

- Are you interested in improving health and health awareness?
- Do you enjoy health-related projects?
- Do you want to promote improved health for children at all levels of the education system?
- Do you want a wide-ranging Master's programme?
The MT in health promotion and home economics is primarily designed for students planning to become home economics teachers in Icelandic compulsory schools. Prospective home economics teachers are trained to take a leadership role in health promotion within schools.
Students take practical and theoretical courses in health promotion, pedagogy, cookery and nutrition, as well as methodology and working procedures.
MT students take pedagogical courses instead of writing a 30 ECTS thesis.
Programme structure
The programme is 120 ECTS and is organised as two years of full-time study or up to four years of part-time study.
The programme is made up of mandatory courses and packs of elective courses, tailored to three areas of focus, as well as training placements. Students choose one of the following areas of focus:
- Sports science and nutrition
- Leisure studies
- Teaching in primary grades
Students can also tailor the elective packs in consultation with the head of department.
Students complete a 24 ECTS training placement in the second year of the programme.
Specialisations
Three specialisations are available based on the student’s academic background:
- Health Promotion and Home Economics, Five Year Teacher Education is a specialisation for those who have completed a BEd degree in health promotion and home economics or an older BEd degree in general teacher education specialising in food, culture and health.
- Health Promotion and Home Economics, for B.Ed. graduates.
- Health Promotion and Home Economics for BA/BS graduates. Students are required to have completed 30 ECTS at the undergraduate level in courses related to the subject of health promotion and home economics.
Organisation of teaching
The programme is taught in Icelandic and both face-to-face or through distance learning.
Main objectives
This programme is intended to train students to teach in Icelandic compulsory schools, specialising in health promotion and home economics. The main objective of the programme is to prepare students to teach home economics in Icelandic compulsory schools and equip them to lead the way in health promotion within the school and in the wider community.
Professional qualification
Completing this programme qualifies you to apply for a teaching licence.
Applicants with a BA/BS degree or a BEd degree in a subject other than health promotion and home economics may need to take additional courses to meet requirements for the subject specialisation.
To qualify as a teacher, all students who complete an MEd degree and an MT degree from the department must take the following courses:
- HÍT504M Determinants of health, 10 ECTS
- HHE402G Teaching-orientated cooking, 5 ECTS*
- HHE401G Field studies in health promotion and home economics I - Lifestyles and work methods, 5 ECTS*
- HHE602G Food culture health, 5 ECTS**
- HHE601G Field studies in health promotion and home economics II - Food culture and environment, 5 ECTS*
- HÍT201G Nutrition and energy balance, 5 ECTS***
- HÍT401G Nutrition and health, 5 ECTS***
*Previously taught as HHE201G Teaching-orientated cooking, 10 ECTS
**Previously taught as HHE202G Food, culture and health, 10 ECTS
***Credits cannot be used towards a Master's degree, but graduate students are permitted to take these courses alongside their Master’s studies.
Other
Completing the programme may allow a student to apply for a Master's programme at stage 2.2., but not for doctoral studies.
- See the MEd in health promotion and home economics
Admission to an MT programme requires the applicant to have completed an undergraduate degree with a first class grade (7.25).
120 credits (ECTS) must be completed for the qualification.
- CV
- Statement of purpose
- Reference 1, Name and email
- Reference 2, Name and email
- Certified copies of diplomas and transcripts
Further information on supporting documents can be found here
Programme structure
Check below to see how the programme is structured.
- First year
- Fall
- Sustainability education and leadership
- Health promotion, sport and leisure – Science and practice
- Teaching and Learning in Compulsory Schools
- Determinants of Health
- Spring 1
- Assessment and Curriculum in Compulsory Schools
- Health promotion
- Health behaviour and food choice
- Teaching-oriented cooking
- Field studies in health promotion and home economics I - Lifestyles and work methods
- Not taught this semesterFood culture health
- Not taught this semesterField studies in health promotion and home economics II - Food culture and environment
Sustainability education and leadership (SFG003F)
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Health promotion, sport and leisure – Science and practice (HÍT101F)
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Teaching and Learning in Compulsory Schools (KME102F)
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
Determinants of Health (HÍT504M)
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Assessment and Curriculum in Compulsory Schools (KME006F)
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Health promotion (ÍÞH209F)
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Health behaviour and food choice (ÍÞH036M)
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Teaching-oriented cooking (HHE402G, HHE401G)
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Field studies in health promotion and home economics I - Lifestyles and work methods (HHE402G, HHE401G)
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Food culture health (HHE602G, HHE601G)
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Field studies in health promotion and home economics II - Food culture and environment (HHE602G, HHE601G)
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
- Second year
- Fall
- Not taught this semesterDietetic food and food for special occasions
- Not taught this semesterFood skills and dietary choices
- Practicum I
- Field challenges in health promotion and home economics
- Spring 1
- Skills training for health promotion (practicum)
- Not taught this semesterFood culture health
- Teaching-oriented cooking
- Epidemiology of Physical Activity
- Ethics and Society
- Food innovation
- Global Health
- Comprehensive primary teaching
- Ecological innovation in Food Science
- Practicum II
Dietetic food and food for special occasions (HHE501M, HHE502M)
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.
Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.
Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.
To pass the course, a minimum score of 5,0 is needed in each project and exam.
Food skills and dietary choices (HHE501M, HHE502M)
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.
Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.
To pass the course, a minimum score of 5.0 in each project and exam is needed.
Practicum I (HHE301F)
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Field challenges in health promotion and home economics (HHE302F)
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Skills training for health promotion (practicum) (HHE201M)
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Food culture health (HHE602G)
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Teaching-oriented cooking (HHE402G)
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Epidemiology of Physical Activity (ÍÞH211F)
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Ethics and Society (MVS210F)
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Food innovation (MAT609M)
The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Global Health (LÝÐ045F)
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Comprehensive primary teaching (GKY201F)
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Ecological innovation in Food Science (MAT612M)
The course is in collaboration with the Confederation of Icelandic Industries (Samtök iðnaðarins) and Matís ohf.
The main goal of the course is to develop a new food product from start to finish by prototyping the product, design its packaging, develop a marketing strategy, understand and identify the production of it and build a robust business model with sustainability at its core. The final work of each team could become the next new product and be presented at the European competition Ecotrophelia.
The course is based on group work and collaboration between students. It is expected from students to work in a team and share tasks to be able to complete the requirements of the course. Guidance will be provided on creating and working in teams. Students from different background are taking this course hence teacher will make sure that each team have the good set of skills per team (e.i students who have received instruction and training in different aspects of product development).
It is asked to the students to develop a prototype of the new food product. Support and working space will be made available for the students to use. A small financial support is also provided for the product development for each team.
Lectures on the different notion like marketing plan, packaging design and business model creation will be carried out by the teachers or through guest lecturer specialist in their own field. Students will be prepared for their final presentation (pitch).
Sponsorship and collaboration from different Icelandic companies in the food sector are a possibility for this course. More details on the condition will be presented at the beginning of the course.
Matís ohf. provides expert assistance and assistance in the development and preparation of sample copies.
The final assignment is in two parts. First, the submission of a detailed report per team on the product developed, the business plan, sales and marketing and the ecological aspect of the product (sustainability of the ingredients, packaging, design, production...).
Second, each team will present their final product and business plan to a jury for the innovation competition Ecotrophelia Iceland, through an oral presentation. The pitch event is in collaboration with Samtök iðnaðarins. The winning team will then have the chance and opportunity to represent Iceland at the European competition of Ecotrophelia. Participating in the European competition is optional and up to the students but the oral presentation is mandatory. More information on the competition here: www.ecotrophelia.eu
For students in food science, it is highly recommended to take this course along with MAT609M – Food product development as knowledge and skills can be acquired and combine for both courses.
For students from other studies: you are more than welcome to take this class as diversity and skills from other fields are key to a successful food product development. Read this to be convinced (https://shorturl.at/opxH3 or this https://shorturl.at/boHM8 )
Practicum II (HHE401F)
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
- Fall
- SFG003FSustainability education and leadershipMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in classHÍT101FHealth promotion, sport and leisure – Science and practiceMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in classKME102FTeaching and Learning in Compulsory SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits2 fieldwork creditsCourse DescriptionThis course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
Face-to-face learningDistance learningPrerequisitesAttendance required in classHÍT504MDeterminants of HealthMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionDefinitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class- Spring 2
KME006FAssessment and Curriculum in Compulsory SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionThe course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Face-to-face learningDistance learningPrerequisitesÍÞH209FHealth promotionMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semesterÍÞH036MHealth behaviour and food choiceMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThis course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Distance learningPrerequisitesHHE402G, HHE401GTeaching-oriented cookingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classHHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methodsMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterHHE602G, HHE601GFood culture healthMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionMain topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environmentMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasionsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collectedHHE501M, HHE502MFood skills and dietary choicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collectedHHE301FPracticum IMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in classHHE302FField challenges in health promotion and home economicsMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites- Spring 2
HHE201MSkills training for health promotion (practicum)Mandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionDuring the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in classNot taught this semesterHHE602GFood culture healthMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionMain topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in classHHE402GTeaching-oriented cookingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classÍÞH211FEpidemiology of Physical ActivityElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionObjective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semesterCourse DescriptionIn this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisitesCourse DescriptionThe aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Face-to-face learningPrerequisitesCourse DescriptionThe course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semesterGKY201FComprehensive primary teachingElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionIn the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMAT612MEcological innovation in Food ScienceElective course6Free elective course within the programme6 ECTS, creditsCourse DescriptionThe course is in collaboration with the Confederation of Icelandic Industries (Samtök iðnaðarins) and Matís ohf.
The main goal of the course is to develop a new food product from start to finish by prototyping the product, design its packaging, develop a marketing strategy, understand and identify the production of it and build a robust business model with sustainability at its core. The final work of each team could become the next new product and be presented at the European competition Ecotrophelia.
The course is based on group work and collaboration between students. It is expected from students to work in a team and share tasks to be able to complete the requirements of the course. Guidance will be provided on creating and working in teams. Students from different background are taking this course hence teacher will make sure that each team have the good set of skills per team (e.i students who have received instruction and training in different aspects of product development).
It is asked to the students to develop a prototype of the new food product. Support and working space will be made available for the students to use. A small financial support is also provided for the product development for each team.
Lectures on the different notion like marketing plan, packaging design and business model creation will be carried out by the teachers or through guest lecturer specialist in their own field. Students will be prepared for their final presentation (pitch).
Sponsorship and collaboration from different Icelandic companies in the food sector are a possibility for this course. More details on the condition will be presented at the beginning of the course.
Matís ohf. provides expert assistance and assistance in the development and preparation of sample copies.
The final assignment is in two parts. First, the submission of a detailed report per team on the product developed, the business plan, sales and marketing and the ecological aspect of the product (sustainability of the ingredients, packaging, design, production...).
Second, each team will present their final product and business plan to a jury for the innovation competition Ecotrophelia Iceland, through an oral presentation. The pitch event is in collaboration with Samtök iðnaðarins. The winning team will then have the chance and opportunity to represent Iceland at the European competition of Ecotrophelia. Participating in the European competition is optional and up to the students but the oral presentation is mandatory. More information on the competition here: www.ecotrophelia.eu
For students in food science, it is highly recommended to take this course along with MAT609M – Food product development as knowledge and skills can be acquired and combine for both courses.
For students from other studies: you are more than welcome to take this class as diversity and skills from other fields are key to a successful food product development. Read this to be convinced (https://shorturl.at/opxH3 or this https://shorturl.at/boHM8 )
Face-to-face learningPrerequisitesAttendance required in classHHE401FPracticum IIMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in classSecond year- Fall
- SFG003FSustainability education and leadershipMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in classHÍT101FHealth promotion, sport and leisure – Science and practiceMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in classKME102FTeaching and Learning in Compulsory SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits2 fieldwork creditsCourse DescriptionThis course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
Face-to-face learningDistance learningPrerequisitesAttendance required in classHÍT504MDeterminants of HealthMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionDefinitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class- Spring 2
KME006FAssessment and Curriculum in Compulsory SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse DescriptionThe course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Face-to-face learningDistance learningPrerequisitesÍÞH209FHealth promotionMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semesterÍÞH036MHealth behaviour and food choiceMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThis course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Distance learningPrerequisitesHHE402G, HHE401GTeaching-oriented cookingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classHHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methodsMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterHHE602G, HHE601GFood culture healthMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionMain topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in classNot taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environmentMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasionsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collectedHHE501M, HHE502MFood skills and dietary choicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse DescriptionThe course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collectedHHE301FPracticum IMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in classHHE302FField challenges in health promotion and home economicsMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites- Spring 2
HHE201MSkills training for health promotion (practicum)Mandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionDuring the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in classNot taught this semesterHHE602GFood culture healthMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionMain topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in classHHE402GTeaching-oriented cookingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse DescriptionThe main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classÍÞH211FEpidemiology of Physical ActivityElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionObjective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semesterCourse DescriptionIn this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisitesCourse DescriptionThe aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Face-to-face learningPrerequisitesCourse DescriptionThe course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semesterGKY201FComprehensive primary teachingElective course5Free elective course within the programme5 ECTS, creditsCourse DescriptionIn the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in classMAT612MEcological innovation in Food ScienceElective course6Free elective course within the programme6 ECTS, creditsCourse DescriptionThe course is in collaboration with the Confederation of Icelandic Industries (Samtök iðnaðarins) and Matís ohf.
The main goal of the course is to develop a new food product from start to finish by prototyping the product, design its packaging, develop a marketing strategy, understand and identify the production of it and build a robust business model with sustainability at its core. The final work of each team could become the next new product and be presented at the European competition Ecotrophelia.
The course is based on group work and collaboration between students. It is expected from students to work in a team and share tasks to be able to complete the requirements of the course. Guidance will be provided on creating and working in teams. Students from different background are taking this course hence teacher will make sure that each team have the good set of skills per team (e.i students who have received instruction and training in different aspects of product development).
It is asked to the students to develop a prototype of the new food product. Support and working space will be made available for the students to use. A small financial support is also provided for the product development for each team.
Lectures on the different notion like marketing plan, packaging design and business model creation will be carried out by the teachers or through guest lecturer specialist in their own field. Students will be prepared for their final presentation (pitch).
Sponsorship and collaboration from different Icelandic companies in the food sector are a possibility for this course. More details on the condition will be presented at the beginning of the course.
Matís ohf. provides expert assistance and assistance in the development and preparation of sample copies.
The final assignment is in two parts. First, the submission of a detailed report per team on the product developed, the business plan, sales and marketing and the ecological aspect of the product (sustainability of the ingredients, packaging, design, production...).
Second, each team will present their final product and business plan to a jury for the innovation competition Ecotrophelia Iceland, through an oral presentation. The pitch event is in collaboration with Samtök iðnaðarins. The winning team will then have the chance and opportunity to represent Iceland at the European competition of Ecotrophelia. Participating in the European competition is optional and up to the students but the oral presentation is mandatory. More information on the competition here: www.ecotrophelia.eu
For students in food science, it is highly recommended to take this course along with MAT609M – Food product development as knowledge and skills can be acquired and combine for both courses.
For students from other studies: you are more than welcome to take this class as diversity and skills from other fields are key to a successful food product development. Read this to be convinced (https://shorturl.at/opxH3 or this https://shorturl.at/boHM8 )
Face-to-face learningPrerequisitesAttendance required in classHHE401FPracticum IIMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse DescriptionThe course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class