Sharing my own fascination with ocean and climate issues in many different formats with different target audiences.

For children and teenagers

Having worked as a sailing instructor since my early teens, I am passionate about working with kids and watching them develop new interests, skills and confidence. In outreach, my projects include

Expeditionslernen (since 2017). In this four-day course “expedition learning”, 17-year olds learn to observe and classify waves and map wave fields along the Kiel Bight. They then integrate their observations in a GIS-like software and discuss their observations with relations to current weather conditions and extreme events. (2017, June). I was invited to speak at this student-organized congress aiming at high school students and conducted a workshop on ocean circulation and the impact on climate. Videos available here.

energie:labor (since 2016). Offered within Kieler Forschungswerkstatt, I am leading this lab on understanding the energy concept and its implications in the framework of the climate system. Currently this lab is being redesigned, start of the new program after the summer break 2017. Then groups of students will visit for a day to go through programs on experimentally understanding processes in the climate system, climate modelling, or playing a strategic game to understand political processes related to transitioning to sustainable forms of energy production. (link website)

På tokt i Antarktis (since 2016). Contributing experiments and translations to a blog describing a series of research cruises to Antarctica. Blog by E. Darelius, University of Bergen, Norway. (link)

Jugend forscht und Schüler experimentieren (since 2016). Serving as jury person at a national science competition for middle and high-school students. Hamburg, Germany.

Science camp Ratzeburg (2015, August). Week-long summer camp for teenagers on combining learning how to sail and experiments. Self-organized, Ratzeburg, Germany.

Wind und Meer (2014, August). Week-long summer camp for gifted teenagers, leading the group on physical oceanography (including lectures, experimentation and cruise), Deutschen JuniorAkademie, Bad Bederkesa, Germany.

various short presentations (since 2012)

  • Introduction to Oceanography (03.2013, Skeisvang videregående skole, Haugesund, Norway)
  • Tank experiments + presentation for a geofag2 class, aged 17, visiting the University of Bergen as part of their career counselling.
  • Introduction to Oceanography (03.2013, Olsvikåsen vidergående skole, Bergen, Norway) Tank experiments + presentation for pupils, aged 15, working on a one-year oceanography project.
  • Introduction to Oceanography (12.2012, Primary school Strenge, Hamburg, Germany)
    Three separate presentations and demonstrations of tank experiments to school children, aged 7-10.

For kids via adults

Apparently, the best predictor for whether or not kids end up choosing STEM subjects is whether or not their parents cook together with them. This might be an urban myth at my work place, but in any case, I believe that it is important to enable parents to share interest and enthusiasm and a scientific approach to things with their kids.

Let’s go wave watching! (2016). Originally written for my sister so she could teach my goddaughter about the fascinating waves to be seen at their coastal home, this book has been translated to English and is currently being translated to Norwegian. Environmental education centers have approached me for personalized editions to be sold at their shops. (link)

For the general public

Since „the general public” is so ill-defined, I prefer target audiences about which I know a little more and hence can tailor my outreach better to their wants and needs. However, I have been involved in several activities:

Ocean MOOC (2016). I worked as an expert consultant on developing the Massive Open Online Course “One Planet – One Ocean: From Science to Solutions”, editing the content and providing graphical representations for the chapters on physical oceanography. (link)

Presenting in video (2012). “Å måle havet: CTD”, “Measuring the ocean” by S. Skrede. (Link English, Norwegian)

Developing materials (since 2010)
Materials I have produced and shared online have been used with permission, for example in an article in Bergens Tidene (E. Darelius and P. Langebroek, 2015, October).

Science days (since 2006)
Various activities, for example within Kiel Week or Research Nights

For scientists

I started blogging for personal knowledge management as a way to organize pictures I took of my rainy Saturday “kitchen oceanography”, teaching resources and relevant literature, and the comments and suggestions for improvements my friends made.

Adventures in oceanography and teaching (since 2013). On my personal blog, I write about anything related to “kitchen oceanography”, wave watching, science teaching and outreach, and whatever else happens to catch my interest. The blog’s facebook page has >700 “likes” and I have been approached for several opportunities through my blog. (link)

GeoEd (since 2015). I have written invited guest posts for GeoEd, the monthly “education corner” of the European Geoscience Union’s blog. (link)

Teaching in Higher Education

During my postdoctoral fellowship at the University of Bergen I was presented with the opportunity to teach several courses without supervision and hence with maximum freedom to explore my own teaching style and methods.

Introduction to Oceanography (GEOF130, Autumn 2012 and 2013, University of Bergen, Norway)
Bachelor in Meteorology and Oceanography
Lectures:                  Development and delivery of two hours, twice weekly
Laboratory:             Re-design of the lab course, development of new experiments and new teaching materials, instructing
Field Courses:        Leader of student cruises, introducing students to instrumentation, methods and sampling strategies
Mentoring:             Extensive mentoring of students with regards to choice of subjects, study exchanges, professional development, and more
Examination:          Developing the exam questions and grading the exams

Understanding the Coast and the Ocean (CMM31, Autumn 2012 and 2013, University Centre of the Westfjords, Iceland)
Master in Coastal and Marine Management
Lectures:                  Development and delivery of a two-week block course (in 2012 only development and delivery of two lectures on waves and tides via Skype)
Mentoring:             Extensive and ongoing mentoring of students with regards to professional development, and more
Examination:          Developing the exam questions and grading the exams

Field Course in Oceanography (GEOF332, Spring 2012 and 2013, University of Bergen, Norway)
Master in Meteorology and Oceanography
Field Course:          Co-leader and instructor on three one-week student cruises, introducing students to observational oceanography
Seminar:                  Supporting the students in data analysis, writing of their first scientific reports and presenting the results
Mentoring:              Extensive mentoring of the students on topics concerning their professional future

Dynamical Oceanography (GEOF330, Autumn 2011 and 2012, University of Bergen, Norway)
Master in Meteorology and Oceanography
Laboratory:             Re-design of the lab course, development of new teaching materials, instructing
Exercises:                 Teaching of the exercises

Introduction to Atmosphere-Ocean Dynamics (GEOF110, Spring 2012, University of Bergen, Norway)
Bachelor in Meteorology and Oceanography
Laboratory:             Design and presentation of a new tank experiment

Commissioner (2007, German National Academic Foundation, Germany)
Member of the selection committee determining the recipients of scholarships

Mentoring and supervision of students

Born from a personal lack of mentoring opportunities, I became active in several mentoring networks, taking on leadership roles as well as facilitating workshops in addition to mentoring mainly young women. Currently most of my mentees have sought me out outside of formalized relationships and are therefore not explicitly mentioned here.

Supervising students at IPN (since 2016). I am a formal mentor of several students at Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel, Germany.
– S. Kellberg (since 2017). Thesis on learning about energy in the context of a museum exhibition.
– P. Michalik-Sobolewski (since 2016). Thesis on how much mathematics is needed to understand exhibitions.
– D. Hadinek (since 2016). Thesis on learning about energy in a high-school context.
– 3 Master students scheduled to start September 2017. Their theses will investigate details of the newly developed energie:labor.

ESWN Networking mini-workshop (2013, April). Leading sessions on networking for women in the Earth Sciences at the European Geosciences Union’s General Assembly, Vienna, Austria.

Female early career workshop – climate/physics (2013, November). Leading a session on how to build your own mentoring network. Bergen, Norway.

CyberMentor (2011–2013). Online mentoring of students interested in mathematics, informatics, natural and applied sciences.

MentorNet (2010–2013). E-Mentoring Network for Diversity in Engineering and Science, mentoring students online.

ESWN international leadership board and ESWN-Europe committee (2010–2014). Leadership roles within the Earth Science Women’s Network. Responsibilities include facilitating networking, writing proposals, planning and conducting workshops.

Peer-Mentoring Program (2010–2011). In-person mentoring of PhD students. Integrated School of Ocean Sciences, Kiel, Germany.