

- Are you interested in improving health and health awareness?
- Do you enjoy health-related projects?
- Do you want to promote improved health for children at all levels of the education system?
- Do you want a wide-ranging Master's programme?
The MT in health promotion and home economics is primarily designed for students planning to become home economics teachers in Icelandic compulsory schools. Prospective home economics teachers are trained to take a leadership role in health promotion within schools.
Students take practical and theoretical courses in health promotion, pedagogy, cookery and nutrition, as well as methodology and working procedures.
MT students take pedagogical courses instead of writing a 30 ECTS thesis.
Programme structure
The programme is 120 ECTS and is organised as two years of full-time study or up to four years of part-time study.
The programme is made up of mandatory courses and packs of elective courses, tailored to three areas of focus, as well as training placements. Students choose one of the following areas of focus:
- Sports science and nutrition
- Leisure studies
- Teaching in primary grades
Students can also tailor the elective packs in consultation with the head of department.
Students complete a 24 ECTS training placement in the second year of the programme.
Specialisations
Three specialisations are available based on the student’s academic background:
- Health Promotion and Home Economics, Five Year Teacher Education is a specialisation for those who have completed a BEd degree in health promotion and home economics or an older BEd degree in general teacher education specialising in food, culture and health.
- Health Promotion and Home Economics, for B.Ed. graduates.
- Health Promotion and Home Economics for BA/BS graduates. Students are required to have completed 30 ECTS at the undergraduate level in courses related to the subject of health promotion and home economics.
Organisation of teaching
The programme is taught in Icelandic and both face-to-face or through distance learning.
Main objectives
This programme is intended to train students to teach in Icelandic compulsory schools, specialising in health promotion and home economics. The main objective of the programme is to prepare students to teach home economics in Icelandic compulsory schools and equip them to lead the way in health promotion within the school and in the wider community.
Professional qualification
Completing this programme qualifies you to apply for a teaching licence.
Applicants with a BA/BS degree or a BEd degree in a subject other than health promotion and home economics may need to take additional courses to meet requirements for the subject specialisation.
To qualify as a teacher, all students who complete an MEd degree and an MT degree from the department must take the following courses:
- HÍT504M Determinants of health, 10 ECTS
- HHE402G Teaching-orientated cooking, 5 ECTS*
- HHE401G Field studies in health promotion and home economics I - Lifestyles and work methods, 5 ECTS*
- HHE602G Food culture health, 5 ECTS**
- HHE601G Field studies in health promotion and home economics II - Food culture and environment, 5 ECTS*
- HÍT201G Nutrition and energy balance, 5 ECTS***
- HÍT401G Nutrition and health, 5 ECTS***
*Previously taught as HHE201G Teaching-orientated cooking, 10 ECTS
**Previously taught as HHE202G Food, culture and health, 10 ECTS
***Credits cannot be used towards a Master's degree, but graduate students are permitted to take these courses alongside their Master’s studies.
Other
Completing the programme may allow a student to apply for a Master's programme at stage 2.2., but not for doctoral studies.
- See the MEd in health promotion and home economics
Admission to an MT programme requires the applicant to have completed an undergraduate degree with a first class grade (7.25).
120 credits (ECTS) must be completed for the qualification.
- CV
- Statement of purpose
- Reference 1, Name and email
- Reference 2, Name and email
- Certified copies of diplomas and transcripts
Further information on supporting documents can be found here
Programme structure
Check below to see how the programme is structured.
- First year
- Fall
- Sustainability education and leadership
- Health promotion, sport and leisure – Science and practice
- Teaching and Learning in Compulsory Schools
- Determinants of Health
- Spring 1
- Assessment and Curriculum in Compulsory Schools
- Health promotion
- Health behaviour and food choice
- Teaching-oriented cooking
- Field studies in health promotion and home economics I - Lifestyles and work methods
- Not taught this semesterFood culture health
- Not taught this semesterField studies in health promotion and home economics II - Food culture and environment
Sustainability education and leadership (SFG003F)
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Health promotion, sport and leisure – Science and practice (HÍT101F)
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Teaching and Learning in Compulsory Schools (KME102F)
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
Determinants of Health (HÍT504M)
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Assessment and Curriculum in Compulsory Schools (KME006F)
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Health promotion (ÍÞH209F)
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Health behaviour and food choice (ÍÞH036M)
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Teaching-oriented cooking (HHE402G, HHE401G)
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Field studies in health promotion and home economics I - Lifestyles and work methods (HHE402G, HHE401G)
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Food culture health (HHE602G, HHE601G)
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Field studies in health promotion and home economics II - Food culture and environment (HHE602G, HHE601G)
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
- Second year
- Fall
- Not taught this semesterDietetic food and food for special occasions
- Not taught this semesterFood skills and dietary choices
- Practicum I
- Field challenges in health promotion and home economics
- Spring 1
- Skills training for health promotion (practicum)
- Not taught this semesterFood culture health
- Teaching-oriented cooking
- Epidemiology of Physical Activity
- Ethics and Society
- Food innovation
- Global Health
- Comprehensive primary teaching
- Ecological innovation in Food Science
- Practicum II
Dietetic food and food for special occasions (HHE501M, HHE502M)
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.
Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.
Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.
To pass the course, a minimum score of 5,0 is needed in each project and exam.
Food skills and dietary choices (HHE501M, HHE502M)
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.
Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.
To pass the course, a minimum score of 5.0 in each project and exam is needed.
Practicum I (HHE301F)
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Field challenges in health promotion and home economics (HHE302F)
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Skills training for health promotion (practicum) (HHE201M)
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Food culture health (HHE602G)
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Teaching-oriented cooking (HHE402G)
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Epidemiology of Physical Activity (ÍÞH211F)
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Ethics and Society (MVS210F)
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Food innovation (MAT609M)
The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Global Health (LÝÐ045F)
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Comprehensive primary teaching (GKY201F)
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Ecological innovation in Food Science (MAT612M)
The course is in collaboration with the Confederation of Icelandic Industries (Samtök iðnaðarins) and Matís ohf.
The main goal of the course is to develop a new food product from start to finish by prototyping the product, design its packaging, develop a marketing strategy, understand and identify the production of it and build a robust business model with sustainability at its core. The final work of each team could become the next new product and be presented at the European competition Ecotrophelia.
The course is based on group work and collaboration between students. It is expected from students to work in a team and share tasks to be able to complete the requirements of the course. Guidance will be provided on creating and working in teams. Students from different background are taking this course hence teacher will make sure that each team have the good set of skills per team (e.i students who have received instruction and training in different aspects of product development).
It is asked to the students to develop a prototype of the new food product. Support and working space will be made available for the students to use. A small financial support is also provided for the product development for each team.
Lectures on the different notion like marketing plan, packaging design and business model creation will be carried out by the teachers or through guest lecturer specialist in their own field. Students will be prepared for their final presentation (pitch).
Sponsorship and collaboration from different Icelandic companies in the food sector are a possibility for this course. More details on the condition will be presented at the beginning of the course.
Matís ohf. provides expert assistance and assistance in the development and preparation of sample copies.
The final assignment is in two parts. First, the submission of a detailed report per team on the product developed, the business plan, sales and marketing and the ecological aspect of the product (sustainability of the ingredients, packaging, design, production...).
Second, each team will present their final product and business plan to a jury for the innovation competition Ecotrophelia Iceland, through an oral presentation. The pitch event is in collaboration with Samtök iðnaðarins. The winning team will then have the chance and opportunity to represent Iceland at the European competition of Ecotrophelia. Participating in the European competition is optional and up to the students but the oral presentation is mandatory. More information on the competition here: www.ecotrophelia.eu
For students in food science, it is highly recommended to take this course along with MAT609M – Food product development as knowledge and skills can be acquired and combine for both courses.
For students from other studies: you are more than welcome to take this class as diversity and skills from other fields are key to a successful food product development. Read this to be convinced (https://shorturl.at/opxH3 or this https://shorturl.at/boHM8 )
Practicum II (HHE401F)
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
- First year
- Fall
- Health promotion, sport and leisure – Science and practice
- Learning and teaching: Supporting children with special needs
- Determinants of Health
- Spring 1
- Health promotion
Health promotion, sport and leisure – Science and practice (HÍT101F)
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Learning and teaching: Supporting children with special needs (MAL102F)
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Determinants of Health (HÍT504M)
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Health promotion (ÍÞH209F)
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
- Second year
- Fall
- Not taught this semesterDietetic food and food for special occasions
- Not taught this semesterFood skills and dietary choices
- Practicum I
- Field challenges in health promotion and home economics
- Spring 1
- Practicum II
Dietetic food and food for special occasions (HHE501M, HHE502M)
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.
Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.
Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.
To pass the course, a minimum score of 5,0 is needed in each project and exam.
Food skills and dietary choices (HHE501M, HHE502M)
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.
Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.
To pass the course, a minimum score of 5.0 in each project and exam is needed.
Practicum I (HHE301F)
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Field challenges in health promotion and home economics (HHE302F)
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Practicum II (HHE401F)
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
- Year unspecified
- Fall
- Language development
- Research on early childhood education
- Working in inclusive practices
- Strong groups: Compassion, collaboration and building a team
- Bullying prevention, best practices and interventions
- Leisure and leadership
- Nutrition and training in youth
- Nutrition in performance sports
- Physical training, intensity and recovery
- Sleep, health and recovery
- Life Skills - The Self
- Not taught this semesterDevelopment cooperation: Approaches and Institutions. Reading course.
- Social Skills Training and Empowering with focus on positive classroom management
- Not taught this semesterGlobal health
- Spring 1
- Comprehensive primary teaching
- Development of young children's mathematical ideas
- Reading and teaching to read: emphases and development
- Ethics and Society
- Interdisciplinary Collaboration within Leisure- and School Systems
- Risk behavior and resilience among adolescents
- Skills training for health promotion (practicum)
- Epidemiology of Physical Activity
- Ethics and Society
- Food and culture
- Global Health
- Behavior and emotions in childhood: Challenges and interventions
- Health and Inequality
- Summer
- Introduction to place based outdoor education
- Year unspecified
- Introduction to risk and safety management
Language development (KME104F)
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.
Research on early childhood education (KME109F)
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Strong groups: Compassion, collaboration and building a team (TÓS301F)
Course Description:
The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.
Topics:
The course has six themes, with the first four being the main focus:
- Strong Groups – Their characteristics and the role of professionals in building them.
- Empathy – What research says and how we teach empathy.
- Collaboration – What research says and how we teach collaboration.
- Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
- Social and Emotional Competence
- Flourishing – Its interplay with the societal context to which children and youth belong.
Approach and Methodology:
The course emphasizes balancing various types of learning:
- Acquisition learning
- Discussions
- Investigation/research
- Collaboration
- Activity and practice
- Production
The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.
Bullying prevention, best practices and interventions (TÓS509M)
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Leisure and leadership (TÓS102F)
Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.
The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience from the field, with the subject of the course.
The emphasis of the course
Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.
The course focuses on achieving a balance between various types of study:
- Acquisition
- Discussion
- Investigation
- Collaboration
- Practice
- Product
The setting of the course
Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.
Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course.
Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work.
At the end of the course, students organize seminars related to the subject of the course.
Nutrition and training in youth (HÍT501M)
The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.
The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.
Nutrition in performance sports (HÍT502M)
The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.
Physical training, intensity and recovery (ÍÞH115F)
Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.
Sleep, health and recovery (ÍÞH049F)
The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences.
Life Skills - The Self (SFG104F)
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Development cooperation: Approaches and Institutions. Reading course. (MAN018F)
This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.
Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.
Social Skills Training and Empowering with focus on positive classroom management (HÍT001F)
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being. Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course. Course arrangement The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content. Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community. The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work. |
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.
Comprehensive primary teaching (GKY201F)
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Development of young children's mathematical ideas (KME203F)
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Reading and teaching to read: emphases and development (KME206F)
The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.
Ethics and Society (MVS210F)
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Interdisciplinary Collaboration within Leisure- and School Systems (TÓS202F)
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.
All study components must be passed with a minimum grade of 5.0.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Skills training for health promotion (practicum) (HHE201M)
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Epidemiology of Physical Activity (ÍÞH211F)
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Ethics and Society (MVS210F)
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Food and culture (NÆR613M)
Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.
In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.
In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.
Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.
Global Health (LÝÐ045F)
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Behavior and emotions in childhood: Challenges and interventions (MAL003F)
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
Health and Inequality (FÉL098F)
Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.
Introduction to place based outdoor education (TÓS001M)
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
- an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
- opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
- an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
- development of personal experience in adventurous activities used in an outdoor pedagogy;
- development of higher education research skills: reading, digital research, and exploration of local museums and archives.
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Introduction to risk and safety management (TÓS007M)
This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.
Learning Activities:
Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.
- Virtual and in house classes focusing on theoretical knowledge and group discussions.
- Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
- Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
- Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.
A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.
- First year
- Fall
- Sustainability education and leadership
- Health promotion, sport and leisure – Science and practice
- Learning and teaching: Supporting children with special needs
- Determinants of Health
- Spring 1
- Health promotion
- Health behaviour and food choice
- Not taught this semesterFood culture health
- Not taught this semesterField studies in health promotion and home economics II - Food culture and environment
- Teaching-oriented cooking
- Field studies in health promotion and home economics I - Lifestyles and work methods
Sustainability education and leadership (SFG003F)
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Health promotion, sport and leisure – Science and practice (HÍT101F)
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Learning and teaching: Supporting children with special needs (MAL102F)
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Determinants of Health (HÍT504M)
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Health promotion (ÍÞH209F)
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Health behaviour and food choice (ÍÞH036M)
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Food culture health (HHE602G, HHE601G)
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Field studies in health promotion and home economics II - Food culture and environment (HHE602G, HHE601G)
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Teaching-oriented cooking (HHE402G, HHE401G)
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Field studies in health promotion and home economics I - Lifestyles and work methods (HHE402G, HHE401G)
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
- Second year
- Fall
- Not taught this semesterDietetic food and food for special occasions
- Not taught this semesterFood skills and dietary choices
- Practicum I
- Field challenges in health promotion and home economics
- Spring 1
- Skills training for health promotion (practicum)
- Not taught this semesterFood culture health
- Not taught this semesterField studies in health promotion and home economics II - Food culture and environment
- Teaching-oriented cooking
- Field studies in health promotion and home economics I - Lifestyles and work methods
- Practicum II
Dietetic food and food for special occasions (HHE501M, HHE502M)
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.
Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.
Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.
To pass the course, a minimum score of 5,0 is needed in each project and exam.
Food skills and dietary choices (HHE501M, HHE502M)
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.
Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.
To pass the course, a minimum score of 5.0 in each project and exam is needed.
Practicum I (HHE301F)
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Field challenges in health promotion and home economics (HHE302F)
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Skills training for health promotion (practicum) (HHE201M)
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Food culture health (HHE602G, HHE601G)
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Field studies in health promotion and home economics II - Food culture and environment (HHE602G, HHE601G)
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Teaching-oriented cooking (HHE402G, HHE401G)
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Field studies in health promotion and home economics I - Lifestyles and work methods (HHE402G, HHE401G)
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Practicum II (HHE401F)
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
- Year unspecified
- Fall
- Not taught this semesterDevelopment cooperation: Approaches and Institutions. Reading course.
- Physical training, intensity and recovery
- Not taught this semesterGlobal health
- Research on early childhood education
- Nutrition and training in youth
- Leisure and leadership
- Strong groups: Compassion, collaboration and building a team
- Life Skills - The Self
- Sleep, health and recovery
- Working in inclusive practices
- Nutrition in performance sports
- Social Skills Training and Empowering with focus on positive classroom management
- Bullying prevention, best practices and interventions
- Spring 1
- Global Health
- Health and Inequality
- Ethics and Society
- Development of young children's mathematical ideas
- Behavior and emotions in childhood: Challenges and interventions
- Comprehensive primary teaching
- Risk behavior and resilience among adolescents
- Food and culture
- Reading and teaching to read: emphases and development
- Epidemiology of Physical Activity
- Summer
- Introduction to place based outdoor education
Development cooperation: Approaches and Institutions. Reading course. (MAN018F)
This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.
Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.
Physical training, intensity and recovery (ÍÞH115F)
Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.
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.
Research on early childhood education (KME109F)
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Nutrition and training in youth (HÍT501M)
The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.
The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.
Leisure and leadership (TÓS102F)
Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.
The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience from the field, with the subject of the course.
The emphasis of the course
Students are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.
The course focuses on achieving a balance between various types of study:
- Acquisition
- Discussion
- Investigation
- Collaboration
- Practice
- Product
The setting of the course
Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.
Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course.
Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work.
At the end of the course, students organize seminars related to the subject of the course.
Strong groups: Compassion, collaboration and building a team (TÓS301F)
Course Description:
The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.
Topics:
The course has six themes, with the first four being the main focus:
- Strong Groups – Their characteristics and the role of professionals in building them.
- Empathy – What research says and how we teach empathy.
- Collaboration – What research says and how we teach collaboration.
- Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
- Social and Emotional Competence
- Flourishing – Its interplay with the societal context to which children and youth belong.
Approach and Methodology:
The course emphasizes balancing various types of learning:
- Acquisition learning
- Discussions
- Investigation/research
- Collaboration
- Activity and practice
- Production
The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.
Life Skills - The Self (SFG104F)
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Sleep, health and recovery (ÍÞH049F)
The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences.
Working in inclusive practices (KME115F)
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.
Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.
The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Nutrition in performance sports (HÍT502M)
The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.
Social Skills Training and Empowering with focus on positive classroom management (HÍT001F)
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being. Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course. Course arrangement The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content. Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community. The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work. |
Bullying prevention, best practices and interventions (TÓS509M)
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Global Health (LÝÐ045F)
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Health and Inequality (FÉL098F)
Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.
Ethics and Society (MVS210F)
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Development of young children's mathematical ideas (KME203F)
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.
Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.
Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Behavior and emotions in childhood: Challenges and interventions (MAL003F)
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.
Comprehensive primary teaching (GKY201F)
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Risk behavior and resilience among adolescents (UME206F)
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Food and culture (NÆR613M)
Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.
In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.
In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.
Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.
Reading and teaching to read: emphases and development (KME206F)
The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.
Epidemiology of Physical Activity (ÍÞH211F)
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Introduction to place based outdoor education (TÓS001M)
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
- an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
- opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
- an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
- development of personal experience in adventurous activities used in an outdoor pedagogy;
- development of higher education research skills: reading, digital research, and exploration of local museums and archives.
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
- Fall
- SFG003FSustainability education and leadershipMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - HÍT101FHealth promotion, sport and leisure – Science and practiceMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME102FTeaching and Learning in Compulsory SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits2 fieldwork creditsCourse Description
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT504MDeterminants of HealthMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class - Spring 2
- KME006FAssessment and Curriculum in Compulsory SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Face-to-face learningDistance learningPrerequisites - ÍÞH209FHealth promotionMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - ÍÞH036MHealth behaviour and food choiceMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Distance learningPrerequisites - HHE402G, HHE401GTeaching-oriented cookingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methodsMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GFood culture healthMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environmentMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasionsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE501M, HHE502MFood skills and dietary choicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE301FPracticum IMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in class - HHE302FField challenges in health promotion and home economicsMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites - Spring 2
- HHE201MSkills training for health promotion (practicum)Mandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in class - Not taught this semesterHHE602GFood culture healthMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402GTeaching-oriented cookingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - ÍÞH211FEpidemiology of Physical ActivityElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - Course Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - Course Description
The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Face-to-face learningPrerequisites - Course Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - GKY201FComprehensive primary teachingElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAT612MEcological innovation in Food ScienceElective course6Free elective course within the programme6 ECTS, creditsCourse Description
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 )
Face-to-face learningPrerequisitesAttendance required in class - HHE401FPracticum IIMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- SFG003FSustainability education and leadershipMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - HÍT101FHealth promotion, sport and leisure – Science and practiceMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME102FTeaching and Learning in Compulsory SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, credits2 fieldwork creditsCourse Description
This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and that participants become familiar with the working environment of compulsory school teachers, compulsory school act and regulations.
Learning and teaching are discussed from various points of view and with respect to various learning theories. Participants organise their own teaching processes by making aims, organising teaching and learning, and organising interaction and collaboration. All this work is related do the conceptions of professionalism and practice theories.
Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT504MDeterminants of HealthMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class - Spring 2
- KME006FAssessment and Curriculum in Compulsory SchoolsMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and as they appear in praxis. Special focus is laid on the role of teachers and administrators in curriculum development and assessment, and alternatively their professional role in developing learning programs for groups of pupils as well as individual pupils with special needs. Nature, purpose, and strategies regarding assessment and curriculum are addressed (cf. formative assessment, summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning central questions about the purpose and aims of compulsory education.
The working process of the course consists of lectures, and critical discussion through seminars and group assignments
Face-to-face learningDistance learningPrerequisites - ÍÞH209FHealth promotionMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - ÍÞH036MHealth behaviour and food choiceMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Distance learningPrerequisites - HHE402G, HHE401GTeaching-oriented cookingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methodsMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GFood culture healthMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environmentMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasionsRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE501M, HHE502MFood skills and dietary choicesRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE301FPracticum IMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in class - HHE302FField challenges in health promotion and home economicsMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites - Spring 2
- HHE201MSkills training for health promotion (practicum)Mandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in class - Not taught this semesterHHE602GFood culture healthMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402GTeaching-oriented cookingMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - ÍÞH211FEpidemiology of Physical ActivityElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - Course Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - Course Description
The aim of the course is to introduce students to the main methods of product development and to train students in the use of consumer-driven methods in the development of food products. Students develop a consumer-oriented product and receive guidance in prototyping methods, selection of raw materials, experimental setup, scale-up, and the regulatory framework that must be followed when creating new foods. Students will also learn how sensory evaluation is used in product development and receive training in sensory evaluation of their own product.
The development of the product will be made in team (prototyping and entrepreneurial training) but some assignments of the course are individual.
Subject:
Fundamentals of food product development.
What will be discussed:
- Idea search, idea filtering, prototype development (lecture as well as hands-on work) and scale-up to production
- The use of experimental design for filtering and optimizing products in product development
- The use of sensory evaluation in product development
- The main innovations in environmentally friendly proteins
- The relationship between food legislation and intellectual property rights in product development
Real examples of product development at companies will be covered.
Practical: A product will be developed from an idea to a prototype and presented at the end of the course through an oral presentation.
Face-to-face learningPrerequisites - Course Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - GKY201FComprehensive primary teachingElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAT612MEcological innovation in Food ScienceElective course6Free elective course within the programme6 ECTS, creditsCourse Description
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 )
Face-to-face learningPrerequisitesAttendance required in class - HHE401FPracticum IIMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- HÍT101FHealth promotion, sport and leisure – Science and practice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL102FLearning and teaching: Supporting children with special needs hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT504MDeterminants of Health hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class - Spring 2
- ÍÞH209FHealth promotion hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester
- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE501M, HHE502MFood skills and dietary choices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE301FPracticum I hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in class - HHE302FField challenges in health promotion and home economics hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites - Spring 2
- HHE401FPracticum II hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- KME104FLanguage development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.Distance learningPrerequisitesAttendance required in class - KME109FResearch on early childhood education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME115FWorking in inclusive practices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - TÓS301FStrong groups: Compassion, collaboration and building a team hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Course Description:
The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.
Topics:
The course has six themes, with the first four being the main focus:
- Strong Groups – Their characteristics and the role of professionals in building them.
- Empathy – What research says and how we teach empathy.
- Collaboration – What research says and how we teach collaboration.
- Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
- Social and Emotional Competence
- Flourishing – Its interplay with the societal context to which children and youth belong.
Approach and Methodology:
The course emphasizes balancing various types of learning:
- Acquisition learning
- Discussions
- Investigation/research
- Collaboration
- Activity and practice
- Production
The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS509MBullying prevention, best practices and interventions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS102FLeisure and leadership hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience from the field, with the subject of the course.
The emphasis of the courseStudents are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.
The course focuses on achieving a balance between various types of study:- Acquisition
- Discussion
- Investigation
- Collaboration
- Practice
- Product
The setting of the course
Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.
Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course.
Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work.
At the end of the course, students organize seminars related to the subject of the course.
Distance learningPrerequisites - HÍT501MNutrition and training in youth hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.
The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught first half of the semester - HÍT502MNutrition in performance sports hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught second half of the semester - ÍÞH115FPhysical training, intensity and recovery hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - ÍÞH049FSleep, health and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - Not taught this semesterMAN018FDevelopment cooperation: Approaches and Institutions. Reading course. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.
Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.
Distance learningPrerequisites - HÍT001FSocial Skills Training and Empowering with focus on positive classroom management hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being.
Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course.
Course arrangement
The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content.
Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community.
The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterMAN0A3FGlobal health hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- GKY201FComprehensive primary teaching hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME203FDevelopment of young children's mathematical ideas hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME206FReading and teaching to read: emphases and development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS210FEthics and Society hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - TÓS202FInterdisciplinary Collaboration within Leisure- and School Systems hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME206FRisk behavior and resilience among adolescents hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE201MSkills training for health promotion (practicum) hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in class - ÍÞH211FEpidemiology of Physical Activity hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - MVS210FEthics and Society hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - NÆR613MFood and culture hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.
In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.
In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.
Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.
The course is taught if the specified conditions are metPrerequisites - Course Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - MAL003FBehavior and emotions in childhood: Challenges and interventions hideElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse Description
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in class - FÉL098FHealth and Inequality hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.
Face-to-face learningPrerequisites - Summer
- TÓS001MIntroduction to place based outdoor education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
- an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
- opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
- an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
- development of personal experience in adventurous activities used in an outdoor pedagogy;
- development of higher education research skills: reading, digital research, and exploration of local museums and archives.
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- TÓS007MIntroduction to risk and safety management hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.
Learning Activities:
Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.
- Virtual and in house classes focusing on theoretical knowledge and group discussions.
- Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
- Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
- Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.
A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.
Distance learningPrerequisitesAttendance required in class
- Fall
- HÍT101FHealth promotion, sport and leisure – Science and practice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL102FLearning and teaching: Supporting children with special needs hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT504MDeterminants of Health hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class - Spring 2
- ÍÞH209FHealth promotion hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester
- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE501M, HHE502MFood skills and dietary choices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE301FPracticum I hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in class - HHE302FField challenges in health promotion and home economics hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites - Spring 2
- HHE401FPracticum II hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- KME104FLanguage development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.Distance learningPrerequisitesAttendance required in class - KME109FResearch on early childhood education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME115FWorking in inclusive practices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - TÓS301FStrong groups: Compassion, collaboration and building a team hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Course Description:
The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.
Topics:
The course has six themes, with the first four being the main focus:
- Strong Groups – Their characteristics and the role of professionals in building them.
- Empathy – What research says and how we teach empathy.
- Collaboration – What research says and how we teach collaboration.
- Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
- Social and Emotional Competence
- Flourishing – Its interplay with the societal context to which children and youth belong.
Approach and Methodology:
The course emphasizes balancing various types of learning:
- Acquisition learning
- Discussions
- Investigation/research
- Collaboration
- Activity and practice
- Production
The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS509MBullying prevention, best practices and interventions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS102FLeisure and leadership hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience from the field, with the subject of the course.
The emphasis of the courseStudents are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.
The course focuses on achieving a balance between various types of study:- Acquisition
- Discussion
- Investigation
- Collaboration
- Practice
- Product
The setting of the course
Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.
Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course.
Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work.
At the end of the course, students organize seminars related to the subject of the course.
Distance learningPrerequisites - HÍT501MNutrition and training in youth hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.
The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught first half of the semester - HÍT502MNutrition in performance sports hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught second half of the semester - ÍÞH115FPhysical training, intensity and recovery hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - ÍÞH049FSleep, health and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - Not taught this semesterMAN018FDevelopment cooperation: Approaches and Institutions. Reading course. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.
Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.
Distance learningPrerequisites - HÍT001FSocial Skills Training and Empowering with focus on positive classroom management hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being.
Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course.
Course arrangement
The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content.
Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community.
The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterMAN0A3FGlobal health hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- GKY201FComprehensive primary teaching hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME203FDevelopment of young children's mathematical ideas hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME206FReading and teaching to read: emphases and development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS210FEthics and Society hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - TÓS202FInterdisciplinary Collaboration within Leisure- and School Systems hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME206FRisk behavior and resilience among adolescents hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE201MSkills training for health promotion (practicum) hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in class - ÍÞH211FEpidemiology of Physical Activity hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - MVS210FEthics and Society hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - NÆR613MFood and culture hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.
In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.
In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.
Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.
The course is taught if the specified conditions are metPrerequisites - Course Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - MAL003FBehavior and emotions in childhood: Challenges and interventions hideElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse Description
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in class - FÉL098FHealth and Inequality hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.
Face-to-face learningPrerequisites - Summer
- TÓS001MIntroduction to place based outdoor education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
- an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
- opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
- an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
- development of personal experience in adventurous activities used in an outdoor pedagogy;
- development of higher education research skills: reading, digital research, and exploration of local museums and archives.
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- TÓS007MIntroduction to risk and safety management hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.
Learning Activities:
Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.
- Virtual and in house classes focusing on theoretical knowledge and group discussions.
- Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
- Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
- Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.
A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.
Distance learningPrerequisitesAttendance required in class
- Fall
- HÍT101FHealth promotion, sport and leisure – Science and practice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL102FLearning and teaching: Supporting children with special needs hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT504MDeterminants of Health hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class - Spring 2
- ÍÞH209FHealth promotion hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester
- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE501M, HHE502MFood skills and dietary choices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE301FPracticum I hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in class - HHE302FField challenges in health promotion and home economics hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites - Spring 2
- HHE401FPracticum II hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- KME104FLanguage development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development
Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.Distance learningPrerequisitesAttendance required in class - KME109FResearch on early childhood education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME115FWorking in inclusive practices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - TÓS301FStrong groups: Compassion, collaboration and building a team hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Course Description:
The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.
Topics:
The course has six themes, with the first four being the main focus:
- Strong Groups – Their characteristics and the role of professionals in building them.
- Empathy – What research says and how we teach empathy.
- Collaboration – What research says and how we teach collaboration.
- Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
- Social and Emotional Competence
- Flourishing – Its interplay with the societal context to which children and youth belong.
Approach and Methodology:
The course emphasizes balancing various types of learning:
- Acquisition learning
- Discussions
- Investigation/research
- Collaboration
- Activity and practice
- Production
The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS509MBullying prevention, best practices and interventions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS102FLeisure and leadership hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience from the field, with the subject of the course.
The emphasis of the courseStudents are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.
The course focuses on achieving a balance between various types of study:- Acquisition
- Discussion
- Investigation
- Collaboration
- Practice
- Product
The setting of the course
Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.
Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course.
Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work.
At the end of the course, students organize seminars related to the subject of the course.
Distance learningPrerequisites - HÍT501MNutrition and training in youth hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.
The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught first half of the semester - HÍT502MNutrition in performance sports hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught second half of the semester - ÍÞH115FPhysical training, intensity and recovery hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - ÍÞH049FSleep, health and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - Not taught this semesterMAN018FDevelopment cooperation: Approaches and Institutions. Reading course. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.
Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.
Distance learningPrerequisites - HÍT001FSocial Skills Training and Empowering with focus on positive classroom management hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being.
Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course.
Course arrangement
The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content.
Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community.
The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterMAN0A3FGlobal health hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- GKY201FComprehensive primary teaching hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME203FDevelopment of young children's mathematical ideas hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - KME206FReading and teaching to read: emphases and development hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MVS210FEthics and Society hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - TÓS202FInterdisciplinary Collaboration within Leisure- and School Systems hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed.
The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector.
Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.All study components must be passed with a minimum grade of 5.0.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME206FRisk behavior and resilience among adolescents hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE201MSkills training for health promotion (practicum) hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in class - ÍÞH211FEpidemiology of Physical Activity hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - MVS210FEthics and Society hideRestricted elective course5Restricted elective course, conditions apply5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - NÆR613MFood and culture hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.
In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.
In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.
Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.
The course is taught if the specified conditions are metPrerequisites - Course Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - MAL003FBehavior and emotions in childhood: Challenges and interventions hideElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse Description
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in class - FÉL098FHealth and Inequality hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.
Face-to-face learningPrerequisites - Summer
- TÓS001MIntroduction to place based outdoor education hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
- an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
- opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
- an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
- development of personal experience in adventurous activities used in an outdoor pedagogy;
- development of higher education research skills: reading, digital research, and exploration of local museums and archives.
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Face-to-face learningPrerequisitesAttendance required in class - Year unspecified
- TÓS007MIntroduction to risk and safety management hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
This course is designed for students in leisure studies, tourism, and teachers’ education (including sport, kindergarten and primary school educators). Also ideal for outdoor educators and field researchers. Emphasis is placed on knowledge and essential skills in risk management and safety planning for outdoor environments. It combines theoretical knowledge with practical application, equipping students to manage risks effectively in diverse outdoor settings.
Learning Activities:
Lectures/classes: Weekly from Mid-August to end of October. Field trip (3 days): Last week of September or beginning of October.
- Virtual and in house classes focusing on theoretical knowledge and group discussions.
- Independent group work: Collaborative projects where students develop risk management plans and solutions for outdoor education scenarios. Emphases on students tackling real-world outdoor education challenges and applying knowledge to practical scenarios.
- Guest lectures: insights from experts in outdoor education, safety management, and risk assessment.
- Fieldwork (3 days): hands-on learning in outdoor settings to practice risk management and safety skills. Part of the field work is a first aid course focusing on comprehensive training in outdoor-specific first aid.
A significant portion of the course is conducted outdoors and includes hands-on exercises to build practical experience.
Distance learningPrerequisitesAttendance required in class
- Fall
- SFG003FSustainability education and leadership hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - HÍT101FHealth promotion, sport and leisure – Science and practice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL102FLearning and teaching: Supporting children with special needs hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT504MDeterminants of Health hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class - Spring 2
- ÍÞH209FHealth promotion hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - ÍÞH036MHealth behaviour and food choice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Distance learningPrerequisites - Not taught this semesterHHE602G, HHE601GFood culture health hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environment hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GTeaching-oriented cooking hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methods hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE501M, HHE502MFood skills and dietary choices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE301FPracticum I hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in class - HHE302FField challenges in health promotion and home economics hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites - Spring 2
- HHE201MSkills training for health promotion (practicum) hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GFood culture health hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environment hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GTeaching-oriented cooking hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methods hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE401FPracticum II hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterMAN018FDevelopment cooperation: Approaches and Institutions. Reading course. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.
Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.
Face-to-face learningPrerequisitesAttendance required in class - ÍÞH115FPhysical training, intensity and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - Not taught this semesterMAN0A3FGlobal health hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - KME109FResearch on early childhood education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT501MNutrition and training in youth hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.
The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught first half of the semester - TÓS102FLeisure and leadership hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience from the field, with the subject of the course.
The emphasis of the courseStudents are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.
The course focuses on achieving a balance between various types of study:- Acquisition
- Discussion
- Investigation
- Collaboration
- Practice
- Product
The setting of the course
Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.
Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course.
Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work.
At the end of the course, students organize seminars related to the subject of the course.
Distance learningPrerequisites - TÓS301FStrong groups: Compassion, collaboration and building a team hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course Description:
The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.
Topics:
The course has six themes, with the first four being the main focus:
- Strong Groups – Their characteristics and the role of professionals in building them.
- Empathy – What research says and how we teach empathy.
- Collaboration – What research says and how we teach collaboration.
- Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
- Social and Emotional Competence
- Flourishing – Its interplay with the societal context to which children and youth belong.
Approach and Methodology:
The course emphasizes balancing various types of learning:
- Acquisition learning
- Discussions
- Investigation/research
- Collaboration
- Activity and practice
- Production
The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - ÍÞH049FSleep, health and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - HÍT502MNutrition in performance sports hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught second half of the semester - HÍT001FSocial Skills Training and Empowering with focus on positive classroom management hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being.
Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course.
Course arrangement
The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content.
Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community.
The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS509MBullying prevention, best practices and interventions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- Course Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - FÉL098FHealth and Inequality hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.
Face-to-face learningPrerequisites - MVS210FEthics and Society hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - KME203FDevelopment of young children's mathematical ideas hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL003FBehavior and emotions in childhood: Challenges and interventions hideElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse Description
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in class - GKY201FComprehensive primary teaching hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NÆR613MFood and culture hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.
In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.
In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.
Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.
The course is taught if the specified conditions are metPrerequisites - KME206FReading and teaching to read: emphases and development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - ÍÞH211FEpidemiology of Physical Activity hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - Summer
- TÓS001MIntroduction to place based outdoor education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
- an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
- opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
- an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
- development of personal experience in adventurous activities used in an outdoor pedagogy;
- development of higher education research skills: reading, digital research, and exploration of local museums and archives.
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- SFG003FSustainability education and leadership hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - HÍT101FHealth promotion, sport and leisure – Science and practice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL102FLearning and teaching: Supporting children with special needs hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT504MDeterminants of Health hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class - Spring 2
- ÍÞH209FHealth promotion hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - ÍÞH036MHealth behaviour and food choice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Distance learningPrerequisites - Not taught this semesterHHE602G, HHE601GFood culture health hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environment hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GTeaching-oriented cooking hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methods hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE501M, HHE502MFood skills and dietary choices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE301FPracticum I hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in class - HHE302FField challenges in health promotion and home economics hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites - Spring 2
- HHE201MSkills training for health promotion (practicum) hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GFood culture health hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environment hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GTeaching-oriented cooking hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methods hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE401FPracticum II hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterMAN018FDevelopment cooperation: Approaches and Institutions. Reading course. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.
Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.
Face-to-face learningPrerequisitesAttendance required in class - ÍÞH115FPhysical training, intensity and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - Not taught this semesterMAN0A3FGlobal health hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - KME109FResearch on early childhood education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT501MNutrition and training in youth hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.
The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught first half of the semester - TÓS102FLeisure and leadership hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience from the field, with the subject of the course.
The emphasis of the courseStudents are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.
The course focuses on achieving a balance between various types of study:- Acquisition
- Discussion
- Investigation
- Collaboration
- Practice
- Product
The setting of the course
Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.
Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course.
Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work.
At the end of the course, students organize seminars related to the subject of the course.
Distance learningPrerequisites - TÓS301FStrong groups: Compassion, collaboration and building a team hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course Description:
The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.
Topics:
The course has six themes, with the first four being the main focus:
- Strong Groups – Their characteristics and the role of professionals in building them.
- Empathy – What research says and how we teach empathy.
- Collaboration – What research says and how we teach collaboration.
- Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
- Social and Emotional Competence
- Flourishing – Its interplay with the societal context to which children and youth belong.
Approach and Methodology:
The course emphasizes balancing various types of learning:
- Acquisition learning
- Discussions
- Investigation/research
- Collaboration
- Activity and practice
- Production
The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - ÍÞH049FSleep, health and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - HÍT502MNutrition in performance sports hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught second half of the semester - HÍT001FSocial Skills Training and Empowering with focus on positive classroom management hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being.
Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course.
Course arrangement
The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content.
Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community.
The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS509MBullying prevention, best practices and interventions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- Course Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - FÉL098FHealth and Inequality hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.
Face-to-face learningPrerequisites - MVS210FEthics and Society hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - KME203FDevelopment of young children's mathematical ideas hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL003FBehavior and emotions in childhood: Challenges and interventions hideElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse Description
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in class - GKY201FComprehensive primary teaching hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NÆR613MFood and culture hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.
In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.
In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.
Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.
The course is taught if the specified conditions are metPrerequisites - KME206FReading and teaching to read: emphases and development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - ÍÞH211FEpidemiology of Physical Activity hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - Summer
- TÓS001MIntroduction to place based outdoor education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
- an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
- opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
- an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
- development of personal experience in adventurous activities used in an outdoor pedagogy;
- development of higher education research skills: reading, digital research, and exploration of local museums and archives.
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- SFG003FSustainability education and leadership hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation.
To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).
Examples of issues to be dealt with:
- Education for sustainability in formal and informal settings (e.g. in workplaces)
- Leadership for sustainability (e.g. whole school or leisure activity change)
- Relations between science and sustainability (e.g. tactic/principle)
- Wicked problems
- Rural development and sustainability
- Creating shared values (including corporate social responsibility)
- Curriculum change
Distance learningPrerequisitesAttendance required in class - HÍT101FHealth promotion, sport and leisure – Science and practice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.
Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL102FLearning and teaching: Supporting children with special needs hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT504MDeterminants of Health hideMandatory (required) course10A mandatory (required) course for the programme10 ECTS, creditsCourse Description
Definitions of the concepts of health, welfare, disease and disability will be discussed. We will further explore factors undermining health as well as looking into what promotes health. Special emphasis will be on social and environmental influences on health. Different approaches to health promotion will be introduced as well as discussing health promotion and responsibility
Distance learningPrerequisitesAttendance required in class - Spring 2
- ÍÞH209FHealth promotion hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed. Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.
The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - ÍÞH036MHealth behaviour and food choice hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.
Distance learningPrerequisites - Not taught this semesterHHE602G, HHE601GFood culture health hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environment hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GTeaching-oriented cooking hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methods hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterHHE501M, HHE502MDietetic food and food for special occasions hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
Dietetic food and food for special occasions
Input and main tasks:
The course will cover various aspects of the diet that does not fall under the traditional diet. The difference between diet and eating habit will be analyzed. Under the concept of dietetic fall diseases, common food allergies, food intolerance and religions and these matters are examined separately. Students learn to adapt and change the recipes for special diets. They also receive training in cooking various dishes for specials diets. Food for feasts, picnic tours and travel and food for athletes will be analyzes. Students had the chance to prepare small feasts, snacks for hiking and travel and food for a variety of sports. Trends in food cuisine will be examined, what is most the popular, both domestic and abroad.Teaching:
The program involves the direct teaching, practical training, teaching exercises, group assignments and independent projects of individual students.Work Methods:
The course is taught both in classes and as distance learning. During the course, students will on one academic project 40% and three other projects 60%. Students will cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5,0 is needed in each project and exam.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE501M, HHE502MFood skills and dietary choices hideRestricted elective course10Restricted elective course, conditions apply10 ECTS, creditsCourse Description
The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.
Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.
Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.
Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.
Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.
Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.To pass the course, a minimum score of 5.0 in each project and exam is needed.
Face-to-face learningDistance learningPrerequisitesAttendance required in classExtra material fee collected - HHE301FPracticum I hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The main subject of the course is a field study in home economics and health promotion in elementary schools and health promoting institutions. Emphasis is placed on introduce participants to basic elementary education, focusing on home economics and health promotion at all levels of elementary school. The main objectives of home economics, and the national curriculum, assessment, planning and organization are discussed. Role of home economics teachers, management and organization of class lessons. The role of those who lead health promotion in elementary schools will also be discussed.
Face-to-face learningPrerequisitesAttendance required in class - HHE302FField challenges in health promotion and home economics hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course will discuss issues and challenges that student teachers face in the field of health promotion and home economics teaching. It is also intended to help students understand various health-related challenges that elementary school students may face during their schooling.
The latest research in the field of health promotion will be reviewed, along with theories and methods for assessment in home economics. Special emphasis will be placed on examining factors that may affect the health and well-being of students during their schooling.
The project Health-promoting primary school or other health-promoting projects under the auspices of the Office of the Medical Director of Health will be examined in detail. Students discuss the ideology and implementation of these projects and come up with suggestions on how a home economics teacher can lead and participate in this work in schools or at other levels.
A comparison will be made between the Icelandic National Curriculum Guide and the main curricula of other countries in home economics. What is well taken care of and what could be done better in this country. How should the National Curriculum Guide develop? Particular attention will be paid to issues such as the environment and sustainability from the perspective of the United Nations' Sustainability Goals. A variety of concepts and ideologies are examined in development projects related to teaching in the field.
The course supports teaching in students' field studies and should be taken in parallel with the course HHE301F Learning and teaching - Field studies in home economics I.
Face-to-face learningDistance learningPrerequisites - Spring 2
- HHE201MSkills training for health promotion (practicum) hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
During the course, students get insight into health promotion in practice. Places are to be visited where a health promotion plan has either been introduced or is intended to implement. The placement may be in a school setting, afterschool programm or sports venue, workplace or elsewhere in society. Students assess the situation and evaluate the current job as well as participate in the preparation and implementation of a project or health-promoting work already in progress. This gives students the opportunity to make use of methods, intruments and ideas presented in other courses.
Distance learningSelf-studyPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GFood culture health hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
Main topics:
Emphasis is placed on reading theoretical texts about cooking and baking and the physics behind it. In connection with the reading, students learn the main basic methods of cooking and baking and how they relate to the health of the food. Emphasis will be placed on the students' understanding of what constitutes a healthy diet. Among other things, various dishes related to the subject of the reading material will be cooked, as well as dishes that are considered descriptive of Icelandic cuisine in the 20th century. For comparison, international dishes from different countries will be cooked. The basics of general hygiene and microbiology will be covered. Students are expected to gain an understanding of the importance of a healthy lifestyle and hygiene from a personal and societal perspective related to health and finances.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Not taught this semesterHHE602G, HHE601GField studies in health promotion and home economics II - Food culture and environment hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Food culture health. The course aims to prepare students for field studies in home economics with an emphasis on food culture and the environment in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Emphasis will be placed on training in the preparation of thematic projects on food culture and the integration of sustainability with projects in home economics. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GTeaching-oriented cooking hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The main subjects are cooking, baking, demonstrations, food waste and sustainability. The course aims to provide students with training in cooking instruction, which is mainly based on introducing study materials in home economics to students. How to hold demonstrations, work and speak in parallel in front of others will be covered. Cooking will be covered with students at junior and senior levels, with an emphasis on the basics of cooking. Also on healthy daily nutrition for children and young people and what they need to know. Food waste in one's own home will be examined and packaging literacy, packaging use and waste of resources around them will be reviewed.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE402G, HHE401GField studies in health promotion and home economics I - Lifestyles and work methods hideMandatory (required) course5A mandatory (required) course for the programme5 ECTS, creditsCourse Description
The course shall be taken in parallel with the course Teaching-oriented cooking. The course aims to prepare students for field studies in home economics with an emphasis on lifestyles and work methods in the context of pedagogical aspects and the study and working environment of the subject in primary and secondary schools. The goal is for students to be able to relate and justify the value and importance of health promotion and home economics for the future of individuals and society as a whole. Students are introduced to the diversity of teaching, the use of concepts and a variety of teaching methods related to health promotion and home economics. Students work with their own ideas for teaching projects in consultation with the course teacher and the field guidance teacher. They also take into account the learning criteria of home economics in the main curriculum and the school curriculum of the receiving school. The teaching projects are age-oriented and have a connection to creativity, sustainability and literacy as well as other basic elements of education. Students receive training in working methods for admission and demonstration teaching, the preparation of teaching plans and comparing different assessment methods that are suitable for a variety of home economics methods. Students receive training in the preparation of teaching plans and teaching projects for various levels of primary and secondary school. Various methods of teaching nutrition will be introduced, among other things by integrating with other subjects. Students keep a guidebook related to the projects and the field part of the study and submit a report on the field part of the study.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HHE401FPracticum II hideMandatory (required) course15A mandatory (required) course for the programme15 ECTS, credits12 fieldwork creditsCourse Description
The course is a continuation of the course "Field Study 1" and is also conducted mostly in the field. Emphasis is placed on practical teaching methods and ways to accommodate diverse student groups. Different approaches to discipline management will be discussed. Efforts will be made to promote teacher’s student in the field of teaching. Projects from “Field study 1” will be continued.
Face-to-face learningPrerequisitesAttendance required in class
- Fall
- Not taught this semesterMAN018FDevelopment cooperation: Approaches and Institutions. Reading course. hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course treats the debate on aid effectiveness, and institutions and actors within international aid, approaches to development cooperation, and their strengths and weaknesses. Multilateral institutions, bilateral donors, non-governmental organizations and emerging donors will be presented. Important approaches to aid, such as project support, sector-wide approach, budget support, result-based management, participatory methods and gender sensitive approaches will be introduced. as well as challenges in environmental and resource management and disaster aid.
Note: The course is only open to students that are yet to complete this course as a mandatory option, i.e. students registered for a postgraduate diploma in Development studies or Global health, and Global study MA-students with development studies as area of specialization.
Face-to-face learningPrerequisitesAttendance required in class - ÍÞH115FPhysical training, intensity and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - Not taught this semesterMAN0A3FGlobal health hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
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.
Face-to-face learningDistance learningPrerequisitesCourse taught first half of the semester - KME109FResearch on early childhood education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - HÍT501MNutrition and training in youth hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.
The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught first half of the semester - TÓS102FLeisure and leadership hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Subject of the course
Leadership, professionalism and goals of organizations in the field of leisure and after school are the subject of the course. Participants learn about inclusive leadership skills, servant leadership, change- and crisis management and the value of culture in workplaces. The field of leisure and informal/half formal learning will be the focus, but also the interaction of the field with other institutions that are involved in education and welfare.The role of the leader in an inclusive society and the development of the field in an Icelandic as well as international context will be discussed. Students have the opportunity to connect their ideas, knowledge and experience from the field, with the subject of the course.
The emphasis of the courseStudents are given considerable freedom of action in assignments work and will be encouraged to work independently and to contribute to course topics.
The course focuses on achieving a balance between various types of study:- Acquisition
- Discussion
- Investigation
- Collaboration
- Practice
- Product
The setting of the course
Each session (two weeks long) is closed with a discussion lesson. Those who do not have the opportunity to participate in discussion lessons in real time work on an inquiry assignment that they hand in.
Participation is compulsory in on-site sessions (staðlotur) and seminars at the end of the course.
Teaching will be in the spirit of the flipped classroom, with a mix of lectures, discussions and collaborative work. Assignments are both group work as well as individual work.
At the end of the course, students organize seminars related to the subject of the course.
Distance learningPrerequisites - TÓS301FStrong groups: Compassion, collaboration and building a team hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Course Description:
The goal of this course is for students to acquire theoretical knowledge about effective ways to work with and strengthen groups in school and leisure settings, with emphasis on social and emotional competence, empathy, collaboration, and team cohesion.
Topics:
The course has six themes, with the first four being the main focus:
- Strong Groups – Their characteristics and the role of professionals in building them.
- Empathy – What research says and how we teach empathy.
- Collaboration – What research says and how we teach collaboration.
- Team Cohesion – Its significance for fostering a positive culture in school and leisure communities.
- Social and Emotional Competence
- Flourishing – Its interplay with the societal context to which children and youth belong.
Approach and Methodology:
The course emphasizes balancing various types of learning:
- Acquisition learning
- Discussions
- Investigation/research
- Collaboration
- Activity and practice
- Production
The course is structured with weekly sessions, including in-person modules and remote learning. Students can choose to attend classes in person, participate live on Zoom, or listen to recordings and complete active assignments. Additionally, there are mandatory in-person modules. The course involves lectures, discussions, reading, listening, and watching, as well as project work done both in groups and individually. There is also an overnight trip or a comparable activity in the city. Efforts will be made to connect the course topics as closely as possible to the students’ circumstances and experiences.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - SFG104FLife Skills - The Self hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Content: The course focuses on the theory and practice of those elements of life skills education that have to do with the self and personal skills. The course is in accordance with the Icelandic national curriculum, working towards mental health, healthy self-image and strong moral character in students. Topics include character education, experiments in living and mindfulness.
Methods: Most weeks there will be lectures and discussions. Lectures will usually be recorded before sessions and uploaded to the course website on Canvas. Students should view them before taking part in sessions. Discussions will not be recorded, but students who are not able to attend can participate by posting a blog on the course website. Students submit four assignments.
Distance learningPrerequisites - ÍÞH049FSleep, health and recovery hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences.
Face-to-face learningPrerequisitesAttendance required in classCourse taught second half of the semester - KME115FWorking in inclusive practices hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.
Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals.Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.
Face-to-face learningDistance learningPrerequisites - HÍT502MNutrition in performance sports hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.
The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.
Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.
Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.Face-to-face learningDistance learningPrerequisitesAttendance required in classCourse taught second half of the semester - HÍT001FSocial Skills Training and Empowering with focus on positive classroom management hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The aim of the course is for participants – teachers and other educators involved in managing groups of children/adolescents – to increase their knowledge about methods that support appropriate child/adolescent behavior. Participants will learn how to use effective, evidence-based methods, built on trust and respect, which support social skills, empower youth, and foster their well-being.
Major topics include: a) Assessment of state of group management and strengths of child/adolescent groups. Creating and teaching behavioral expectations. Using clear directions to promote cooperation. b) Training in using various forms of encouragement, primarily with the whole group. c) Ways to achieve balance in using encouragement and managing difficult behaviour. Practical aspects of group management examined more closely and practiced. d) Strategic problem solving and important aspects of collaborating with parents. Reassessment of group management status at the end of the course.
Course arrangement
The course includes both in-class and home assignments for participants to apply and practice in the field, to enhance their own group management practices. Course activities include discussion, in-class exercises, and diverse group activities. Course assessment is based on reading assigned chapters and articles, submission of assignments completed by course participants and their child/adolescent groups, and active participation in on-line course discussions about course content.
Classes will take place in real-time on Zoom or on campus (during on-site session week) for a total of eight half days from August to November, during which time course content and skills will be reviewed and practiced. As part of course assignments, participants apply the methods themselves with their child/adolescent groups in the field, in between classes. The course involves active collaboration and field-based practice of the skills taught. Participants are given an opportunity to learn together and support each other in developing effective practices in working with children. A central goal is for participants to view the use of constructive, evidence-based methods to promote positive youth adjustment and educator job satisfaction as a shared responsibility of the entire school and leisure community.
The course is intended for all teachers and other educators involved in managing groups of children/adolescents in pre- schools, elementary schools, and in leisure work.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - TÓS509MBullying prevention, best practices and interventions hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.
The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.
The course is based on lectures, discussion and working sessions, field experiences and student presentations.
Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - Spring 2
- Course Description
The course provides an overview of public health in a global perspective. A special emphasis will be placed on the United Nation‘s Sustainable Development Goals and the Icelandic government’s plan of implementation. Additionally, specialists from different sectors will cover selected topics which may include health predictors, determinants of health and burden of disease in low income countries, social inequality, as well as policies that might improve primary health care and public health in those areas; the effects of conflict, insecurity and natural disasters on health; and relief worker experiences working in disaster areas.
The course may include a field trip to an institution in the fields of foreign policy, aid work or refugee resettlement in Iceland.
Face-to-face learningPrerequisitesAttendance required in classCourse taught first half of the semester - FÉL098FHealth and Inequality hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Social inequality impacts health. Those who are more vulnerable in society have, in general, worse health than those with more resources. In this course, we will focus on the relationship between social standing and health. Students will be introducted to the major theories within medical sociology, for example Link and Phelan´s theory of fundamental causes of disase and we will cover major empirical research in the field. One of the most important contribution of sociology is an understanding of how larger societal forces (for example, the health system and the welfare system) shape individual lives and therefore we will look at how the relationship between social standing and health is shaped by these forces. Since our health is a complex phenomenon we will also look at it from an interdisciplinary perspective, by using insights from public health, health science, antropology, and political science.
Face-to-face learningPrerequisites - MVS210FEthics and Society hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland were the core of the conflict will be defined and underlying values will be drawn out.
Face-to-face learningDistance learningPrerequisites - KME203FDevelopment of young children's mathematical ideas hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored.Activities:
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online and through the course webpage. The course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools.Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades. Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - MAL003FBehavior and emotions in childhood: Challenges and interventions hideElective course10Free elective course within the programme10 ECTS, credits2 fieldwork creditsCourse Description
The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.
The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.
The learning arrangements consist of lectures and group work.Face-to-face learningDistance learningPrerequisitesAttendance required in class - GKY201FComprehensive primary teaching hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
In the course there will be an emphasis on the develoment of learning of primary children, learning materials and planning. Emphasis will be on reading research on teaching and learning of primary children in school subjects and social aspects of learning. The focus will be on the integration of subjects, particularly social studies and natural sciences, along with creative work using diverse materials and technological solutions. Students will choose a field of study for assignments to develop their knowledge of primary teaching.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - UME206FRisk behavior and resilience among adolescents hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.
The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - NÆR613MFood and culture hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Everybody need to eat; food connects nature to culture, culture to industry, the public to the private, the local to the global, the home to the workplace, the past to the present and one person to another in relationships that organize and transcend the axes of class, gender, ethnicity, race and age. The study of food demonstrates that food is always laden with meaning that exceeds its nutritional value and that this meaning is central to understanding the relationship between food and people, one of the more important relationships we have with the world. Food habits thus reveal our views, values and aestethics, and food shapes our existence, bodies, memories, society, economy and ethics.
In the course we will explore what people eat, how, when, with whom and why. Doing so provides us with valuable insights regarding gender and generations, food safety and health, sustainability and human rights, class and cultural diversity, sense and sensibility, technology and food production, food and diet trends, food traditions and cultural heritage, emotions and microbes, friendship and family dynamics.
In the course we explore the relationship between food production and consumption in the 21st century with specific emphasis on public health, ethical consumption and sustainability.
Food and culture is an interdisciplinary course taught in cooperation between the Department of Folkloristics/Ethnology and Museum Studies and the Faculty of Food Science and Nutrition.
The course is taught if the specified conditions are metPrerequisites - KME206FReading and teaching to read: emphases and development hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.
Face-to-face learningDistance learningPrerequisitesAttendance required in class - ÍÞH211FEpidemiology of Physical Activity hideElective course5Free elective course within the programme5 ECTS, creditsCourse Description
Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).
The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.
Face-to-face learningPrerequisitesCourse taught first half of the semester - Summer
- TÓS001MIntroduction to place based outdoor education hideElective course10Free elective course within the programme10 ECTS, creditsCourse Description
Place-responsive education is a learning that is rooted in what is local: the unique history, environment, culture, economy, literature, and art of a particular place.
In this course, the local community provides the context for learning. An experiential approach is used and with the perspective of “sailing and the seashore”. Student work focuses on community needs and interests, and community members will, with educators from the university, serve as resources and partners in teaching and the learning process.
A pedagogy of place in outdoor education allows us to discover and inhabit the world in a manner that acknowledges the historical roots and cultural connections to the stories of our people. As such this moves outdoor education and recreation practice into the 21st century. Moves beyond what was the dominant UK (western) paradigm of imperialistic, white, masculine, colonisation of outdoor spaces as wild landscapes to be conquered. As such place connection, and place responsiveness, helps develop a deeper understanding, respect, and care of these places. By connecting with the stories of the past and present it is possible to conceive of what the future stories may be. These new perspectives and understanding help students to consider the bigger questions around global issues; environmental justice, sustainability, and social justice.
The syllabus will typically include:
- an examination of the concept of place in an outdoor pedagogy and how this challenge the dominant underpinning philosophies of the adventure paradigm;
- opportunities to develop curiosity about place and develop a process to apply this in a variety of settings including in a global context;
- an introduction to the contribution that adventurous activities on the water make to place-responsive outdoor education experiences in a coastal location;
- development of personal experience in adventurous activities used in an outdoor pedagogy;
- development of higher education research skills: reading, digital research, and exploration of local museums and archives.
This course is run as a collaboration of the University of Iceland and the Outdoor Learning team at Plymouth Marjon University UK and is supported by Siglunes Watersport Centre, Oceancluster, Reykjavik Maritime museum, Hostelling International, The Icelandic Lighthouse Society and Reykjavík City Museum.
Work Methods:
The course is based on active students and participation. The course takes place August xx and xx the year 2026 and is based on teaching throughout the day. Preparation day is June xx at 16.30-18.
Face-to-face learningPrerequisitesAttendance required in class
The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.
Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.
Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.
Most students who train as teachers go on to work in compulsory or upper secondary schools. Teaching graduates from the University of Iceland are in high demand.
An education in this area can open up opportunities in:
- Teaching home economics and health promotion
- Health promotion at all levels of the education system
- Policy making in health promotion
- Course management and education
- Learning material development and implementation
This list is not exhaustive.
Vatnið is the organisation for sport and health sciences students. Vatnið organises a busy social calendar with a range of events, advocates for students, and represents them on the University of Iceland Student Council.



Study wheel
What interests you?
How to apply
Follow the path
If you still have questions, feel free to contact us.
The Service Desk is a point of access for all services. You can drop in at the University Centre or use the WebChat at the bottom right of this page.
Follow the School of Education on Instagram, Youtube
and Facebook
