in sports, business and science to help people improve their focus. I have a background in Human Movement Sciences and completed a postmaster program to become an applied sport psychologist at Exposz / VU University. I’m co-owner of Focus like a Pro, a company that provides high-level and long term focus and performance services.
What is the core or essence of the course? What is the course about? - During this course you will learn what focus is. You will gain insight in how focus affects energy, performance and satisfaction. You will understand why continuous task interruptions are detrimental to delivering high quality of work and managing your energy and well-being. You will learn to manage focus and improve your concentration. These measures consist of managing your environment and taking care of your own energy level. In addition, you will learn how to manage your tasks and responsibilities to have a clear mind. And you will learn how to improve your focus muscle: the skill to regain focus when you are distracted.
Why would a PhD candidate need to follow this training? What's in it for them? - Notifications, colleagues, a busy head or feelings of stress and anxiety: focusing for a longer period of time on one task is pretty difficult with all these distractions. And that comes with a cost. Feeling more stress, less energy and less satisfaction are the result of continuous task interruptions.
Improving your focus is the key ingredient to better performance, less stress and more satisfaction. It requires a set of measures to get there: not just reducing external distractions, but also taking measures to have a quiet mind. This personal development course will help you improve focus for better performance, more energy and more satisfaction.
What do you want participants to take away from the training? - Participants learn to improve their focus and their ability to be concentrated on one task for a period of time. Consequently, they will be more effective, manage their time and energy better and deliver higher quality of work.
In which stage of a PhD Track is this course most useful? - PhD students will benefit most when they follow the course in the beginning of their PhD program. However, since improving focus contributes to personal effectiveness and professional development, following the course in any stage of their PhD will be beneficial.
If you can pitch this course in two sentences, what would that be? - Learn how to focus in a distracted world and distinguish yourself by your increased ability to reach depth in your work and to stay energized during busy periods.
Can you briefly introduce yourself? - Hi, I'm Vincent! Master in Chemistry, Graphic Designer, Maker of Lame Puns and Dad Jokes. I've been a design teacher for fifteen years, and both a graphic designer and a scientist for as long as I can remember.
What is the essence of the course? What is the course about? - Your poster or your doctoral thesis looking super cool. I'm teaching you the basics of good design, the fundamental rules of aesthetics. You'll learn how to get a message across, to tell a coherent story. You'll immediately apply that knowledge to the design of your poster or your thesis. If design basics are the protein of this course, then using InDesign is the starch. You'll readily and hands-on learn to use this powerful piece of lay-out software. From the very basics to neat little and less little tricks that will save you oodles of time.
Why would a PhD candidate need to follow this training? What's in it for them? - Get more eyes on your work, and have your results both seen and understood. When you spend four+ years on your thesis, you may want it to be a beautiful piece of work, right? Using the methods from this course allows you to communicate your results more effectively, and get more attention to them. Also, learning to work with a piece of software that is the de facto standard in design for printed media and is also great for creating interactive PDFs.
What do you want participants to take away from the course? - Making publications look good is not just a nice bonus, it's vital to effectively getting their messages across.
In which stage of the PhD track is the course most useful? - Mostly around the last year. The basic principles are relevant in any stage, as is creating a poster. But we focus on creating a doctoral thesis, and it's just very convenient if you already have writing that you can start laying out.
If you can pitch this course in two sentences, what would that be? - Make your publications look better with easy-to-follow rules of typography, colour and composition. All while getting to know your way around one of the most powerful pieces of lay-out software available.
Can you briefly introduce yourself? - My name is Iliana, and I am from Greece. I have a background in Plant Sciences specifically Landscape Architecture & Floriculture. I have finished two MSc degrees, one in Greece and one in the Netherlands. I have always been passionate about colors and have painted for over 30 years. My passion led me to start designing in science. My first scientific infographics and Ph.D. books go back to 2012. Not long after, I started teaching the theory behind design in several universities and the tools you need to create and lay out powerful scientific artwork. In the meantime, I became a Certified Adobe Instructor for Design & Layout.
What is the essence of the course? What is the course about? - I am teaching two courses at the University. My first course is “Adobe Illustrator – Scientific Artwork & Infographics,” and the second is “Adobe InDesign – From dissertation layout to poster design.” The first course focuses on creating illustrations in science, starting with one of the best programs for vector drawing: Adobe Illustrator. This course explores the design principles you need to know to create powerful infographics. Combining these, you will be able, after four sessions, to create your own scientific artwork/infographics/posters. In the second course, we dive into the Adobe InDesign program and learn how to lay out any scientific file, such as a thesis book, a poster, or a figure. While InDesign can also draw illustrations similarly to Adobe Illustrator, it is primarily meant to lay out and combine text with illustrations. The knowledge of both programs will solve any design challenge you have in science.
Why would a PhD candidate need to follow this training? What's in it for them? - What I mostly hear from the students themselves is that they aren’t creative, and they don’t know how to attract attention when it comes to design. Well, you will come for a big surprise when you realize that creativity can be learned and practiced. You will be able to create powerful and attractive infographics on your own and feel good about it. By following each of the courses you will make science more approachable and easier to follow. Your posters/scientific artwork will become visually attractive but mostly understandable to many. And when the time comes, you will create your PhD thesis book. What more can you ask for?
What do you want participants to take away from the course? - I want them to feel confident in the skills they will acquire in my courses. Design is primarily fun and can take the stress of research away 😊 My best moment is when I receive emails from students, a year or two years later, showing me stunning posters or graphical abstracts and figures they made themselves. Being proud of yourself is the best there is, right?
In which stage of the PhD track is the course most useful? - Both courses can be followed in different stages of the PhD. The earlier you start, the better, especially for the Adobe InDesign Course. Usually, students in the 4th year have so much stress to finish the thesis book that designing becomes too much. It will benefit you even more if you can design and layout from the early years.
If you can pitch this course in two sentences, what would that be? - Do you want to create stunning scientific artwork and lay out powerful posters, figures, and books, but you don’t know how? What if I told you I could get you to the point of feeling empowered by your work and having fun, too?
Can you briefly introduce yourself? - Just like my colleagues, I have an academic background combined with storytelling experience. In my case this is a combination of philosophy of mind and creative writing school.
What is the essence of the course? What is the course about? - Many PhD’s suffer from the ‘curse of knowledge’: the more you know about a topic, the harder it becomes to communicate clearly. Our course gives you a step-by-step method to create clear and engaging stories about your research. And, an important bonus, it makes you enjoy the process more.
Why would a PhD candidate need to follow this training? What's in it for them? - You should join if you find it difficult to organize your thoughts before writing; if your audience cannot follow you or doesn’t engage; if you have to communicate across different disciplines/backgrounds, or if you want to learn an effective and multi-applicable story format.
What do you want participants to take away from the course? - Any of the things that are in it for them! ;-)
In which stage of the PhD track is the course most useful? - Any stage: you’ll have to communicate throughout your whole PhD track and Analytic Storytelling techniques can be applied to any communication product you’re making.
If you can pitch this course in two sentences, what would that be? - Learn the Analytic Storytelling method to create stories that captivate your audience, flow naturally, and bring your topic to life.