Description
Teaching portfolioThe goal is to introduce cutting-edge fundamental knowledge to address current risk analysis societal challenges. This employee will contribute to educating a world-class risk professional who addresses relevant challenges to promote positive societal changes. For example, climate change is one of these challenges and risk managing it is a formidable undertaking. Despite considerable knowledge available about climate change, large uncertainty -lack of or little knowledge- remains to exist. To tackle climate change risk, the uncertainties of the associated quantities and events need to be assessed. Next, acceptable ways how to risk manage climate change mitigation and adaptation strategies have yet to be developed and set in place. New risk management processes addressing growing uncertainty are required. This undertaking not only entails considering the majority of the interdependent interests of diverse stakeholders but also establishing more interaction and cooperation between actors. All this requires sharing and learning knowledge to understand, analyse, communicate, manage and govern risk.
1. FORMAL EDUCATIONAL TRAINING
2024 Introduction to teachers - for new teachers, University of Southern Denmark
2024 Planning bias-aware interactions during teaching and supervision, University of Southern Denmark
2022 Basic course in Higher Education Pedagogies, University of Stavanger, 150 hr.
2021 Supervision in Higher Education, University of Stavanger.
2. ADMINISTRATIVE TASKS RELATING TO EDUCATION
2015-2016 Supporting the coordination of the international summer course in Risk Management at the University of Twente.
3. EXPERIENCE OF STUDY PROGRAMMES, SUPERVISION AND EXAMINATIONS
3.1 Courses
3.1.1 Introduction to Risk Analysis (2023) (under development).
General course objectives:
-To provide students with fundamental knowledge and tools about risk analysis to address professional challenges.
-To share basic knowledge to understand, analyse, communicate, manage, and govern risk.
-To encourage the use of risk science knowledge and tools in future students’ relevant professional challenges.
Scope and form:
-Design and implementation of individualised tutoring, guiding documents, lectures, assignments. As an engagement strategy, a case analysis will be used throughout the course. The case will deal with understanding and analysing a specific risk challenge.
Target groups:
-Undergraduate students of different faculties and practitioners from the maritime sector.
Learning objectives:
-Understand the standardised notions of risk and related concepts.
-Distinguish the different steps in the risk management process.
-Understand the outputs of basic tools used in risk analysis.
Content:
-Society for Risk Analysis’ definitions
-Risk management process
-Risk assessment
-Risk register
-Heat map
-Basic notions of probability theory
3.1.2 Research Methods for Risk Analysis (2023) (under development).
Knowledge associated with risk could not refer, in many instances, to objective knowledge, as conventionally understood. Future and unobserved events or quantities cannot be known with certainty before they occur or assume a value. Unlike objective knowledge, risk knowledge can only be justified by using direct evidence that becomes available, indirect evidence from other observed quantities, supported by modelling predictions, and expert judgement.
The scientific scrutiny of risk knowledge (usually about non-observed events and quantities in the future), by, e.g., the scientific method, is often challenging. For example, accurate prediction is usually difficult because research methods such as case-control experimentation cannot be applied. This shows that there are difficulties to verify and validate risk knowledge and it is unlikely that the conventional tools of the scientific method can meaningfully evaluate it.
Alternative methods are required to provide credibility in the assessment of risk and these are described and used in the course.
General course objectives:
-To provide students with fundamental knowledge and tools about research methods for risk analysis.
-To encourage the use of modern tools for research in risk in future students’ research challenges.
Scope and form:
-Design and implementation of individualised tutoring, guiding documents, lectures and assignments. As an engagement strategy, a case analysis will be used throughout the course. The case will deal with researching a specific risk challenge.
Target groups:
-Master students of different faculties.
Learning objectives
-Understand the standardised notions of risk and related concepts.
-Understand the notion of risk knowledge and how it differs from objective knowledge
-Acquire hands-on skills to use research tools.
Content:
-Society for Risk Analysis’ definitions
-Epistemology of risk
-Tools to assess the quality of data
-Tools to assess the quality of models
-Tools to assess the quality of assumptions
-Tools to assess the credibility of predictions
-Structured expert elicitation methods
3.1.3 Lecturing for the international summer course in Risk Management at the University of Twente. Main topics: Fundamentals of risk management, quantitative methods for risk analysis. (2015-2016)
3.1.4 Guest lecturer for the course Geo Risk Management in the Civil Engineering and Management and Construction Management and Engineering master programs at the University of Twente. (2010-2011)
3.2 Supervision
3.2.1 Master thesis: Unveiling organizational resilience: Evaluating Yara’s management process in response to the Covid-19 pandemic. University of Stavanger (2023)
3.2.2 Master thesis: To identify effective strategies for the prevention, management, and communication of energy blackouts in Norway through an analysis of current practices and stakeholder perspectives. University of Stavanger (2023)
3.2.3 Master thesis: Analysis of how the political parties Miljøpartiet De Grønne and Fremskrittspartiet use risk concepts regarding climate change. University of Stavanger (2023)
3.4 Examination
3.4.1 Censor for examination course Applied Biostatistics. Health promotion. University of Southern Denmark. (2023)
3.4.2 BSc assignment: Modelling the impact of climate and land use change on discharges in het Citarum river. (Padjadjaran University: Bandung, Indonesia). University of Twente. (2012)
4. Methods, materials and tools
This employee’s teaching, learning, and supervision duties will be informed by an approach based on research and peer learning. An aim of this approach is to increase the probability of study completion. A no less important aim is to put to use the knowledge and skills acquired by the student in relevant professional challenges. To these aims, the design and implementation of individualised tutoring, guiding documents, lectures, and assignments, together with the graduation final assignment and thesis guidance, as well as the overall evaluation, will be informed by the continuous gathering and analysis of evidence on the following aspects:
Aspect 1. Risk analysis relevant challenges.
Aspect 2. Fundamental students' skills deficit.
Aspect 3. Students’ specific abilities to understand and address risk problems.
Aspect 4. Students’ professional expectations.
Aspect 5. Students’ course expectations.
Aspect 6. Students’ attitude, motivation, and engagement.
5. Reflection on your own teaching practice and future development
The evidence on the above 6 aspects will be collected directly by early dialogues and standardised course evaluation, focused feedback by students, as well as observations in instances of interaction with students. Colleagues through informal consultations and joint classes can provide input as well. With focused and useful feedback, specific methods to address arising seatbacks in the teaching-learning-supervision process will be more easily resolved using earlier experiences and by obtaining personalised advice from local and international experts in peer learning environments.
Note that, the above-focusing aspects of teaching, learning, and supervision have been frequently hypothesised in related literature. They are seen as factors that increase the probability of study completion, as well as the probability of exploiting the knowledge acquired by students during their professional and academic careers.