Introduction to the main topics, concepts and theories of tourism studies. Social, cultural and economic reasons for tourism and the effects of tourism on environment, society and economy. History and development of travels and tourism and main tourist destinations today. Students must pass all sections of the evaluation.

Introduction to concepts and theoretical approaches in social science, emphasizing their use in contemporary Human Geography and Tourism Studies. The aim of the course is to make students familiar with concepts in scientific discourse and train them in using concepts in argumentation. Among concepts dealt with in the course are: place, space, global, local, globalisation, sustainable development, nature, landscape, culture, identity, image and society. Teaching is in the form of lectures and discussion in smaller groups about themes in student assignments. To qualify for the written exam students need to participate in discussion sessions and assignments. For a successful course outcome a minimum requirement is needed in both exam and assignments.

The course deals with different aspects of working methods in university education and is intended to provide students with applied preparation for university studies. The course is split up in few themes that particular projects and exercises are connected to. The course deals with the preconditions and aims with research, system of references and citations, oral presentations and issues of writing, style and representation of data. Furthermore, the support system for students at the UI will be introduced (library and student counselling).The active participation of students is emphasized with the aim that they endorse effective working methods in their studies.

Other study skill courses may be considered equivalent 

Course Description: The aim of this module is to familiarise students with basic geological, geomorphological and ecological processes that matter for the planning and management of nature based tourism. The formation of land and its subsequent denudation is explained. The emphasis will be on volcanism, plate tectonics, glaciers, soils, vegetation and animal life. Special emphasis will be on characteristics of Iceland and Icelandic nature, consequences of the country's isolation and the interplay of the various environmental processes that have impacted the formation of Icelandic landscape and ecosystems. Field excursion will be undertaken around mid term. The students need to pass all the module's components.

Tutor classes for geography and turism students

The aim of the course is provide knowledge about tourism in Iceland and main tourist destinations and routes. Students also undergo practical training in organising trips, for example through the use of relevant mapping tools and methods. Travel routes are examined with regard to recreational services, and characteristics and attractions (f. ex. nature, history, culture). 

Emphasis is placed on training in:

• Collecting data to organise trips within Iceland for different tourist groups.
• Communication of information to tourists and writing brief information columns.
• Spatial thinking and use of geographical data in organisation of travel routes.

Students go on visual tours around the country. 

The subject of the course relates to the management and development of services and internal quality work at tourism companies and institutions. It will be discussed how these issues have a direct and/or indirect effect on the success of companies and institutions, which can be assessed in a variety of ways. Students work on a real project with a company of their choice, where the internal working aspects and structure of a company are analyzed. Part of the course is devoted to professional development, where an insight into jobs in the tourism market is given and students take the first steps in building a CV and portfolio.

At the beginning of the course some main statistical concepts are introduced, such as population, sample, variable and randomness. Various descriptive statistics are introduced, as well as basic graphical representations. Fundamentals of probability theory are introduced, as well as the most common probability distributions. The rest of the course deals with inferential statistics where hypotheses tests and confidence intervals for means, variance and proportions are covered as well a analysis of variance (ANOVA) and simple linear regression. Students will be trained in using Excel for descriptive statistics and producing graphs. Students will further learn how to apply the above mentioned methods in the statistical software SPSS.

This course deals with different types of tourism and manifestations of the tourism industry in various regions of the world. The course looks at particular currnets of tourism, such as masstourism, pro-poor tourism and backpacking tourism as well as introducing theories about the driving forces of travelling. The discussion is put in societal context of specific areas. Emphasis is put on providing insight into geographical context of tourism in the world today and the challenges and solutions that the tourism industry is dealing with in different places.

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

The aim of this course is to introduce theory and concepts of marketing and service management in hospitality and tourism. Special focus is on projects that build up responsible marketing and service

This course is part of FER306G and the courses should be taken simultaneously

The aim of this course is to introduce theory and concepts of marketing and service management in hospitality and tourism. Special focus is on projects that build up responsible marketing and service

The main characteristics of the world economy are examined, in the light of the globalisation of economy, politics and culture taking place over the last decades. Shifts in the centre of gravity of the global economic system are outlined, as well as how various regions and countries relate to that system in different ways. Main actors and institutions that influence globalisation are identified and analysed, including multinational corporations, international institutions and states. Examples from different economic sectors are studied, including how chains of production and consumption have changed and what the impacts have been for places and regions.

In the 1980s that scholars in social sciences started considering tourism as an important topic of study. Questions such as "who is the tourist?", "what are the reasons behind travelling?" and "how can tourism be defined?" became dominant at first and influenced the original theorisation. These questions are still being asked, although with an ever changing emphasis in a constantly changing social, political and economic circumstances.

This module will look at the core theories in tourism and provide insight into different approaches to the topic by different scholars. Students will have to consider the theme of the course in order to think about the relevance of different approaches and theories if they were to set upp their own project in the field of tourism.

The aim of the course is to provide students with theoretical foundations and training in social science methodologies commonly used in geography and tourism. Themes covered include the epistemological premises of social science research; research ethics; and common methods, both qualitative and quantitative. Special emphasis is laid on: a) how to carry out research interviews, including preparation and framing of interviews, selection of interviewees, interviewing, transcription, coding and analysis; b) survey research methodology, including organization of question surveys, sampling methods, the making of questionnaires, validity and reliability, wording of questions, dataset creation and analysis; and d) the coordination of methods. Lectures and discussion sessions aim to prepare students for a research project carried out during the semester.

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

The course deals with tourism planning and policy in the context of environment, society and economy. Broadly speaking planning issues touch on every aspect of tourism. Students will learn about the ideological premises of tourism planning and policy, historical development of policy making in Iceland and internationally with a special emphasis put on sustainable development and UN Sustainable Development Goals. The course will give students tools to describe, analyse and evaluate the premises, development and deployment of planning and policy work in tourism. The aim is to bridge between conceputal discussion and practical application.

Fieldwork is within the capital area

Major theories and policy regarding the development of localities and regions are reviewed, together with a consideration of Icelandic conditions in this regard. Population developments, industries and work opportunities, as well as non-economic factors which influence local development, are examined for different  types of localities in Iceland, with emphasis on the 21 century. Goals, methods and conflicting opinions on regional policy are also looked into. At the end of this course the student should be familiar with the specific conditions of the various regions and localities of Iceland, and able to understand their position in a wider context of global development.

BS-thesis

In the final phase of the undergraduate programme, students work on an independent research project, involving a tourism-related topic that matches their own interests. The aim is to provide students with experience in organising and carrying out their own research. The course starts with common sessions at the beginning of the spring semester, followed by students working independently. They define their topics, formulate research questions and research design, investigate sources, define a theoretical framework and decide upon a methodological approach. Each project is allocated a teacher who acts as a supervisor. The research project as a whole is written up in a thesis, in the format stipulated by Faculty regulations.

Tourism is one of the largest industries in the world and there is a lot of competition for the tourist. Emphasis on innovation and service development is therefore important for companies and areas in and related to tourism in order to create a unique position and deal with changes that are not subject to fierce competition. This course will cover the main trends and currents in the theoretical and practical context of innovation. Students receive training in innovation work, development and design of services and preparation of business plans.

The legend tradition will be examined in detail in this course, in the light of both earlier and more recent academic theory concerning this subject. The concentration will be placed on Icelandic legends, how they have come about, been passed from person to person, living and developing in the oral tradition. Particular attention will be paid to what these legends tell us about folk belief in Iceland. From this viewpoint, particular attention will be paid to memorats, their source value, and the degree to which the narrative tradition shapes new narratives. Close attention will also be paid to Icelandic migratory legends, their means of transmission, their distribution, and they way in which they have been shaped and influenced by local narrative traditions and beliefs. In this context, attention will also be drawn to individual legendary motifs, and research that has been undertaken into them. 

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

This course is suitable for year 2 and 3 undergraduate students.

The course includes topics such as:

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

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

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

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

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

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

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

This course involves an analysis of the social culture involved in games, entertainments, sports and festivals. Among other things, an examionation will be made of life festivals and seasonal festivals as well as games and leisure activities past and present, as well as other forms of activities like the banquets and dances known of the rural Icelandic society of the past. In addition to Icelandic festivals, attention will also be paid to comparable European festivals such as Halloween, and Mardi Gras. These activities involve a variety of folkloristic elements and have often formed one of the chief areas of folkloristic research. The aim is to introduce the wide range of research that has been carried out into the field in the last few years, students reading both key works and new researches. A great deal of source material is available on Icelandic festivals, games, sports and entertainments and the aim is to examine this material in the light of new theories and approaches.

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

Aim

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

Taught in August 2022

An investigation into the role of apparel in the formation of cultural boundaries and national identity in Iceland during the long 19th century (c.1790-1920). Clothing-practices, male and female, are considered in terms of defining a visible Icelandic identity in response to international fashions and style-trends. Special emphasis is placed on female costume. Theories on the development of cultural boundaries are introduced, as well as an approach toward investigating and interpreting primary sources in a cultural investigation. Travelogues and correspondences as well as historical journals and newspapers will be looked at to consider the dialogue across –and the development of— cultural boundaries in the conscious establishment of a national identity. Students will utilize the sources presented in a final written exam to illustrate evaluate and explain the effect and use of apparel by groups and individuals in the formation and establishment of cultural boundaries.

Instructor:  Dr. Karl Aspelund, Associate Professor, University of Rhode Island.

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey (2.10.-4.10. or  30.10-1.11 2024) and one overnight stay (12.11.-13.11, 2024).

Students have to pay all travel costs.

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

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

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

An excursion to Western Cape Region in South Africa  for 10 days, only open to full time students in Gegography and Tourism Studies. Students pay all cost of participation in the excursion. Some preparation time during the spring term and excursion after exams in May. 

Taught in even-numbered years.

The concept of landscape is critically examined from the viewpoint of human geography. Changes in land use, their causes and consequences for landscape are discussed. Special attention will be paid to the production, transmission and use of renewable energy, and associated landscape impacts. Conflicts due to different interests and/or diverse visions of nature are analysed in the context of renewable energy. The relations between energy projects, tourism and protected areas in Iceland are examined with reference to landscape. How decisions about energy development are made, and to what extent public views are taken into account, is also discussed.

The course includes a field trip to existing and proposed energy production sites.

This module’s aim is to provide an understanding of the basic principles of nature conservation and the role of management and planning for nature conservation in Iceland. Emphasis will be on the interaction between conservation and the recreational use of protected areas. The module also provides students with increased knowledge of the complex relationships between tourism practices and the preservation of biodiversity and geodiversity. Tourism planning within protected area will be discussed. Also conflicts as regard different interest groups in land use and conservation, as well as regulations and laws in nature conservation. Basics in nature interpretation and guidance of protected areas will further be covered. In addition, students will gain practical experience of day-to-day management. The module will develop awareness and understanding of factors and influences that need to be taken into account in management for conservation. This will be achieved through a series of lectures, specified readings, and practical training in field. 

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

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

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

The course looks at how identities and images of Icelanders and other nations have been shaped and they use traditions in each case. We examine Icelandic experiences and images in relation to neighbouring countries and how narratives, traditions and material culture shape nations, from national museums to midwinter festivals in London, from a wee dram of whiskey (in Scotland) to Viking sagas (in Scandinavia), with a quick stop at Up Helly Aa (in the Shetland Islands) and Olavsvaka (in the Faroe Islands); we look at a fashion show in Nuuk Center (Greenland), Nordic settlements in the New World and then we’ll post it all on social media.

We explore films and music, festivals, games and political spectacles. In particular we will analyse how national images unite and divide different groups of people. In that context we look at men and women, rural and urban communities, mobile people, racism and gender. We’ll study these images as dynamics and ideals, resources and matters of dispute, that are used for various purposes by different people in different places, by demagogues and greens, government institutions and banks, scholars and students.

In this course, students become familiar with contemporary music, explore its origins and roles in society throughout the centuries: Folk and popular music that through cultural transmission has transformed into the “higher” music of religion or elites, and music of marginal groups that has exploded into the mainstream. The cultural role of music as entertainment, as industry, as catalyst for revolt and as a unifying force will be brought to the fore. The history of music collection, processing and publishing will be discussed, as well as stories and legends of the musical world and the material culture of music. Ideas surrounding creativity and the nature of the “creative act” itself will be examined, with regards to copyright and recycling of music.

Rhythm, blues, rap, grindcore, classical, hip-hop, jazz, pop, punk masses, breakbeat, opera and deathmetal.

What is cultural heritage and what purpose does it serve? Why does it always seem to be endangered? How does it tie together the past and the present? What's it got to do with the nation and the state? Historical consciousness? Globalization? Capitalism? Politics? The course will seek to answer these questions with reference to new research in folklore, ethnology, anthropology, art history, sociology, museology, history and archaeology and with a view to understanding what is going on in this expanding field of study.

This course is an introduction to the study of the material culture of everyday life. Students will be get a good glimpse of this multidisciplinary field, with examples drawn from the past as well as the present, and with equal emphasis on the material culture of Iceland and that of other countries. The topics of study will range from clothes and fashion to foodways, from the objects in our daily surroundings to trash and hygiene, from crafts and consumer goods to houses, gardens and the home, and from urban landscapes to museums and exhibits. Along the way, students will gain familiarity with various theoretical concepts and approaches emphasizing for example the human body, gender, consumption, place and space.

An examination will be made of the religious beliefs and practices of people in Scandinavia from the earliest of times until the conversion, material ranging from burial practices to rock carvings, to the written evidence given in the works of Tacitus, Adam of Bremen and Saxo Grammaticus, as well as in early Icelandic works like the Eddic poems and the Kings' sagas. Alongside this discussion of the development and key features of Old Norse religion, some attention will be paid to the concepts of seid and shamanism, especially in connection to their role in early religions. Finally, an examination will be made of the conversion of Scandinavia and how Christian concepts and practices both fitted and contrasted with the previously dominant Old Norse worldview.

Teaching form:
The teaching takes place in the form of lectures and discussion on the material of the lectures.

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

This course introduces students to the history of museums and to key debates within the fields of museology and museography.  The course discusses contemporary practice in museums, like collecting, preservation and cataloguing, research and mediation in the twenty-first century.  The course explores museums’ missions and their roles in a variety of museums including art, cultural history, and natural history. 

Students taking UMV401G as a mandatory course have priority for registration. 

Objectives: To enable students from broad backgrounds to apply geographical information systems for map development and geographic analysis in technical reports, project presentations, work, and research. To provide training and enhance student maturity to: 1) manage projects using geographical information, 2) evaluate and select the most appropriate geographic analysis and maps for diverse projects, 3) write text that interprets maps and describes a geographic analysis, and 4) write a professional report to describe a project applying geographic information systems, maps, and geographic analysis. 

Topics: Students get introduced to geographic information systems and geographic data. Learn the development of reference and thematic maps. Use vector and raster data. Learn selection by attributes and location, and creation of map layers from selections. Learn how to join tables and spatial join. Practice in various operations on map layers, e.g. clip, dissolve, transfer data between layers, drawing and developing new map layers. Link aerial photos to maps. Display GPS coordinate data on maps. Perform spatial analysis of data. Emphasis is on developing student ability to select map contents, operations and analysis tools, design maps and interpret maps in written text. 

Teaching: The course is taught in Icelandic. Students learn and receive practice in fundamental use of geographical information systems by completing hands-on projects in a computer lab, homework, and a final project, all based on real-world data. The projects are designed to develop student ability in selecting maps, map contents and analysis tools, along with interpreting maps.

The course is taught in a classroom with live streaming, the recordings are then made available a few days later. The course can be taken on-site, distance learning or mixed. The course is not designed to be taken without real-time participation during class.

The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.

The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.

The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.

At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.

The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.

Teaching and learning

An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special      emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.

The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.

The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.

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.

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

Introduction to the main topics, concepts and theories of tourism studies. Social, cultural and economic reasons for tourism and the effects of tourism on environment, society and economy. History and development of travels and tourism and main tourist destinations today. Students must pass all sections of the evaluation.

Introduction to concepts and theoretical approaches in social science, emphasizing their use in contemporary Human Geography and Tourism Studies. The aim of the course is to make students familiar with concepts in scientific discourse and train them in using concepts in argumentation. Among concepts dealt with in the course are: place, space, global, local, globalisation, sustainable development, nature, landscape, culture, identity, image and society. Teaching is in the form of lectures and discussion in smaller groups about themes in student assignments. To qualify for the written exam students need to participate in discussion sessions and assignments. For a successful course outcome a minimum requirement is needed in both exam and assignments.

The course deals with different aspects of working methods in university education and is intended to provide students with applied preparation for university studies. The course is split up in few themes that particular projects and exercises are connected to. The course deals with the preconditions and aims with research, system of references and citations, oral presentations and issues of writing, style and representation of data. Furthermore, the support system for students at the UI will be introduced (library and student counselling).The active participation of students is emphasized with the aim that they endorse effective working methods in their studies.

Other study skill courses may be considered equivalent 

Course Description: The aim of this module is to familiarise students with basic geological, geomorphological and ecological processes that matter for the planning and management of nature based tourism. The formation of land and its subsequent denudation is explained. The emphasis will be on volcanism, plate tectonics, glaciers, soils, vegetation and animal life. Special emphasis will be on characteristics of Iceland and Icelandic nature, consequences of the country's isolation and the interplay of the various environmental processes that have impacted the formation of Icelandic landscape and ecosystems. Field excursion will be undertaken around mid term. The students need to pass all the module's components.

Tutor classes for geography and turism students

The aim of the course is provide knowledge about tourism in Iceland and main tourist destinations and routes. Students also undergo practical training in organising trips, for example through the use of relevant mapping tools and methods. Travel routes are examined with regard to recreational services, and characteristics and attractions (f. ex. nature, history, culture). 

Emphasis is placed on training in:

• Collecting data to organise trips within Iceland for different tourist groups.
• Communication of information to tourists and writing brief information columns.
• Spatial thinking and use of geographical data in organisation of travel routes.

Students go on visual tours around the country. 

The subject of the course relates to the management and development of services and internal quality work at tourism companies and institutions. It will be discussed how these issues have a direct and/or indirect effect on the success of companies and institutions, which can be assessed in a variety of ways. Students work on a real project with a company of their choice, where the internal working aspects and structure of a company are analyzed. Part of the course is devoted to professional development, where an insight into jobs in the tourism market is given and students take the first steps in building a CV and portfolio.

At the beginning of the course some main statistical concepts are introduced, such as population, sample, variable and randomness. Various descriptive statistics are introduced, as well as basic graphical representations. Fundamentals of probability theory are introduced, as well as the most common probability distributions. The rest of the course deals with inferential statistics where hypotheses tests and confidence intervals for means, variance and proportions are covered as well a analysis of variance (ANOVA) and simple linear regression. Students will be trained in using Excel for descriptive statistics and producing graphs. Students will further learn how to apply the above mentioned methods in the statistical software SPSS.

This course deals with different types of tourism and manifestations of the tourism industry in various regions of the world. The course looks at particular currnets of tourism, such as masstourism, pro-poor tourism and backpacking tourism as well as introducing theories about the driving forces of travelling. The discussion is put in societal context of specific areas. Emphasis is put on providing insight into geographical context of tourism in the world today and the challenges and solutions that the tourism industry is dealing with in different places.

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

The aim of this course is to introduce theory and concepts of marketing and service management in hospitality and tourism. Special focus is on projects that build up responsible marketing and service

This course is part of FER306G and the courses should be taken simultaneously

The aim of this course is to introduce theory and concepts of marketing and service management in hospitality and tourism. Special focus is on projects that build up responsible marketing and service

The main characteristics of the world economy are examined, in the light of the globalisation of economy, politics and culture taking place over the last decades. Shifts in the centre of gravity of the global economic system are outlined, as well as how various regions and countries relate to that system in different ways. Main actors and institutions that influence globalisation are identified and analysed, including multinational corporations, international institutions and states. Examples from different economic sectors are studied, including how chains of production and consumption have changed and what the impacts have been for places and regions.

In the 1980s that scholars in social sciences started considering tourism as an important topic of study. Questions such as "who is the tourist?", "what are the reasons behind travelling?" and "how can tourism be defined?" became dominant at first and influenced the original theorisation. These questions are still being asked, although with an ever changing emphasis in a constantly changing social, political and economic circumstances.

This module will look at the core theories in tourism and provide insight into different approaches to the topic by different scholars. Students will have to consider the theme of the course in order to think about the relevance of different approaches and theories if they were to set upp their own project in the field of tourism.

The aim of the course is to provide students with theoretical foundations and training in social science methodologies commonly used in geography and tourism. Themes covered include the epistemological premises of social science research; research ethics; and common methods, both qualitative and quantitative. Special emphasis is laid on: a) how to carry out research interviews, including preparation and framing of interviews, selection of interviewees, interviewing, transcription, coding and analysis; b) survey research methodology, including organization of question surveys, sampling methods, the making of questionnaires, validity and reliability, wording of questions, dataset creation and analysis; and d) the coordination of methods. Lectures and discussion sessions aim to prepare students for a research project carried out during the semester.

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

The course deals with tourism planning and policy in the context of environment, society and economy. Broadly speaking planning issues touch on every aspect of tourism. Students will learn about the ideological premises of tourism planning and policy, historical development of policy making in Iceland and internationally with a special emphasis put on sustainable development and UN Sustainable Development Goals. The course will give students tools to describe, analyse and evaluate the premises, development and deployment of planning and policy work in tourism. The aim is to bridge between conceputal discussion and practical application.

Fieldwork is within the capital area

Major theories and policy regarding the development of localities and regions are reviewed, together with a consideration of Icelandic conditions in this regard. Population developments, industries and work opportunities, as well as non-economic factors which influence local development, are examined for different  types of localities in Iceland, with emphasis on the 21 century. Goals, methods and conflicting opinions on regional policy are also looked into. At the end of this course the student should be familiar with the specific conditions of the various regions and localities of Iceland, and able to understand their position in a wider context of global development.

BS-thesis

In the final phase of the undergraduate programme, students work on an independent research project, involving a tourism-related topic that matches their own interests. The aim is to provide students with experience in organising and carrying out their own research. The course starts with common sessions at the beginning of the spring semester, followed by students working independently. They define their topics, formulate research questions and research design, investigate sources, define a theoretical framework and decide upon a methodological approach. Each project is allocated a teacher who acts as a supervisor. The research project as a whole is written up in a thesis, in the format stipulated by Faculty regulations.

Tourism is one of the largest industries in the world and there is a lot of competition for the tourist. Emphasis on innovation and service development is therefore important for companies and areas in and related to tourism in order to create a unique position and deal with changes that are not subject to fierce competition. This course will cover the main trends and currents in the theoretical and practical context of innovation. Students receive training in innovation work, development and design of services and preparation of business plans.

The legend tradition will be examined in detail in this course, in the light of both earlier and more recent academic theory concerning this subject. The concentration will be placed on Icelandic legends, how they have come about, been passed from person to person, living and developing in the oral tradition. Particular attention will be paid to what these legends tell us about folk belief in Iceland. From this viewpoint, particular attention will be paid to memorats, their source value, and the degree to which the narrative tradition shapes new narratives. Close attention will also be paid to Icelandic migratory legends, their means of transmission, their distribution, and they way in which they have been shaped and influenced by local narrative traditions and beliefs. In this context, attention will also be drawn to individual legendary motifs, and research that has been undertaken into them. 

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

This course is suitable for year 2 and 3 undergraduate students.

The course includes topics such as:

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

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

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

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

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

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

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

This course involves an analysis of the social culture involved in games, entertainments, sports and festivals. Among other things, an examionation will be made of life festivals and seasonal festivals as well as games and leisure activities past and present, as well as other forms of activities like the banquets and dances known of the rural Icelandic society of the past. In addition to Icelandic festivals, attention will also be paid to comparable European festivals such as Halloween, and Mardi Gras. These activities involve a variety of folkloristic elements and have often formed one of the chief areas of folkloristic research. The aim is to introduce the wide range of research that has been carried out into the field in the last few years, students reading both key works and new researches. A great deal of source material is available on Icelandic festivals, games, sports and entertainments and the aim is to examine this material in the light of new theories and approaches.

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

Aim

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

Taught in August 2022

An investigation into the role of apparel in the formation of cultural boundaries and national identity in Iceland during the long 19th century (c.1790-1920). Clothing-practices, male and female, are considered in terms of defining a visible Icelandic identity in response to international fashions and style-trends. Special emphasis is placed on female costume. Theories on the development of cultural boundaries are introduced, as well as an approach toward investigating and interpreting primary sources in a cultural investigation. Travelogues and correspondences as well as historical journals and newspapers will be looked at to consider the dialogue across –and the development of— cultural boundaries in the conscious establishment of a national identity. Students will utilize the sources presented in a final written exam to illustrate evaluate and explain the effect and use of apparel by groups and individuals in the formation and establishment of cultural boundaries.

Instructor:  Dr. Karl Aspelund, Associate Professor, University of Rhode Island.

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey (2.10.-4.10. or  30.10-1.11 2024) and one overnight stay (12.11.-13.11, 2024).

Students have to pay all travel costs.

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

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

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

An excursion to Western Cape Region in South Africa  for 10 days, only open to full time students in Gegography and Tourism Studies. Students pay all cost of participation in the excursion. Some preparation time during the spring term and excursion after exams in May. 

Taught in even-numbered years.

The concept of landscape is critically examined from the viewpoint of human geography. Changes in land use, their causes and consequences for landscape are discussed. Special attention will be paid to the production, transmission and use of renewable energy, and associated landscape impacts. Conflicts due to different interests and/or diverse visions of nature are analysed in the context of renewable energy. The relations between energy projects, tourism and protected areas in Iceland are examined with reference to landscape. How decisions about energy development are made, and to what extent public views are taken into account, is also discussed.

The course includes a field trip to existing and proposed energy production sites.

This module’s aim is to provide an understanding of the basic principles of nature conservation and the role of management and planning for nature conservation in Iceland. Emphasis will be on the interaction between conservation and the recreational use of protected areas. The module also provides students with increased knowledge of the complex relationships between tourism practices and the preservation of biodiversity and geodiversity. Tourism planning within protected area will be discussed. Also conflicts as regard different interest groups in land use and conservation, as well as regulations and laws in nature conservation. Basics in nature interpretation and guidance of protected areas will further be covered. In addition, students will gain practical experience of day-to-day management. The module will develop awareness and understanding of factors and influences that need to be taken into account in management for conservation. This will be achieved through a series of lectures, specified readings, and practical training in field. 

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

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

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

The course looks at how identities and images of Icelanders and other nations have been shaped and they use traditions in each case. We examine Icelandic experiences and images in relation to neighbouring countries and how narratives, traditions and material culture shape nations, from national museums to midwinter festivals in London, from a wee dram of whiskey (in Scotland) to Viking sagas (in Scandinavia), with a quick stop at Up Helly Aa (in the Shetland Islands) and Olavsvaka (in the Faroe Islands); we look at a fashion show in Nuuk Center (Greenland), Nordic settlements in the New World and then we’ll post it all on social media.

We explore films and music, festivals, games and political spectacles. In particular we will analyse how national images unite and divide different groups of people. In that context we look at men and women, rural and urban communities, mobile people, racism and gender. We’ll study these images as dynamics and ideals, resources and matters of dispute, that are used for various purposes by different people in different places, by demagogues and greens, government institutions and banks, scholars and students.

In this course, students become familiar with contemporary music, explore its origins and roles in society throughout the centuries: Folk and popular music that through cultural transmission has transformed into the “higher” music of religion or elites, and music of marginal groups that has exploded into the mainstream. The cultural role of music as entertainment, as industry, as catalyst for revolt and as a unifying force will be brought to the fore. The history of music collection, processing and publishing will be discussed, as well as stories and legends of the musical world and the material culture of music. Ideas surrounding creativity and the nature of the “creative act” itself will be examined, with regards to copyright and recycling of music.

Rhythm, blues, rap, grindcore, classical, hip-hop, jazz, pop, punk masses, breakbeat, opera and deathmetal.

What is cultural heritage and what purpose does it serve? Why does it always seem to be endangered? How does it tie together the past and the present? What's it got to do with the nation and the state? Historical consciousness? Globalization? Capitalism? Politics? The course will seek to answer these questions with reference to new research in folklore, ethnology, anthropology, art history, sociology, museology, history and archaeology and with a view to understanding what is going on in this expanding field of study.

This course is an introduction to the study of the material culture of everyday life. Students will be get a good glimpse of this multidisciplinary field, with examples drawn from the past as well as the present, and with equal emphasis on the material culture of Iceland and that of other countries. The topics of study will range from clothes and fashion to foodways, from the objects in our daily surroundings to trash and hygiene, from crafts and consumer goods to houses, gardens and the home, and from urban landscapes to museums and exhibits. Along the way, students will gain familiarity with various theoretical concepts and approaches emphasizing for example the human body, gender, consumption, place and space.

An examination will be made of the religious beliefs and practices of people in Scandinavia from the earliest of times until the conversion, material ranging from burial practices to rock carvings, to the written evidence given in the works of Tacitus, Adam of Bremen and Saxo Grammaticus, as well as in early Icelandic works like the Eddic poems and the Kings' sagas. Alongside this discussion of the development and key features of Old Norse religion, some attention will be paid to the concepts of seid and shamanism, especially in connection to their role in early religions. Finally, an examination will be made of the conversion of Scandinavia and how Christian concepts and practices both fitted and contrasted with the previously dominant Old Norse worldview.

Teaching form:
The teaching takes place in the form of lectures and discussion on the material of the lectures.

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

This course introduces students to the history of museums and to key debates within the fields of museology and museography.  The course discusses contemporary practice in museums, like collecting, preservation and cataloguing, research and mediation in the twenty-first century.  The course explores museums’ missions and their roles in a variety of museums including art, cultural history, and natural history. 

Students taking UMV401G as a mandatory course have priority for registration. 

Objectives: To enable students from broad backgrounds to apply geographical information systems for map development and geographic analysis in technical reports, project presentations, work, and research. To provide training and enhance student maturity to: 1) manage projects using geographical information, 2) evaluate and select the most appropriate geographic analysis and maps for diverse projects, 3) write text that interprets maps and describes a geographic analysis, and 4) write a professional report to describe a project applying geographic information systems, maps, and geographic analysis. 

Topics: Students get introduced to geographic information systems and geographic data. Learn the development of reference and thematic maps. Use vector and raster data. Learn selection by attributes and location, and creation of map layers from selections. Learn how to join tables and spatial join. Practice in various operations on map layers, e.g. clip, dissolve, transfer data between layers, drawing and developing new map layers. Link aerial photos to maps. Display GPS coordinate data on maps. Perform spatial analysis of data. Emphasis is on developing student ability to select map contents, operations and analysis tools, design maps and interpret maps in written text. 

Teaching: The course is taught in Icelandic. Students learn and receive practice in fundamental use of geographical information systems by completing hands-on projects in a computer lab, homework, and a final project, all based on real-world data. The projects are designed to develop student ability in selecting maps, map contents and analysis tools, along with interpreting maps.

The course is taught in a classroom with live streaming, the recordings are then made available a few days later. The course can be taken on-site, distance learning or mixed. The course is not designed to be taken without real-time participation during class.

The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.

The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.

The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.

At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.

The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.

Teaching and learning

An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special      emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.

The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.

The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.

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.

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

Introduction to the main topics, concepts and theories of tourism studies. Social, cultural and economic reasons for tourism and the effects of tourism on environment, society and economy. History and development of travels and tourism and main tourist destinations today. Students must pass all sections of the evaluation.

Introduction to concepts and theoretical approaches in social science, emphasizing their use in contemporary Human Geography and Tourism Studies. The aim of the course is to make students familiar with concepts in scientific discourse and train them in using concepts in argumentation. Among concepts dealt with in the course are: place, space, global, local, globalisation, sustainable development, nature, landscape, culture, identity, image and society. Teaching is in the form of lectures and discussion in smaller groups about themes in student assignments. To qualify for the written exam students need to participate in discussion sessions and assignments. For a successful course outcome a minimum requirement is needed in both exam and assignments.

The course deals with different aspects of working methods in university education and is intended to provide students with applied preparation for university studies. The course is split up in few themes that particular projects and exercises are connected to. The course deals with the preconditions and aims with research, system of references and citations, oral presentations and issues of writing, style and representation of data. Furthermore, the support system for students at the UI will be introduced (library and student counselling).The active participation of students is emphasized with the aim that they endorse effective working methods in their studies.

Other study skill courses may be considered equivalent 

Course Description: The aim of this module is to familiarise students with basic geological, geomorphological and ecological processes that matter for the planning and management of nature based tourism. The formation of land and its subsequent denudation is explained. The emphasis will be on volcanism, plate tectonics, glaciers, soils, vegetation and animal life. Special emphasis will be on characteristics of Iceland and Icelandic nature, consequences of the country's isolation and the interplay of the various environmental processes that have impacted the formation of Icelandic landscape and ecosystems. Field excursion will be undertaken around mid term. The students need to pass all the module's components.

Tutor classes for geography and turism students

The aim of the course is provide knowledge about tourism in Iceland and main tourist destinations and routes. Students also undergo practical training in organising trips, for example through the use of relevant mapping tools and methods. Travel routes are examined with regard to recreational services, and characteristics and attractions (f. ex. nature, history, culture). 

Emphasis is placed on training in:

• Collecting data to organise trips within Iceland for different tourist groups.
• Communication of information to tourists and writing brief information columns.
• Spatial thinking and use of geographical data in organisation of travel routes.

Students go on visual tours around the country. 

The subject of the course relates to the management and development of services and internal quality work at tourism companies and institutions. It will be discussed how these issues have a direct and/or indirect effect on the success of companies and institutions, which can be assessed in a variety of ways. Students work on a real project with a company of their choice, where the internal working aspects and structure of a company are analyzed. Part of the course is devoted to professional development, where an insight into jobs in the tourism market is given and students take the first steps in building a CV and portfolio.

At the beginning of the course some main statistical concepts are introduced, such as population, sample, variable and randomness. Various descriptive statistics are introduced, as well as basic graphical representations. Fundamentals of probability theory are introduced, as well as the most common probability distributions. The rest of the course deals with inferential statistics where hypotheses tests and confidence intervals for means, variance and proportions are covered as well a analysis of variance (ANOVA) and simple linear regression. Students will be trained in using Excel for descriptive statistics and producing graphs. Students will further learn how to apply the above mentioned methods in the statistical software SPSS.

This course deals with different types of tourism and manifestations of the tourism industry in various regions of the world. The course looks at particular currnets of tourism, such as masstourism, pro-poor tourism and backpacking tourism as well as introducing theories about the driving forces of travelling. The discussion is put in societal context of specific areas. Emphasis is put on providing insight into geographical context of tourism in the world today and the challenges and solutions that the tourism industry is dealing with in different places.

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

The aim of this course is to introduce theory and concepts of marketing and service management in hospitality and tourism. Special focus is on projects that build up responsible marketing and service

This course is part of FER306G and the courses should be taken simultaneously

The aim of this course is to introduce theory and concepts of marketing and service management in hospitality and tourism. Special focus is on projects that build up responsible marketing and service

The main characteristics of the world economy are examined, in the light of the globalisation of economy, politics and culture taking place over the last decades. Shifts in the centre of gravity of the global economic system are outlined, as well as how various regions and countries relate to that system in different ways. Main actors and institutions that influence globalisation are identified and analysed, including multinational corporations, international institutions and states. Examples from different economic sectors are studied, including how chains of production and consumption have changed and what the impacts have been for places and regions.

In the 1980s that scholars in social sciences started considering tourism as an important topic of study. Questions such as "who is the tourist?", "what are the reasons behind travelling?" and "how can tourism be defined?" became dominant at first and influenced the original theorisation. These questions are still being asked, although with an ever changing emphasis in a constantly changing social, political and economic circumstances.

This module will look at the core theories in tourism and provide insight into different approaches to the topic by different scholars. Students will have to consider the theme of the course in order to think about the relevance of different approaches and theories if they were to set upp their own project in the field of tourism.

The aim of the course is to provide students with theoretical foundations and training in social science methodologies commonly used in geography and tourism. Themes covered include the epistemological premises of social science research; research ethics; and common methods, both qualitative and quantitative. Special emphasis is laid on: a) how to carry out research interviews, including preparation and framing of interviews, selection of interviewees, interviewing, transcription, coding and analysis; b) survey research methodology, including organization of question surveys, sampling methods, the making of questionnaires, validity and reliability, wording of questions, dataset creation and analysis; and d) the coordination of methods. Lectures and discussion sessions aim to prepare students for a research project carried out during the semester.

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

The course deals with tourism planning and policy in the context of environment, society and economy. Broadly speaking planning issues touch on every aspect of tourism. Students will learn about the ideological premises of tourism planning and policy, historical development of policy making in Iceland and internationally with a special emphasis put on sustainable development and UN Sustainable Development Goals. The course will give students tools to describe, analyse and evaluate the premises, development and deployment of planning and policy work in tourism. The aim is to bridge between conceputal discussion and practical application.

Fieldwork is within the capital area

Major theories and policy regarding the development of localities and regions are reviewed, together with a consideration of Icelandic conditions in this regard. Population developments, industries and work opportunities, as well as non-economic factors which influence local development, are examined for different  types of localities in Iceland, with emphasis on the 21 century. Goals, methods and conflicting opinions on regional policy are also looked into. At the end of this course the student should be familiar with the specific conditions of the various regions and localities of Iceland, and able to understand their position in a wider context of global development.

BS-thesis

In the final phase of the undergraduate programme, students work on an independent research project, involving a tourism-related topic that matches their own interests. The aim is to provide students with experience in organising and carrying out their own research. The course starts with common sessions at the beginning of the spring semester, followed by students working independently. They define their topics, formulate research questions and research design, investigate sources, define a theoretical framework and decide upon a methodological approach. Each project is allocated a teacher who acts as a supervisor. The research project as a whole is written up in a thesis, in the format stipulated by Faculty regulations.

Tourism is one of the largest industries in the world and there is a lot of competition for the tourist. Emphasis on innovation and service development is therefore important for companies and areas in and related to tourism in order to create a unique position and deal with changes that are not subject to fierce competition. This course will cover the main trends and currents in the theoretical and practical context of innovation. Students receive training in innovation work, development and design of services and preparation of business plans.

The legend tradition will be examined in detail in this course, in the light of both earlier and more recent academic theory concerning this subject. The concentration will be placed on Icelandic legends, how they have come about, been passed from person to person, living and developing in the oral tradition. Particular attention will be paid to what these legends tell us about folk belief in Iceland. From this viewpoint, particular attention will be paid to memorats, their source value, and the degree to which the narrative tradition shapes new narratives. Close attention will also be paid to Icelandic migratory legends, their means of transmission, their distribution, and they way in which they have been shaped and influenced by local narrative traditions and beliefs. In this context, attention will also be drawn to individual legendary motifs, and research that has been undertaken into them. 

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

This course is suitable for year 2 and 3 undergraduate students.

The course includes topics such as:

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

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

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

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

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

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

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

This course involves an analysis of the social culture involved in games, entertainments, sports and festivals. Among other things, an examionation will be made of life festivals and seasonal festivals as well as games and leisure activities past and present, as well as other forms of activities like the banquets and dances known of the rural Icelandic society of the past. In addition to Icelandic festivals, attention will also be paid to comparable European festivals such as Halloween, and Mardi Gras. These activities involve a variety of folkloristic elements and have often formed one of the chief areas of folkloristic research. The aim is to introduce the wide range of research that has been carried out into the field in the last few years, students reading both key works and new researches. A great deal of source material is available on Icelandic festivals, games, sports and entertainments and the aim is to examine this material in the light of new theories and approaches.

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

Aim

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

Taught in August 2022

An investigation into the role of apparel in the formation of cultural boundaries and national identity in Iceland during the long 19th century (c.1790-1920). Clothing-practices, male and female, are considered in terms of defining a visible Icelandic identity in response to international fashions and style-trends. Special emphasis is placed on female costume. Theories on the development of cultural boundaries are introduced, as well as an approach toward investigating and interpreting primary sources in a cultural investigation. Travelogues and correspondences as well as historical journals and newspapers will be looked at to consider the dialogue across –and the development of— cultural boundaries in the conscious establishment of a national identity. Students will utilize the sources presented in a final written exam to illustrate evaluate and explain the effect and use of apparel by groups and individuals in the formation and establishment of cultural boundaries.

Instructor:  Dr. Karl Aspelund, Associate Professor, University of Rhode Island.

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey (2.10.-4.10. or  30.10-1.11 2024) and one overnight stay (12.11.-13.11, 2024).

Students have to pay all travel costs.

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

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

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

An excursion to Western Cape Region in South Africa  for 10 days, only open to full time students in Gegography and Tourism Studies. Students pay all cost of participation in the excursion. Some preparation time during the spring term and excursion after exams in May. 

Taught in even-numbered years.

The concept of landscape is critically examined from the viewpoint of human geography. Changes in land use, their causes and consequences for landscape are discussed. Special attention will be paid to the production, transmission and use of renewable energy, and associated landscape impacts. Conflicts due to different interests and/or diverse visions of nature are analysed in the context of renewable energy. The relations between energy projects, tourism and protected areas in Iceland are examined with reference to landscape. How decisions about energy development are made, and to what extent public views are taken into account, is also discussed.

The course includes a field trip to existing and proposed energy production sites.

This module’s aim is to provide an understanding of the basic principles of nature conservation and the role of management and planning for nature conservation in Iceland. Emphasis will be on the interaction between conservation and the recreational use of protected areas. The module also provides students with increased knowledge of the complex relationships between tourism practices and the preservation of biodiversity and geodiversity. Tourism planning within protected area will be discussed. Also conflicts as regard different interest groups in land use and conservation, as well as regulations and laws in nature conservation. Basics in nature interpretation and guidance of protected areas will further be covered. In addition, students will gain practical experience of day-to-day management. The module will develop awareness and understanding of factors and influences that need to be taken into account in management for conservation. This will be achieved through a series of lectures, specified readings, and practical training in field. 

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

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

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

The course looks at how identities and images of Icelanders and other nations have been shaped and they use traditions in each case. We examine Icelandic experiences and images in relation to neighbouring countries and how narratives, traditions and material culture shape nations, from national museums to midwinter festivals in London, from a wee dram of whiskey (in Scotland) to Viking sagas (in Scandinavia), with a quick stop at Up Helly Aa (in the Shetland Islands) and Olavsvaka (in the Faroe Islands); we look at a fashion show in Nuuk Center (Greenland), Nordic settlements in the New World and then we’ll post it all on social media.

We explore films and music, festivals, games and political spectacles. In particular we will analyse how national images unite and divide different groups of people. In that context we look at men and women, rural and urban communities, mobile people, racism and gender. We’ll study these images as dynamics and ideals, resources and matters of dispute, that are used for various purposes by different people in different places, by demagogues and greens, government institutions and banks, scholars and students.

In this course, students become familiar with contemporary music, explore its origins and roles in society throughout the centuries: Folk and popular music that through cultural transmission has transformed into the “higher” music of religion or elites, and music of marginal groups that has exploded into the mainstream. The cultural role of music as entertainment, as industry, as catalyst for revolt and as a unifying force will be brought to the fore. The history of music collection, processing and publishing will be discussed, as well as stories and legends of the musical world and the material culture of music. Ideas surrounding creativity and the nature of the “creative act” itself will be examined, with regards to copyright and recycling of music.

Rhythm, blues, rap, grindcore, classical, hip-hop, jazz, pop, punk masses, breakbeat, opera and deathmetal.

What is cultural heritage and what purpose does it serve? Why does it always seem to be endangered? How does it tie together the past and the present? What's it got to do with the nation and the state? Historical consciousness? Globalization? Capitalism? Politics? The course will seek to answer these questions with reference to new research in folklore, ethnology, anthropology, art history, sociology, museology, history and archaeology and with a view to understanding what is going on in this expanding field of study.

This course is an introduction to the study of the material culture of everyday life. Students will be get a good glimpse of this multidisciplinary field, with examples drawn from the past as well as the present, and with equal emphasis on the material culture of Iceland and that of other countries. The topics of study will range from clothes and fashion to foodways, from the objects in our daily surroundings to trash and hygiene, from crafts and consumer goods to houses, gardens and the home, and from urban landscapes to museums and exhibits. Along the way, students will gain familiarity with various theoretical concepts and approaches emphasizing for example the human body, gender, consumption, place and space.

An examination will be made of the religious beliefs and practices of people in Scandinavia from the earliest of times until the conversion, material ranging from burial practices to rock carvings, to the written evidence given in the works of Tacitus, Adam of Bremen and Saxo Grammaticus, as well as in early Icelandic works like the Eddic poems and the Kings' sagas. Alongside this discussion of the development and key features of Old Norse religion, some attention will be paid to the concepts of seid and shamanism, especially in connection to their role in early religions. Finally, an examination will be made of the conversion of Scandinavia and how Christian concepts and practices both fitted and contrasted with the previously dominant Old Norse worldview.

Teaching form:
The teaching takes place in the form of lectures and discussion on the material of the lectures.

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

This course introduces students to the history of museums and to key debates within the fields of museology and museography.  The course discusses contemporary practice in museums, like collecting, preservation and cataloguing, research and mediation in the twenty-first century.  The course explores museums’ missions and their roles in a variety of museums including art, cultural history, and natural history. 

Students taking UMV401G as a mandatory course have priority for registration. 

Objectives: To enable students from broad backgrounds to apply geographical information systems for map development and geographic analysis in technical reports, project presentations, work, and research. To provide training and enhance student maturity to: 1) manage projects using geographical information, 2) evaluate and select the most appropriate geographic analysis and maps for diverse projects, 3) write text that interprets maps and describes a geographic analysis, and 4) write a professional report to describe a project applying geographic information systems, maps, and geographic analysis. 

Topics: Students get introduced to geographic information systems and geographic data. Learn the development of reference and thematic maps. Use vector and raster data. Learn selection by attributes and location, and creation of map layers from selections. Learn how to join tables and spatial join. Practice in various operations on map layers, e.g. clip, dissolve, transfer data between layers, drawing and developing new map layers. Link aerial photos to maps. Display GPS coordinate data on maps. Perform spatial analysis of data. Emphasis is on developing student ability to select map contents, operations and analysis tools, design maps and interpret maps in written text. 

Teaching: The course is taught in Icelandic. Students learn and receive practice in fundamental use of geographical information systems by completing hands-on projects in a computer lab, homework, and a final project, all based on real-world data. The projects are designed to develop student ability in selecting maps, map contents and analysis tools, along with interpreting maps.

The course is taught in a classroom with live streaming, the recordings are then made available a few days later. The course can be taken on-site, distance learning or mixed. The course is not designed to be taken without real-time participation during class.

The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.

The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.

The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.

At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.

The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.

Teaching and learning

An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special      emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.

The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.

The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.

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.

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

Introduction to the main topics, concepts and theories of tourism studies. Social, cultural and economic reasons for tourism and the effects of tourism on environment, society and economy. History and development of travels and tourism and main tourist destinations today. Students must pass all sections of the evaluation.

Introduction to concepts and theoretical approaches in social science, emphasizing their use in contemporary Human Geography and Tourism Studies. The aim of the course is to make students familiar with concepts in scientific discourse and train them in using concepts in argumentation. Among concepts dealt with in the course are: place, space, global, local, globalisation, sustainable development, nature, landscape, culture, identity, image and society. Teaching is in the form of lectures and discussion in smaller groups about themes in student assignments. To qualify for the written exam students need to participate in discussion sessions and assignments. For a successful course outcome a minimum requirement is needed in both exam and assignments.

The course deals with different aspects of working methods in university education and is intended to provide students with applied preparation for university studies. The course is split up in few themes that particular projects and exercises are connected to. The course deals with the preconditions and aims with research, system of references and citations, oral presentations and issues of writing, style and representation of data. Furthermore, the support system for students at the UI will be introduced (library and student counselling).The active participation of students is emphasized with the aim that they endorse effective working methods in their studies.

Other study skill courses may be considered equivalent 

Course Description: The aim of this module is to familiarise students with basic geological, geomorphological and ecological processes that matter for the planning and management of nature based tourism. The formation of land and its subsequent denudation is explained. The emphasis will be on volcanism, plate tectonics, glaciers, soils, vegetation and animal life. Special emphasis will be on characteristics of Iceland and Icelandic nature, consequences of the country's isolation and the interplay of the various environmental processes that have impacted the formation of Icelandic landscape and ecosystems. Field excursion will be undertaken around mid term. The students need to pass all the module's components.

Tutor classes for geography and turism students

The aim of the course is provide knowledge about tourism in Iceland and main tourist destinations and routes. Students also undergo practical training in organising trips, for example through the use of relevant mapping tools and methods. Travel routes are examined with regard to recreational services, and characteristics and attractions (f. ex. nature, history, culture). 

Emphasis is placed on training in:

• Collecting data to organise trips within Iceland for different tourist groups.
• Communication of information to tourists and writing brief information columns.
• Spatial thinking and use of geographical data in organisation of travel routes.

Students go on visual tours around the country. 

The subject of the course relates to the management and development of services and internal quality work at tourism companies and institutions. It will be discussed how these issues have a direct and/or indirect effect on the success of companies and institutions, which can be assessed in a variety of ways. Students work on a real project with a company of their choice, where the internal working aspects and structure of a company are analyzed. Part of the course is devoted to professional development, where an insight into jobs in the tourism market is given and students take the first steps in building a CV and portfolio.

At the beginning of the course some main statistical concepts are introduced, such as population, sample, variable and randomness. Various descriptive statistics are introduced, as well as basic graphical representations. Fundamentals of probability theory are introduced, as well as the most common probability distributions. The rest of the course deals with inferential statistics where hypotheses tests and confidence intervals for means, variance and proportions are covered as well a analysis of variance (ANOVA) and simple linear regression. Students will be trained in using Excel for descriptive statistics and producing graphs. Students will further learn how to apply the above mentioned methods in the statistical software SPSS.

This course deals with different types of tourism and manifestations of the tourism industry in various regions of the world. The course looks at particular currnets of tourism, such as masstourism, pro-poor tourism and backpacking tourism as well as introducing theories about the driving forces of travelling. The discussion is put in societal context of specific areas. Emphasis is put on providing insight into geographical context of tourism in the world today and the challenges and solutions that the tourism industry is dealing with in different places.

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

The aim of this course is to introduce theory and concepts of marketing and service management in hospitality and tourism. Special focus is on projects that build up responsible marketing and service

This course is part of FER306G and the courses should be taken simultaneously

The aim of this course is to introduce theory and concepts of marketing and service management in hospitality and tourism. Special focus is on projects that build up responsible marketing and service

The main characteristics of the world economy are examined, in the light of the globalisation of economy, politics and culture taking place over the last decades. Shifts in the centre of gravity of the global economic system are outlined, as well as how various regions and countries relate to that system in different ways. Main actors and institutions that influence globalisation are identified and analysed, including multinational corporations, international institutions and states. Examples from different economic sectors are studied, including how chains of production and consumption have changed and what the impacts have been for places and regions.

In the 1980s that scholars in social sciences started considering tourism as an important topic of study. Questions such as "who is the tourist?", "what are the reasons behind travelling?" and "how can tourism be defined?" became dominant at first and influenced the original theorisation. These questions are still being asked, although with an ever changing emphasis in a constantly changing social, political and economic circumstances.

This module will look at the core theories in tourism and provide insight into different approaches to the topic by different scholars. Students will have to consider the theme of the course in order to think about the relevance of different approaches and theories if they were to set upp their own project in the field of tourism.

The aim of the course is to provide students with theoretical foundations and training in social science methodologies commonly used in geography and tourism. Themes covered include the epistemological premises of social science research; research ethics; and common methods, both qualitative and quantitative. Special emphasis is laid on: a) how to carry out research interviews, including preparation and framing of interviews, selection of interviewees, interviewing, transcription, coding and analysis; b) survey research methodology, including organization of question surveys, sampling methods, the making of questionnaires, validity and reliability, wording of questions, dataset creation and analysis; and d) the coordination of methods. Lectures and discussion sessions aim to prepare students for a research project carried out during the semester.

The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of cultural heritage in museums as well as in other types of surroundings. Questions concerning political and ethical issues of collections and presentation of artefacts will be discussed and thoughts will be given to different ways in which people read and perceive of history and heritage, their own as well as others. The relations between cultural tourism and creative tourism will also be explored. Questions regarding appropriation of cultural heritage will be explored as well as who have the power to define cultural heritage Emphasis will be put on Icelandic heritage and museums and a visit will be made to at least one museum.

Fieldwork is within the capital area

The course deals with tourism planning and policy in the context of environment, society and economy. Broadly speaking planning issues touch on every aspect of tourism. Students will learn about the ideological premises of tourism planning and policy, historical development of policy making in Iceland and internationally with a special emphasis put on sustainable development and UN Sustainable Development Goals. The course will give students tools to describe, analyse and evaluate the premises, development and deployment of planning and policy work in tourism. The aim is to bridge between conceputal discussion and practical application.

Fieldwork is within the capital area

Major theories and policy regarding the development of localities and regions are reviewed, together with a consideration of Icelandic conditions in this regard. Population developments, industries and work opportunities, as well as non-economic factors which influence local development, are examined for different  types of localities in Iceland, with emphasis on the 21 century. Goals, methods and conflicting opinions on regional policy are also looked into. At the end of this course the student should be familiar with the specific conditions of the various regions and localities of Iceland, and able to understand their position in a wider context of global development.

BS-thesis

In the final phase of the undergraduate programme, students work on an independent research project, involving a tourism-related topic that matches their own interests. The aim is to provide students with experience in organising and carrying out their own research. The course starts with common sessions at the beginning of the spring semester, followed by students working independently. They define their topics, formulate research questions and research design, investigate sources, define a theoretical framework and decide upon a methodological approach. Each project is allocated a teacher who acts as a supervisor. The research project as a whole is written up in a thesis, in the format stipulated by Faculty regulations.

Tourism is one of the largest industries in the world and there is a lot of competition for the tourist. Emphasis on innovation and service development is therefore important for companies and areas in and related to tourism in order to create a unique position and deal with changes that are not subject to fierce competition. This course will cover the main trends and currents in the theoretical and practical context of innovation. Students receive training in innovation work, development and design of services and preparation of business plans.

The legend tradition will be examined in detail in this course, in the light of both earlier and more recent academic theory concerning this subject. The concentration will be placed on Icelandic legends, how they have come about, been passed from person to person, living and developing in the oral tradition. Particular attention will be paid to what these legends tell us about folk belief in Iceland. From this viewpoint, particular attention will be paid to memorats, their source value, and the degree to which the narrative tradition shapes new narratives. Close attention will also be paid to Icelandic migratory legends, their means of transmission, their distribution, and they way in which they have been shaped and influenced by local narrative traditions and beliefs. In this context, attention will also be drawn to individual legendary motifs, and research that has been undertaken into them. 

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

This course is suitable for year 2 and 3 undergraduate students.

The course includes topics such as:

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

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

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

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

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

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

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

This course involves an analysis of the social culture involved in games, entertainments, sports and festivals. Among other things, an examionation will be made of life festivals and seasonal festivals as well as games and leisure activities past and present, as well as other forms of activities like the banquets and dances known of the rural Icelandic society of the past. In addition to Icelandic festivals, attention will also be paid to comparable European festivals such as Halloween, and Mardi Gras. These activities involve a variety of folkloristic elements and have often formed one of the chief areas of folkloristic research. The aim is to introduce the wide range of research that has been carried out into the field in the last few years, students reading both key works and new researches. A great deal of source material is available on Icelandic festivals, games, sports and entertainments and the aim is to examine this material in the light of new theories and approaches.

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

Aim

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

Taught in August 2022

An investigation into the role of apparel in the formation of cultural boundaries and national identity in Iceland during the long 19th century (c.1790-1920). Clothing-practices, male and female, are considered in terms of defining a visible Icelandic identity in response to international fashions and style-trends. Special emphasis is placed on female costume. Theories on the development of cultural boundaries are introduced, as well as an approach toward investigating and interpreting primary sources in a cultural investigation. Travelogues and correspondences as well as historical journals and newspapers will be looked at to consider the dialogue across –and the development of— cultural boundaries in the conscious establishment of a national identity. Students will utilize the sources presented in a final written exam to illustrate evaluate and explain the effect and use of apparel by groups and individuals in the formation and establishment of cultural boundaries.

Instructor:  Dr. Karl Aspelund, Associate Professor, University of Rhode Island.

Students will become competent in organizing outdoor education and outdoor activities for people of all ages in both summer and winter. The focus is on the one hand, enjoy nature, and to identify how nature can be a platform for upbringing and education (such as the focus on plants, animals or landscapes).

Emphasis is on the value of outdoor and adventure education and how it can be used as an important and successful tool in working with people, theories about outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on connection to nature, group work and cooperation, team building and improving self-esteem and self-image. Also on practical matters, such as clothing, finding your way in the outdoors and environmental and safety issues.

Students are encouraged to use a reflective journal in the course for reflection, notes and ideas.

Students take one two-night journey (2.10.-4.10. or  30.10-1.11 2024) and one overnight stay (12.11.-13.11, 2024).

Students have to pay all travel costs.

Internship for undergraduate students in within Icelandic firms/institutions. Available for students at their third year.

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

The course is aimed at post graduate students, but students who have completed at least two years of their undergraduate study can also register to the course. The course is taught in English.

An excursion to Western Cape Region in South Africa  for 10 days, only open to full time students in Gegography and Tourism Studies. Students pay all cost of participation in the excursion. Some preparation time during the spring term and excursion after exams in May. 

Taught in even-numbered years.

The concept of landscape is critically examined from the viewpoint of human geography. Changes in land use, their causes and consequences for landscape are discussed. Special attention will be paid to the production, transmission and use of renewable energy, and associated landscape impacts. Conflicts due to different interests and/or diverse visions of nature are analysed in the context of renewable energy. The relations between energy projects, tourism and protected areas in Iceland are examined with reference to landscape. How decisions about energy development are made, and to what extent public views are taken into account, is also discussed.

The course includes a field trip to existing and proposed energy production sites.

This module’s aim is to provide an understanding of the basic principles of nature conservation and the role of management and planning for nature conservation in Iceland. Emphasis will be on the interaction between conservation and the recreational use of protected areas. The module also provides students with increased knowledge of the complex relationships between tourism practices and the preservation of biodiversity and geodiversity. Tourism planning within protected area will be discussed. Also conflicts as regard different interest groups in land use and conservation, as well as regulations and laws in nature conservation. Basics in nature interpretation and guidance of protected areas will further be covered. In addition, students will gain practical experience of day-to-day management. The module will develop awareness and understanding of factors and influences that need to be taken into account in management for conservation. This will be achieved through a series of lectures, specified readings, and practical training in field. 

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

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

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

The course looks at how identities and images of Icelanders and other nations have been shaped and they use traditions in each case. We examine Icelandic experiences and images in relation to neighbouring countries and how narratives, traditions and material culture shape nations, from national museums to midwinter festivals in London, from a wee dram of whiskey (in Scotland) to Viking sagas (in Scandinavia), with a quick stop at Up Helly Aa (in the Shetland Islands) and Olavsvaka (in the Faroe Islands); we look at a fashion show in Nuuk Center (Greenland), Nordic settlements in the New World and then we’ll post it all on social media.

We explore films and music, festivals, games and political spectacles. In particular we will analyse how national images unite and divide different groups of people. In that context we look at men and women, rural and urban communities, mobile people, racism and gender. We’ll study these images as dynamics and ideals, resources and matters of dispute, that are used for various purposes by different people in different places, by demagogues and greens, government institutions and banks, scholars and students.

In this course, students become familiar with contemporary music, explore its origins and roles in society throughout the centuries: Folk and popular music that through cultural transmission has transformed into the “higher” music of religion or elites, and music of marginal groups that has exploded into the mainstream. The cultural role of music as entertainment, as industry, as catalyst for revolt and as a unifying force will be brought to the fore. The history of music collection, processing and publishing will be discussed, as well as stories and legends of the musical world and the material culture of music. Ideas surrounding creativity and the nature of the “creative act” itself will be examined, with regards to copyright and recycling of music.

Rhythm, blues, rap, grindcore, classical, hip-hop, jazz, pop, punk masses, breakbeat, opera and deathmetal.

What is cultural heritage and what purpose does it serve? Why does it always seem to be endangered? How does it tie together the past and the present? What's it got to do with the nation and the state? Historical consciousness? Globalization? Capitalism? Politics? The course will seek to answer these questions with reference to new research in folklore, ethnology, anthropology, art history, sociology, museology, history and archaeology and with a view to understanding what is going on in this expanding field of study.

This course is an introduction to the study of the material culture of everyday life. Students will be get a good glimpse of this multidisciplinary field, with examples drawn from the past as well as the present, and with equal emphasis on the material culture of Iceland and that of other countries. The topics of study will range from clothes and fashion to foodways, from the objects in our daily surroundings to trash and hygiene, from crafts and consumer goods to houses, gardens and the home, and from urban landscapes to museums and exhibits. Along the way, students will gain familiarity with various theoretical concepts and approaches emphasizing for example the human body, gender, consumption, place and space.

An examination will be made of the religious beliefs and practices of people in Scandinavia from the earliest of times until the conversion, material ranging from burial practices to rock carvings, to the written evidence given in the works of Tacitus, Adam of Bremen and Saxo Grammaticus, as well as in early Icelandic works like the Eddic poems and the Kings' sagas. Alongside this discussion of the development and key features of Old Norse religion, some attention will be paid to the concepts of seid and shamanism, especially in connection to their role in early religions. Finally, an examination will be made of the conversion of Scandinavia and how Christian concepts and practices both fitted and contrasted with the previously dominant Old Norse worldview.

Teaching form:
The teaching takes place in the form of lectures and discussion on the material of the lectures.

The course aims at enhancing students ability to plan and prepare event with tools of project management. Emphasis is on collaboration and group projects so students should be more prepared for further studies, future jobs and diverse organisational participations. The course is mandatory for students in leisure studies and social education and aims at meeting the demand for skills in event and project management in the field of leisure, recreation and youth work. It´s also available for other students within the University of Iceland at their choice.

The course requires students active participation in discussions and assignments for building a good and supportive learning environment and success for all. We also focus on positive interactions and communications and responsibility of all students for their actions and study. 

Subject matter
During the course, issues of organising event projects will be discussed. A main focus is on preparation, analysing, planning, performing and evaluationg events, fx. in the field of leisure, recreation and culture. Cases such as meetings, conferences, concerts, festivals, sports events, annual dates and festivals will be discussed and looked into. Discussion about law environment, regulations and safety issues and the role of events for leisure, recreation and travel along with educational and social meaning and influence of events.

How?
Lectures, discussions, assignments and field trips. In the course students work on their own event in groups, planning, preparing, performing and evaluating it, and also peer reviewing co-students plans and events and on line "reading-exams".

The course is for both distant students and on field students. Attendance is mandatory to 80% for on field students and for distance students in on field sessions. 

Mininum grade og 5.0 is required for every assignment.

This course introduces students to the history of museums and to key debates within the fields of museology and museography.  The course discusses contemporary practice in museums, like collecting, preservation and cataloguing, research and mediation in the twenty-first century.  The course explores museums’ missions and their roles in a variety of museums including art, cultural history, and natural history. 

Students taking UMV401G as a mandatory course have priority for registration. 

Objectives: To enable students from broad backgrounds to apply geographical information systems for map development and geographic analysis in technical reports, project presentations, work, and research. To provide training and enhance student maturity to: 1) manage projects using geographical information, 2) evaluate and select the most appropriate geographic analysis and maps for diverse projects, 3) write text that interprets maps and describes a geographic analysis, and 4) write a professional report to describe a project applying geographic information systems, maps, and geographic analysis. 

Topics: Students get introduced to geographic information systems and geographic data. Learn the development of reference and thematic maps. Use vector and raster data. Learn selection by attributes and location, and creation of map layers from selections. Learn how to join tables and spatial join. Practice in various operations on map layers, e.g. clip, dissolve, transfer data between layers, drawing and developing new map layers. Link aerial photos to maps. Display GPS coordinate data on maps. Perform spatial analysis of data. Emphasis is on developing student ability to select map contents, operations and analysis tools, design maps and interpret maps in written text. 

Teaching: The course is taught in Icelandic. Students learn and receive practice in fundamental use of geographical information systems by completing hands-on projects in a computer lab, homework, and a final project, all based on real-world data. The projects are designed to develop student ability in selecting maps, map contents and analysis tools, along with interpreting maps.

The course is taught in a classroom with live streaming, the recordings are then made available a few days later. The course can be taken on-site, distance learning or mixed. The course is not designed to be taken without real-time participation during class.

The course focuses on direct experiences in Icelandic nature and the natural sciences, with an emphasis on volcanology and glaciology; fire and ice. The course is suitable for those who intend to organize study and field trips in Icelandic nature, e.g. those who work in schools or aim to work in schools, leisure work or tourism.

The course settings will be used to examine the educational concepts outdoor education, nature interpretation, life education and vocational studies, and the tourism studies concepts mountain tourism, climate tourism, science tourism and social tourism. Coordinated social responses to natural disasters and security issues will also be addressed.

The setting of the course will be the volcanic sites in Reykjanes and Breiðamerkursandur in the Vatnajökull National Park, which provides an opportunity to contextualize the sustainable coexistence between man and nature, with special emphasis on volcanic eruptions, glaciers, climate change, extreme weather, natural disasters and natural hazards.

At the core of the course is a four-day journey. We will travel by bus, stay in hostels and take hikes in the nature of Iceland. Participants will be partly responsible for contributing to shared meals. They also need to be prepared for outdoor activities. There is emphasis on reflective practice based on perceptions and experience as well as that participants can enjoy traveling in nature at a slow pace. A preparatory meeting will be held in June , between 4 and 6 PM.

The main themes of the course are related to nature, education and tourism, and how to approach these aspects with responsibility and safety. The topics of the course will be examined in view of the following concepts: dynamics, diversity, interactivity and, last but not least, processes – and how experience and reflection intertwine with these themes.

Teaching and learning

An interdisciplinary team of experts and teachers will be involved in the course and we intend to invite professionals from the areas visited to join the course, with special      emphasis on purposeful presentations, conversations, perception and reflection. Learning takes place from morning to evening, exploring the unclear borders between teaching and learning, and between learning from the environment, other people and the journey itself.

The assessment emphasizes that students are able to reflect on their experiences and place them into context with theoretical topics introduced in the course and their previous experiences. Students will also work on projects where they connect the topics, and their own experience and knowledge to real life practices. This can e.g. take place within schools and leisure activities, social affairs, tourism or research.

The course is a development project connecting parties from e.g. the School of Education, University of Iceland, the Research Center Hornafjörður and Austur-Skaftafellssýsla Secondary School.

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.

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