Ethics of nature (HSP722M)

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?

Ecology B (LÍF505M)

The main emphasis: Introduction to the basics of ecology, concepts, approaches and applications, with a focus on the utilization of natural resources.

Lectures: The history and discipline of ecology. Population ecology; principles of population growth, effects of density and population regulation. Species interactions: competition, predation and other interaction forms. The structure and diversity of biological communities, succession, food webs, stability, biodiversity. Ecosystems: nutrient and energy cycles and trophic efficiency.  Introduction to Icelandic ecosystems.

Practical exercises: Introduction to selected Icelandic ecological communities.

Student seminars and essays: The application of ecological knowledge in utilization and management of resources. 

Course evaluation: Written reports and seminars account for 50% and examination at the end of term 50% of the final grade.

Sustainable Development, Environmental Policy and Resource Management (UAU101F)

Various incentives, policies and management initiatives are used to influence human behavior, to limit the ecological footprint (EF), and to promote sustainable development. This course focuses on environmental and resource management and policy - in the context of sustainable development (SD). The course is broken to three sessions. In the first session we assess the concept SD from various perspectives - followed by an attempt to operationalize the concept. We compare the concepts growth and SD and ask if the two are compatible and discuss sustainability indicators. In the second session we critically examine various tools that are frequently used in environmental and resource decision-making, such as formal decision analysis, cost-benefit and cost-effectiveness analysis in addition to valuing ecosystem services. In the third session we examine the ideological foundations behind environmental and resource policy, and assess various policy and management initiatives for diverse situations in a comparative international context. Examples are much based on student interests but possible examples include bottle-deposit systems, ITQ's, voluntary approaches and multi-criteria management.

Introduction to Environment and Natural Resources (UAU102F)

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

Orientation for ENR students (UAU115F)

Introduction to research and the scientific community. Practical information for ENR students. What to expect as an ENR student? Student's rights and responsibilities. Science ethics. Career opportunities. What you can expect and not expect from supervisors.  Looking for literature. How to design a thesis project. Writing thesis proposals.

Student registers for Orientation for ENR students (UAU115F or UAU246F) either in spring semester or autumn semester, it’s not allowed to take both. UAU115F is taught at the beginning of autumn semester, UAU246F is taught at the beginning of spring semester.

The dates for this course is 14 and 15 August 2025.

Environmental Governance (UAU201F)

In some settings, humans interact with the environment and use natural resources sustainably, but not in others. What explains such differences arising from human-environment interactions is the role of governance. Environmental governance can in its most basic form be understood as a social function centered on efforts to steer or guide the action of humans – being an individual, a small local user groups or the international community – towards desired outcomes and away from outcomes regarded as undesirable (Young, 2013).

This course has a focus on the introduction and understanding of different dimensions of environmental and natural resources governance in the context of sustainability.

It is divided into four interconnected sections:

1. Environmental Governance: The basics. What is governance? The environment as an arena for coordination and conflict. How do we understand actors, their roles and decision making? Power and power relations. Institutions and institutional change. Social-ecological systems. Governance structures. Public goods.
2. International and Domestic Environmental Governance. International environmental governance and institutions, e.g. EU, UN, UN Environment, FAO, World Bank etc. North-South issues. Environmental regimes; ozone, climate change, desertification, etc. Synergies. Introduction to environmental governance in Iceland and how it relates to decision-making with regard to environment and resources. Governance structure, central, local decision-making. Relationship between various levels of governance, parliament, ministries, agencies.
3. Public Responsibility and the Environment. Public participation. How can the public affect decision-making? Domestic and international environmental Non-governmental organizations.
4. Corporate Governance in the sustainability context. This part of the course focuses on corporate governance, such as outlined in the Nasdaq Corporate Governance Guidelines in the context of corporate sustainability. Relevant to the discussion is fiduciary duty, the ESRS Governance Standards (ESRS 1 and 2; ESRS G1), the SDGs 8-10, 12, 13, 17, the UN Global Compact Principle number 10, GRI Universal Standards and 200 Series, the Economic layer canvas, and more.

Orientation for ENR students (UAU246F)

Introduction to research and the scientific community. Practical information for ENR students. What to expect as an ENR student? Student's rights and responsibilities. Science ethics. Career opportunities. What you can expect and not expect from supervisors.  Looking for literature. How to design a thesis project. Writing thesis proposals.

Student registers for Orientation for ENR students (UAU115F or UAU246F) either in spring semester or autumn semester, it’s not allowed to take both. UAU115F is taught at the beginning of autumn semester, UAU246F is taught at the beginning of spring semester.

The date for this course is friday January 9th.

Science communication and thesis writing (UAU116F)

The course will cover how to structure and write a research thesis. Challenges of writing a thesis will be discussed, as well as tips to finding thesis rules and templates from the different faculties. Techniques of how to write scientific papers and literature reviews will be presented. Students will practice writing an abstract and giving an oral presentation about their thesis research. This course is taught every semester and is a required course for each ENR student to complete before graduation.

Students must have their thesis proposal ready prior to taking the course, and begun writing their master’s thesis.

Student registers for Science communication and thesis writing (UAU116F or UAU244F) either at spring semester or autumn semester, it’s not allowed to take both.

Science communication and thesis writing (UAU244F)

The course will cover how to structure and write a research thesis. Challenges of writing a thesis will be discussed, as well as tips to finding thesis rules and templates from the different faculties. Techniques of how to write scientific papers and literature reviews will be presented. Students will practice writing an abstract and giving an oral presentation about their thesis research. This course is taught every semester and is a required course for each ENR student to complete before graduation.

Students must have their thesis proposal ready prior to taking the course, and begun writing their master’s thesis.

Student registers for Science communication and thesis writing (UAU116F or UAU244F) either at spring semester or autumn semester, it’s not allowed to take both.

Applied Linear Statistical Models (STÆ312M)

The course focuses on simple and multiple linear regression as well as analysis of variance (ANOVA), analysis of covariance (ANCOVA) and binomial regression. The course is a natural continuation of a typical introductory course in statistics taught in various departments of the university.

We will discuss methods for estimating parameters in linear models, how to construct confidence intervals and test hypotheses for the parameters, which assumptions need to hold for applying the models and what to do when they are not met.

Students will work on projects using the statistical software R.

Introduction to Qualitative Research (FMÞ103F)

The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.

Time Series Analysis (IÐN113F)

ARMAX and other similar time series models. Non-stationary time series. Correlation and spectral analysis. Parameter estimation, parametric and non-parametric approaches, Least Squares and Maximum Likelihood. Model validation methods. Models with time dependent parameters. Numerical methods for minimization. Outlier detection and interpolation. Introduction to nonlinear time series models. Discrete state space models. Discrete state space models. Extensive use of MATLAB, especially the System Identification Toolbox.

Systems Analysis and System Dynamics Modelling - Reading course (IÐN124F)

This course is performed parallel to "System Analysis and System Dynamics Modelling Part B”. Students that register to the course are automatically registered to both courses. In practice it is the same course but the students get separate grades for part A and part B, both equivalent to 7,5 ECTs.

Students will get a pass/fail grade for part A based on if they hand in sufficiently solved projects assigned to them (4 in total).

The final grade for Part B is based on a grade from 0-10 for project 1 (5%), project 2 (10%), project 3 (20%), project 4 (35%) and the final exam (30%).

The purpose of the course is that students will be able to understand and apply the basic tools of System Dynamics Modelling from a practical perspective. In this respect, the course will focus on technical and economical topics. However, it will also cite examples of a greater variety, such as epidemical studies, interpersonal communications and group dynamics The course focuses on the fundamental concepts of system dynamics modelling such as positive and negative feedback structures as well as causal loop diagrams. System dynamics model formulation and simulation is introduced; rate equations and auxiliary equations, delays and graphical converters. Furthermore, policy and sensitivity analysis will be discussed. Practical examples will be analysed both regarding business as well as public policy. For instance, inventory models, epidemics (HIV, influenza), and the relationship of population and economic growth will be explored. The software STELLA will be used for solving and constructing the models.

Biometry (LÍF127F)

 Numerical methods are an essential part of biology and are applied to design of experiments and observations, description of result and their analysis. Sudents learn these methods by working on biological data and to interpretate its results. Main method include the maximum likelihood estimation, linear models, regression and analysis of variance and generalized linear models.  Multivariate analysis. Bootstrap and permutation analysis. The analysis will done using R. The students will obtain an extensive exercise in applyin R on various biological datasets. Analysis of own data or an extensive dataset, presented in a report and a lecture.

Assessment: Written examen 50%, assignments, report and lecture (50%).

Biostatistics I (LÝÐ105F)

This course is an introduction to statistics in the life sciences. The course covers the following topics. Types of data: categorical data, count data, data on continuous variables. Descriptive statistics; numerical statistics and statistical graphs. Probability distributions, the binomial distribution, the Poisson distribution and the normal distribution. The definitions of a random sample and of a population. Sampling distributions. Confidence intervals and hypothesis testing. Comparison of means between groups. Statistical tests for frequency tables. Linear and logistic regression with ROC analysis. Survival analysis with the methods of Kaplan-Meier and Cox. The course is based on lectures and practical sessions in computer labs. In the practical sessions exercises are solved with the statistical software package R and the RStudio environment.

Epidemiology - a quantitative methodology (LÝÐ107F)

The course is an introduction to epidemiological research methods and causal inference. An overview is provided on measure of disease occurrence, measures of outcome (relative risks), and study design (experiments, intervention studies, cohort studies and case-control studies). Emphasis is on systematic errors and on methods to avoid such errors in planning (study design) and in data analyses. Students get training in reviewing epidemiological studies.

Qualitative Research Methods I (MVS301F)

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Quantitative Methods I (MVS302F)

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

Circular economy in the construction sector (UMV123F)

Course description (subject matter - objective): The course focuses on various aspects of circularity applied to the construction sector and, eventually, aims to answer the question if the transition of the construction sector to circular is possible. The practical approach to this issue will be discussed, including environmental, legal, political, and economic aspects. The core concepts of circular construction (reusing and recycling materials, design-for-disassembly/adaptability, and space-sharing potential) will also be introduced based on real-life examples. The course will familiarise the students with the current challenges and possibilities related to circular construction in Icelandic, Nordic, and European contexts. Eventually, the existing ways of measuring the circularity of buildings will be critically discussed. Based on this knowledge and materials inventory from an existing building, the students will propose concrete solutions to increase the building's circularity.

ATTN: The class is intended for Masters students in Civil Engineering, Environmental Engineering and Environment & Natural Resources.

Sustainable Finance (UAU129F)

In this course students develop a deeper understanding of the relationship between environmental science and financial markets. Students learn current methods for structuring green and sustainable finance frameworks, issuance process, certification. This course covers main methods and concepts related to impact reports. Students learn how sustainable finance frameworks are used in practice after issuance within financial institutions. This course covers ESG risk assessments, main methods and practical use in the investment process and portfolio structuring. This course covers main indicators reported by financial institutions regarding their loan and investment portfolios, i.e., GAR (green asset ratio) and BTAR (book taxonomy aligned ratio). This course covers different types of climate risks as defined by the TCFD (Task force on climate related financial disclosures). Students learn about responsible and impact investment methodologies and the goals investors seek using such methodologies. This course covers the legal requirements regarding disclosures, in particular the EU Taxonomy and related regulations. Students learn about financed emissions using the PCAF methodology (Partnership for carbon accounting financials). This course will also cover the relationship between the insurance sector and sustainability.

Sustainable agriculture and rural development (UAU028F)

Effective sustainable agriculture, that is agriculture in harmony with the environment and society, is an important pillars of societal development around the world, not least in the context of food security and rural development. 

This course provides an overview over the various themes of sustainable agriculture and rural development and is divided into 5 interconnected sections: i) history of agriculture and fundamentals, incl. impact on communities and cultures, different types of agriculture and production methods, genetic resources and animal welfare;  ii) settlements and community incl. regional development and settlement patterns, planning and land use; iii) Environment and nature incl. the impact of agriculture on biodiversity, links to climate, circular economy, ecosystem services and resource use;  iv) policies and management systems incl. international agreements, EU policy, administration and institutions and strategic planning and, v) innovation, production and marketing issues including financing and framework for innovation in agriculture, marketing and grants, incentives and financing methods.

Arctic Politics in International Context (ASK113F)

This course examines the aims, interests, opportunities, and challenges of states, non-state actors, regional fora, and international organizations in a changing Arctic region. With a focus on policy, politics, and current issues, it analyses the contemporary dilemmas posed by Arctic governance, cooperation, and imaginaries of the region.

Building on the fundamentals taught in ‘Introduction to Arctic Studies’, this course investigates the Arctic policies of the ‘Arctic Eight’ states, as well as states located outside the region. Five of the ‘Arctic Eight’ are Nordic small states, and so this angle is also considered. The role and achievements of other relevant entities such as the Arctic Council, the Arctic Coast Guard Forum, NATO, the EU, and the UN is also analyzed. The course has an international focus and provides an in-depth examination of the major political contours in today’s Arctic

Current ethical issues (HSP723M)

The focus of this course is the application of ethics to pressing problems and debates in contemporary society. Possible methods for solving ethical dilemmas, both on an individual and social basis, are discussed. The selection of topics may change from year to year, but possible topics include free speech, the status of refugees, animal rights, poverty and economic inequality, gender discrimination, racial discrimination, environmental issues, and various issues in health care. The relation between theoretical and applied ethics is discussed. While instruction includes lectures, student participation in discussion is greatly emphasized.

Project in Ethics of Nature (HSP725M)

An individual project on the ethics of nature.

Quality Management (IÐN101M)

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system for a company.

Logistics & Environmental Engineering (IÐN510M)

The course focuses on the principles of logistics and supply management and gives a broad introduction to the field. The course is divided into three topics primarily. It covers purchase operations of services and inventory management. This part is followed by looking into transportation and distribution management. Finally, the environmental impacts of logistics is studies and all the three parts put together into a view of sustainability. The course consists of lectures, exercises, game (the Beer Game) and a management simulation game to give hands on experience on logistics management,

Tourism and Environment (LAN019F)

This module will focus on nature and landscape as resources for tourism. Emphasis will be on the interaction between man and nature. Introduction to the history, planning and management of national parks and protected areas will be given and discussed in an international context. Impact of tourism on the environment will be discussed with emphasis on tourism pressure and tourism carrying capacity. The ideology and practices of sustainable tourism and ecotourism will be given special attention. Students will further gain insight into the ethics of nature as well as some methods of estimating the value of nature. The course will include theoretical lectures and practical exercises. Students taking this course as a part of their post-gratuate study will as well as obtain substantial reading material and dissertation. Students must pass all sections of the evaluation.

Soil science (LAN113F)

The course includes topics such as:

• Soil formation processes.                 
• Soil classification and global distribution.         
• Soil erosion and land degradation.             
• Human impact on soils and vegetation        
• Soil nutrients and interactions between soil
• Physical and chemical properties of soils.
• The role of soil in the ecosystem.
• Icelandic soils and their properties.
• Soil quality indicators.
• Soil nutrients and interactions between soil, vegetation and the atmosphere.
• Soil as an archive for cultural, historical and environmental information.
• Laboratory practices for assessing soil quality.

The course is comprised of lectures, laboratory practicals and field work with a report to deliver.

Tourism and wilderness (LAN114F)

This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.

Cities and urban environment (LAN512M)

Introduction to theories and methods of urban geography and urban design, for the analysis of city life and the urban environment, with emphasis on urban spaces and the street and neighbourhood scale.

The historical development of cities from the beginning of urbanization to the present day. Main subjects dealt with in urban geography and urban design for analysis and policy-making, such as different social groups and residence, employment and transport, sense of place and quality of urban spaces, art and culture in urban spaces, nature in the city, and city branding. Challenges that cities face in our time, such as those related to climate change, sustainability, and emerging technologies.

Lectures, seminars, and project work. Individual and group projects.

Natural hazards: Physical Processes (LAN513M)

The course covers the various events and processes that can create natural hazards. The concept of natural hazard is defined and the history of this important field in the various natural sciences is examined. The physical causes and processes of various natural hazards are discussed. Ongoing climate change is discussed as a form of hazard, as well as the links between climate change and various weather- and climate-related events. The role of Icelandic Meteorological Office in research and monitoring of natural hazard is discussed.

One-day fieldtrip to the Southern part of Iceland will be done in beginning of September.

Students contribute to the cost of field trips in this elective course. 

Environmental microbiology (LÍF535M)

The aim of this course is to introduce the importance of microorganisms in nature as well as in environmental applications. The first part provides fundamental microbiology such as the classification of microorganisms, their structure, metabolism, growth and functional characteristics, handling and identification. The content of the first part will be emphasized with practical sessions, discussions and written assignments and is the foundation for more specific topics.

The second part will cover environmental sampling, microbial communities and biofilms, microbes in aquatic and terrestrial environments, indoor air quality and the impact of molds. Also, water- and food-borne pathogens, risk assessment and surveillance, water treatment, microbial remediation, methane production and global warming. Students will visit waste management and water treatment plants and review and present selected research articles.

This course is partly taught in parallel with Microbiology II (LÍF533M) and is intended for students that have neither completed Microbiology (LÍF201G) nor a similar course.

The Biology and Mechanisms of Disease, Interactions of Genetics and the Environment (LÆK015F)

This course deals with the biological changes that are the basis of disease processes and the role played by genes and/or environment. The course is particularly intended for postgraduate students in the Faculty of Medicine who do not have a medical background. Each topic will be introduced by a lecture on a selected theme. Recent research papers on each topic for discussion will be distributed at the beginning of the course and it is expected that the whole group will be prepared to participate in the discussion.

Ten double sessions: lecture and discussion.

The course is conducted in English.

Themes on International and European Union Environmental Law (LÖG110F)

The course covers the legal foundations and principles of International Environmental Law and European Union Environmental Law. The course is divided into two parts. In the first part, structured as interactive lectures with student participation, the main emphasis is placed on covering and explaining the legal foundations and principles of environmental law, including sustainable development, sustainability and the UN SDG,  within each of the two legal systems of International Environmental Law and European Union Environmental Law, the influence of International Environmental Law on European Union Environmental Law, the development of statutory solutions and the influence of legal practice. This will be followed by a general introduction of the chief topics of environmental law within each legal system. In the second part of the course, some specific themes of environmental law within each legal system will be thoroughly and critically analysed, requiring active student participation and initiative. Among these themes are the conservation of biological diversity, pollution prevention, participation rights and access to courts, human rights and the environment, and legal issues relating to the Arctic. (See also course LÖG187F, Transnational Climate Law).

Environmental anthropology (MAN509M)

The course focuses on anthropological research on nature and the environment, as well as ideas from other human and social sciences, on the relationship between people and their environment. Various basic terms and theories central to environmental anthropology and related fields will be introduced and discussed.

The course explores several attempts to throw light on the emergence and characteristics of various cultural and social institutions and practices by reference to ecological systems and material relations as their foundation. It will also address critique of such attempts. 

A particular emphasis will be placed on changing views on the environment that have emerged in recent years, including ideas of resource extraction and management and several forms of environmentalisms.

Last but not least the many interactions of climate change causes and effects and societies will be explored as they are materialising all over the globe. Climate, climate change and society and culture, and their mutual influences, will also be investigated as a historical theoretical issue, from various points of view.

Several ethnographic examples of human-environment interaction will be examined throughout the course.

Global health (MAN0A3F)

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

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

Management of Protected Areas - Field course in Southeast Iceland (UAU109F)

The course runs for five weeks in the beginning of the semester, including a five day field excursion to Vatnajökull National Park and other protected areas. 

The main focus of the course is on holistic and critical analyses of the goals and methods of management in nature areas that have been designated for protection by the relevant authorities. Special emphasis is placed on Vatnajökull National Park, in particular the park´s connections with neighbouring rural communities in South and Southeast Iceland. Issues to be discussed e.g. include the genesis and development of the park´s management plan, the intellectual background of protected area categories both in IUCN guidelines and Icelandic law, the designation of criteria for conservation and utilisation with protected areas, difficulties in implementing management plans, participation of local stakeholders in protected area governance and the role of the national park in the sustainable development of adjacent communities. The course mainly takes place on site in the South region of Vatnajökull National Park but other protected areas will also be visited. At the beginning of the course, a series of lectures will be held in Reykjavik, to introduce the central issues to be dealt with in the course. Speakers will include both the instructors and specialists from various subjects and institutions. The field course itself will last for five days and involves a number of field trips, short and long, to various sites of interest in the national park, as well as lectures and discussion sessions. Overnight stays will be in Reynivellir. Students should expect to cover the cost of accommodation and food during the field course themselves.

Lectures/classes: 2 times per week: 21 August - 22 September
Field trip (5 days): 5. - 9. September

Sustainable City (UMV122F)

The course focuses on the different perspectives of sustainability applied to cities and other human settlements, and ultimately to the question of what a sustainable city as a concept means. The concepts of one planet boundary and safe operating space are brought into city-level to depict the role of cities in the quest for sustainable living, and to show the conditions to be met for a city to be truly sustainable. The course familiarizes the students with the key items of the three areas of sustainability in the context of human settlements. What is ecological sustainability when it comes to cities and other human settlements? Social? Economic? How can we combine these three to create truly sustainable human settlements? Wellbeing, economic growth, direct and indirect ecological impacts, technological and societal solutions and the feedback loops between these are introduced and critically discussed.

Humanimals: Relations between humans and animals (ÞJÓ110F)

Relations between humans and animals are the focus of this course, which will be approached from both an academic and an artistic standpoint. Students will complete independent projects on an animal of their choice and attend field trips in nature and museums. The lectures will focus on diverse animals, such as polar bears, whales, great auks and puffins and recent scholarship on them. We will dig into visual and material representations of these, and other, animals in varied cultural contexts, including medieval literature, folktales, oral tradition, film, news reports, material culture and tourism. Consideration will be given to the idea of an “afterlife” of animals in the form of artworks, museum artefacts and souvenirs. We will examine artefacts in both private and public collections and pose the questions of what happens when a living animal is turned into a museum object, and how the meaning that we bestow upon an animal can be subject to development and change under different circumstances. The role of animals in the creation of knowledge and formation of discourse surrounding climate change and issues of the Arctic regions will also be addressed, in addition to animals’ connections to specific places and cultural groups and their role in identity formations of past and present. An attempt will be made to step outside of “traditional” dualism in which an emphasis is placed on distinctions between humans and animals as we acquaint ourselves with the ways in which human/animal (ecological, social and cultural) habitats are intertwined.

Aim

The aim is to explore urgent questions and topical issues regarding human/animal co-existence, climate change, biodiversity loss and environmental sustainability. We will consider how artists, researchers, activists and museums have been engaging with these questions and how they can further contribute to the discussion. We will examine how diverse museums convey their ideas and information on human/animal relations through their collections. Students will be encouraged to critically engage with visual material, objects and texts, both online and through visits to museums and exhibitions. 

Regression analysis (FMÞ501M)

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

Master’s thesis in Environment and Natural Resources (UAU441L)

Master’s thesis in Environment and Natural Resources is an independent research project which the student writes under an academic supervision. The master’s thesis is either 30 or 60 ECTS.

Due to the interdisciplinary structure of the ENR programme, students graduate from different Faculties within UI and graduating Faculty is dependent on thesis advisor's home faculty. The master’s thesis is submitted in accordance with the regulations of the appropriate Faculty.

Aquatic Food Primary Production: Fishery and aquaculture (MAT704F)

https://www.nmbu.no/course/AQF200

The Arctic Circle (UAU018M)

The Arctic is expected to become more important in the coming decades as climate change makes natural resources and transport routes more accessible creating threats to fragile ecosystems and societies as well as economic opportunities. Satellite data collected since 1979 shows that both the thickness of the ice in the Arctic and range of sea ice have decreased substantially, especially during the summer months. The melting of the ice facilitates natural resource exploration in the high north. U.S. Geological Survey estimates from 2008 suggest that 13 percent of the world's undiscovered oil and 30 percent of undiscovered natural gas reserves are located in the Arctic Circle. Moreover, the retreating and thinning of the ice opens up new trade routes.

The Arctic Circle Assembly is designed to increase participation in Arctic dialogue and strengthen the international focus on the future of the Arctic. The Arctic Circle Assembly will contain sessions on a wide variety of topics, such as:

• Sea ice melt and extreme weather
• Polar law: treaties and agreements
• The role and rights of indigenous peoples
• Security in the Arctic
• Shipping and transportation infrastructure
• The prospects and risks of oil and gas drilling
• Clean energy achievements and sustainable development
• Arctic resources
• Human rights and gender equality
• Business cooperation in the Arctic
• The role of Asian and European countries in the Arctic
• Greenland in the new Arctic
• Fisheries and ecosystem management
• The science of ice: global research cooperation
• Arctic tourism
• Arctic identity and cultures
• The ice-dependent world: the Arctic and the Himalayas
• Politics in the Arctic

This course enables and relies on the participation of UoI graduate and advanced undergraduate students in the Arctic Circle Assembly conference in Harpa, Reykjavik. Students are required to attend the Arctic Circle Assembly. Students have to attend one class shortly before the Assembly and one class shortly after the Assembly.

Arctic Circle Assembly,  October 17 - 19th 2024 in Harpa, Reykjavík

Students need to pay the student registration fee to the conference, but receive a discount. 

Corporate Environmental Management (UAU108F)

This course seeks to explore the responsibility of companies towards the environment. Active participation of students is required by analysing issues related to companies, the natural environment and various stakeholders, but that is for instance done through a simulation and case studies.

The aim of the course is to create an understanding of and teach students to choose and employ the necessary tools to assess goals and make decisions when it comes to environmental and resource management in the context of sustainable development. Among the tools used are the Sustainable Development Goals, the Paris Agreement, the UN Global Compact, the Global Reporting Initiative and more.

The course is divided into three parts. In part one, we will explore the origins and meaning of corporate liability. The second part focuses on how to manage and implement corporate responsibility. In the third part, we will learn about corporate responsibility from the perspective of impact, criticism, and future prospects.

At a minimum, the successful completion of this course assumes that students have acquired a theoretical understanding of the subject, are able to apply the methods that have been taught and are literate in case of information related to companies and their environmental issues, outcomes, and impacts.

Life Cycle Assessments in the Built Environment (UMV119F)

Objectives: Students understand the main environmental burdens arising from using and developing the built environment. Students are able to conduct a life cycle assessment (LCA) on a certain good or system and understand the complex interdependencies and rebound effects related to urban systems.

Topics: The course introduces the students to life cycle thinking and life cycle assessments enabling the students to understand the local and global environmental impacts of using and developing the built environment over time. The main methods for conducting an LCA are presented through examples and cases from the built environment. A lot of emphasis is given for understanding and evaluation of the complex interdependencies and rebound effects which tend to hinder the effectiveness of any efforts to reduce the environmental impacts; e.g. how increasing the energy efficiency of a certain good may result in an increase in the overall energy consumption, or how reducing private driving may lead to elevated greenhouse gas emissions through increased flying. As the overall outcome of the course, the students learn to design goods and systems which advance sustainability of the built environment taking into account the life cycle and systemic constraints. The course also familiarizes the students to reading academic studies and writing academic papers.

 Teaching: Lectures, individual home assignments and a group work. Lectures introduce the concepts of life cycle thinking and conducting an LCA on a good or a system in the context of the built environment. Students also read academic studies related to lecture topics and write reflective discussion writings along the course. At the lectures, reading academic papers and writing such are also taught, and the main graded output is an academic paper of an LCA of a chosen good or system conducted as a group work over the course. The best paper(s) may be offered for publication in an academic journal or a conference.

 The course is also suitable for students not specializing in Civil or Environmental Engineering, e.g. other Engineering fields, Environment and Natural Resources, Economics, other Environmental fields.

Special Comments
The course is only offered in English. The course is different from UAU215F and both courses can be taken to complement one another. In UMV119F the focus is mainly on assessing the environmental consequences of developing and using the built environment, and less on individual product or process assessments.

Survey research methods (FÉL089F)

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

Ethnographic methods (MAN601F)

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

Sustainable Futures (UAU207M)

The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future.  The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities.  At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.

Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Marine Protected Areas (UAU260M)

Marine protected areas provide an important tool for the conservation of marine biodiversity and fisheries management. Many MPAs are planned and managed by national governments in collaboration with local communities. Yet fully protected areas remain scarce: currently 8% of the ocean is in implemented MPAs. In the newly agreed Global Biodiversity Framework under UN-CBD, it was, however, agreed to expand the cover of MPSs to 30% of the ocean. When they are well designed, with durable management and compliance, MPAs can achieve their conservation goals. But many MPAs fail to reach their full potential, especially when they are subject to illegal harvesting and poor regulations. Good design along with investments in human and financial capacity are essential to MPA success. The class will discuss the theory and practice of marine protected area design and management.

The course will be given in Stykkishólmur town from 13 - 17th May with a focus on the Breiðafjordur conservation area. The course will be a mix of in-class teaching, multiple field vistis and group work.

The Role and Policymaking of International Institutions (ASK201F)

International organizations (IOs) are ubiqitous on the global stage and collectively engage with virtually every aspect of international relations. This course will provide an introduction to the empirical study of international organizations and the politics and processes that govern their operations.

Rather than organizing around specific organizational histories or issue areas, the course will focus on investigating the political structures that underpin the system and how they fit together. To what extent can we think of IOs as independent actors? Who are the actors that influence them and how do they do it? How are IOs financed and what implications does that have for their operations? Who are the staff that work in IOs and how do they matter? These are the types of questions that will guide our analysis over the course of the semester.

In answering these questions, students will be exposed to a range of approaches for the study of international organizations. Readings will comprise historical narratives, case studies, and both qualitative and quantitative journal articles and book chapters. However, we will pay particular attention to recent scholarship on IOs so that students get a sense of the current state of affairs in IO research. The goal of the course is thus twofold: first, to help students understand and analyze the political and administrative dynamics that guide the operations of IOs, and second, to enable students to engage with a variety of scholarly work on IOs in pursuit of their own research topics and ideas.

The course builds on major theories of international relations but no substantive expertise is expected on individual IOs beyond what an informed news consumer might have. Where appropriate, background reading will be provided for students who need a refresher on particular topics/IOs. Our organizational focus will largely be on global organizations, such as the United Nations agencies, the World Bank, and the International Monetary Fund, but we will also spend some time exploring regional organizations, such as the Council of Europe, international non-governmental organizations (INGOs), and private actors.

Innovation, Product Development, Marketing (IÐN202M)

An insight into the structure of innovation, product development and marketing and how to use this methodology as a tool of management in industrial companies. Theory and practical methods of innovation, product development and marketing. Training in project management and how to run integrated projects covering those three areas by solving realistic problems.

Field Course in Innovation and Entrepreneurship (I) (IÐN222F)

The course is taught in two parts, and the expectation is that students register for both parts. The course will cover the practical issues related to innovation and entrepreneurship. It covers the emergence of a business idea and the initial evaluation of the business opportunity, and the development and testing of a business model. This part of the course consists of lectures and case discussions that deal with various aspects of innovation and entrepreneurship: Analysis of business opportunities, evaluation of market size and unit contribution, the management of organizational units that are involved in innovation, financing, and other issues. Students will also tackle projects where they apply the methods taught in the class to isolated tasks in product and business development in both new and existing firms.

Application of Remote Sensing in Earth Sciences (JAR251F)

Weekly projects where students will be introduced to the following remote sensing fields:

1. Google Earth Engine: Data processing, scripts and interpretation. Thermal data from satellites in connection with volcanology or related fields. Theory of thermal remote sensing. Atmospheric correction methods. Additional project on environmental change, using multispectral data.Two weeks.
2. Remote Sensing with Drones: Legal issues and challenges regarding data collection. Different platforms, sensors and other equipment. Planning data collection in connection with area and resolution. Processing: Mosaic, surface models (3D) and classification. Connection with different field of study, interpretation. Several data types will be tested: Optical, thermal, lidar. Various programs and equipment. Two weeks.
3. Ground Penetrating Radar. Properties and usage of GPR in earth sciences and archaeology. Field trip to collect data and train students in using the equipment. Interpretation of GPR data and merging with other datasets. Drones and field spectroradiometers will be tested in the same field trip. One week.
4. Multi Beam Data. Lecture on properties and usage of MBD for bathymetric charting. Interpretation of MBD in geology. Session in a computer lab where bathymetric data will be used for creating 3D maps. One week.
5. Radar Remote Sensing. Properties of radar data from satellites and how they can be used in environmental sciences and in real time monitoring of the environment. SNAP program will be used, and students can select a project to work on: Flood mapping, pollution monitoring, changes in land elevation. One week.

The students will systematically register their data to a Geographical Information System. Different image processing and GIS methods: Georeferencing, enhancement, classification, calibration, edge detection, change detection, interpolation, 3D analysis, volume calculations and models.

Climate change: past, present and future (JAR257F)

The course will survey and critically evaluate recent developments in the analysis of climate changes during Earth's geologic history. Various modes of natural climate variability on decadal to millennial timescales will be studied. Theories regarding forcing mechanisms, both internal and external to the Earth system, will be discussed. Present and future climate trends will be considered in the context of this past variability. The instructor will conduct the course in seminar format with background lectures. Students will be required to make presentations on assigned readings from the current literature and write a final term paper relevant to the course’s topic. Additionally, students will present their review of papers in class over the semester and help lead the discussions. Smaller exercises will be given to students over the seven weeks.

This is a seven-weeks course with six contact hours per week in form of lectures, group meetings and practical sessions. The expected student workload in this the course is about 190 hours (25 hours per credit unit), of which planned contact hours are 40.

Northern tourism: Performances and Experiences (LAN214F)

Teaching period: March - May

This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.

Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)

Natural hazards and society (LAN215F)

In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.

Environmental and social responsibility in tourism (LAN417F)

The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.

Urban and regional planning (LAN624G)

Introduction to the discipline of spatial planning, key terms and issues, historical development, and governance in spatial planning.

Main focus of the course is on practical methods in spatial planning, especially in the context of plan-making for larger geographical areas, such as cities, municipalities or regions.
Students get to know and train in applying a range of different methods used in spatial planning for collection, analysis, and interpretation of information on the built environment, local community, nature and different interests regarding urban development and land use. Also, methods for developing and presenting planning policies and planning documents.

Lectures, seminars, and project work. Individual and group projects.

The Vegetation and Soil of Iceland (LÍF615M)

The vascular flora of Iceland and the arctic flora: origins, composition, ecology. The biogeography of the flora of the North Atlantic. The Pleistocene environment of Iceland and the Holocene vegetation history of Iceland and Europe. Hypotheses on the age and origin of the Icelandic flora and the arctic flora. The soils of Iceland: characteristics and development, desertification. Post-settlement vegetation changes in Iceland. Biodiversity and distribution patterns of the Icelandic vascular flora. Protected and red-list species. after the biogeography of the circumpolar north. Origins and characteristics of the vascular flora of Iceland. Methods for the description and classification of vegetation. Icelandic vegetation: classification, distribution, environment and utilization. 4 day summer field course.

Ecotoxicology (LÍF620M)

The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.

Terrestrial ecology (LÍF660M)

The following topics are addressed:

Terrestrial food webs and biological communities above and below ground. The role of organisms and other factors in shaping terrestrial habitats. Relationships between biodiversity and ecosystem processes such as primary production and nutrient dynamics. Effects of individual organism groups and traits, of plants and herbivores in particular, on ecosystem processes, stability and resilience. Effects of climate change and land use on ecosystems with emphasis on northern regions (sub-Arctic and Arctic). The unique characteristics of Icelandic ecosystems. Restoration of degraded and collapsed ecosystems. Main methods in community and ecosystem research.

Project design, monitoring and evaluation (MAN701F)

In this course, students are introduced to concepts and methods for planning, monitoring and evaluating projects/activities. It covers developing a problem statement, mapping stakeholders, development of a project plan, design of project evaluations, introduction to data collection, and reporting on project progress. Emphasis will be placed on the importance of stakeholder participation and gender mainstreaming. Approaches taught in the course are rooted in international development but are useful in the planning, monitoring and evaluation of projects/activities across all sectors. This course is designed to be practical and develop skills that are directly applicable in many workplaces. The teaching is based on a combination of theoretical instruction, discussion of real-life applications, interactive workshops, and guided group work. 

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 ) 

Culture and Dissent (MFR703M)

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality and extreme poverty. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

Strategic Planning for Public Organizations (OSS201F)

The course objective is to provide theoretical foundation and practical training in strategic management. An emphasis is on its application in public organizations. Students are to develop a strategic plan for a state or local agency. The John M. Bryson's strategic planning model will be used for this purpose. Students will structure a mission statement, identify strategic issues, establish a performance management system and they will be introduced to tools for organizational change and reassessment.

The Tools of Government (OSS203F)

The aim of the course is provide insight into public government and the methods goverment employs to reach its goals. The course covers the various tools of government, including direct government, contracting, financial incentives, economic and social regulation, insurance and grants, with emphasis on evaluating the appropriateness of each tool in achieving different objectives. The examination of each tool emphasizes equally theoretical aspects and its use within Icelandic government. While the course OSS101F Microeconomics, Market Failure and the Role of Government is not a prerequisite, it is a recommended precursor. 

Sustainability education and learning (SFG207F)

The purpose of this course is to provide participants with opportunities to focus on learning, teaching and leisure activities for sustainability. The on-line and campus sessions will be built on informed debate. Three major assignments will be expected together with student participation in organising classes, leading discussions plus a final assignment. The course is taught online and it is obligatory to attend 80% of classes during according to the course plan.

Examples of issues to be dealt with:

• Activism in learning and teaching
• Place-based and experiential education
• Behavioural change
• Science learning, technology and sustainability
• Creativity, creation of knowledge and social sustainability
• University education, adult learning
• Formal, informal and non-formal learning
• Sustainability as an emerging curriculum area

Sustainable Energy Options (UAU213M)

Mankind depends heavily on energy for virtually every aspect of daily life. The main energy source is currently fossil fuels, but the associated pollution (greenhouse gasses, particulate matter, ...), and the fact that it is a limited resource, has lead to an increased interest in other energy resources. Sustainable energy development is the requirement, and in this course we will look at different energy options. For example, we will consider hydropower, geothermal energy, wave-, wind- and solar-energy and biomass energy (nuclear energy).  An overview of current energy use in the world and fossil fuels will be given.

The physical principles behind each energy source will be explained. Also the environmental impact, the associated risks, policy and economics of different energy options.

Conservation Biology (UAU214M)

Climate change, human population growth (>8 billion and growing), and globalization among others are having dramatic effects on plant and animal species, their habitats, and ecosystems. One major effect is the loss of biodiversity, with about one million species threatened with extinction. Conservation biology aims to alleviate this loss of biodiversity by understanding the impacts that humans have on biodiversity and drawing from multiple fields including ecology, evolution, economics, and resource management to generate conservation solutions. The goal of this course is to provide students with a comprehensive view of the principles of conservation biology, the value of biodiversity, the threats to biodiversity, and the approaches to solve conservation issues. Among the topics covered are the history of conservation biology; patterns and processes of biodiversity; environmental economics; conservation ethics; extinction; habitat destruction, fragmentation, and degradation; climate change; overexploitation; invasive species; disease; conservation genetics; conservation of populations, species, and ecosystems; protected areas; restoration; sustainable development; and future challenges. Links between biodiversity and the Sustainable Development Goals are shown, e.g., goals 3, 11, 12, 13, 14, and 15.

Life Cycle Assessment (UAU215F)

Goals: Students should be able to apply the Life Cycle Assessment methodology to calculate the environmental impacts of products, production systems and services to identify and assess environmental impact. Students will learn to give recommendations on how to reduce environmental impacts based on a hot-spot analysis of the evaluated product, production system or service, and deliver results including sensitivity analysis.

Last but not least, students will be trained in the systems thinking competency, one of key competencies for sustainability.

Content: The course teaches the analysis of products and product systems from cradle to grave using the Life Cycle Assessment (LCA) framework as defined by 14040/14044:2006 ISO standards. LCA is used to assess the environmental impact of a specific product, production system and services. The reason for doing LCA is commonly to compare different products, product systems or services based on environmental impact. Additionally, the goal is often to identify where in a life cycle most of the impacts are occurring so that e.g. eco-design can be applied in development of new products, or if production methods are to be changed with the aim of reducing environmental impacts. In the course, students will learn to analyse systems from cradle-to-grave, from defining goal and scope, calculate e.g. raw material consumption and emissions to the environment (air, water and soil) to interpretation of results and application of sensitivity analysis. Different methods for conducting LCAs will also be introduced along with LCA calculation software and  related databases to support the analysis. Course evaluation is based on participation in class, and both individual and group assignments.

This course contributes to increase student competencies  within SDGs 6, 7, 9, 11, 12, 13, 14 and 15.

Teaching methods: It is taught with lectures, in class assignments, and individual and group projects.

Marine Protected Areas (UAU258F)

Marine protected areas provide an important tool for the conservation of marine biodiversity and fisheries management. Many MPAs are planned and managed by national governments in collaboration with local communities. Yet fully protected areas remain scarce: currently 8% of the ocean is in implemented MPAs. When they are well designed, with durable management and compliance, MPAs can achieve their conservation goals. But many MPAs fail to reach their full potential, especially when they are subject to illegal harvesting and poor regulations. Good design along with investments in human and financial capacity are essential to MPA success. The class will discuss the theory and practice of marine protected area design and management.

The course will be held 13th - 17th May in Stykkshólmur Town, next to the large Breiðafjörður Conservation Area that is an excellent venue of mixing in class-teaching, group work and discussions and field visits in the area. We will have a strong focus on the fieldwork part and make good use of the location in Stykkishólmur.

The students are supposed travel themselves to Stykkishólmur, but there is public transport available (Strætó). The students are supposed to pay for their accommodation the four nights and food during their stay. The University has made pre-booking at good and quite affordable hostel in Stykkishólmur for the period. There students can make their own food as they like or use the local cafes and resturants.

Environmental Planning (UMV201M)

Objectives: Students get an overview on the environmental state of the world and on the main environmental impacts arising from using and developing the human societies. Students are able to evaluate and compare the different urban forms and planning objectives from the perspective of their environmental impacts.

Topics: The course gives the students an overview of the current environmental problems both on global and local scales. The emphasis is on analyses and evaluation of the impacts of various types of land-use on the environment. Examples of such analyses are studied and potential planning solutions are searched for. Current planning policies with regard to preserving the environment are studied and evaluated.

Teaching: Lectures once a week, weekly assignments and a pair project. Lectures will cover the main themes which will then be covered in more detail in the assignments and in the pair project. At the lectures a lot of examples from academic studies will be presented. The students will also participate the lectures through discussions and small within-lecture pair and group assignments.

Air quality and mitigation (UMV246F)

Air pollution is the world’s largest single environmental health risk. The World Health Organization estimates that 7 million premature deaths occur annually due to indoor and outdoor air pollution. Both short- and long term exposure to air pollution has been linked to cardiovascular and respiratory diseases, as well as cancer. This class explores the key ambient air pollutants, from their source, their fate in the environment, effect on human health and wellbeing, and ways to reduce air pollution. The class provides tools to predict outdoor air pollution levels, and to interpret air quality monitoring data.
Topics include: Natural and man-made sources of air pollution. Concern of air pollutants such as particulate matter (PM), NO2, Ozone, SO2, CO, H2S, dioxin, VOC, PAH and heavy metals. Advection and diffusion processes that govern the transport and dilution of pollution. Impact of air stability, thermal inversions, wind and other weather parameters on ambient air quality. Pollutant fate and transport in relation to urban microclimates, man-made structures and natural landscape. Gaussian plume analytical solutions for industrial and traffic emissions. Air quality monitoring, modeling and follow up. Technical and administrative mitigation methods for traffic and industrial emissions.
The class will include lectures, discussion of local and international incidents of pollution, and practical projects on predicting and assessing air pollution in the urban environment. The class will be taught by leading environmental engineers in English.

Class emphasizes lectures, discussions and practical projects.

Taught every other year (even number).

Environmental Technology (UMV402G)

Objectives: This course is to provide the students an overview of treatment and reutilization technology in wastewater engineering, air pollution control engineering, and solid & hazardous waste engineering.

Topics: In this course, three major topics are covered:

(1) Treatment and reutilization technology in wastewater engineering, including wastewater and storm water systems; physical, chemical, and biological wastewater treatment unit processes; industrial wastewater treatment; advanced wastewater treatment and reclamation technology; sludge treatment and disposal technology

(2) Treatment and reutilization technology in air pollution control engineering, including techniques for air pollution measurements; sulphur oxides and nitrogen oxides abatement techniques; VOCs and HCs abatement techniques; particulate matters abatement techniques; Control technique of mobile source pollutants.

(3) Treatment and reutilization technology in solid & hazardous waste engineering, including waste minimization and processing,    biochemical waste conversion, thermal waste transformation, waste disposal, hazardous waste treatment and reuse.

Teaching: Lectures (teaching lecture, tutorial lecture, lab lecture), homework, and a group project. Lectures introduce the fundamentals and advances of treatment and reutilization technology in environmental engineering (focusing on wastewater, air, and solid waste). Homework is assigned to help students review the lecture contents and practice technical calculation questions. Tutorial lectures are provided to discuss solutions of homework assignments with students. Lab lecture is performed in the research lab to demonstrate selected treatment processes and allow students hands-on practice. In the group project, students review literatures of a selected topic relating to advanced treatment technology, write a report, and give an oral presentation.

The course is also suitable for students not specializing in Civil or Environmental Engineering, Chemical Engineering, other engineering fields, Environment and Natural Resources, Life and Environmental Science.

Applied data analysis (MAS202M)

The course focuses on statistical analysis using the R environment. It is assumed that students have basic knowledge of statistics and the statistical software R. Students will learn to apply a broad range of statistical methods in R (such as classification methods, resampling methods, linear model selection and tree-based methods). The course on 12 weeks and will be on "flipped" form. This means that no lectures will be given but students will read some material and watch videos before attending classes. Students will then work on assignments during the classes.

Practical Statistics (STJ201F)

The course provides the student with an understanding of the scientific method and the basic skills of data analysis. Concepts such as causality, reliability, and validity will be covered. The course covers descriptive and inferential statistics, including topic such as variables, values, standard deviations, samples, significance, and hypothesis testing

Qualitative Research Methods (STJ203F)

Qualitative Methods provides students with an introduction to some of the most commonly used qualitative methods and methodological tools in political science. The main focus in the course is on case studies (including process tracing) and various tools and techniques used within case studies, e.g., qualitative content analysis, interviewing, and focus groups. One part of the course is also dedicated to discourse analysis. The course begins with a very brief introduction to philosophy of science and outlines basic ontological, epistemological and methodological issues in the social sciences. The remainder of the course is dedicated to the methods and tools/techniques listed above. Students will gain a deeper understanding of the philosophical underpinnings, assumptions and ambitions of the different methods, but they will also gain practical experience as to the design and execution of research within the different traditions.

The course is designed in a highly interactive way and emphasizes active student participation. It is expected that students have done at least the required reading assigned for the given day and are ready to participate in group work and discussions in class. There are two types of classes in this course: lecture & discussion classes and workshops. Each lecture & discussion class will be divided into three parts: a short agenda-setting lecture by the lecturer (40 minutes), group work (40 minutes), and a concluding general discussion (40 minutes). This design is highly effective with regard to achieving the course’s learning outcomes, but it also requires that students have familiarized themselves with the assigned reading for the day. In the workshops, the class will be divided into two groups (A and B).

Master’s thesis in Environment and Natural Resources (UAU441L)

Master’s thesis in Environment and Natural Resources is an independent research project which the student writes under an academic supervision. The master’s thesis is either 30 or 60 ECTS.

Due to the interdisciplinary structure of the ENR programme, students graduate from different Faculties within UI and graduating Faculty is dependent on thesis advisor's home faculty. The master’s thesis is submitted in accordance with the regulations of the appropriate Faculty.

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Project design, monitoring and evaluation (MAN701F)

In this course, students are introduced to concepts and methods for planning, monitoring and evaluating projects/activities. It covers developing a problem statement, mapping stakeholders, development of a project plan, design of project evaluations, introduction to data collection, and reporting on project progress. Emphasis will be placed on the importance of stakeholder participation and gender mainstreaming. Approaches taught in the course are rooted in international development but are useful in the planning, monitoring and evaluation of projects/activities across all sectors. This course is designed to be practical and develop skills that are directly applicable in many workplaces. The teaching is based on a combination of theoretical instruction, discussion of real-life applications, interactive workshops, and guided group work. 

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 ) 

Climate footprint for companies (UAU027F)

In this course students develop skills to estimate corporate greenhouse gas emissions. Students will understand main methods when estimating the emissions, how external data is obtained and used and which platforms are available for corporate disclosures such as the CDP, Nasdaq and GRI. Students will furthermore learn the implications of scopes, the use of life-cycle assessments, which indicators are material, how those indicators are selected and how carbon offset programs work in relation to corporate emissions. The Greenhouse Gas Protocol is a foundation in this course, as the guidance serves as a key tool for multiples disclosure platforms. Upon completion, students can independently estimate the greenhouse gas emission from corporations through the supply chain and present the information in a standard format, using a relevant disclosure platform. Students will furthermore understand current methodological developments in greenhouse gas emission accounting, particularly in relation to financial market participants. Students will furthermore understand how the information generated is used externally, for example by rating agencies conducting ESG risk assessments. 

Internship in Environment and Natural Resources (UAU114F)

Applied course that provides students with an opportunity to work on projects within NGO´s, firms and institutes active in the field of Environment and Natural Resources. The internship is divided into two parts: 1) one specific internship project that should take at least half of the internship working hours (120 hours), 2) work on general activities at the NGO/firm/institution, including office work and various projects to gain insights into daily activities.

The internship course is on an individual basis and students need to have secured an internship project (with an organization) before registering for the course. It’s possible to register for the course at any time during the semester.

There are two possible routes to an internship:

• Either the organization sends out a call for interns for defined projects and they are advertised among ENR students
• Or students approach organizations they’re interested in doing an internship with and an internship project is jointly developed in cooperation with the ENR Programme.

The internship project must be approved by the ENR programme before beginning of the internship. If approved, an agreement is set up between the student, the organization and the ENR programme. The agreement includes a description of the internship project including how the intern will gain insights into daily activities.

The course is only available for a limited number of students.

At the end of the internship the student hands in a report and a weekly journal to the organization as well as to the programme coordinator of the ENR programme.

Environmental Economics (UAU206M)

This course covers the basic elements of environmental economics. The properties of optimal environmental use are examined and the ability or inability of the market system to generate the optimal utilization investigated. Environmental management, i.e. methods for inducing optimal environmental use, are discussed both generally and in the context of particular examples. Finally, various methods for environmental valuation and their use in environmental cost-benefit analysis are discussed.

Strategic corporate social responsibility (UAU247F)

This is an intensive course with the active participation of students. It is taught over 13 weeks. The course takes as its starting point the idea that although governments and nonprofits are crucial to modern society, businesses are largely responsible for creating the wealth upon which the well-being of society depends, while also being a part of the problems created. As they create that wealth, their actions affect society, which is composed of a wide variety of stakeholders, and the natural environment. In turn, society shapes the rules and expectations by which businesses must navigate their internal and external environments. These include the Sustainable Development Goals, i.e., Goals 1-5, 8, 9, 10, 11, 12, 13, and 16, the Paris Agreement, the UN Global Compact, the European Sustainability Reporting Standards (ESRS), the Global Reporting Initiative, and more. This interaction between corporations, society (in its broadest sense) and the natural environment is the concern of corporate social responsibility (CSR), but the issues need to be addressed from a strategic point of view. 

Regardless of one’s viewpoint about the interaction of business and society, the continued co-existence of for-profit organizations is essential. This course seeks to explore the dimensions of that interaction from a multi-stakeholder perspective. That exploration is intended to be interactive, with the journey of exploration involving an analysis of CSR-related issues, simulation, and case studies.

The course is organized into six broad sections. In the first section, we will explore what corporate social responsibility (CSR) means and the driving forces of CSR. The second section focuses on the stakeholder perspective, and in the third section, we study the legal perspective. In the fourth section, we will explore the behavioral perspective, in the fifth section the strategic perspective and in the sixth section the focus will be on the sustainable perspective and sustainable value creation.   

Master’s thesis in Environment and Natural Resources (UAU441L)

Master’s thesis in Environment and Natural Resources is an independent research project which the student writes under an academic supervision. The master’s thesis is either 30 or 60 ECTS.

Due to the interdisciplinary structure of the ENR programme, students graduate from different Faculties within UI and graduating Faculty is dependent on thesis advisor's home faculty. The master’s thesis is submitted in accordance with the regulations of the appropriate Faculty.

Radio programming and broadcasting (BLF201M)

The goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.

Introduction to quantitative research (FMÞ001F)

The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.

General statistics, course for M.Sc. and Ph.D. students (LÆK101F)

Compulsory course. The aim of the course is to provide post graduate students with practical and generic skills required in research. Items covered in the course are descriptive statistics, effect statistics, validity and reliability, inferential statistics, common parametric and nonparametric statistical tests and multiple regression analysis. The students are introduced to computer statistical analysis in practical computer classes.

Ethnographic methods (MAN601F)

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

Action research (MVS011F)

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

Introduction to qualitative research (MVS212F)

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

System dynamics (UAU259F)

The System Dynamics approach, rooted in Systems Thinking, is best suited for the deconstruction and analysis of complex socio-economic environments and political systems. There is a growing call among scientists and practitioners today on systemic approaches to tackle complex problems such as the climate and environmental crises. System dynamics is a multidisciplinary approach that uses both qualitative and quantitative methods. It has been successfully applied for other complex socioeconomic questions such as for national planning models, analysing climate change policies, food market transformation, and government health policies.

This course aims to introduce students to thinking in systems, understanding the dynamic nature of system behaviour and acquiring basic system dynamic modelling skills.

 The course begins January 15th with a 5-week online course on Canvas.  Intensive inclass session 19-26 february.  Final presentations 4-8 March. 

Introduction to Arctic Studies (ASK117F)

This course provides an introduction to ideas, concepts and approaches used within Arctic Studies for understanding the Arctic region. It opens with an overview of the basics of today’s Arctic, then turns to the contributions made by both the conventional and critical Arctic Studies literature. The key narratives of the Arctic are explored in depth, as are core ideas such as Arctic governance, security, sovereignty/sovereignties, and exceptionalism. The challenges and opportunities presented by these different approaches are also examined.  

The aim of the course is to provide students with a thorough grounding in the overall field of Arctic Studies, in order to deepen their knowledge and understanding of a rapidly changing region that remains a high priority for Iceland. The course is designed to complement the more policy/practice-focussed course ASK113F Arctic Politics in International Context. 

Cost Benefit Analysis (HAG101F)

The purpose of Cost benefit analysis is to facilitate social decision making. The purpose of the course in Cost benefit analysis is to introduce to the student the foundation of CBA. CBA is used in many applications where governmental agencies at all evels are involved. CBA is routinely used to assist in making decisions regarding highway projects, health-care projects and so on. CBA is also useful to evaluate projects involving environmental damage or renewal. Topics include: Conceptually correct measures of social surplus vs. measures actually used. Estimating consumer surplus, producer surplus, and government revenue (i.e., social surplus) in primary and secondary markets, the social discount rate, uncertainty and the value of information. Existence value, contingent valuation and the value of time,crime, life, noise, and other pleasures and pains.

Introduction to Cartography and Geovisualisation (LAN116F)

“visualization is the process of making the invisible visible[...] the process of making the cognitive imagination visual using available and culturally dominant technologies is one of the most consistent behaviors of mankind.” - Cox, D. (2006). "Metaphoric Mappings: The Art of Visualization." MIT Press.
Cartography is one of the central elements of spatial data visualisation.
This course introduces students to cartographic theory and mapmaking via using digital technology. It aims to give students a broad conceptual as well as practical understanding of cartographic visualisation and geographic communication, encompassing a range of topics relevant in spatial sciences. Through a series of lectures and discussions, students will come to understand the history of cartography, key cartographic theories and concepts, and the role of Geographic Information Systems (GIS) in today’s map making process. The lectures will be complemented by practical exercises that help to gain an understanding of cartographic conceptualisation as well as a series of tutorial-based computer lab exercises where students will learn how to use GIS for basic spatial analysis and cartographic illustration. They will be able to critically evaluate their own work and of others and explain and justify their decision-making process in a cartographic project.

Remote sensing and environmental monitoring (LAN211F)

Theory and fundamentals of remote sensing. Electromagnetic radiation, interaction with atmosphere and surface of the Earth. Reflection and emission. Properties of optical, thermal, passive and active microwave images. Overview over other fields of remote sensing: LIDAR, INSAR, multibeam images, GPR and planetary RS.

Data collection, remote sensing systems and platforms: aircraft and spacecraft. Geometric resolution, spectral resolution, signal strength, time resolution. History of remote sensing in the 20th and the 21st centuries.

Image processing and interpretation. Rectification, enhancement, supervised and unsupervised classification, data merging, change detection, GPS, modelling.

Environmental monitoring and application of remote sensing data in geography, geology and biology. Environmental monitoring systems due to rapid and long time changes, natural hazards, events and cartography. Real time data acquisition and processing.

Lectures, discussion sessions and weekly projects on obtaining, analysing and interpreting remote sensing data. Geographical Information Systems (ArcGIS, Quantum GIS) and Images processing software. Independent research project on remote sensing and environmental monitoring.

Ecological Economics (UAU105F)

Ecological economics is poised to play a leading role in the on-going effort to reconcile economic theory and policy with accepted knowledge from other disciplines. Neoclassical welfare economics dominates economic policy discourse in the U.S. and Europe, but is currently in a state of crisis over the dismantling of its two fundamental pillars: (1) a theory of human behavior embodied in a narrow view of rationality and selfishness, and (2) a theory of economic production embodied in an equally narrow view of competition, efficiency, and a marginal productivity theory of distribution. Many neoclassical theorists have largely abandoned rational choice and perfect competition as characterizations of the economic process; however, policy recommendations of economists are still based on these outdated representations of human behavior and commodity production. Neoclassical welfare economics continues to offer unfounded advice in dealing with some of the most pressing environmental and social issues faced in the twenty-first century, including growing income disparity, global climate change, and biodiversity loss.

This intensive course will address the major points of contention between neoclassical welfare economics and ecological economics. By virtue of being the only heterodox school of economics focusing on both the human economy as a social system, and as one constrained by the biophysical world, ecological economics is poised to play a leading role in recasting the scope and method of economic science. Ecological economic models of economic behavior encompass consumption and production in the broadest sense, including their ecological, social, and ethical dimensions, as well as their market consequences. As such it is a field of inquiry encompassing much of contemporary neoclassical economics and heterodox schools of thought including behavioral economics, evolutionary economics, institutional economics, post Keynesian economics, radical economics and social economics. Ecological economics has particularly distinguished itself by its problem-based approach to methodological development and inquiry. The course will first define the ends of economic cooperation, then the means that make economic production possible. We'll then turn to the social mechanisms of meeting desirable ends with biophysical means, and end with a review of macroeconomics and the design of policy that promotes sustainable scale, just distribution, and efficient allocation.

The course will be taught over the weekend September 29- 01 október.

Climate Change (UAU107M)

Climate change is a global issue and one of the more challenging environmental problems of the present and near future. Since 1992 there have been many meetings and agreement under the auspices of the United Nations.

This course will cover the topic of climate change from several angles. Starting with the basic evidence and science behind climate change and modeling of future scenarios, then through impacts and vulnerability to efforts to mitigate and adapt to climate change. Issues such as climate refugees, gender aspects and negotiations are addressed.

Grading is based on a writing assignment, short quiz, course participation and presentations, in addition to group assignments where mitigation, future scenarios and basic processes are examined further. Students taking this course generally have very different backgrounds and you will have a chance to learn about climate change from different viewpoints.

Internship in Environment and Natural Resources (UAU114F, UAU114F, UAU114F)

Applied course that provides students with an opportunity to work on projects within NGO´s, firms and institutes active in the field of Environment and Natural Resources. The internship is divided into two parts: 1) one specific internship project that should take at least half of the internship working hours (120 hours), 2) work on general activities at the NGO/firm/institution, including office work and various projects to gain insights into daily activities.

The internship course is on an individual basis and students need to have secured an internship project (with an organization) before registering for the course. It’s possible to register for the course at any time during the semester.

There are two possible routes to an internship:

• Either the organization sends out a call for interns for defined projects and they are advertised among ENR students
• Or students approach organizations they’re interested in doing an internship with and an internship project is jointly developed in cooperation with the ENR Programme.

The internship project must be approved by the ENR programme before beginning of the internship. If approved, an agreement is set up between the student, the organization and the ENR programme. The agreement includes a description of the internship project including how the intern will gain insights into daily activities.

The course is only available for a limited number of students.

At the end of the internship the student hands in a report and a weekly journal to the organization as well as to the programme coordinator of the ENR programme.

Internship in Environment and Natural Resources (UAU114F, UAU114F, UAU114F)

Applied course that provides students with an opportunity to work on projects within NGO´s, firms and institutes active in the field of Environment and Natural Resources. The internship is divided into two parts: 1) one specific internship project that should take at least half of the internship working hours (120 hours), 2) work on general activities at the NGO/firm/institution, including office work and various projects to gain insights into daily activities.

The internship course is on an individual basis and students need to have secured an internship project (with an organization) before registering for the course. It’s possible to register for the course at any time during the semester.

There are two possible routes to an internship:

• Either the organization sends out a call for interns for defined projects and they are advertised among ENR students
• Or students approach organizations they’re interested in doing an internship with and an internship project is jointly developed in cooperation with the ENR Programme.

The internship project must be approved by the ENR programme before beginning of the internship. If approved, an agreement is set up between the student, the organization and the ENR programme. The agreement includes a description of the internship project including how the intern will gain insights into daily activities.

The course is only available for a limited number of students.

At the end of the internship the student hands in a report and a weekly journal to the organization as well as to the programme coordinator of the ENR programme.

Internship in Environment and Natural Resources (UAU114F, UAU114F, UAU114F)

Applied course that provides students with an opportunity to work on projects within NGO´s, firms and institutes active in the field of Environment and Natural Resources. The internship is divided into two parts: 1) one specific internship project that should take at least half of the internship working hours (120 hours), 2) work on general activities at the NGO/firm/institution, including office work and various projects to gain insights into daily activities.

The internship course is on an individual basis and students need to have secured an internship project (with an organization) before registering for the course. It’s possible to register for the course at any time during the semester.

There are two possible routes to an internship:

• Either the organization sends out a call for interns for defined projects and they are advertised among ENR students
• Or students approach organizations they’re interested in doing an internship with and an internship project is jointly developed in cooperation with the ENR Programme.

The internship project must be approved by the ENR programme before beginning of the internship. If approved, an agreement is set up between the student, the organization and the ENR programme. The agreement includes a description of the internship project including how the intern will gain insights into daily activities.

The course is only available for a limited number of students.

At the end of the internship the student hands in a report and a weekly journal to the organization as well as to the programme coordinator of the ENR programme.

Regression analysis (FMÞ501M, FMÞ501M)

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

Social science statistics: Regression analysis (FMÞ501M, FMÞ501M)

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

Ethics of nature (HSP722M)

The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena possess intrinsic value?, Do animals have rights?, Is there any fundanmental difference in men's and women's relations to Nature?, and, What is the ethical basis of sustainable development?

Ecology B (LÍF505M)

The main emphasis: Introduction to the basics of ecology, concepts, approaches and applications, with a focus on the utilization of natural resources.

Lectures: The history and discipline of ecology. Population ecology; principles of population growth, effects of density and population regulation. Species interactions: competition, predation and other interaction forms. The structure and diversity of biological communities, succession, food webs, stability, biodiversity. Ecosystems: nutrient and energy cycles and trophic efficiency.  Introduction to Icelandic ecosystems.

Practical exercises: Introduction to selected Icelandic ecological communities.

Student seminars and essays: The application of ecological knowledge in utilization and management of resources. 

Course evaluation: Written reports and seminars account for 50% and examination at the end of term 50% of the final grade.

Sustainable Development, Environmental Policy and Resource Management (UAU101F)

Various incentives, policies and management initiatives are used to influence human behavior, to limit the ecological footprint (EF), and to promote sustainable development. This course focuses on environmental and resource management and policy - in the context of sustainable development (SD). The course is broken to three sessions. In the first session we assess the concept SD from various perspectives - followed by an attempt to operationalize the concept. We compare the concepts growth and SD and ask if the two are compatible and discuss sustainability indicators. In the second session we critically examine various tools that are frequently used in environmental and resource decision-making, such as formal decision analysis, cost-benefit and cost-effectiveness analysis in addition to valuing ecosystem services. In the third session we examine the ideological foundations behind environmental and resource policy, and assess various policy and management initiatives for diverse situations in a comparative international context. Examples are much based on student interests but possible examples include bottle-deposit systems, ITQ's, voluntary approaches and multi-criteria management.

Introduction to Environment and Natural Resources (UAU102F)

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine resources. Forests and wetlands. Energy resources and Energy and the environment.

Orientation for ENR students (UAU115F)

Introduction to research and the scientific community. Practical information for ENR students. What to expect as an ENR student? Student's rights and responsibilities. Science ethics. Career opportunities. What you can expect and not expect from supervisors.  Looking for literature. How to design a thesis project. Writing thesis proposals.

Student registers for Orientation for ENR students (UAU115F or UAU246F) either in spring semester or autumn semester, it’s not allowed to take both. UAU115F is taught at the beginning of autumn semester, UAU246F is taught at the beginning of spring semester.

The dates for this course is 14 and 15 August 2025.

Environmental Governance (UAU201F)

In some settings, humans interact with the environment and use natural resources sustainably, but not in others. What explains such differences arising from human-environment interactions is the role of governance. Environmental governance can in its most basic form be understood as a social function centered on efforts to steer or guide the action of humans – being an individual, a small local user groups or the international community – towards desired outcomes and away from outcomes regarded as undesirable (Young, 2013).

This course has a focus on the introduction and understanding of different dimensions of environmental and natural resources governance in the context of sustainability.

It is divided into four interconnected sections:

1. Environmental Governance: The basics. What is governance? The environment as an arena for coordination and conflict. How do we understand actors, their roles and decision making? Power and power relations. Institutions and institutional change. Social-ecological systems. Governance structures. Public goods.
2. International and Domestic Environmental Governance. International environmental governance and institutions, e.g. EU, UN, UN Environment, FAO, World Bank etc. North-South issues. Environmental regimes; ozone, climate change, desertification, etc. Synergies. Introduction to environmental governance in Iceland and how it relates to decision-making with regard to environment and resources. Governance structure, central, local decision-making. Relationship between various levels of governance, parliament, ministries, agencies.
3. Public Responsibility and the Environment. Public participation. How can the public affect decision-making? Domestic and international environmental Non-governmental organizations.
4. Corporate Governance in the sustainability context. This part of the course focuses on corporate governance, such as outlined in the Nasdaq Corporate Governance Guidelines in the context of corporate sustainability. Relevant to the discussion is fiduciary duty, the ESRS Governance Standards (ESRS 1 and 2; ESRS G1), the SDGs 8-10, 12, 13, 17, the UN Global Compact Principle number 10, GRI Universal Standards and 200 Series, the Economic layer canvas, and more.

Orientation for ENR students (UAU246F)

Introduction to research and the scientific community. Practical information for ENR students. What to expect as an ENR student? Student's rights and responsibilities. Science ethics. Career opportunities. What you can expect and not expect from supervisors.  Looking for literature. How to design a thesis project. Writing thesis proposals.

Student registers for Orientation for ENR students (UAU115F or UAU246F) either in spring semester or autumn semester, it’s not allowed to take both. UAU115F is taught at the beginning of autumn semester, UAU246F is taught at the beginning of spring semester.

The date for this course is friday January 9th.

Science communication and thesis writing (UAU116F)

The course will cover how to structure and write a research thesis. Challenges of writing a thesis will be discussed, as well as tips to finding thesis rules and templates from the different faculties. Techniques of how to write scientific papers and literature reviews will be presented. Students will practice writing an abstract and giving an oral presentation about their thesis research. This course is taught every semester and is a required course for each ENR student to complete before graduation.

Students must have their thesis proposal ready prior to taking the course, and begun writing their master’s thesis.

Student registers for Science communication and thesis writing (UAU116F or UAU244F) either at spring semester or autumn semester, it’s not allowed to take both.

Science communication and thesis writing (UAU244F)

The course will cover how to structure and write a research thesis. Challenges of writing a thesis will be discussed, as well as tips to finding thesis rules and templates from the different faculties. Techniques of how to write scientific papers and literature reviews will be presented. Students will practice writing an abstract and giving an oral presentation about their thesis research. This course is taught every semester and is a required course for each ENR student to complete before graduation.

Students must have their thesis proposal ready prior to taking the course, and begun writing their master’s thesis.

Student registers for Science communication and thesis writing (UAU116F or UAU244F) either at spring semester or autumn semester, it’s not allowed to take both.

Applied Linear Statistical Models (STÆ312M)

The course focuses on simple and multiple linear regression as well as analysis of variance (ANOVA), analysis of covariance (ANCOVA) and binomial regression. The course is a natural continuation of a typical introductory course in statistics taught in various departments of the university.

We will discuss methods for estimating parameters in linear models, how to construct confidence intervals and test hypotheses for the parameters, which assumptions need to hold for applying the models and what to do when they are not met.

Students will work on projects using the statistical software R.

Sustainable Finance (UAU129F)

In this course students develop a deeper understanding of the relationship between environmental science and financial markets. Students learn current methods for structuring green and sustainable finance frameworks, issuance process, certification. This course covers main methods and concepts related to impact reports. Students learn how sustainable finance frameworks are used in practice after issuance within financial institutions. This course covers ESG risk assessments, main methods and practical use in the investment process and portfolio structuring. This course covers main indicators reported by financial institutions regarding their loan and investment portfolios, i.e., GAR (green asset ratio) and BTAR (book taxonomy aligned ratio). This course covers different types of climate risks as defined by the TCFD (Task force on climate related financial disclosures). Students learn about responsible and impact investment methodologies and the goals investors seek using such methodologies. This course covers the legal requirements regarding disclosures, in particular the EU Taxonomy and related regulations. Students learn about financed emissions using the PCAF methodology (Partnership for carbon accounting financials). This course will also cover the relationship between the insurance sector and sustainability.

Circular economy in the construction sector (UMV123F)

Course description (subject matter - objective): The course focuses on various aspects of circularity applied to the construction sector and, eventually, aims to answer the question if the transition of the construction sector to circular is possible. The practical approach to this issue will be discussed, including environmental, legal, political, and economic aspects. The core concepts of circular construction (reusing and recycling materials, design-for-disassembly/adaptability, and space-sharing potential) will also be introduced based on real-life examples. The course will familiarise the students with the current challenges and possibilities related to circular construction in Icelandic, Nordic, and European contexts. Eventually, the existing ways of measuring the circularity of buildings will be critically discussed. Based on this knowledge and materials inventory from an existing building, the students will propose concrete solutions to increase the building's circularity.

ATTN: The class is intended for Masters students in Civil Engineering, Environmental Engineering and Environment & Natural Resources.

Sustainable agriculture and rural development (UAU028F)

Effective sustainable agriculture, that is agriculture in harmony with the environment and society, is an important pillars of societal development around the world, not least in the context of food security and rural development. 

This course provides an overview over the various themes of sustainable agriculture and rural development and is divided into 5 interconnected sections: i) history of agriculture and fundamentals, incl. impact on communities and cultures, different types of agriculture and production methods, genetic resources and animal welfare;  ii) settlements and community incl. regional development and settlement patterns, planning and land use; iii) Environment and nature incl. the impact of agriculture on biodiversity, links to climate, circular economy, ecosystem services and resource use;  iv) policies and management systems incl. international agreements, EU policy, administration and institutions and strategic planning and, v) innovation, production and marketing issues including financing and framework for innovation in agriculture, marketing and grants, incentives and financing methods.

Project in Ethics of Nature (HSP725M)

An individual project on the ethics of nature.

Quality Management (IÐN101M)

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system for a company.

Volcanology (JAR514M)

Volcanic eruptions are one of the principal forces that affect and modify the Earth’s surface. The resulting volatile emissions not only replenish and maintain our atmosphere, but are also known to have significant impact atmospheric properties and its circulation. Volcanism has also played a critical role in forming a significant fraction of mineral resources currently exploited by man. As such, volcanic phenomena influence directly or indirectly many (if not all) sub-disciplines of Earth Sciences. Consequently, a basic understanding of how volcanoes work and how they contribute to the earth system cycles is a valuable knowledge to any student in geosciences.

The basic principles of volcanology are covered in this course including the journey of magma from source to surface plus the general processes that control eruptions and dispersal of erupted products. We also cover the principles of eruption monitoring as well as volcano-climate.

Practical sessions will be held weekly and are aimed at solving problems via calculations, data analysis and arguments. One field trip to Reykjanes.

Groundwater Hydrology (JEÐ502M)

A 7-week intensive course (first 7 weeks of fall term). 

Taught if sufficient number of students. May be taugth as a reading course.

Occurrence of groundwater, the water content of soil, properties and types of aquifers (porosity, retention, yield, storage coefficients; unconfined, confined, leaky, homogeneous, isotropic aquifers). Principles of groundwater flow. Darcy's law, groundwater potential, potentiometric surface, hydraulic conductivity, transmissivity, permeability, determination of hydraulic conductivity in homogeneous and anisotropic aquifers, permeability, flow lines and flow nets, refraction of flow lines, steady and unsteady flow in confined, unconfined and leaky aquifers, general flow equations. Groundwater flow to wells, drawdown and recovery caused by pumping wells, determination of aquifer parameters from time-drawdown data, well loss, capacity and efficiency. Sea-water intrusion in coastal aquifers. Mass transport of solutes by groundwater flow. Quality and pollution of groundwater. Case histories from groundwater studies in Iceland. Numerical models of groundwater flow.   Students carry out an interdisciplinary project on groundwater hydrology and management.

Tourism and Environment (LAN019F)

This module will focus on nature and landscape as resources for tourism. Emphasis will be on the interaction between man and nature. Introduction to the history, planning and management of national parks and protected areas will be given and discussed in an international context. Impact of tourism on the environment will be discussed with emphasis on tourism pressure and tourism carrying capacity. The ideology and practices of sustainable tourism and ecotourism will be given special attention. Students will further gain insight into the ethics of nature as well as some methods of estimating the value of nature. The course will include theoretical lectures and practical exercises. Students taking this course as a part of their post-gratuate study will as well as obtain substantial reading material and dissertation. Students must pass all sections of the evaluation.

Soil science (LAN113F)

The course includes topics such as:

• Soil formation processes.                 
• Soil classification and global distribution.         
• Soil erosion and land degradation.             
• Human impact on soils and vegetation        
• Soil nutrients and interactions between soil
• Physical and chemical properties of soils.
• The role of soil in the ecosystem.
• Icelandic soils and their properties.
• Soil quality indicators.
• Soil nutrients and interactions between soil, vegetation and the atmosphere.
• Soil as an archive for cultural, historical and environmental information.
• Laboratory practices for assessing soil quality.

The course is comprised of lectures, laboratory practicals and field work with a report to deliver.

Tourism and wilderness (LAN114F)

This course focuses on wilderness as a social construction as well as their objective existence. The historical and cultural processes that construct the wilderness idea will be discussed. The purpose of protecting the wilderness as well as major conflicts regarding their preservation is considered. Primary planning frameworks and management of wilderness for tourism and outdoor recreation are introduced. The relationship between visitors, resource base and management policies will be analysed. The course starts with a five-day field trip into an Icelandic wilderness area.

Natural hazards: Physical Processes (LAN513M)

The course covers the various events and processes that can create natural hazards. The concept of natural hazard is defined and the history of this important field in the various natural sciences is examined. The physical causes and processes of various natural hazards are discussed. Ongoing climate change is discussed as a form of hazard, as well as the links between climate change and various weather- and climate-related events. The role of Icelandic Meteorological Office in research and monitoring of natural hazard is discussed.

One-day fieldtrip to the Southern part of Iceland will be done in beginning of September.

Students contribute to the cost of field trips in this elective course. 

Natural hazards: Physical Processes (LAN513M)

The course covers the various events and processes that can create natural hazards. The concept of natural hazard is defined and the history of this important field in the various natural sciences is examined. The physical causes and processes of various natural hazards are discussed. Ongoing climate change is discussed as a form of hazard, as well as the links between climate change and various weather- and climate-related events. The role of Icelandic Meteorological Office in research and monitoring of natural hazard is discussed.

One-day fieldtrip to the Southern part of Iceland will be done in beginning of September.

Students contribute to the cost of field trips in this elective course. 

Themes on International and European Union Environmental Law (LÖG110F)

The course covers the legal foundations and principles of International Environmental Law and European Union Environmental Law. The course is divided into two parts. In the first part, structured as interactive lectures with student participation, the main emphasis is placed on covering and explaining the legal foundations and principles of environmental law, including sustainable development, sustainability and the UN SDG,  within each of the two legal systems of International Environmental Law and European Union Environmental Law, the influence of International Environmental Law on European Union Environmental Law, the development of statutory solutions and the influence of legal practice. This will be followed by a general introduction of the chief topics of environmental law within each legal system. In the second part of the course, some specific themes of environmental law within each legal system will be thoroughly and critically analysed, requiring active student participation and initiative. Among these themes are the conservation of biological diversity, pollution prevention, participation rights and access to courts, human rights and the environment, and legal issues relating to the Arctic. (See also course LÖG187F, Transnational Climate Law).

Environmental anthropology (MAN509M)

The course focuses on anthropological research on nature and the environment, as well as ideas from other human and social sciences, on the relationship between people and their environment. Various basic terms and theories central to environmental anthropology and related fields will be introduced and discussed.

The course explores several attempts to throw light on the emergence and characteristics of various cultural and social institutions and practices by reference to ecological systems and material relations as their foundation. It will also address critique of such attempts. 

A particular emphasis will be placed on changing views on the environment that have emerged in recent years, including ideas of resource extraction and management and several forms of environmentalisms.

Last but not least the many interactions of climate change causes and effects and societies will be explored as they are materialising all over the globe. Climate, climate change and society and culture, and their mutual influences, will also be investigated as a historical theoretical issue, from various points of view.

Several ethnographic examples of human-environment interaction will be examined throughout the course.

Global health (MAN0A3F)

Global health priorities are the focus of this course. The global burden of disease across countries will be scrutinized, as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health from a global perspective, as well as health systems designed to provide good and timely services. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the Sustainable Development Goals.

Aquatic Food Primary Production: Fishery and aquaculture (MAT704F)

https://www.nmbu.no/course/AQF200

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

Management of Protected Areas - Field course in Southeast Iceland (UAU109F)

The course runs for five weeks in the beginning of the semester, including a five day field excursion to Vatnajökull National Park and other protected areas. 

The main focus of the course is on holistic and critical analyses of the goals and methods of management in nature areas that have been designated for protection by the relevant authorities. Special emphasis is placed on Vatnajökull National Park, in particular the park´s connections with neighbouring rural communities in South and Southeast Iceland. Issues to be discussed e.g. include the genesis and development of the park´s management plan, the intellectual background of protected area categories both in IUCN guidelines and Icelandic law, the designation of criteria for conservation and utilisation with protected areas, difficulties in implementing management plans, participation of local stakeholders in protected area governance and the role of the national park in the sustainable development of adjacent communities. The course mainly takes place on site in the South region of Vatnajökull National Park but other protected areas will also be visited. At the beginning of the course, a series of lectures will be held in Reykjavik, to introduce the central issues to be dealt with in the course. Speakers will include both the instructors and specialists from various subjects and institutions. The field course itself will last for five days and involves a number of field trips, short and long, to various sites of interest in the national park, as well as lectures and discussion sessions. Overnight stays will be in Reynivellir. Students should expect to cover the cost of accommodation and food during the field course themselves.

Lectures/classes: 2 times per week: 21 August - 22 September
Field trip (5 days): 5. - 9. September

Natural Catastrophes (UMV114F)

The course is intended to introduce methodology to develop disaster risk scenarios.

Disaster risk scenarios are the basis for developing short and longterm disaster response plans. Without an understanding of what could happen in regards to type, scale, likelihood, and consequences, planning efforts will lack focus and context. Scenarios are based on scientific risk analysis.

A difference is made between a static disaster risk scenario and dynamic scenario. The former is a snapshot of a situaion, such as number of injured and damaged buildings at a given time, where as the latter is a timeline portraying chains of interconnected concequences.

Students learn to analyze earthquake risk, flood risk, and volcanic risk.

The course will explain how a disaster risk scenario is designed based on stakeholder perspectives. Stakeholders are devided into four: 1) the owner or party responsible for ensuring that the plan is made, 2) the writers of the plan, 3) the user of the plan, and 4) the beneficiaries of the implementation of the plan. Relevant stakeholders need to be determined before scenario development begins.

The course addresses how to present disaster risk scenarios. Examples of existing scenarios are given and students are encouraged to find new and improved approaches to present scenarios.

Students will work on projects to develop skills in creating scenario for different hazards and stakeholders.

Course content

1.     Disaster Risk Management

a.      Goals, objectives, and principles

b.      Definitions and literature

c.      Knowledge Institutions, websites

d.      Mitigation option analysis

e.      Types of disaster response plans: Impact, Rescue, Relief and Recovery operations.

2.     Engineering approach to disaster scenario development

a.      Loss estimation methodology

b.      Hazard analysis: earthquake, flood and volcanic.

c.      Exposure compilation

d.      Vulnerability modelling

e.      Disaster scenario presentation

3.     Stakeholder analysis

a.      Type: Owner, Developer, User, Beneficiary

b.      Stakeholder based exposure identification

4.      Disaster risk scenario projects for different hazards and stakeholders

Water quality (UMV121F)

Industrialization and human development has contributed to degrading water and soil quality. This class explores the lifecycle of key pollutants found in surface water, groundwater and soils:  their source, their fate in the environment, the human exposure pathways, methods to restore (and treat) water and soils in relation sustainable development goals (nr. 14-15: Life below water and on land). The class provides a theoretical foundation for predicting pollution levels in water, and soils.

Topics include: Pollutants found in surface water, groundwater and soils. Transport and dilution of pollutants via advection and diffusion processes. Water stability and wind mixing. Analytical models for predicting pollution levels in rivers, lakes, estuaries and groundwater. Particle bound pollution, settling and re-suspension. Gas transfer and oxygen depletion. Chemical degradation of pollutants. Seepage of pollutants through soils. Restoration and remediation of polluted water and land sites.

Teaching is conducted in English in the form of lectures, discussion of local incidents of pollution in Iceland and internationally, and practical research projects. The class will review recent research studies on water and soil pollution in Iceland.

Sustainable City (UMV122F)

The course focuses on the different perspectives of sustainability applied to cities and other human settlements, and ultimately to the question of what a sustainable city as a concept means. The concepts of one planet boundary and safe operating space are brought into city-level to depict the role of cities in the quest for sustainable living, and to show the conditions to be met for a city to be truly sustainable. The course familiarizes the students with the key items of the three areas of sustainability in the context of human settlements. What is ecological sustainability when it comes to cities and other human settlements? Social? Economic? How can we combine these three to create truly sustainable human settlements? Wellbeing, economic growth, direct and indirect ecological impacts, technological and societal solutions and the feedback loops between these are introduced and critically discussed.

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Innovation and Sustainability in Fisheries (VIÐ302M)

In this course, students will gain insight into one of the cornerstones of the Icelandic economy, fisheries and aquaculture. Emphasis is placed on innovation, sustainability, full utilization of marine products, and the opportunities presented by technological advancements, artificial intelligence, and the circular economy. Participants will also learn how Icelandic fisheries and aquaculture compete internationally, contribute to the United Nations’ Sustainable Development Goals, and utilize Icelandic ingenuity to create added value.

Through project-based learning, students will work on realistic projects in collaboration with companies and institutions in the industry, addressing real-world challenges related to marketing, sustainability, technological advancement, and full utilization for increased value creation.

Humanimals: Relations between humans and animals (ÞJÓ110F)

Relations between humans and animals are the focus of this course, which will be approached from both an academic and an artistic standpoint. Students will complete independent projects on an animal of their choice and attend field trips in nature and museums. The lectures will focus on diverse animals, such as polar bears, whales, great auks and puffins and recent scholarship on them. We will dig into visual and material representations of these, and other, animals in varied cultural contexts, including medieval literature, folktales, oral tradition, film, news reports, material culture and tourism. Consideration will be given to the idea of an “afterlife” of animals in the form of artworks, museum artefacts and souvenirs. We will examine artefacts in both private and public collections and pose the questions of what happens when a living animal is turned into a museum object, and how the meaning that we bestow upon an animal can be subject to development and change under different circumstances. The role of animals in the creation of knowledge and formation of discourse surrounding climate change and issues of the Arctic regions will also be addressed, in addition to animals’ connections to specific places and cultural groups and their role in identity formations of past and present. An attempt will be made to step outside of “traditional” dualism in which an emphasis is placed on distinctions between humans and animals as we acquaint ourselves with the ways in which human/animal (ecological, social and cultural) habitats are intertwined.

Aim

The aim is to explore urgent questions and topical issues regarding human/animal co-existence, climate change, biodiversity loss and environmental sustainability. We will consider how artists, researchers, activists and museums have been engaging with these questions and how they can further contribute to the discussion. We will examine how diverse museums convey their ideas and information on human/animal relations through their collections. Students will be encouraged to critically engage with visual material, objects and texts, both online and through visits to museums and exhibitions. 

Regression analysis (FMÞ501M)

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

Master’s thesis in Environment and Natural Resources (UAU441L)

Master’s thesis in Environment and Natural Resources is an independent research project which the student writes under an academic supervision. The master’s thesis is either 30 or 60 ECTS.

Due to the interdisciplinary structure of the ENR programme, students graduate from different Faculties within UI and graduating Faculty is dependent on thesis advisor's home faculty. The master’s thesis is submitted in accordance with the regulations of the appropriate Faculty.

Aquatic Food Primary Production: Fishery and aquaculture (MAT704F)

https://www.nmbu.no/course/AQF200

The Arctic Circle (UAU018M)

The Arctic is expected to become more important in the coming decades as climate change makes natural resources and transport routes more accessible creating threats to fragile ecosystems and societies as well as economic opportunities. Satellite data collected since 1979 shows that both the thickness of the ice in the Arctic and range of sea ice have decreased substantially, especially during the summer months. The melting of the ice facilitates natural resource exploration in the high north. U.S. Geological Survey estimates from 2008 suggest that 13 percent of the world's undiscovered oil and 30 percent of undiscovered natural gas reserves are located in the Arctic Circle. Moreover, the retreating and thinning of the ice opens up new trade routes.

The Arctic Circle Assembly is designed to increase participation in Arctic dialogue and strengthen the international focus on the future of the Arctic. The Arctic Circle Assembly will contain sessions on a wide variety of topics, such as:

• Sea ice melt and extreme weather
• Polar law: treaties and agreements
• The role and rights of indigenous peoples
• Security in the Arctic
• Shipping and transportation infrastructure
• The prospects and risks of oil and gas drilling
• Clean energy achievements and sustainable development
• Arctic resources
• Human rights and gender equality
• Business cooperation in the Arctic
• The role of Asian and European countries in the Arctic
• Greenland in the new Arctic
• Fisheries and ecosystem management
• The science of ice: global research cooperation
• Arctic tourism
• Arctic identity and cultures
• The ice-dependent world: the Arctic and the Himalayas
• Politics in the Arctic

This course enables and relies on the participation of UoI graduate and advanced undergraduate students in the Arctic Circle Assembly conference in Harpa, Reykjavik. Students are required to attend the Arctic Circle Assembly. Students have to attend one class shortly before the Assembly and one class shortly after the Assembly.

Arctic Circle Assembly,  October 17 - 19th 2024 in Harpa, Reykjavík

Students need to pay the student registration fee to the conference, but receive a discount. 

Corporate Environmental Management (UAU108F)

This course seeks to explore the responsibility of companies towards the environment. Active participation of students is required by analysing issues related to companies, the natural environment and various stakeholders, but that is for instance done through a simulation and case studies.

The aim of the course is to create an understanding of and teach students to choose and employ the necessary tools to assess goals and make decisions when it comes to environmental and resource management in the context of sustainable development. Among the tools used are the Sustainable Development Goals, the Paris Agreement, the UN Global Compact, the Global Reporting Initiative and more.

The course is divided into three parts. In part one, we will explore the origins and meaning of corporate liability. The second part focuses on how to manage and implement corporate responsibility. In the third part, we will learn about corporate responsibility from the perspective of impact, criticism, and future prospects.

At a minimum, the successful completion of this course assumes that students have acquired a theoretical understanding of the subject, are able to apply the methods that have been taught and are literate in case of information related to companies and their environmental issues, outcomes, and impacts.

Life Cycle Assessments in the Built Environment (UMV119F)

Objectives: Students understand the main environmental burdens arising from using and developing the built environment. Students are able to conduct a life cycle assessment (LCA) on a certain good or system and understand the complex interdependencies and rebound effects related to urban systems.

Topics: The course introduces the students to life cycle thinking and life cycle assessments enabling the students to understand the local and global environmental impacts of using and developing the built environment over time. The main methods for conducting an LCA are presented through examples and cases from the built environment. A lot of emphasis is given for understanding and evaluation of the complex interdependencies and rebound effects which tend to hinder the effectiveness of any efforts to reduce the environmental impacts; e.g. how increasing the energy efficiency of a certain good may result in an increase in the overall energy consumption, or how reducing private driving may lead to elevated greenhouse gas emissions through increased flying. As the overall outcome of the course, the students learn to design goods and systems which advance sustainability of the built environment taking into account the life cycle and systemic constraints. The course also familiarizes the students to reading academic studies and writing academic papers.

 Teaching: Lectures, individual home assignments and a group work. Lectures introduce the concepts of life cycle thinking and conducting an LCA on a good or a system in the context of the built environment. Students also read academic studies related to lecture topics and write reflective discussion writings along the course. At the lectures, reading academic papers and writing such are also taught, and the main graded output is an academic paper of an LCA of a chosen good or system conducted as a group work over the course. The best paper(s) may be offered for publication in an academic journal or a conference.

 The course is also suitable for students not specializing in Civil or Environmental Engineering, e.g. other Engineering fields, Environment and Natural Resources, Economics, other Environmental fields.

Special Comments
The course is only offered in English. The course is different from UAU215F and both courses can be taken to complement one another. In UMV119F the focus is mainly on assessing the environmental consequences of developing and using the built environment, and less on individual product or process assessments.

Sustainable Futures (UAU207M)

The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future.  The material that will be introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable communities.  At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and group projects.

Intensive course, taught in modules over four weekends: Dates for spring semester 2023: January 20-21, February 10-11, March 3-4, and March 24-25.

The Role and Policymaking of International Institutions (ASK201F)

International organizations (IOs) are ubiqitous on the global stage and collectively engage with virtually every aspect of international relations. This course will provide an introduction to the empirical study of international organizations and the politics and processes that govern their operations.

Rather than organizing around specific organizational histories or issue areas, the course will focus on investigating the political structures that underpin the system and how they fit together. To what extent can we think of IOs as independent actors? Who are the actors that influence them and how do they do it? How are IOs financed and what implications does that have for their operations? Who are the staff that work in IOs and how do they matter? These are the types of questions that will guide our analysis over the course of the semester.

In answering these questions, students will be exposed to a range of approaches for the study of international organizations. Readings will comprise historical narratives, case studies, and both qualitative and quantitative journal articles and book chapters. However, we will pay particular attention to recent scholarship on IOs so that students get a sense of the current state of affairs in IO research. The goal of the course is thus twofold: first, to help students understand and analyze the political and administrative dynamics that guide the operations of IOs, and second, to enable students to engage with a variety of scholarly work on IOs in pursuit of their own research topics and ideas.

The course builds on major theories of international relations but no substantive expertise is expected on individual IOs beyond what an informed news consumer might have. Where appropriate, background reading will be provided for students who need a refresher on particular topics/IOs. Our organizational focus will largely be on global organizations, such as the United Nations agencies, the World Bank, and the International Monetary Fund, but we will also spend some time exploring regional organizations, such as the Council of Europe, international non-governmental organizations (INGOs), and private actors.

Sustainable Tourism Development in Northern Environment (FER214F)

The course Sustainable Tourism Development in Northern Environment is offered as an online course from University of OULU in Finland. This course is an offering from the UArctic Thematic Network on Northern Tourism.

Announcement about access to the course is sent out at the end of each year. Students need to apply for access and registration through SENS' student service, MS-SENS (mssesns@hi.is)

The number of students able to register is limited.

The course will address tourism in the circumpolar north from a societal perspective. It will present different views on the phenomenon and its dimensions, resources and implications for nature, places and cultures involved. The place of northern tourism in times of globalization and emergent global issues like climate changes will be explored, together with the relevant governance aspects.

Climate change: past, present and future (JAR257F)

The course will survey and critically evaluate recent developments in the analysis of climate changes during Earth's geologic history. Various modes of natural climate variability on decadal to millennial timescales will be studied. Theories regarding forcing mechanisms, both internal and external to the Earth system, will be discussed. Present and future climate trends will be considered in the context of this past variability. The instructor will conduct the course in seminar format with background lectures. Students will be required to make presentations on assigned readings from the current literature and write a final term paper relevant to the course’s topic. Additionally, students will present their review of papers in class over the semester and help lead the discussions. Smaller exercises will be given to students over the seven weeks.

This is a seven-weeks course with six contact hours per week in form of lectures, group meetings and practical sessions. The expected student workload in this the course is about 190 hours (25 hours per credit unit), of which planned contact hours are 40.

General Oceanography 1 (JAR414M)

The aim is to introduce students to the disciplines of general oceanography, in particular marine geological, physical and chemical oceanography. To understand how the interactions of processes shape the characteristics of different ocean regions.
The course covers the distribution of land and water, the world oceans and their geomorphology. Instruments and techniques in oceanographic observations. Physical properties of sea water. Energy and water budgets. Distribution of properties in relation to turbulence and diffusion. Introductory dynamical oceanography. Chemical oceanography: Geochemical balance, major and minor elements, dissolved gases. Biogeochemical cycles. Biological processes in relation to the physical and chemical environment. Oceanography of the North Atlantic and Icelandic waters

Northern tourism: Performances and Experiences (LAN214F)

Teaching period: March - May

This course addresses tourism in the circumpolar north, with an emphasis on tourist experiences and relational entanglements of tourism to northern communities and landscapes. Its objective is to familiarize students with theory and knowledge related to performance, experience and enactment of tourism in a northern context. Questions related to host-guest relationship, development of tourism experiences and the social and environmental repercussions of tourism will be explored. The teaching is based on original research, which applies diverse theoretical perspectives and introduces a range of case studies.

Announcement about access to the course is sent in the beginning of each year. Please note that the number of students enrolled is limited. Students from Geography and Tourism have priority. Registration for the course is through MS-SENS (mssens@hi.is)

Natural hazards and society (LAN215F)

In the course, the challenges that different societies face as a result of various natural hazards are discussed in detail. The contribution of geography and social sciences to knowledge about the natural hazard–society nexus is examined. Major scholarly concepts and theories about people‘s response and adaptation to hazards are reviewed. The concept of risk is examined in detail, and research into risk perception by individuals and groups is discussed. Also the objective assessment of risk is looked into, as well as how impacts of hazard events, both locally and over larger areas, can be minimized. The hazard management cycle is introduced and roles and responsibilities of different response actors are clarified. Examples from both wealthier and poorer parts of the world are discussed. Students look into some specific events in detail, obtain data about them, analyse those data and discuss responses and consequences. Natural hazard research in Iceland, by geographers and others, is introduced. Also students visit Icelandic agencies that work in the field of emergency management and response.

Environmental and social responsibility in tourism (LAN417F)

The environmental and social impacts of tourism continue to increase worldwide as the number of tourists grows. It is therefore essential that students in the field of tourism and related disciplines are familiar with and understand these impacts and able to apply methods to counteract them. Students must also be able to understand the role of these impacts in a wider context with future trends and global threats. This course aims to increase student’s knowledge and understanding of environmental and social responsibility and its importance in implementing sustainable tourism. The course focuses on identifying the environmental and social impacts of tourism and introduces the student to the theory and practice of environmental management and corporate social responsibility. Different approaches and various tools and methodologies used in the field of environmental management and corporate social responsibility will be explored.

The Vegetation and Soil of Iceland (LÍF615M)

The vascular flora of Iceland and the arctic flora: origins, composition, ecology. The biogeography of the flora of the North Atlantic. The Pleistocene environment of Iceland and the Holocene vegetation history of Iceland and Europe. Hypotheses on the age and origin of the Icelandic flora and the arctic flora. The soils of Iceland: characteristics and development, desertification. Post-settlement vegetation changes in Iceland. Biodiversity and distribution patterns of the Icelandic vascular flora. Protected and red-list species. after the biogeography of the circumpolar north. Origins and characteristics of the vascular flora of Iceland. Methods for the description and classification of vegetation. Icelandic vegetation: classification, distribution, environment and utilization. 4 day summer field course.

Ecotoxicology (LÍF620M)

The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic areas, with emphasis on Iceland. Practical classes consist of four large projects.

Terrestrial ecology (LÍF660M)

The following topics are addressed:

Terrestrial food webs and biological communities above and below ground. The role of organisms and other factors in shaping terrestrial habitats. Relationships between biodiversity and ecosystem processes such as primary production and nutrient dynamics. Effects of individual organism groups and traits, of plants and herbivores in particular, on ecosystem processes, stability and resilience. Effects of climate change and land use on ecosystems with emphasis on northern regions (sub-Arctic and Arctic). The unique characteristics of Icelandic ecosystems. Restoration of degraded and collapsed ecosystems. Main methods in community and ecosystem research.

Natural Resources Law, EU/EEA Energy Law (LÖG212F)

The objectives of the course are threefold. First, to provide a clear and concise overview of the topics of the Energy Law of the European Union (EU) and the European Economic Area (EEA) as well as explaining core concepts in this specialised and important field of law. Second, to analyse the main rules of EU Energy Law, including the “Clean Energy for All Europeans Package”, and the connection between energy regulation and climate regulation. Third, to examine Icelandic energy legislation.

Global health (MAN603F)

Global health priorities are in focus in this course. Global burden of disease across countries will be scrutinized as well as inequality and other important socio-economic determinants of health in a globalized world. Particular focus will be given to maternal, newborn, child and adolescent health in low- and middle-income countries, health systems and care-seeking. Global nutritional challenges and mental health issues will be discussed as well as prevention and impact of infectious diseases such as malaria, tuberculosis, HIV/AIDS, cholera, Ebola and COVID-19. Along the coursework, other subjects for discussion and analysis with importance for health include violence, environment, culture, disaster and complex emergencies, as well as ethical issues. In addition, the work and policies of international institutions and development organizations will be discussed, including the new Sustainable Development Goals.

Project design, monitoring and evaluation (MAN701F)

In this course, students are introduced to concepts and methods for planning, monitoring and evaluating projects/activities. It covers developing a problem statement, mapping stakeholders, development of a project plan, design of project evaluations, introduction to data collection, and reporting on project progress. Emphasis will be placed on the importance of stakeholder participation and gender mainstreaming. Approaches taught in the course are rooted in international development but are useful in the planning, monitoring and evaluation of projects/activities across all sectors. This course is designed to be practical and develop skills that are directly applicable in many workplaces. The teaching is based on a combination of theoretical instruction, discussion of real-life applications, interactive workshops, and guided group work. 

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 ) 

Culture and Dissent (MFR703M)

The course deals with interconnections between political radicalism, culture, tradition and power. We will focus on contemporary representations of dissent in particular, look at the discourse of democracy and cultural difference, reactions to and criticism of protest in the Western political tradition and dissent in more repressive political systems. The role of intellectuals and writers will be explored as well as the function of artistic expression and design in transforming cultural and social environments. We will also discuss media and social media discourse in connection with an attempt to understand the various and sometimes contradictory objectives of public institutions. A few points of conflict will be discussed that to some extent expose fundamental conflicts in liberal democratic societies such as questions about the wisdom and ignorance of publics, reactions to climate change, inequality and extreme poverty. Finally corruption and power will be discussed as well as social and cultural expression, the possibilities and limitations of freedom of speech, the use and abuse of information, disinformation, secrecy, fake and “fake news”.

The Tools of Government (OSS203F)

The aim of the course is provide insight into public government and the methods goverment employs to reach its goals. The course covers the various tools of government, including direct government, contracting, financial incentives, economic and social regulation, insurance and grants, with emphasis on evaluating the appropriateness of each tool in achieving different objectives. The examination of each tool emphasizes equally theoretical aspects and its use within Icelandic government. While the course OSS101F Microeconomics, Market Failure and the Role of Government is not a prerequisite, it is a recommended precursor. 

Sustainable Energy Options (UAU213M)

Mankind depends heavily on energy for virtually every aspect of daily life. The main energy source is currently fossil fuels, but the associated pollution (greenhouse gasses, particulate matter, ...), and the fact that it is a limited resource, has lead to an increased interest in other energy resources. Sustainable energy development is the requirement, and in this course we will look at different energy options. For example, we will consider hydropower, geothermal energy, wave-, wind- and solar-energy and biomass energy (nuclear energy).  An overview of current energy use in the world and fossil fuels will be given.

The physical principles behind each energy source will be explained. Also the environmental impact, the associated risks, policy and economics of different energy options.

Conservation Biology (UAU214M)

Climate change, human population growth (>8 billion and growing), and globalization among others are having dramatic effects on plant and animal species, their habitats, and ecosystems. One major effect is the loss of biodiversity, with about one million species threatened with extinction. Conservation biology aims to alleviate this loss of biodiversity by understanding the impacts that humans have on biodiversity and drawing from multiple fields including ecology, evolution, economics, and resource management to generate conservation solutions. The goal of this course is to provide students with a comprehensive view of the principles of conservation biology, the value of biodiversity, the threats to biodiversity, and the approaches to solve conservation issues. Among the topics covered are the history of conservation biology; patterns and processes of biodiversity; environmental economics; conservation ethics; extinction; habitat destruction, fragmentation, and degradation; climate change; overexploitation; invasive species; disease; conservation genetics; conservation of populations, species, and ecosystems; protected areas; restoration; sustainable development; and future challenges. Links between biodiversity and the Sustainable Development Goals are shown, e.g., goals 3, 11, 12, 13, 14, and 15.

Life Cycle Assessment (UAU215F)

Goals: Students should be able to apply the Life Cycle Assessment methodology to calculate the environmental impacts of products, production systems and services to identify and assess environmental impact. Students will learn to give recommendations on how to reduce environmental impacts based on a hot-spot analysis of the evaluated product, production system or service, and deliver results including sensitivity analysis.

Last but not least, students will be trained in the systems thinking competency, one of key competencies for sustainability.

Content: The course teaches the analysis of products and product systems from cradle to grave using the Life Cycle Assessment (LCA) framework as defined by 14040/14044:2006 ISO standards. LCA is used to assess the environmental impact of a specific product, production system and services. The reason for doing LCA is commonly to compare different products, product systems or services based on environmental impact. Additionally, the goal is often to identify where in a life cycle most of the impacts are occurring so that e.g. eco-design can be applied in development of new products, or if production methods are to be changed with the aim of reducing environmental impacts. In the course, students will learn to analyse systems from cradle-to-grave, from defining goal and scope, calculate e.g. raw material consumption and emissions to the environment (air, water and soil) to interpretation of results and application of sensitivity analysis. Different methods for conducting LCAs will also be introduced along with LCA calculation software and  related databases to support the analysis. Course evaluation is based on participation in class, and both individual and group assignments.

This course contributes to increase student competencies  within SDGs 6, 7, 9, 11, 12, 13, 14 and 15.

Teaching methods: It is taught with lectures, in class assignments, and individual and group projects.

Global fisheries and seafood (UAU254F)

THE COURSE IS TAUGHT ONLINE BY THE UNIVERSITY OF AKUREYRI 

The course offers a detailed overview of fisheries in selected ecosystems. This includes the North Atlantic, North Pacific and upwelling regions. The lectures will include overviews for selected issues for each region, such as on the local oceanography, the main species targeted and the main fishing gears in use. Historical development of the fisheries, as well as how fish resources are managed. The course will also examine the growth of the global seafood sector and the impact that it has been having on making the seafood marketplace more environmentally, socially and economically sustainable. Other related topics are: Supply of seafood products and demographics,  Fisheries by continent and major fishing nations, Global aquaculture, Processing methods and products from fisheries and aquaculture, Globalization and international companies in fisheries, The modern industrial fisheries vs fisheries in the developing world.

Course assessment: Thesis, presentation, poster and participation in discussion groups.

Marine Protected Areas (UAU258F)

Marine protected areas provide an important tool for the conservation of marine biodiversity and fisheries management. Many MPAs are planned and managed by national governments in collaboration with local communities. Yet fully protected areas remain scarce: currently 8% of the ocean is in implemented MPAs. When they are well designed, with durable management and compliance, MPAs can achieve their conservation goals. But many MPAs fail to reach their full potential, especially when they are subject to illegal harvesting and poor regulations. Good design along with investments in human and financial capacity are essential to MPA success. The class will discuss the theory and practice of marine protected area design and management.

The course will be held 13th - 17th May in Stykkshólmur Town, next to the large Breiðafjörður Conservation Area that is an excellent venue of mixing in class-teaching, group work and discussions and field visits in the area. We will have a strong focus on the fieldwork part and make good use of the location in Stykkishólmur.

The students are supposed travel themselves to Stykkishólmur, but there is public transport available (Strætó). The students are supposed to pay for their accommodation the four nights and food during their stay. The University has made pre-booking at good and quite affordable hostel in Stykkishólmur for the period. There students can make their own food as they like or use the local cafes and resturants.

Water Supply and Drinking Water Quality (UMV601M)

The aim of this course is to introduce water supply systems design and operation, and how to secure drinking water safety.  Also to introduce simple solutions for water supply in rural areas.

Course content: Legal framework for water supply. Drinking water quality requirement, threats to water quality and preventive management to secure public health. Water demand estimate for design. Water resources, water harnessing and water supply solutions.  Main elements of water treatment. Storage tanks and their design. Pumps and pumps selections. Design of supply network. Pipes, valves and hydrants.

The course includes design project of a small water supply from catchment to consumer, project in water safety planning including risk assessment and planning of preventive measures to secure water safety, and a field visit.

Wastewater collection and urban drainage (UMV602M)

This is an introductory course in the collection and transportation of wastewater in urban areas. This class covers topics relating to the United Nations Sustainable Development goals nr. 6 (sanitation) and nr. 11 (sustainable cities).

Course contents: Chemical and biological characteristics of sewage and stormwater. Types and quantities of sanitary sewage.  Design of wastewater systems: Pipe flow calculations, allowable pipe slopes and water speeds, Manning´s equation. System components: Pipelines, manholes, pumping stations, combined sewer overflows. Construction, operation and rehabilitation of sewers. Rainwater quantity: Rainfall intensity, duration, frequency and run-off coefficients. Causes and characteristics of urban floods in Iceland. Climate adaptation with sustainable, blue-green stormwater management. Soil capacity to infiltrate water in cold climate. 

The course includes a design project of a wastewater system, data collection and analyses.

Marine Protected Areas (UAU260M)

Marine protected areas provide an important tool for the conservation of marine biodiversity and fisheries management. Many MPAs are planned and managed by national governments in collaboration with local communities. Yet fully protected areas remain scarce: currently 8% of the ocean is in implemented MPAs. In the newly agreed Global Biodiversity Framework under UN-CBD, it was, however, agreed to expand the cover of MPSs to 30% of the ocean. When they are well designed, with durable management and compliance, MPAs can achieve their conservation goals. But many MPAs fail to reach their full potential, especially when they are subject to illegal harvesting and poor regulations. Good design along with investments in human and financial capacity are essential to MPA success. The class will discuss the theory and practice of marine protected area design and management.

The course will be given in Stykkishólmur town from 13 - 17th May with a focus on the Breiðafjordur conservation area. The course will be a mix of in-class teaching, multiple field vistis and group work.

Applied data analysis (MAS202M)

The course focuses on statistical analysis using the R environment. It is assumed that students have basic knowledge of statistics and the statistical software R. Students will learn to apply a broad range of statistical methods in R (such as classification methods, resampling methods, linear model selection and tree-based methods). The course on 12 weeks and will be on "flipped" form. This means that no lectures will be given but students will read some material and watch videos before attending classes. Students will then work on assignments during the classes.

Practical Statistics (STJ201F)

The course provides the student with an understanding of the scientific method and the basic skills of data analysis. Concepts such as causality, reliability, and validity will be covered. The course covers descriptive and inferential statistics, including topic such as variables, values, standard deviations, samples, significance, and hypothesis testing

Qualitative Research Methods (STJ203F)

Qualitative Methods provides students with an introduction to some of the most commonly used qualitative methods and methodological tools in political science. The main focus in the course is on case studies (including process tracing) and various tools and techniques used within case studies, e.g., qualitative content analysis, interviewing, and focus groups. One part of the course is also dedicated to discourse analysis. The course begins with a very brief introduction to philosophy of science and outlines basic ontological, epistemological and methodological issues in the social sciences. The remainder of the course is dedicated to the methods and tools/techniques listed above. Students will gain a deeper understanding of the philosophical underpinnings, assumptions and ambitions of the different methods, but they will also gain practical experience as to the design and execution of research within the different traditions.

The course is designed in a highly interactive way and emphasizes active student participation. It is expected that students have done at least the required reading assigned for the given day and are ready to participate in group work and discussions in class. There are two types of classes in this course: lecture & discussion classes and workshops. Each lecture & discussion class will be divided into three parts: a short agenda-setting lecture by the lecturer (40 minutes), group work (40 minutes), and a concluding general discussion (40 minutes). This design is highly effective with regard to achieving the course’s learning outcomes, but it also requires that students have familiarized themselves with the assigned reading for the day. In the workshops, the class will be divided into two groups (A and B).

Master’s thesis in Environment and Natural Resources (UAU441L)

Master’s thesis in Environment and Natural Resources is an independent research project which the student writes under an academic supervision. The master’s thesis is either 30 or 60 ECTS.

Due to the interdisciplinary structure of the ENR programme, students graduate from different Faculties within UI and graduating Faculty is dependent on thesis advisor's home faculty. The master’s thesis is submitted in accordance with the regulations of the appropriate Faculty.

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Environmental Impact Assessment 1 (UMV205M)

Aim: To give an overview of the principles of Environmental Impact Assessment (EIA) of anthropogenic activities and to introduce the procedures and methods used in the environmental assessment process. At the end of the course, students should have gained an understanding of the main principles of EIA and the methods used for its application.  After having completed the course, students should be able to actively participate in the making of EIA. Subject: Environmental Impact Assessment of Projects is the main subject of the course.  EIA is a systematic process meant to streamline development projects by minimizing environmental effects. The first part of the course is an introduction to the global context and history of EIA, the subject of EIA, and an introduction to the EIA methodology.  The second part of the course focuses on processes. The aim, subject, and process of EIA will be explained, including a discussion on the various stages and aspects of the EIA procedure (such as screening, scoping, participants, stakeholders and consultation, impact prediction and assessment, reporting and monitoring).  Although the examples of processes, definitions and methods introduced in the course will be based on the Icelandic legislation, the learning outcome will be of practical use for all students, without regard to their nationality. Through individual assignments, each student will be able to explore the EIA process in context with an area of their choice.  

Project design, monitoring and evaluation (MAN701F)

In this course, students are introduced to concepts and methods for planning, monitoring and evaluating projects/activities. It covers developing a problem statement, mapping stakeholders, development of a project plan, design of project evaluations, introduction to data collection, and reporting on project progress. Emphasis will be placed on the importance of stakeholder participation and gender mainstreaming. Approaches taught in the course are rooted in international development but are useful in the planning, monitoring and evaluation of projects/activities across all sectors. This course is designed to be practical and develop skills that are directly applicable in many workplaces. The teaching is based on a combination of theoretical instruction, discussion of real-life applications, interactive workshops, and guided group work. 

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 ) 

Climate footprint for companies (UAU027F)

In this course students develop skills to estimate corporate greenhouse gas emissions. Students will understand main methods when estimating the emissions, how external data is obtained and used and which platforms are available for corporate disclosures such as the CDP, Nasdaq and GRI. Students will furthermore learn the implications of scopes, the use of life-cycle assessments, which indicators are material, how those indicators are selected and how carbon offset programs work in relation to corporate emissions. The Greenhouse Gas Protocol is a foundation in this course, as the guidance serves as a key tool for multiples disclosure platforms. Upon completion, students can independently estimate the greenhouse gas emission from corporations through the supply chain and present the information in a standard format, using a relevant disclosure platform. Students will furthermore understand current methodological developments in greenhouse gas emission accounting, particularly in relation to financial market participants. Students will furthermore understand how the information generated is used externally, for example by rating agencies conducting ESG risk assessments. 

Internship in Environment and Natural Resources (UAU114F)

Applied course that provides students with an opportunity to work on projects within NGO´s, firms and institutes active in the field of Environment and Natural Resources. The internship is divided into two parts: 1) one specific internship project that should take at least half of the internship working hours (120 hours), 2) work on general activities at the NGO/firm/institution, including office work and various projects to gain insights into daily activities.

The internship course is on an individual basis and students need to have secured an internship project (with an organization) before registering for the course. It’s possible to register for the course at any time during the semester.

There are two possible routes to an internship:

• Either the organization sends out a call for interns for defined projects and they are advertised among ENR students
• Or students approach organizations they’re interested in doing an internship with and an internship project is jointly developed in cooperation with the ENR Programme.

The internship project must be approved by the ENR programme before beginning of the internship. If approved, an agreement is set up between the student, the organization and the ENR programme. The agreement includes a description of the internship project including how the intern will gain insights into daily activities.

The course is only available for a limited number of students.

At the end of the internship the student hands in a report and a weekly journal to the organization as well as to the programme coordinator of the ENR programme.

Environmental Economics (UAU206M)

This course covers the basic elements of environmental economics. The properties of optimal environmental use are examined and the ability or inability of the market system to generate the optimal utilization investigated. Environmental management, i.e. methods for inducing optimal environmental use, are discussed both generally and in the context of particular examples. Finally, various methods for environmental valuation and their use in environmental cost-benefit analysis are discussed.

Strategic corporate social responsibility (UAU247F)

This is an intensive course with the active participation of students. It is taught over 13 weeks. The course takes as its starting point the idea that although governments and nonprofits are crucial to modern society, businesses are largely responsible for creating the wealth upon which the well-being of society depends, while also being a part of the problems created. As they create that wealth, their actions affect society, which is composed of a wide variety of stakeholders, and the natural environment. In turn, society shapes the rules and expectations by which businesses must navigate their internal and external environments. These include the Sustainable Development Goals, i.e., Goals 1-5, 8, 9, 10, 11, 12, 13, and 16, the Paris Agreement, the UN Global Compact, the European Sustainability Reporting Standards (ESRS), the Global Reporting Initiative, and more. This interaction between corporations, society (in its broadest sense) and the natural environment is the concern of corporate social responsibility (CSR), but the issues need to be addressed from a strategic point of view. 

Regardless of one’s viewpoint about the interaction of business and society, the continued co-existence of for-profit organizations is essential. This course seeks to explore the dimensions of that interaction from a multi-stakeholder perspective. That exploration is intended to be interactive, with the journey of exploration involving an analysis of CSR-related issues, simulation, and case studies.

The course is organized into six broad sections. In the first section, we will explore what corporate social responsibility (CSR) means and the driving forces of CSR. The second section focuses on the stakeholder perspective, and in the third section, we study the legal perspective. In the fourth section, we will explore the behavioral perspective, in the fifth section the strategic perspective and in the sixth section the focus will be on the sustainable perspective and sustainable value creation.   

Master’s thesis in Environment and Natural Resources (UAU441L)

Master’s thesis in Environment and Natural Resources is an independent research project which the student writes under an academic supervision. The master’s thesis is either 30 or 60 ECTS.

Due to the interdisciplinary structure of the ENR programme, students graduate from different Faculties within UI and graduating Faculty is dependent on thesis advisor's home faculty. The master’s thesis is submitted in accordance with the regulations of the appropriate Faculty.

Radio programming and broadcasting (BLF201M)

The goal of this course is to give students an opportunity to present their theoretical knowledge and research to listeners of the Icelandic Public Broadcasting Service (Ríkisútvarpið). Students will be introduced to public radio as a medium and trained in radio programming and in presenting theoretical material in simple manners suitable for broadcasting in public radio.

Survey research methods (FÉL089F, FÉL089F)

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

This course is taught every other year.

Survey research methods (FÉL089F, FÉL089F)

The purpose of this course is to provide students with understanding on how to plan and conduct survey research. The course will address most common sampling design and different type of survey research (phone, face-to-face, internet, mail etc.). The basic measurement theories will be used to explore fundamental concepts of survey research, such as validity, reliability, question wording and contextual effect. The use of factor analysis and item analysis will be used to evaluate the quality of measurement instruments.  The course emphasizes students’ active learning by planning survey research and analyzing survey data.

Introduction to quantitative research (FMÞ001F)

The main subject of the course is quantitative methods and statistics used in social sciences. The focus will be on research design, sample methods and designing questionnaires. The statistical part will cover descriptive and inferential statistics. Special emphasis will be on factorial ANOVA and multiple regression. Students will get practical training in data analysis using jamovi. Students can use their own data.

Introduction to Qualitative Research (FMÞ103F)

The course’s objective is to introduce students to the diverse, academic criteria of qualitative research in social sciences and secondly that student’s gain experience in using qualitative methods. Furthermore, the course is practical in nature where each student works on an independent research assignment, which consists of designing and preparing a research project, collecting and analyzing data, and writing the main findings with guidance from the teacher. Research preparation, the creation of a research plan, data collection and analysis along with academic writing will be extensively covered during the course.

Time Series Analysis (IÐN113F)

ARMAX and other similar time series models. Non-stationary time series. Correlation and spectral analysis. Parameter estimation, parametric and non-parametric approaches, Least Squares and Maximum Likelihood. Model validation methods. Models with time dependent parameters. Numerical methods for minimization. Outlier detection and interpolation. Introduction to nonlinear time series models. Discrete state space models. Discrete state space models. Extensive use of MATLAB, especially the System Identification Toolbox.

Systems Analysis and System Dynamics Modelling - Reading course (IÐN124F)

This course is performed parallel to "System Analysis and System Dynamics Modelling Part B”. Students that register to the course are automatically registered to both courses. In practice it is the same course but the students get separate grades for part A and part B, both equivalent to 7,5 ECTs.

Students will get a pass/fail grade for part A based on if they hand in sufficiently solved projects assigned to them (4 in total).

The final grade for Part B is based on a grade from 0-10 for project 1 (5%), project 2 (10%), project 3 (20%), project 4 (35%) and the final exam (30%).

The purpose of the course is that students will be able to understand and apply the basic tools of System Dynamics Modelling from a practical perspective. In this respect, the course will focus on technical and economical topics. However, it will also cite examples of a greater variety, such as epidemical studies, interpersonal communications and group dynamics The course focuses on the fundamental concepts of system dynamics modelling such as positive and negative feedback structures as well as causal loop diagrams. System dynamics model formulation and simulation is introduced; rate equations and auxiliary equations, delays and graphical converters. Furthermore, policy and sensitivity analysis will be discussed. Practical examples will be analysed both regarding business as well as public policy. For instance, inventory models, epidemics (HIV, influenza), and the relationship of population and economic growth will be explored. The software STELLA will be used for solving and constructing the models.

Biometry (LÍF127F)

 Numerical methods are an essential part of biology and are applied to design of experiments and observations, description of result and their analysis. Sudents learn these methods by working on biological data and to interpretate its results. Main method include the maximum likelihood estimation, linear models, regression and analysis of variance and generalized linear models.  Multivariate analysis. Bootstrap and permutation analysis. The analysis will done using R. The students will obtain an extensive exercise in applyin R on various biological datasets. Analysis of own data or an extensive dataset, presented in a report and a lecture.

Assessment: Written examen 50%, assignments, report and lecture (50%).

General statistics, course for M.Sc. and Ph.D. students (LÆK101F)

Compulsory course. The aim of the course is to provide post graduate students with practical and generic skills required in research. Items covered in the course are descriptive statistics, effect statistics, validity and reliability, inferential statistics, common parametric and nonparametric statistical tests and multiple regression analysis. The students are introduced to computer statistical analysis in practical computer classes.

Ethnographic methods (MAN601F)

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

Action research (MVS011F)

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

Introduction to qualitative research (MVS212F)

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Introduction to quantitative Research (MVS213F)

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

Qualitative Research Methods I (MVS301F)

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Quantitative Methods I (MVS302F)

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

System dynamics (UAU259F)

The System Dynamics approach, rooted in Systems Thinking, is best suited for the deconstruction and analysis of complex socio-economic environments and political systems. There is a growing call among scientists and practitioners today on systemic approaches to tackle complex problems such as the climate and environmental crises. System dynamics is a multidisciplinary approach that uses both qualitative and quantitative methods. It has been successfully applied for other complex socioeconomic questions such as for national planning models, analysing climate change policies, food market transformation, and government health policies.

This course aims to introduce students to thinking in systems, understanding the dynamic nature of system behaviour and acquiring basic system dynamic modelling skills.

 The course begins January 15th with a 5-week online course on Canvas.  Intensive inclass session 19-26 february.  Final presentations 4-8 March.