• Lectures

My lectures are conducted in the form of PowerPoint presentations following the assertion-evidence approach (https://www.assertion-evidence.com/). Following this approach, I limit the text on my slides to the minimum and I use lots of illustrations/pictures that students can relate to. Each lecture begins and closes by outlining the learning outcomes of the day.

• Seminars/colloquiums

The seminars are complementary to the lectures and are used as formative assessments of learning (see assessment methods). They cover the topic of the previous 2/3 lectures in a more applied way and a more relaxed atmosphere. Students are placed at the core of the seminars as they are expected to actively participate. To do so, students have to come prepared for the seminar; their assignments consist of reading 1 to 2 scientific papers (chosen by me) that cover the topic of the week. This allows the students to summarize what knowledge they have acquired so far, to apply theoretical concepts and to engage them in meaningful learning. In addition, seminars allow to acquaint students with scientific writing as we use scientific papers as base of the seminars.

• Student supervision

As part of my teaching duties, I am also supervising bachelor and master students following the ethical guidelines for supervision at UiT. These guidelines clearly define the steps to providing a good academic support such as ensuring the best quality of the work and following its progression by providing the students with the most relevant competence. As supervisors, our behaviors and actions serve as modelling behaviors for our students and should therefore be exemplary. Demonstrating academic integrity and moral exemplarity are expected from both the supervisors and their students that are encouraged to show mutual respect. Having clear guidelines that explicitly describe the duties and rights of both supervisors and supervisees will contribute to the best outcome but will also help solve potential issues between both parties in case of breaches and/or conflict.

I get to supervise bachelor students through the writing of bachelor theses and/or essays and master students through their master project. I am trying my best to adjust my supervision style according the students needs and expectations. While some students need a close supervision to boost their confidence, others like to experience things more independently. In any case, I am planning regular meetings to check on their progress. I am ensuring a regular progression by setting up, together with the students, a realistic timeline.

I am maintaining friendly relationships with my students, which I find propitious to mutual respect. I am expecting dedication, intellectual honesty and trust from my students to ensure the best scientific outcome possible. Expectations go both ways so I make myself available to the students whenever they need me.