Courses

Teaching

I teach data engineering and decision-making courses at Ben-Gurion University, and chair the teaching committee of the Software Engineering program. Recipient of the Rector's Glatt Award for excellence in teaching (2024).

Currently teaching

Courses

Big Data

Undergraduate Lecturer

Distributed storage and processing of large-scale data: the MapReduce model, Spark, streaming, and the design trade-offs behind large data platforms.

Software and Information Systems Engineering / Data Engineering, BGU

Advanced Topics in Databases

Undergraduate Lecturer

Beyond the relational model: NoSQL data models, query processing and optimization, transactions, and distribution.

Software and Information Systems Engineering, BGU

Decision Making by Methods of Search and Deep Learning

Graduate Lecturer

Sequential decision-making from two directions: heuristic search and planning on one side, deep reinforcement learning on the other, and the growing set of methods that combine them.

Software Engineering, BGU

Workshop on Software Engineering Project

Undergraduate Lecturer and project advisor

A full development cycle in teams: requirements, architecture, iterative implementation, testing, and delivery of a working system.

Software Engineering, BGU

Earlier

Previously taught

  • Principles of Compiler Construction

    Lecturer, 2018–2021; TA, 2017–2018

    Computer Science, BGU
  • Workshop on Software Engineering Project

    TA, 2017–2021

    Computer Science, BGU
  • Introduction to Computer Science

    TA, 2015–2017

    Computer Science, BGU
  • Computer Architecture and System Programming Laboratory

    Lab instructor, 2016

    Computer Science, BGU
  • Introduction to Artificial Intelligence

    Grader, 2018–2019

    Computer Science, BGU

How I teach

Foundational courses aim at solid principles and confidence: active learning, problem-solving sessions, and worked examples from real systems. Advanced courses shift toward autonomy through case studies, research-based projects, and discussion in which students argue for and refine their own ideas. Frequent low-stakes feedback, from quizzes to project milestones to anonymous forms, tells me where the class actually is rather than where the syllabus says it should be.