Her research field is reproductive biology, but as a lecturer she focuses on bioinformatics and data analysis. She teaches courses such as bioinformatics, big data and biostatistics, as well as a doctoral-level special course in bioinformatics. She integrates all bioinformatics courses into a coherent whole, helping students understand how to draw evidence-based conclusions from data.

Learning as developing skills and mindsets

Velthut-Meikas defines learning as developing new skills, knowledge, and mindsets. She believes its real value lies in the ability to search for and critically evaluate information and connect it into logical reasoning that can give rise to new knowledge in the future. “Facts can be memorised, but logical thinking and asking questions must be practised,” she says.

She describes herself as a lecturer in three keywords: active involvement, dialogue, and the motto “let’s think more, cram less.” Her courses are designed so that students are not passive listeners but participate in discussions, experiment, and make connections.

What inspires her most is the moment of student understanding. “When you see a student’s eyes light up because a complicated topic suddenly becomes clear – that is the best feeling,” she says. Feedback that bioinformatics has turned out to be interesting and useful gives her confidence that she is on the right track.

Journey to Becoming a Lecturer – From Necessity to Mission

Her career as a lecturer was not planned. “Bioinformatics is a niche field in Estonia – there are few specialists, but students need these skills,” she explains. That is why she took responsibility for teaching essential skills without which scientific research would remain incomplete: the correct analysis of experimental data, interpreting results, and presenting them. “If we don’t know how to interpret data correctly, we draw the wrong conclusions – this is a waste of time and money, or worse, the spread of misinformation,” she adds.

Velthut-Meikas considers TalTech’s general competences – self-management, cooperation, communication, ethics, and creativity – all equally important. According to her, these are the skills by which employers actually assess new candidates. “If values don’t align or a person cannot cooperate, they are not a good fit for the team,” she notes.

She places special emphasis on curiosity, which she believes should be highlighted separately among the general competences. “Curiosity keeps you up-to-date and gives a sparkle to your eyes. If you do your work only for payday, the meaning of learning disappears,” she says.

Good Practice of Learning and Teaching – Shared Responsibility

The Good Practice for Learning and Teaching at TalTech resonated with her particularly in one phrase: the lecturer is responsible for creating the conditions, but the student is responsible for learning. “Sometimes it feels as though the lecturer is seen as a service provider who should spoon-feed knowledge. In reality, students must make an effort too,” she explains.

She believes there should be more discussions between students and lecturers on responsibility. “If students could themselves articulate what holds them back in their progress and what they need for effective learning, that would be valuable feedback. My goal is not to fail anyone in an exam three times but to help students truly use their knowledge,” she adds.

When imagining ideal learning and teaching at TalTech, she highlights three keywords: up-to-date, positive atmosphere, and applied. In her view, lectures should include less recital of facts and more seminars, discussions, and practical problem-solving. 

Learn more about Good Practice of Learning and Teaching: taltech.ee/en/learning