The course covers the philosophical and ethical foundations of scientific work, and the basics of conducting scientific research, from writing a research proposal, designing research projects, to the collection, interpretation and oral and written presentation of scientific data. Lectures will deal with the philosophy and ethics of science, the scientific method and experimental design, including the difference between experiments and other research methods, hypothesis formation, pilot studies, replication, pseudoreplication, randomization, accuracy, and precision. Experimental design will also be related to common statistical methods. Emphasis is mainly on research in aquatic biology and aquaculture, but will reflect the research interests of students enrolled each time. The students read, present and criticize papers from the published scientific literature. The students will also conduct assignments related to (i) the philosophy and/or ethics of science, (ii) experimental design and procedures and (iii) statistical methods. The students will also hand in written exercises related to research proposal and/or a scientific paper, aimed at improving their scientific writing skills.

The aquacultural environment and its effect on fish. The relationship between hydrology and fish biology. Basic biology: Here you will learn about the basic chemical units of life, atoms and molecules, cells and transportation across cell membranes. This section also focuses on the external and internal anatomy of fish, their mobility, buoyancy and behaviour. Fish breathing and oxygen intake. The transport of oxygene and carbon dioxide, and the excretion of carbon dioxide and ammonia. Fish liquid metabolism and salinity tolerance. Basic characteristics of water and its effect on the growth and well-being of fish. This includes solubles in water, salinity, gases, pH-levels and specific gravity of water, and simple calculations of water characterisicsWater quality, particularly in relation to aquaculture. Speacial attention paid to oxygene, carbon dioxide and ammonia. Methods of controlling water quality in aquaculture. Water supply, simple pipeline design, the control of temperature and salinity of water.

The aim of the course is for the student to gain an understanding of fish reproduction, and how it is used in aquaculture, for example sexual maturation, spawning, spawning and rearing of fish and rearing of early stages, whether it is a freshwater or marine species. Emphasis is placed on the developmental biology of salmonids. The course is three weeks. The first two weeks comprises lectures, and associated quizzes and discussions. The onsite visit is usually in the second week, where students tackle a variety of hands-on activities, such as collecting fish gametes, following protocol of fish breeding, observing fish developmental early stages, and practice calculations. The third and final week of the course has special emphasis on the reproductive biological characteristics of important farmed fish species in Iceland and elsewhere. In the final week we discuss about triploidy and selective breeding.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The subject of the course will be a new and relevant topic within the field of Aquatic biology, selected by a teacher in the department. The teacher selects a specific detailed topic within his/her field of study. The topic will be discussed in depth and placed in the wider context of different fields within Aquatic Biology. Fields of study depend on the expertise of the supervising teacher and may e.g. include behaviour, ecology, evolution, limnology, fish physiology and aquaculture.

Behavioural Ecology is designed to gain knowledge on how animal behaviour is shaped and maintained in wild populations of animals. The course specifically focuses on aquatic fauna (invertebrates and vertebrates). It includes theoretical knowledge, methods in animal behaviour, critical reading of the literature, and searching / summarizing scientific information. This knowledge is then applied in a small research project on site.

The course is similar for both undergraduate and graduates students (only one assignment differs)

The first lectures focus on how evolution shapes animal behaviour through space and time. We use a general text book „Behavioural Ecology“ by Danchin, Giraldeau and Cézilly 2009 in preparation for the lectures. We look at how behaviour connects with ecology, growth and overall fitness. We explore various components of animal behaviour, e.g. feeding, social behaviour, migration, reproduction behaviour and antipredator behaviour. We read and discuss research in Behavioural Ecology. We learn about methods in the fields and we practice collecting and analysing behavioural data.

The course is designed to build a strong understanding of Behavioural Ecology science, build a basic foundation for scientific writing, and encourage critical thinking

Teaching methods:

This course is running over 8 to 16 weeks depending on the year and number of students. The course consists of approximately 30 video recorded lectures (40 minutes each). All lectures are video recorded and accessible for distance learning on CANVAS.

There is a 3-day onsite session where we focus on methods of data collection and analyses. All study material (lectures, exercises, and assignments) is in English and available on CANVAS and accessible at all times. Discussion threads and live meetings organized by the lead teacher will be added to this course in due time and all take place through CANVAS.

Students are expected to participate to discussions and meetings on CANVAS and on site. Once a month, we discuss recent scientific publications in the field in connection with the topics covered in the lectures. The publication is introduced by one or several students. Both presentations and participation in the discussion are assessed during the course.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The Topics in Aquatic Biology course aims to teach students how to critically evaluate a scientific topic by identifying and exploring a specific issue, concept, or research question, and examining the references and arguments used to support scientific conclusions.   

In the 2027 edition of the Topics in Aquatic Biology course, all students will work on the common theme: “Fish welfare in modern aquaculture: recent advances and technological innovations“. At the beginning of the course, students will be provided with a key book chapter and/or a selection of scientific papers introducing major concepts and current challenges in fish welfare. They will first critically evaluate this existing body of knowledge, identifying current understanding, limitations, and knowledge gaps in the field. Based on this assessment, each student will select a specific fish welfare topic in collaboration with the teacher and produce a critical literature review based on recent peer-reviewed scientific literature. The course combines lectures and independent work to develop skills in literature searching, reference management, critical reading, scientific writing, and scientific discussion, while exploring contemporary issues in fish welfare, welfare assessment, emerging technologies, and sustainable aquaculture. 

Course Structure:

-Introductory lectures on literature searching, reference management, and critical reading of scientific papers.   

- Assignment of a book chapter and/or selected scientific papers to read, critically evaluate, and discuss through an oral presentation.-Assignment of individual fish welfare topics and discussion with the instructor.   

-Literature search and critical evaluation of the scientific literature. 

Students should get an overview of the environmental issues associated with aquaculture worldwide and specifically Iceland, laws and regulations concerning aquaculture and how aquaculture influences or alters natural aquatic environments. The course starts with a short introduction to environmental science and philosophical issues relating to the exploitation of natural resources will be provided. The problems discussed are e.g., organic and chemical pollution, habitat destruction and modification, depletion of harvested natural populations and the issue of escaping farmed fish will be discussed. Finally, concepts and novelties aimed at minimising these environmental impacts, e.g. polyculture and organic aquaculture, are introduced. The course is three weeks, the first part of the course consists of  lectures and home assignments, the second week students are first preparing for and then attend an onsite practicum, give a seminar, and participate in discussion. In the final week of the course students return home assignments and take a final exam.

The aim of this course is to introduce evolutionary ecology to students. At the end of the course the student should be able to understand the relations between ecology, evolutionary biology and developmental biology (eco-evo-devo), especially regarding evolution of diversity and speciation, with emphasis in fishes. Basic concepts of evolutionary biology will be overviewed and the relationship between ecological- and developmental factors and biological diversity will be explained, with focus on the evolutionary importance of phenotypic diversity, natural selection, adaptation and parallel evolution. The role of phenotypic plasticity in the evolution of behaviour, life history and morphology will be discussed. Adaptive divergence, resource polymorphism and ecological speciation will be explained. Integrated dynamic thinking about the evolution of biological diversity will be introduced through an eco-evo-devo framework, including discussion on feedback processes. When appropriate, Icelandic examples will be provided.

The aquacultural environment and its effect on fish. The relationship between hydrology and fish biology. Basic biology: Here you will learn about the basic chemical units of life, atoms and molecules, cells and transportation across cell membranes. This section also focuses on the external and internal anatomy of fish, their mobility, buoyancy and behaviour. Fish breathing and oxygen intake. The transport of oxygene and carbon dioxide, and the excretion of carbon dioxide and ammonia. Fish liquid metabolism and salinity tolerance. Basic characteristics of water and its effect on the growth and well-being of fish. This includes solubles in water, salinity, gases, pH-levels and specific gravity of water, and simple calculations of water characterisicsWater quality, particularly in relation to aquaculture. Speacial attention paid to oxygene, carbon dioxide and ammonia. Methods of controlling water quality in aquaculture. Water supply, simple pipeline design, the control of temperature and salinity of water.

The aim of the course is for the student to gain an understanding of fish reproduction, and how it is used in aquaculture, for example sexual maturation, spawning, spawning and rearing of fish and rearing of early stages, whether it is a freshwater or marine species. Emphasis is placed on the developmental biology of salmonids. The course is three weeks. The first two weeks comprises lectures, and associated quizzes and discussions. The onsite visit is usually in the second week, where students tackle a variety of hands-on activities, such as collecting fish gametes, following protocol of fish breeding, observing fish developmental early stages, and practice calculations. The third and final week of the course has special emphasis on the reproductive biological characteristics of important farmed fish species in Iceland and elsewhere. In the final week we discuss about triploidy and selective breeding.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The subject of the course will be a new and relevant topic within the field of Aquatic biology, selected by a teacher in the department. The teacher selects a specific detailed topic within his/her field of study. The topic will be discussed in depth and placed in the wider context of different fields within Aquatic Biology. Fields of study depend on the expertise of the supervising teacher and may e.g. include behaviour, ecology, evolution, limnology, fish physiology and aquaculture.

The course is designed for fellows of the United Nations Fisheries Training Programme (UMFTP) as well as master’s students in aquaculture. The main objective of the course is to provide professionals in aquaculture with information and training with emphasis on planning, operation and development of aquaculture. The course will be based on principles rather than being species specific. Sustainability and environmental issues will be integrated into all topics. The participants will gain sound knowledge on how to evaluate and identify the appropriate aquaculture operations for any particular environment, both in terms of suitable species, site selection and infrastructure. Participants will gain insight into the operational management of farms, both financially and technically. The participants will receive supervision in handling various tools used in management of fish farms and methods for research and development in aquaculture. An important part of the course will be visits to fish farms as well as monitoring and support structures for the aquaculture industry. The course consists of the following modules that are taught in sequence: 1. Biology and physiology of aquaculture organisms 2. The environment of the aquaculture organisms 3. Production methods and operational environment for aquaculture 4. Farm design 5. Farm operation and production planning 6. Environmental impact of aquaculture production 7. Legal framework and monitoring of aquaculture operations 8. Developing aquaculture for the future

Participation in a relevant conference, in consultation with the student's supervisor.

Behavioural Ecology is designed to gain knowledge on how animal behaviour is shaped and maintained in wild populations of animals. The course specifically focuses on aquatic fauna (invertebrates and vertebrates). It includes theoretical knowledge, methods in animal behaviour, critical reading of the literature, and searching / summarizing scientific information. This knowledge is then applied in a small research project on site.

The course is similar for both undergraduate and graduates students (only one assignment differs)

The first lectures focus on how evolution shapes animal behaviour through space and time. We use a general text book „Behavioural Ecology“ by Danchin, Giraldeau and Cézilly 2009 in preparation for the lectures. We look at how behaviour connects with ecology, growth and overall fitness. We explore various components of animal behaviour, e.g. feeding, social behaviour, migration, reproduction behaviour and antipredator behaviour. We read and discuss research in Behavioural Ecology. We learn about methods in the fields and we practice collecting and analysing behavioural data.

The course is designed to build a strong understanding of Behavioural Ecology science, build a basic foundation for scientific writing, and encourage critical thinking

Teaching methods:

This course is running over 8 to 16 weeks depending on the year and number of students. The course consists of approximately 30 video recorded lectures (40 minutes each). All lectures are video recorded and accessible for distance learning on CANVAS.

There is a 3-day onsite session where we focus on methods of data collection and analyses. All study material (lectures, exercises, and assignments) is in English and available on CANVAS and accessible at all times. Discussion threads and live meetings organized by the lead teacher will be added to this course in due time and all take place through CANVAS.

Students are expected to participate to discussions and meetings on CANVAS and on site. Once a month, we discuss recent scientific publications in the field in connection with the topics covered in the lectures. The publication is introduced by one or several students. Both presentations and participation in the discussion are assessed during the course.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The Topics in Aquatic Biology course aims to teach students how to critically evaluate a scientific topic by identifying and exploring a specific issue, concept, or research question, and examining the references and arguments used to support scientific conclusions.   

In the 2027 edition of the Topics in Aquatic Biology course, all students will work on the common theme: “Fish welfare in modern aquaculture: recent advances and technological innovations“. At the beginning of the course, students will be provided with a key book chapter and/or a selection of scientific papers introducing major concepts and current challenges in fish welfare. They will first critically evaluate this existing body of knowledge, identifying current understanding, limitations, and knowledge gaps in the field. Based on this assessment, each student will select a specific fish welfare topic in collaboration with the teacher and produce a critical literature review based on recent peer-reviewed scientific literature. The course combines lectures and independent work to develop skills in literature searching, reference management, critical reading, scientific writing, and scientific discussion, while exploring contemporary issues in fish welfare, welfare assessment, emerging technologies, and sustainable aquaculture. 

Course Structure:

-Introductory lectures on literature searching, reference management, and critical reading of scientific papers.   

- Assignment of a book chapter and/or selected scientific papers to read, critically evaluate, and discuss through an oral presentation.-Assignment of individual fish welfare topics and discussion with the instructor.   

-Literature search and critical evaluation of the scientific literature. 

Students should get an overview of the environmental issues associated with aquaculture worldwide and specifically Iceland, laws and regulations concerning aquaculture and how aquaculture influences or alters natural aquatic environments. The course starts with a short introduction to environmental science and philosophical issues relating to the exploitation of natural resources will be provided. The problems discussed are e.g., organic and chemical pollution, habitat destruction and modification, depletion of harvested natural populations and the issue of escaping farmed fish will be discussed. Finally, concepts and novelties aimed at minimising these environmental impacts, e.g. polyculture and organic aquaculture, are introduced. The course is three weeks, the first part of the course consists of  lectures and home assignments, the second week students are first preparing for and then attend an onsite practicum, give a seminar, and participate in discussion. In the final week of the course students return home assignments and take a final exam.

The aim of this course is to introduce evolutionary ecology to students. At the end of the course the student should be able to understand the relations between ecology, evolutionary biology and developmental biology (eco-evo-devo), especially regarding evolution of diversity and speciation, with emphasis in fishes. Basic concepts of evolutionary biology will be overviewed and the relationship between ecological- and developmental factors and biological diversity will be explained, with focus on the evolutionary importance of phenotypic diversity, natural selection, adaptation and parallel evolution. The role of phenotypic plasticity in the evolution of behaviour, life history and morphology will be discussed. Adaptive divergence, resource polymorphism and ecological speciation will be explained. Integrated dynamic thinking about the evolution of biological diversity will be introduced through an eco-evo-devo framework, including discussion on feedback processes. When appropriate, Icelandic examples will be provided.

Participation in a relevant conference, in consultation with the student's supervisor.

Student, in collaboration with the supervisor, selects a research topic, organizes the research, collects and analyses data and writes a thesis.

Student, in collaboration with the supervisor, selects a research topic, organizes the research, collects and analyses data and writes a thesis.

The course covers the philosophical and ethical foundations of scientific work, and the basics of conducting scientific research, from writing a research proposal, designing research projects, to the collection, interpretation and oral and written presentation of scientific data. Lectures will deal with the philosophy and ethics of science, the scientific method and experimental design, including the difference between experiments and other research methods, hypothesis formation, pilot studies, replication, pseudoreplication, randomization, accuracy, and precision. Experimental design will also be related to common statistical methods. Emphasis is mainly on research in aquatic biology and aquaculture, but will reflect the research interests of students enrolled each time. The students read, present and criticize papers from the published scientific literature. The students will also conduct assignments related to (i) the philosophy and/or ethics of science, (ii) experimental design and procedures and (iii) statistical methods. The students will also hand in written exercises related to research proposal and/or a scientific paper, aimed at improving their scientific writing skills.

The aquacultural environment and its effect on fish. The relationship between hydrology and fish biology. Basic biology: Here you will learn about the basic chemical units of life, atoms and molecules, cells and transportation across cell membranes. This section also focuses on the external and internal anatomy of fish, their mobility, buoyancy and behaviour. Fish breathing and oxygen intake. The transport of oxygene and carbon dioxide, and the excretion of carbon dioxide and ammonia. Fish liquid metabolism and salinity tolerance. Basic characteristics of water and its effect on the growth and well-being of fish. This includes solubles in water, salinity, gases, pH-levels and specific gravity of water, and simple calculations of water characterisicsWater quality, particularly in relation to aquaculture. Speacial attention paid to oxygene, carbon dioxide and ammonia. Methods of controlling water quality in aquaculture. Water supply, simple pipeline design, the control of temperature and salinity of water.

The aim of the course is for the student to gain an understanding of fish reproduction, and how it is used in aquaculture, for example sexual maturation, spawning, spawning and rearing of fish and rearing of early stages, whether it is a freshwater or marine species. Emphasis is placed on the developmental biology of salmonids. The course is three weeks. The first two weeks comprises lectures, and associated quizzes and discussions. The onsite visit is usually in the second week, where students tackle a variety of hands-on activities, such as collecting fish gametes, following protocol of fish breeding, observing fish developmental early stages, and practice calculations. The third and final week of the course has special emphasis on the reproductive biological characteristics of important farmed fish species in Iceland and elsewhere. In the final week we discuss about triploidy and selective breeding.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The subject of the course will be a new and relevant topic within the field of Aquatic biology, selected by a teacher in the department. The teacher selects a specific detailed topic within his/her field of study. The topic will be discussed in depth and placed in the wider context of different fields within Aquatic Biology. Fields of study depend on the expertise of the supervising teacher and may e.g. include behaviour, ecology, evolution, limnology, fish physiology and aquaculture.

Behavioural Ecology is designed to gain knowledge on how animal behaviour is shaped and maintained in wild populations of animals. The course specifically focuses on aquatic fauna (invertebrates and vertebrates). It includes theoretical knowledge, methods in animal behaviour, critical reading of the literature, and searching / summarizing scientific information. This knowledge is then applied in a small research project on site.

The course is similar for both undergraduate and graduates students (only one assignment differs)

The first lectures focus on how evolution shapes animal behaviour through space and time. We use a general text book „Behavioural Ecology“ by Danchin, Giraldeau and Cézilly 2009 in preparation for the lectures. We look at how behaviour connects with ecology, growth and overall fitness. We explore various components of animal behaviour, e.g. feeding, social behaviour, migration, reproduction behaviour and antipredator behaviour. We read and discuss research in Behavioural Ecology. We learn about methods in the fields and we practice collecting and analysing behavioural data.

The course is designed to build a strong understanding of Behavioural Ecology science, build a basic foundation for scientific writing, and encourage critical thinking

Teaching methods:

This course is running over 8 to 16 weeks depending on the year and number of students. The course consists of approximately 30 video recorded lectures (40 minutes each). All lectures are video recorded and accessible for distance learning on CANVAS.

There is a 3-day onsite session where we focus on methods of data collection and analyses. All study material (lectures, exercises, and assignments) is in English and available on CANVAS and accessible at all times. Discussion threads and live meetings organized by the lead teacher will be added to this course in due time and all take place through CANVAS.

Students are expected to participate to discussions and meetings on CANVAS and on site. Once a month, we discuss recent scientific publications in the field in connection with the topics covered in the lectures. The publication is introduced by one or several students. Both presentations and participation in the discussion are assessed during the course.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The Topics in Aquatic Biology course aims to teach students how to critically evaluate a scientific topic by identifying and exploring a specific issue, concept, or research question, and examining the references and arguments used to support scientific conclusions.   

In the 2027 edition of the Topics in Aquatic Biology course, all students will work on the common theme: “Fish welfare in modern aquaculture: recent advances and technological innovations“. At the beginning of the course, students will be provided with a key book chapter and/or a selection of scientific papers introducing major concepts and current challenges in fish welfare. They will first critically evaluate this existing body of knowledge, identifying current understanding, limitations, and knowledge gaps in the field. Based on this assessment, each student will select a specific fish welfare topic in collaboration with the teacher and produce a critical literature review based on recent peer-reviewed scientific literature. The course combines lectures and independent work to develop skills in literature searching, reference management, critical reading, scientific writing, and scientific discussion, while exploring contemporary issues in fish welfare, welfare assessment, emerging technologies, and sustainable aquaculture. 

Course Structure:

-Introductory lectures on literature searching, reference management, and critical reading of scientific papers.   

- Assignment of a book chapter and/or selected scientific papers to read, critically evaluate, and discuss through an oral presentation.-Assignment of individual fish welfare topics and discussion with the instructor.   

-Literature search and critical evaluation of the scientific literature. 

Students should get an overview of the environmental issues associated with aquaculture worldwide and specifically Iceland, laws and regulations concerning aquaculture and how aquaculture influences or alters natural aquatic environments. The course starts with a short introduction to environmental science and philosophical issues relating to the exploitation of natural resources will be provided. The problems discussed are e.g., organic and chemical pollution, habitat destruction and modification, depletion of harvested natural populations and the issue of escaping farmed fish will be discussed. Finally, concepts and novelties aimed at minimising these environmental impacts, e.g. polyculture and organic aquaculture, are introduced. The course is three weeks, the first part of the course consists of  lectures and home assignments, the second week students are first preparing for and then attend an onsite practicum, give a seminar, and participate in discussion. In the final week of the course students return home assignments and take a final exam.

The aim of this course is to introduce evolutionary ecology to students. At the end of the course the student should be able to understand the relations between ecology, evolutionary biology and developmental biology (eco-evo-devo), especially regarding evolution of diversity and speciation, with emphasis in fishes. Basic concepts of evolutionary biology will be overviewed and the relationship between ecological- and developmental factors and biological diversity will be explained, with focus on the evolutionary importance of phenotypic diversity, natural selection, adaptation and parallel evolution. The role of phenotypic plasticity in the evolution of behaviour, life history and morphology will be discussed. Adaptive divergence, resource polymorphism and ecological speciation will be explained. Integrated dynamic thinking about the evolution of biological diversity will be introduced through an eco-evo-devo framework, including discussion on feedback processes. When appropriate, Icelandic examples will be provided.

The aquacultural environment and its effect on fish. The relationship between hydrology and fish biology. Basic biology: Here you will learn about the basic chemical units of life, atoms and molecules, cells and transportation across cell membranes. This section also focuses on the external and internal anatomy of fish, their mobility, buoyancy and behaviour. Fish breathing and oxygen intake. The transport of oxygene and carbon dioxide, and the excretion of carbon dioxide and ammonia. Fish liquid metabolism and salinity tolerance. Basic characteristics of water and its effect on the growth and well-being of fish. This includes solubles in water, salinity, gases, pH-levels and specific gravity of water, and simple calculations of water characterisicsWater quality, particularly in relation to aquaculture. Speacial attention paid to oxygene, carbon dioxide and ammonia. Methods of controlling water quality in aquaculture. Water supply, simple pipeline design, the control of temperature and salinity of water.

The aim of the course is for the student to gain an understanding of fish reproduction, and how it is used in aquaculture, for example sexual maturation, spawning, spawning and rearing of fish and rearing of early stages, whether it is a freshwater or marine species. Emphasis is placed on the developmental biology of salmonids. The course is three weeks. The first two weeks comprises lectures, and associated quizzes and discussions. The onsite visit is usually in the second week, where students tackle a variety of hands-on activities, such as collecting fish gametes, following protocol of fish breeding, observing fish developmental early stages, and practice calculations. The third and final week of the course has special emphasis on the reproductive biological characteristics of important farmed fish species in Iceland and elsewhere. In the final week we discuss about triploidy and selective breeding.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The subject of the course will be a new and relevant topic within the field of Aquatic biology, selected by a teacher in the department. The teacher selects a specific detailed topic within his/her field of study. The topic will be discussed in depth and placed in the wider context of different fields within Aquatic Biology. Fields of study depend on the expertise of the supervising teacher and may e.g. include behaviour, ecology, evolution, limnology, fish physiology and aquaculture.

The course is designed for fellows of the United Nations Fisheries Training Programme (UMFTP) as well as master’s students in aquaculture. The main objective of the course is to provide professionals in aquaculture with information and training with emphasis on planning, operation and development of aquaculture. The course will be based on principles rather than being species specific. Sustainability and environmental issues will be integrated into all topics. The participants will gain sound knowledge on how to evaluate and identify the appropriate aquaculture operations for any particular environment, both in terms of suitable species, site selection and infrastructure. Participants will gain insight into the operational management of farms, both financially and technically. The participants will receive supervision in handling various tools used in management of fish farms and methods for research and development in aquaculture. An important part of the course will be visits to fish farms as well as monitoring and support structures for the aquaculture industry. The course consists of the following modules that are taught in sequence: 1. Biology and physiology of aquaculture organisms 2. The environment of the aquaculture organisms 3. Production methods and operational environment for aquaculture 4. Farm design 5. Farm operation and production planning 6. Environmental impact of aquaculture production 7. Legal framework and monitoring of aquaculture operations 8. Developing aquaculture for the future

Participation in a relevant conference, in consultation with the student's supervisor.

Behavioural Ecology is designed to gain knowledge on how animal behaviour is shaped and maintained in wild populations of animals. The course specifically focuses on aquatic fauna (invertebrates and vertebrates). It includes theoretical knowledge, methods in animal behaviour, critical reading of the literature, and searching / summarizing scientific information. This knowledge is then applied in a small research project on site.

The course is similar for both undergraduate and graduates students (only one assignment differs)

The first lectures focus on how evolution shapes animal behaviour through space and time. We use a general text book „Behavioural Ecology“ by Danchin, Giraldeau and Cézilly 2009 in preparation for the lectures. We look at how behaviour connects with ecology, growth and overall fitness. We explore various components of animal behaviour, e.g. feeding, social behaviour, migration, reproduction behaviour and antipredator behaviour. We read and discuss research in Behavioural Ecology. We learn about methods in the fields and we practice collecting and analysing behavioural data.

The course is designed to build a strong understanding of Behavioural Ecology science, build a basic foundation for scientific writing, and encourage critical thinking

Teaching methods:

This course is running over 8 to 16 weeks depending on the year and number of students. The course consists of approximately 30 video recorded lectures (40 minutes each). All lectures are video recorded and accessible for distance learning on CANVAS.

There is a 3-day onsite session where we focus on methods of data collection and analyses. All study material (lectures, exercises, and assignments) is in English and available on CANVAS and accessible at all times. Discussion threads and live meetings organized by the lead teacher will be added to this course in due time and all take place through CANVAS.

Students are expected to participate to discussions and meetings on CANVAS and on site. Once a month, we discuss recent scientific publications in the field in connection with the topics covered in the lectures. The publication is introduced by one or several students. Both presentations and participation in the discussion are assessed during the course.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The Topics in Aquatic Biology course aims to teach students how to critically evaluate a scientific topic by identifying and exploring a specific issue, concept, or research question, and examining the references and arguments used to support scientific conclusions.   

In the 2027 edition of the Topics in Aquatic Biology course, all students will work on the common theme: “Fish welfare in modern aquaculture: recent advances and technological innovations“. At the beginning of the course, students will be provided with a key book chapter and/or a selection of scientific papers introducing major concepts and current challenges in fish welfare. They will first critically evaluate this existing body of knowledge, identifying current understanding, limitations, and knowledge gaps in the field. Based on this assessment, each student will select a specific fish welfare topic in collaboration with the teacher and produce a critical literature review based on recent peer-reviewed scientific literature. The course combines lectures and independent work to develop skills in literature searching, reference management, critical reading, scientific writing, and scientific discussion, while exploring contemporary issues in fish welfare, welfare assessment, emerging technologies, and sustainable aquaculture. 

Course Structure:

-Introductory lectures on literature searching, reference management, and critical reading of scientific papers.   

- Assignment of a book chapter and/or selected scientific papers to read, critically evaluate, and discuss through an oral presentation.-Assignment of individual fish welfare topics and discussion with the instructor.   

-Literature search and critical evaluation of the scientific literature. 

Students should get an overview of the environmental issues associated with aquaculture worldwide and specifically Iceland, laws and regulations concerning aquaculture and how aquaculture influences or alters natural aquatic environments. The course starts with a short introduction to environmental science and philosophical issues relating to the exploitation of natural resources will be provided. The problems discussed are e.g., organic and chemical pollution, habitat destruction and modification, depletion of harvested natural populations and the issue of escaping farmed fish will be discussed. Finally, concepts and novelties aimed at minimising these environmental impacts, e.g. polyculture and organic aquaculture, are introduced. The course is three weeks, the first part of the course consists of  lectures and home assignments, the second week students are first preparing for and then attend an onsite practicum, give a seminar, and participate in discussion. In the final week of the course students return home assignments and take a final exam.

The aim of this course is to introduce evolutionary ecology to students. At the end of the course the student should be able to understand the relations between ecology, evolutionary biology and developmental biology (eco-evo-devo), especially regarding evolution of diversity and speciation, with emphasis in fishes. Basic concepts of evolutionary biology will be overviewed and the relationship between ecological- and developmental factors and biological diversity will be explained, with focus on the evolutionary importance of phenotypic diversity, natural selection, adaptation and parallel evolution. The role of phenotypic plasticity in the evolution of behaviour, life history and morphology will be discussed. Adaptive divergence, resource polymorphism and ecological speciation will be explained. Integrated dynamic thinking about the evolution of biological diversity will be introduced through an eco-evo-devo framework, including discussion on feedback processes. When appropriate, Icelandic examples will be provided.

Participation in a relevant conference, in consultation with the student's supervisor.

Student, in collaboration with the supervisor, selects a research topic, organizes the research, collects and analyses data and writes a thesis.

Student, in collaboration with the supervisor, selects a research topic, organizes the research, collects and analyses data and writes a thesis.

The course covers the philosophical and ethical foundations of scientific work, and the basics of conducting scientific research, from writing a research proposal, designing research projects, to the collection, interpretation and oral and written presentation of scientific data. Lectures will deal with the philosophy and ethics of science, the scientific method and experimental design, including the difference between experiments and other research methods, hypothesis formation, pilot studies, replication, pseudoreplication, randomization, accuracy, and precision. Experimental design will also be related to common statistical methods. Emphasis is mainly on research in aquatic biology and aquaculture, but will reflect the research interests of students enrolled each time. The students read, present and criticize papers from the published scientific literature. The students will also conduct assignments related to (i) the philosophy and/or ethics of science, (ii) experimental design and procedures and (iii) statistical methods. The students will also hand in written exercises related to research proposal and/or a scientific paper, aimed at improving their scientific writing skills.

The aquacultural environment and its effect on fish. The relationship between hydrology and fish biology. Basic biology: Here you will learn about the basic chemical units of life, atoms and molecules, cells and transportation across cell membranes. This section also focuses on the external and internal anatomy of fish, their mobility, buoyancy and behaviour. Fish breathing and oxygen intake. The transport of oxygene and carbon dioxide, and the excretion of carbon dioxide and ammonia. Fish liquid metabolism and salinity tolerance. Basic characteristics of water and its effect on the growth and well-being of fish. This includes solubles in water, salinity, gases, pH-levels and specific gravity of water, and simple calculations of water characterisicsWater quality, particularly in relation to aquaculture. Speacial attention paid to oxygene, carbon dioxide and ammonia. Methods of controlling water quality in aquaculture. Water supply, simple pipeline design, the control of temperature and salinity of water.

The aim of the course is for the student to gain an understanding of fish reproduction, and how it is used in aquaculture, for example sexual maturation, spawning, spawning and rearing of fish and rearing of early stages, whether it is a freshwater or marine species. Emphasis is placed on the developmental biology of salmonids. The course is three weeks. The first two weeks comprises lectures, and associated quizzes and discussions. The onsite visit is usually in the second week, where students tackle a variety of hands-on activities, such as collecting fish gametes, following protocol of fish breeding, observing fish developmental early stages, and practice calculations. The third and final week of the course has special emphasis on the reproductive biological characteristics of important farmed fish species in Iceland and elsewhere. In the final week we discuss about triploidy and selective breeding.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The subject of the course will be a new and relevant topic within the field of Aquatic biology, selected by a teacher in the department. The teacher selects a specific detailed topic within his/her field of study. The topic will be discussed in depth and placed in the wider context of different fields within Aquatic Biology. Fields of study depend on the expertise of the supervising teacher and may e.g. include behaviour, ecology, evolution, limnology, fish physiology and aquaculture.

Behavioural Ecology is designed to gain knowledge on how animal behaviour is shaped and maintained in wild populations of animals. The course specifically focuses on aquatic fauna (invertebrates and vertebrates). It includes theoretical knowledge, methods in animal behaviour, critical reading of the literature, and searching / summarizing scientific information. This knowledge is then applied in a small research project on site.

The course is similar for both undergraduate and graduates students (only one assignment differs)

The first lectures focus on how evolution shapes animal behaviour through space and time. We use a general text book „Behavioural Ecology“ by Danchin, Giraldeau and Cézilly 2009 in preparation for the lectures. We look at how behaviour connects with ecology, growth and overall fitness. We explore various components of animal behaviour, e.g. feeding, social behaviour, migration, reproduction behaviour and antipredator behaviour. We read and discuss research in Behavioural Ecology. We learn about methods in the fields and we practice collecting and analysing behavioural data.

The course is designed to build a strong understanding of Behavioural Ecology science, build a basic foundation for scientific writing, and encourage critical thinking

Teaching methods:

This course is running over 8 to 16 weeks depending on the year and number of students. The course consists of approximately 30 video recorded lectures (40 minutes each). All lectures are video recorded and accessible for distance learning on CANVAS.

There is a 3-day onsite session where we focus on methods of data collection and analyses. All study material (lectures, exercises, and assignments) is in English and available on CANVAS and accessible at all times. Discussion threads and live meetings organized by the lead teacher will be added to this course in due time and all take place through CANVAS.

Students are expected to participate to discussions and meetings on CANVAS and on site. Once a month, we discuss recent scientific publications in the field in connection with the topics covered in the lectures. The publication is introduced by one or several students. Both presentations and participation in the discussion are assessed during the course.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The Topics in Aquatic Biology course aims to teach students how to critically evaluate a scientific topic by identifying and exploring a specific issue, concept, or research question, and examining the references and arguments used to support scientific conclusions.   

In the 2027 edition of the Topics in Aquatic Biology course, all students will work on the common theme: “Fish welfare in modern aquaculture: recent advances and technological innovations“. At the beginning of the course, students will be provided with a key book chapter and/or a selection of scientific papers introducing major concepts and current challenges in fish welfare. They will first critically evaluate this existing body of knowledge, identifying current understanding, limitations, and knowledge gaps in the field. Based on this assessment, each student will select a specific fish welfare topic in collaboration with the teacher and produce a critical literature review based on recent peer-reviewed scientific literature. The course combines lectures and independent work to develop skills in literature searching, reference management, critical reading, scientific writing, and scientific discussion, while exploring contemporary issues in fish welfare, welfare assessment, emerging technologies, and sustainable aquaculture. 

Course Structure:

-Introductory lectures on literature searching, reference management, and critical reading of scientific papers.   

- Assignment of a book chapter and/or selected scientific papers to read, critically evaluate, and discuss through an oral presentation.-Assignment of individual fish welfare topics and discussion with the instructor.   

-Literature search and critical evaluation of the scientific literature. 

Students should get an overview of the environmental issues associated with aquaculture worldwide and specifically Iceland, laws and regulations concerning aquaculture and how aquaculture influences or alters natural aquatic environments. The course starts with a short introduction to environmental science and philosophical issues relating to the exploitation of natural resources will be provided. The problems discussed are e.g., organic and chemical pollution, habitat destruction and modification, depletion of harvested natural populations and the issue of escaping farmed fish will be discussed. Finally, concepts and novelties aimed at minimising these environmental impacts, e.g. polyculture and organic aquaculture, are introduced. The course is three weeks, the first part of the course consists of  lectures and home assignments, the second week students are first preparing for and then attend an onsite practicum, give a seminar, and participate in discussion. In the final week of the course students return home assignments and take a final exam.

The aim of this course is to introduce evolutionary ecology to students. At the end of the course the student should be able to understand the relations between ecology, evolutionary biology and developmental biology (eco-evo-devo), especially regarding evolution of diversity and speciation, with emphasis in fishes. Basic concepts of evolutionary biology will be overviewed and the relationship between ecological- and developmental factors and biological diversity will be explained, with focus on the evolutionary importance of phenotypic diversity, natural selection, adaptation and parallel evolution. The role of phenotypic plasticity in the evolution of behaviour, life history and morphology will be discussed. Adaptive divergence, resource polymorphism and ecological speciation will be explained. Integrated dynamic thinking about the evolution of biological diversity will be introduced through an eco-evo-devo framework, including discussion on feedback processes. When appropriate, Icelandic examples will be provided.

The aquacultural environment and its effect on fish. The relationship between hydrology and fish biology. Basic biology: Here you will learn about the basic chemical units of life, atoms and molecules, cells and transportation across cell membranes. This section also focuses on the external and internal anatomy of fish, their mobility, buoyancy and behaviour. Fish breathing and oxygen intake. The transport of oxygene and carbon dioxide, and the excretion of carbon dioxide and ammonia. Fish liquid metabolism and salinity tolerance. Basic characteristics of water and its effect on the growth and well-being of fish. This includes solubles in water, salinity, gases, pH-levels and specific gravity of water, and simple calculations of water characterisicsWater quality, particularly in relation to aquaculture. Speacial attention paid to oxygene, carbon dioxide and ammonia. Methods of controlling water quality in aquaculture. Water supply, simple pipeline design, the control of temperature and salinity of water.

The aim of the course is for the student to gain an understanding of fish reproduction, and how it is used in aquaculture, for example sexual maturation, spawning, spawning and rearing of fish and rearing of early stages, whether it is a freshwater or marine species. Emphasis is placed on the developmental biology of salmonids. The course is three weeks. The first two weeks comprises lectures, and associated quizzes and discussions. The onsite visit is usually in the second week, where students tackle a variety of hands-on activities, such as collecting fish gametes, following protocol of fish breeding, observing fish developmental early stages, and practice calculations. The third and final week of the course has special emphasis on the reproductive biological characteristics of important farmed fish species in Iceland and elsewhere. In the final week we discuss about triploidy and selective breeding.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The subject of the course will be a new and relevant topic within the field of Aquatic biology, selected by a teacher in the department. The teacher selects a specific detailed topic within his/her field of study. The topic will be discussed in depth and placed in the wider context of different fields within Aquatic Biology. Fields of study depend on the expertise of the supervising teacher and may e.g. include behaviour, ecology, evolution, limnology, fish physiology and aquaculture.

The course is designed for fellows of the United Nations Fisheries Training Programme (UMFTP) as well as master’s students in aquaculture. The main objective of the course is to provide professionals in aquaculture with information and training with emphasis on planning, operation and development of aquaculture. The course will be based on principles rather than being species specific. Sustainability and environmental issues will be integrated into all topics. The participants will gain sound knowledge on how to evaluate and identify the appropriate aquaculture operations for any particular environment, both in terms of suitable species, site selection and infrastructure. Participants will gain insight into the operational management of farms, both financially and technically. The participants will receive supervision in handling various tools used in management of fish farms and methods for research and development in aquaculture. An important part of the course will be visits to fish farms as well as monitoring and support structures for the aquaculture industry. The course consists of the following modules that are taught in sequence: 1. Biology and physiology of aquaculture organisms 2. The environment of the aquaculture organisms 3. Production methods and operational environment for aquaculture 4. Farm design 5. Farm operation and production planning 6. Environmental impact of aquaculture production 7. Legal framework and monitoring of aquaculture operations 8. Developing aquaculture for the future

Participation in a relevant conference, in consultation with the student's supervisor.

Behavioural Ecology is designed to gain knowledge on how animal behaviour is shaped and maintained in wild populations of animals. The course specifically focuses on aquatic fauna (invertebrates and vertebrates). It includes theoretical knowledge, methods in animal behaviour, critical reading of the literature, and searching / summarizing scientific information. This knowledge is then applied in a small research project on site.

The course is similar for both undergraduate and graduates students (only one assignment differs)

The first lectures focus on how evolution shapes animal behaviour through space and time. We use a general text book „Behavioural Ecology“ by Danchin, Giraldeau and Cézilly 2009 in preparation for the lectures. We look at how behaviour connects with ecology, growth and overall fitness. We explore various components of animal behaviour, e.g. feeding, social behaviour, migration, reproduction behaviour and antipredator behaviour. We read and discuss research in Behavioural Ecology. We learn about methods in the fields and we practice collecting and analysing behavioural data.

The course is designed to build a strong understanding of Behavioural Ecology science, build a basic foundation for scientific writing, and encourage critical thinking

Teaching methods:

This course is running over 8 to 16 weeks depending on the year and number of students. The course consists of approximately 30 video recorded lectures (40 minutes each). All lectures are video recorded and accessible for distance learning on CANVAS.

There is a 3-day onsite session where we focus on methods of data collection and analyses. All study material (lectures, exercises, and assignments) is in English and available on CANVAS and accessible at all times. Discussion threads and live meetings organized by the lead teacher will be added to this course in due time and all take place through CANVAS.

Students are expected to participate to discussions and meetings on CANVAS and on site. Once a month, we discuss recent scientific publications in the field in connection with the topics covered in the lectures. The publication is introduced by one or several students. Both presentations and participation in the discussion are assessed during the course.

The student selects a specific topic in collaboration with a supervisor. They discuss scientific papers/book chapters on the topic. The course ends with the student writing an essay and gives a lecture on the topic.

The student selects a specific research topic in collaboration with a supervisor. The student designs and conducts a research project. The student analyses the data and reports his/her findings both in written and oral form.

The Topics in Aquatic Biology course aims to teach students how to critically evaluate a scientific topic by identifying and exploring a specific issue, concept, or research question, and examining the references and arguments used to support scientific conclusions.   

In the 2027 edition of the Topics in Aquatic Biology course, all students will work on the common theme: “Fish welfare in modern aquaculture: recent advances and technological innovations“. At the beginning of the course, students will be provided with a key book chapter and/or a selection of scientific papers introducing major concepts and current challenges in fish welfare. They will first critically evaluate this existing body of knowledge, identifying current understanding, limitations, and knowledge gaps in the field. Based on this assessment, each student will select a specific fish welfare topic in collaboration with the teacher and produce a critical literature review based on recent peer-reviewed scientific literature. The course combines lectures and independent work to develop skills in literature searching, reference management, critical reading, scientific writing, and scientific discussion, while exploring contemporary issues in fish welfare, welfare assessment, emerging technologies, and sustainable aquaculture. 

Course Structure:

-Introductory lectures on literature searching, reference management, and critical reading of scientific papers.   

- Assignment of a book chapter and/or selected scientific papers to read, critically evaluate, and discuss through an oral presentation.-Assignment of individual fish welfare topics and discussion with the instructor.   

-Literature search and critical evaluation of the scientific literature. 

Students should get an overview of the environmental issues associated with aquaculture worldwide and specifically Iceland, laws and regulations concerning aquaculture and how aquaculture influences or alters natural aquatic environments. The course starts with a short introduction to environmental science and philosophical issues relating to the exploitation of natural resources will be provided. The problems discussed are e.g., organic and chemical pollution, habitat destruction and modification, depletion of harvested natural populations and the issue of escaping farmed fish will be discussed. Finally, concepts and novelties aimed at minimising these environmental impacts, e.g. polyculture and organic aquaculture, are introduced. The course is three weeks, the first part of the course consists of  lectures and home assignments, the second week students are first preparing for and then attend an onsite practicum, give a seminar, and participate in discussion. In the final week of the course students return home assignments and take a final exam.

The aim of this course is to introduce evolutionary ecology to students. At the end of the course the student should be able to understand the relations between ecology, evolutionary biology and developmental biology (eco-evo-devo), especially regarding evolution of diversity and speciation, with emphasis in fishes. Basic concepts of evolutionary biology will be overviewed and the relationship between ecological- and developmental factors and biological diversity will be explained, with focus on the evolutionary importance of phenotypic diversity, natural selection, adaptation and parallel evolution. The role of phenotypic plasticity in the evolution of behaviour, life history and morphology will be discussed. Adaptive divergence, resource polymorphism and ecological speciation will be explained. Integrated dynamic thinking about the evolution of biological diversity will be introduced through an eco-evo-devo framework, including discussion on feedback processes. When appropriate, Icelandic examples will be provided.

Participation in a relevant conference, in consultation with the student's supervisor.

Student, in collaboration with the supervisor, selects a research topic, organizes the research, collects and analyses data and writes a thesis.

Student, in collaboration with the supervisor, selects a research topic, organizes the research, collects and analyses data and writes a thesis.