My previous teaching experience includes most forms and aspects of teaching, albeit I consider my supervision experience to succeed that of conventional lecturing. I have mainly taught in English since our study programs are attractive to exchange students.
Lecturing experience at the undergraduate level mainly relates to fishes with emphasis on form and function, genetics and evolution. At this student level I have also extensive experience in executing laboratory courses to illustrate the lectured topics. These courses include supervision of students in their lab-reports. The learning goals for this supervision are to introduce the students to how to structure and write a scientific report. Another main activity at this student level relates to supervision of students during obligatory semester essays. Here the learning goals are to introduce to concept of writing a scientific report with emphasis on the art of making a detailed outline, conduct focused searches for literature, and presentation. Finally, I have supervised students in their bachelor thesis’s, which are meant to be an exercise to prepare the students for the master thesis.
At the graduate (MSc) and post-graduate (PhD) level my lecturing experience concerns courses in genetics, aquaculture genetics, conservation genetics, and evolutionary biology. Genetics and evolution are the central themes for my research which makes this lecturing especially rewarding. At this student level I have also designed a laboratory course to illustrate the theory and been laboratory leader for several laboratory courses and student cruises at sea. Presently, I’m designing a new course in genetics that will include lectures, discussion groups, fieldwork, and laboratory exercises. The major learning goal for this course is to introduce the key concepts of genetics and illustrate the applied importance of genetic tools in aquaculture, conservation biology and evolution. Supervision of students in their master and PhD thesis’s are considered as a major activity, where I supervise students locally, nationally, and together with international collaborators.
Another teaching activity that requires a considerable effort is the training of permanent and non-permanent department staff in laboratory, genetic, and bioinformatic analyses. This activity represents an applied way of introducing theory and concepts that I consider rewarding. Typically, the practical training is supported with one or several days of group work where we discuss the concepts and use data-sets that I have simulated/prepared as case for the work.
Finally, I find the training of students and employees in fieldwork really rewarding as I believe that it is important to see the organisms and biological systems that we are studying. I therefore try to bring out all persons related with my research on fieldtrips. Such training includes safety considerations, boating, outboard engine repairs, fishing with various nets, traps, and lines. Most importantly, it also includes the recognition and determination of biological features (e.g. fish phenotyping), sampling techniques of biological samples, and the importance of keeping a strict and detailed protocol of collected data while in the field.
I have compiled a complete summary of my teaching experience here: Præbel_Teaching_Experience