Whenever I am not in the field, I had and, in some cases still have, the privilege to teach undergraduate and postgraduate students at three universities, The University of Sheffield, Western Norway University of Applied Sciences and the University Centre in Svalbard (UNIS). 

As in research, I am passionate about teaching as I believe students are our future. I always strive to provide the highest quality of learning environment for my students using inquiry-based learning that increases engagement with courses, understanding of topics, and performance on assessments.


Therefore, I teach using motivation (both external and internal) to plant thirst for knowledge and improve development of skills.


I also believe in establishing a safe space for my students, where we can be open but respectful. A sense of trust is a cornerstone of all of my courses, because I like to encourage  independent thinking, and build up students' self-esteem for their current and future endeavours. 

My experience in teaching taught me that Kolb's model of experimental learning (1984) still provides the best results for my area of expertise, yet I also like to use other approaches and often reach for methods from educational development such as Cobb and Gravemeijer 2008, Whipple 1929, Freeman et al 2014 or Siwa et al 2018, etc.

As a result, I like to use experimentation in and with my teaching, because every student is different. and so are their needs to achieve the learning goals. 


Therefore, I have committed myself to professional development as a teacher. Courses I took with THINK AHEAD, Elevate (Learning and Teaching Academy), TRAM (ILM endoresed management development network), UNIS, and Development Everywhere, helped me improve my methods throughout the years.

My continuous development is also provided by my students. I do not hide from  feedback. but use it to create and run better courses. 

I am also happy to share my knowledge and experiences with my colleagues by taking part in the Learning Forum at UNIS and being active on social groups such as Polar Educators, and Earth Science Women's Network.   

My teaching is primarily focused on but not restricted to Physical Geography:

It centres around ecosystem dynamics, surface and groundwater hydrology, biogeochemistry, glaciology as well as field techniques for physical geographers. I believe in learning via participation in research projects because learning through fieldwork gives students appreciation of natural environments and their complexity.

In addition to classroom and field teaching, I run a wide range of laboratory ​classes that help students to understand micro-scale processes, broaden their understanding of linkages between biotic and abiotic environments as well as give them practical skills in environmental science that can be applied to a variety of industries outside academia.  

During my classes students gain not only in-depth understanding of the processes occurring in the natural environment, but the necessary skills needed for a career in the private sector.

Feedback from my students:

"Definitively the best course I took during my entire studies (Bachelors and Masters)*


"I appreciated a lot of freedom and responsibility we got to collect our own data which motivates a lot and enhances understanding (..)"

"Very impressed by the high standards of the lecturers. Always engaging, and really passionate about the topics offered to us. I give my highest remarks.

Really impressed."


"This fieldwork was great... Before we had good preparations,everyone knew what was expected of them. Before and after fieldwork we also did a small briefing everyday. 

We learned so much (..)"


"A good balance of lectures, guided (field)work and independent projects was kept, which challenges and increases own



"I really liked the emphasis on connecting different aspects of glacial research, as well as combining different methods. It helped me to discover similarities that stretch from previous experience and enabled me to increase my bigger picture of the connected systems"


"(..) Another very good aspect was the chance and infrastructure to conduct self-organised field work. That helped so much to teach the organization of field work and research."

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