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.

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.

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).

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.

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

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

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

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

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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

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

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

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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.

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. 

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 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.

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.

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.

Growth, development and maturation during childhood will be discussed. Special emphasis is paid to the importance of physical exercise training for children and adolescent’s health and well-being. The sex role and sex differences in sport and exercise will be explored. Different kind of endurance training and resistance training programs for children and youth will be introduced. Describe the effects of early specialization and multilateral exercise training on children and adolescents physical developments. Sport´s club where the main focus is physical exercise training for children and youth, and will be visited.  

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.

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.

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 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.

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.

NOTE: This is an intensive course taught in one block from 10-14 May 2021 (the week after the end of final exams in the spring semester), for six class hours each day (total of 30 class hours). Students must read all the course literature before the first day of classes. They do field research and present preliminary results in a seminar during this week and then write up a final paper after the course ends.

Nigella licks her finger in slow motion on her TV show after dipping it in gravy. She makes a sensual sound, as she looks into the camera and beckons us to enjoy it with her. Flip the channel, and celebrity chef Gordon Ramsey shouts relentlessly at other chefs who are fighting to save their restaurants. Many of them shed tears while he scolds them.

Sensuality, anger, stress, excitement, chauvinism, femininity, cream, dieting, healthy eating, food blogs, bake-offs and the fight for better and more righteous foodways all reflect the current popularity of food as entertainment and as an instrument for making people and society better. How can we explain this current tremendous interest, obsession even, with food and nutrition?

In this course we will investigate some select ingredients that have been turned into desirable cultural forms and focus in particular on how imaginations of gender and lifestyle take shape in such phenomena as television food shows, cookbooks, cooking competitions, and food blogs.

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.

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.

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.

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.

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.

Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

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 6-8 and 11-13 the year 2025 and is based on teaching throughout the day.  Preparation day is June 25th at 16.30-18.

The material fee is ISK 15,000

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 16 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.

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. 

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.

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.

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).

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.

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

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

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

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

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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

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

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

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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.

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. 

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 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.

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.

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.

Growth, development and maturation during childhood will be discussed. Special emphasis is paid to the importance of physical exercise training for children and adolescent’s health and well-being. The sex role and sex differences in sport and exercise will be explored. Different kind of endurance training and resistance training programs for children and youth will be introduced. Describe the effects of early specialization and multilateral exercise training on children and adolescents physical developments. Sport´s club where the main focus is physical exercise training for children and youth, and will be visited.  

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.

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.

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 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.

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.

NOTE: This is an intensive course taught in one block from 10-14 May 2021 (the week after the end of final exams in the spring semester), for six class hours each day (total of 30 class hours). Students must read all the course literature before the first day of classes. They do field research and present preliminary results in a seminar during this week and then write up a final paper after the course ends.

Nigella licks her finger in slow motion on her TV show after dipping it in gravy. She makes a sensual sound, as she looks into the camera and beckons us to enjoy it with her. Flip the channel, and celebrity chef Gordon Ramsey shouts relentlessly at other chefs who are fighting to save their restaurants. Many of them shed tears while he scolds them.

Sensuality, anger, stress, excitement, chauvinism, femininity, cream, dieting, healthy eating, food blogs, bake-offs and the fight for better and more righteous foodways all reflect the current popularity of food as entertainment and as an instrument for making people and society better. How can we explain this current tremendous interest, obsession even, with food and nutrition?

In this course we will investigate some select ingredients that have been turned into desirable cultural forms and focus in particular on how imaginations of gender and lifestyle take shape in such phenomena as television food shows, cookbooks, cooking competitions, and food blogs.

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.

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.

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.

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.

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.

Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

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 6-8 and 11-13 the year 2025 and is based on teaching throughout the day.  Preparation day is June 25th at 16.30-18.

The material fee is ISK 15,000

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 16 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.

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. 

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.

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.

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).

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.

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

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

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

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

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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

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

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

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

 Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

 Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

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.

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.

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. 

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 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.

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.

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.

Growth, development and maturation during childhood will be discussed. Special emphasis is paid to the importance of physical exercise training for children and adolescent’s health and well-being. The sex role and sex differences in sport and exercise will be explored. Different kind of endurance training and resistance training programs for children and youth will be introduced. Describe the effects of early specialization and multilateral exercise training on children and adolescents physical developments. Sport´s club where the main focus is physical exercise training for children and youth, and will be visited.  

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.

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.

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 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.

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.

NOTE: This is an intensive course taught in one block from 10-14 May 2021 (the week after the end of final exams in the spring semester), for six class hours each day (total of 30 class hours). Students must read all the course literature before the first day of classes. They do field research and present preliminary results in a seminar during this week and then write up a final paper after the course ends.

Nigella licks her finger in slow motion on her TV show after dipping it in gravy. She makes a sensual sound, as she looks into the camera and beckons us to enjoy it with her. Flip the channel, and celebrity chef Gordon Ramsey shouts relentlessly at other chefs who are fighting to save their restaurants. Many of them shed tears while he scolds them.

Sensuality, anger, stress, excitement, chauvinism, femininity, cream, dieting, healthy eating, food blogs, bake-offs and the fight for better and more righteous foodways all reflect the current popularity of food as entertainment and as an instrument for making people and society better. How can we explain this current tremendous interest, obsession even, with food and nutrition?

In this course we will investigate some select ingredients that have been turned into desirable cultural forms and focus in particular on how imaginations of gender and lifestyle take shape in such phenomena as television food shows, cookbooks, cooking competitions, and food blogs.

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.

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.

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.

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.

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.

Theoretical background of the course is based on the science of well-being and how it can be applied in pedagogic and educational setting – or on positive education. Main emphasis is on social- emotional and etical learning or so called SEE learning which is an internatinoal approach aswell as curriculum. We also introduce so called UPRIGHT which is an approach to support students resilience. Other concepts include mindfulness, mindset and strength based approach in pedagogy and education. Methods for working on well-being are presented, such as mindfulness. Main focus is how we can support and teach social, emotional and etical learning as parents, care-takers and educators.
Students’ assignments will both be theoretical and applied to their field of work or interest.
The course is organized with lectures, discussions and workshops. The assessment of the course is partly based on participation.

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 6-8 and 11-13 the year 2025 and is based on teaching throughout the day.  Preparation day is June 25th at 16.30-18.

The material fee is ISK 15,000

Emphasis is placed on interdisciplinary approaches, a collaboration between students and teachers of different fields of study. The field of study is the nature of Iceland. Work with three subjects ie. reflection, friluftslif and sustainability with an emphasis on the personal- and professional development of participants.

The course will cover the relationship between man and nature and the reflection of their own experiences.  Issues will be taught and trained about traveling through the wilderness. The ideology of outdoor life is discussed and it is linked to contemporary times.

The layout will be as follows:
Preparatory day 16 May 2025 17-18.30.

Daytrips are scheduled on 25 May, and 1 June 10:00-17:00.

The course field trip is 13 - 15 June 2025 (Friday at 9:00 to Sunday at 18:00). Going out of town, staying in tents, and traveling in nature around Iceland. Further agenda announced in May.

The material fee is ISK 13,000. In addition, students pay the cost of camping, food, and travel. 

Compulsory attendance is in all aspects of the course.

Assessment

To complete the course, each student must do the following:
1. Participate actively in the whole course (preparation day, trip and workshop).
2. Read study material and put it in context.
3. Before departure to have chosen one book out of three and read.
4. Submit a 500-600 word reflection on one book (students choose one of three books) to be selected and read before leaving.
5. Keep a journal, both with the group and one to train them in applying critique or reflective learning methods. The group book is submitted as study material, but the individual book is not returned in its entirety to the teacher, but is used as a basis in the "Analytical refflection on the experience".
6. Submit a project based on a reflective journal. Its scope is 4-6 pages (2500-3500 words), follow APA rules regarding installation and reference to sources. There must be a special chapter where the theoretical basis of thoughtful learning methods is discussed.
7. In August, the group meets again and examines the experience in the context of their own outdoor activities during the summer and the theoretical context of the course.
Assessment is complete / incomplete. It is not possible to complete part of the course.

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.