Teaching & Mentoring

At Tilburg University, I currently teach "Consumer Behavior" (2025) at the undergraduate level and "Psychology and Marketing" (2024 & 2025) at the graduate level. I hold the official Dutch University Teaching Certification (BKO/UTQ).

HE 1150 Of Gray Hairs and Silver Screens: Aging and the Media

An undergraduate seminar taught at Cornell University in Fall 2022 and Spring 2023, designed & instructed by me.

Fall 2022, Spring 2023              3 Credits, Grated

How is aging portrayed around the world and how has older adults’ image changed over time? How do biased depictions shape our choices and attitudes from a young age? Using examples from classic and contemporary media, the first half of this course will examine cultural, historical, and social differences in the perception of old age. The second half of the course will address the way biopsychosocial changes influence older adults’ engagement with information and the media (such as advertisements or COVID-19 news coverage). We will review and discuss media excerpts, scholarly papers, and op-eds, and learn how to write for both scientific and lay audiences.

2023 Syllabus

Teaching Experience & Training

TEACHING FELLOWSHIP & TRAINING 

2021 2022 Graduate Lead Fellow, Center for Teaching Innovation, Cornell University 


PUBLICATIONS ON TEACHING


TEACHING EXPERIENCE

2023 – 2025

Master’s thesis supervision, Tilburg University 

2025

Lecture course, co-instructor of record, Tilburg University

2024

Lecture course, co-instructor of record, Tilburg University

    Lecture course, co-instructor of record, Tilburg University 

Lecture + tutorial course, co-instructor of record, Tilburg University

Lecture course, co-instructor of record, Tilburg University

2023

Lecture + tutorial course, co-instructor of record, Tilburg University

    Lecture course, co-instructor of record, Tilburg University 

First-year writing seminar, instructor of record, Cornell University

2022

First-year writing seminar, instructor of record, Cornell University

Lecture course, teaching assistant, Cornell University

Workshop, instructor of record, Cornell University Center for Teaching Innovation

Workshop, instructor of record, Cornell University Center for Teaching Innovation

2021

Workshop, instructor of record, Cornell University Center for Teaching Innovation

Workshop, instructor of record, Cornell University Center for Teaching Innovation

Conference co-organizer and co-host, Cornell University Center for Teaching Innovation

2020

Lecture course, instructor: Roy Moral, (then) Ph.D. student, Cornell University

Workshop – Center for Teaching Innovation, Cornell University 

2019

Lecture course, teaching assistant, Cornell University

Lecture course, teaching assistant, Cornell University

Mentoring

Dissertation Committee

Dissertation Title: “Talking About Taxes” 

2024 - 2025

Topic: The Diagnostic Value of Age vs. Gender in Medical Choice Contexts

Thesis title: “Shaping Reality: How Confirmation Bias affects Memory and Interpretation across Different Ages”

Thesis title: “The Dynamics of Surprises: The Impact of Age on the Avoidance of Positive Surprising Information”

Thesis title: “Comparison Frames in Risk Perception and Cosmetic Procedure Decisions among Young Women”

Thesis title: “Base-rate Neglect Across the Lifespan: Age-related Differences in Probability Judgments”

Topic: Age Diff. in Intentional Avoidance of Fairness-related Information

Thesis title: “The Effects of Personal and Realistic Physical Activity Recommendations on Behavior and Perceived Health”

Thesis title: “Dispositional Optimism and Employee Well-Being: Individual Differences in Responding to Upward Social Comparisons at Work” 

2024

Thesis title: “The Effectiveness of (the Combination of) Default and Information Nudges on Digital Menus for Stimulating Vegetable Intake”

Thesis title: “Examining the Role of Endorsers and Risk Type in Skin Cancer Prevention”

Thesis title: “Eat, Sleep, Vape, Repeat: Effects of Framing on Perceived Threat, Perceived Efficacy, and Vaping Intention in a Campaign Against Vaping Among Younger Adults”

Thesis title: “Exploring the Impact of WIEIAD TikTok Videos on Dietary Behaviors, Food Attitudes, and Body Image Perceptions Among Young Dutch Women”

Thesis title: “The Effectiveness of an Infographic and Visual Examples on Dutch Consumers’ Perception and Understanding of the Nutri-Score and their Ability to Identify Healthy Foods”

Thesis title: “Combining Narratives with Doctor Quotes: The Role of Identification and Credibility for Skin Cancer Prevention Behavior”

Thesis title: “The Effects of Visual Framing and Mental Well-Being on Mental Health Stigma and Attitudes Toward Mental Health Services”

2023 - 2024

Thesis title:How Deceptive Practices and Price Influence Marketing Outcomes, Considering Environmental Concern”

Thesis title: “Fifty Shades of Red: The Influence of Saturation and Value of the Color Red in Instagram Advertisements on Emotional Responses and Purchase Intention” 

Spring 2024 Master's Program Valedictorian 

2022 - 2023

Project title: “The Role of Verbatim versus Gist Formatting in Adult Age Differences in Intentional Information Avoidance“

Biology Summer Internship Program, Cornell (BioSIP; $1,600, PI: Lauren Mei)

CALS Alumni Association Award, Cornell University ($1,200, PI: Lauren Mei) 

2019 - 2021

Hunter R. Rawlings III Cornell Presidential Research Scholar; project title: “Age Differences in the Avoidance of Decision-Relevant Health Information“ ($5,000, PI: S. Deng ‘21)

Selected speaker – CURBx 6th annual research forum, Cornell University

“Best Poster“ award – CURB 6th annual research forum, Cornell University

Senior Urie Bronfenbrenner Award for Achievement in Research, Cornell University

Alan D. Mathios Research & Service Grant ($1,495, PI: Stephanie Deng ‘21)

SRNDNA Diversity Summer Research Award ($2,000, PI: Stephanie Deng ‘21)

2013 - 2014

Peer Mentor & Peer Mentor Instructor, Heidelberg University, Germany

Evaluations

Classroom & Workshop Evaluations

What My Students Say About Me

"I was at your CTI [Cornell Center for Teaching Innovation] workshop on Monday, and I just wanted to thank you for such a great presentation! I learned a lot, and the workshop was so professional that, at first, I thought you were already a Professor!"

"Diversity Statement Workshop" attendee (2022)

"Julia is intelligent, respectful, and inclusive. Many meetings, Julia would start by reminding us to include our pronouns in our Zoom names. I think this goes to show her inclusivity and respect for all students. Julia is intelligent and resourceful and was able to remember studies and anecdotes that helped me remember course content. Julia is also extremely helpful and quick to respond by email."

"Introduction to Cognitive Science" student (2020)

"I think Julia is a very kind, responsible, and intelligent TA [teaching assistant]. I appreciate how she reads comments out loud, giving a voice to those who don’t have/don’t use mics. I also really appreciate [t]he way she grades homework assignments, attendance, and other graded parts on canvas, as her feedback and notes of every grade are extremely organized and helpful. I like how she writes the specific date that the grade was updated and what days are reflected in attendance and discussion posts. I wish all of the TAs would grade like she does, as it is extremely clear and straightforward. She also offers valuable insight at almost every meeting on psychology and the psycological aspects of cognition, which really helped in many of the units."

"Introduction to Cognitive Science" student (2020)

How I Teach

Backwards Course Design

I work backwards from the learning objectives I am pursuing. Learning objectives are based on a hierarchy of action verbs: "By the end of this course or course session, students will be able to understand/ analyze/ apply [...]."

Active Learning

I include between 2 and 4 active learning exercises per workshop or course session. Activities like gallery walks or think-pair-share provide breaks, foster social connections, and allow students to retrieve and apply knowledge.

Backstage Agenda

I plan out sessions using a detailed timetable: "How long does this section take? Do I have enough activities? Did I leave time for questions?" I also include reminders and keep track of timing that needs adjustment.

Psychology of Learning

I draw on evidence-based learning principles such as the "testing effect", context-dependent memory, and different note-taking techniques (Nolte & Turker, 2022) to help my students retain course content.