At university, being a good educator for me is about supporting students as best as possible in their own process of exploring and applying new knowledge and perspectives. In my field of expertise, this involves conveying knowledge of topics ranging from social, technical, and environmental processes to engineering and environmental assessment methods. But it does not stop there. It is just as important to raise awareness of how this knowledge came about and what values and biases are possibly associated with it.
As teacher in a classroom setting, my ambition is to present the material in a clear and accessible way, facilitating thorough understanding and exciting students to delve deeper into the topic. Through assignments and integrated discussions during classes and tutorials, I try to continously probe how well students have understood the material, and offer clarification and further explanation where needed. Furthermore, I try to make as transparent as possible that the material presented is inevitably filtered by my worldview, values, and biases, however neutral I try to be. I invite students to critically examine the material presented in this light, and to further unveil their own worldviews, values and biases.
As supervisor, my ambition is to pursue an adaptive supervision style, that is, to give students enough space to develop their own creativity and ownership of their thesis project, whilst at the same time providing useful guidance and support when needed or wished for. I generally encourage students to venture into new territory outside their comfort zone. For instance, why analyse data in a spreadsheet and miss the opportunity to learn to work with databases? I also encourage students to critically reflect on what implicit assumptions, values, and biases came along with their explicit choices of problem framing and methods.
- Environmental Assessment and Modeling, Ecology, Sustainability
- Hydraulics, Water Treatment and Transport, Urban Water Management
- Preparing and holding individual lectures, tutorial sessions, and field-work sessions
- Developing lecture notes, assignment series, and exam questions
- Course coordinator
- MSc Students
- 2013 Research Internship (20 ECTS) on Quantifying Household Metabolism, 2 Students
- 2012 MSc Thesis (30 ECTS) on Quantifying Household Metabolism, 1 Student
- BSc Students
- 2015 BSc Thesis (15 ECTS) on Risk Assessment of Pesticides, 1 Student
- 2014 BSc Thesis (15 ECTS) on Healthy and Sustainable Diets, 6 Students
- 2015 EER Diploma of Higher Education
- Chalmers University of Technology, Gothenburg, Sweden
- Teaching, Learning & Evaluation (3 ECTS)
- Theory & Practice of Science (3 ECTS)
- Philosophies of Learning (3 ECTS)
- Enhancing Learning through Writing (3 ECTS)
- Supervision of Research (3 ECTS)