1. STRATEGIC PLATFORM

 

1.1 Background

The Sustainable Energy Planning Research Group is part of the Department of Development and Planning at Aalborg University. The group works with an interdisciplinary approach to Sustainable Energy Planning. The subject of study is energy planning in general and focus is on technical and geographical aspects, energy system analysis, economic and institutional aspects, feasibility studies and public regulation, and technological change.

Since the early 1970s, the group has played an active part in the Danish energy planning process. At the national level, strategies for the development of energy conservation, renewable energy sources, and combined heat and power production (CHP) have been defined. At both national and regional levels, the group has analysed and designed specific proposals for integrating wind power and CHP. Computer programmes for designing CHP investments have been developed. Analytical models of local and national energy systems have been designed and applied to various contexts. The researchers of the group have regularly been involved in the design of the Danish energy policy and its implementation at both local and national levels.

The research group has the principal responsibility for the Master’s programme of Sustainable Energy Planning & Management (SEP&M), which is a two years’ international programme taught in English. The programme is closely related to the programmes of Environmental Management, Urban Planning & Management, and Sustainable Energy Engineering. In 2005, the SEP&M programme became self-contained after having formed an integral part of the Master’s programme of Environmental Management.

Furthermore, the group is involved in PhD education as part of the programme of Planning and Development at the International Doctoral School of Technology and Science at Aalborg University.

Members of the group.

1.1 Vision

Our vision is:

• that future energy systems will be based on sustainable and renewable energy.
• that public participation will be an important factor when implementing sustainable energy.
• that the Sustainable Energy Planning Research Group will be an open and attractive research and learning environment in which research and education are equally important, with fruitful interaction between basic and applied research and with commitment to the development at both local, national and international levels.

 

1.2 Mission

Our mission is to develop theories, methodologies and tools for:

• Energy system analysis
• Feasibility studies
• Public regulation

The development is based on an interdisciplinary approach, which we see as an integral part of a successful implementation of sustainable energy systems.

In our education we use problem-based learning and it is our mission to further develop problem-based learning as an efficient tool for learning about sustainable energy systems.

We see it as our obligation to support public participation in the implementation of sustainable energy systems by providing necessary information. A key element is to raise awareness of choice. In a democratic society, voters and politicians need the information necessary to decide on implementing a sustainable energy system, amongst others:

• Information on the existence of sustainable energy system technologies.
• How well these technologies work.
• How expensive they are.
• The potential of these technologies.
• How well they work in an energy system.

 

1.3 Goals

In our effort to implement sustainable energy systems we want to be amongst the best universities in Europe when it comes to sharing knowledge and cooperating with society. It is our goal that our research will play a critical role in this cooperation.

1.4 Values

It is against our conviction that the end justifies the means when implementing the necessary sustainable energy systems. It as an important part of the values, upon which we base our work, that democratic societies are consolidated and developed while implementing the necessary sustainable energy systems.

2. RESEARCH ACTIVITIES

 

2.1 Primary research areas

 

Sustainable energy systems – design and analysis

Methods and models for technical, economic, and environmental design and evaluation of sustainable energy systems. Particular focus on modeling the the effective integration of intermittent renewables and CHP.

Own research models include:

• EnergyPLAN. System analysis of large-scale integration of renewable energy.
• energyPRO GRID. A transmission system model developed in cooperation with EMD. The model is used for the analyses of transmission grid loads and losses based on geographic distribution of power sources and demands.
• COMPOSE (Compare Options for Sustainable Energy) is a techno-economic energy project assessment model, that allows for the evaluation of user-defined sustainable energy projects in user-defined energy systems allowing for user-selected methodology options, comparing both local and system-wide energy, environmental, and economic consequences.
• EnergyBALANCE (1995-2000). A simple Excel spreadsheet model. Now made available as part of the local energy planning tool (Energy Planning Tool web-site).
• The initial version of the energyPRO computer tool for the design and operation of CHP plants, 1988-90. Later, the tool was made commercial by EMD. The current version of energyPRO is being used in the design of most distributed CHP plants in Denmark.

 

Geographical analysis of energy systems and resources

Application of geographical information systems (GIS) to the development and analysis of geographical constraints and distributions of renewable energy resources and the energy system infrastructure. The research area is located in between system analysis, resource assessment, and planning, and the research has led to the development and application of GIS-based models in several fields:

• Geographical analysis of energy demand and supply in national, regional and local energy systems. Development of a Danish energy atlas for high resolution energy accounts to be used in energy systems analysis, in particular research into end-use efficiency and infrastructural change.
• Resource-economics – geographical analysis of distributed energy resources (wind, biomass) by use of geographically determined costs and revenues.
• Development of the GIS-based GRASP model (Geographical Resource Analysis, Supply and Planning) of spatially determined costs and environmental effects of renewable energy sources and energy system infrastructure. Cost supply and allocation studies carried out for biomass, on- and offshore wind, district heating and energy end use in New Zealand, Iceland, Denmark and the North Sea area.
• Visibility and visual impact of regional wind power development. Geographical studies using visibility thresholds, intervisibility and landscape character in combination with population, land use and wind energy economics.

 

Feasibility studies

Focus on socio-economic methods emphasizing the impact of new technologies on employment and balance of payment. The approach is holistic and dynamic in its search for the potential best future energy technologies. It is combined with the development of new institutional tools/scenarios supporting the implementation of the most favourable technical scenarios. In that way, this approach differs from the technologically static feasibility studies, as used by, for instance, the Danish Economic Council. The technologically static feasibility studies tend to come up with the result that new technologies are more expensive than traditional and well-known technologies. As opposed to this approach, the dynamic feasibility studies of the group aim at finding and developing the technologies which fit into the specific demands of a country/region and have the potential of becoming future technological winners in the energy field, if the necessary policy is implemented.

An example is the Danish Wind Power development in which the group has participated with suggestions and advice since 1975. This development would never have been accepted in technologically static feasibility studies, as wind power in its initial phases was more expensive than its fossil fuel competitors. Nevertheless, together with others, the group demonstrated the technological potentials of wind power, and a policy was implemented which supported the technological development of wind power at its relatively costly initial stages. The potential was there, and now wind power supplies 20% of the Danish electricity consumption and is one of the most successful export industries in Denmark. On the basis of the experience gained through this development, the methodology of dynamic feasibility studies has been developed.

Public Regulation and Technological and Structural Change

Focus on the development of technological scenarios which fulfil environmental and other societal objectives in relation to public regulation measures. The context which is studied is the combination of political, social and market conditions which influences the energy consumption of society. Two approaches:

1. The energy sector approach, or the development of energy consumption within a given development of the societal structure.
2. The societal structure approach, or the link between energy consumption and the structural development of the society.

So far, focus has been on the energy sector approach, but it is the intention to increase the focus on the societal structure approach. The aim is to advance the design of political, social and market conditions that facilitate technological change.

2.2 Past research topics and goals

 

• Development of common projects to initiate a close work relation in the group. One such project was the DESIRE project involving all members of the group. A comparison of different energy system models involving most of the group could be another example.
• Development of the research area of national energy strategies and 100% renewable energy systems. One such project was the IDA Energy Plan 2030 from 2006, where the group performed the technical and economic analyses for the energy plan.
• Expansion of research activities of energy system analysis by means of external funding.
• Expansion of research on international biomass fuel supply modelling and geographical analysis. Network building and application for external funding.
• Further development of a number of projects already established.

These goals have all been satisfactory fulfilled.

2.3 Project activities

Current and completed project activities

Old tables

2.4 Conferences, seminars and PhD courses

PhD courses:

• Energy System Analysis I: Introduction to the EnergyPLAN model (2 ECTS) 2005
• Energy System Analysis of Large-Scale Integration of Wind Power (2.5 ECTS) 2005
• Advanced Energy System Analysis on the EnergyPLAN model (4 ECTS) 2007
• Institutions and public regulation – options for planning and managing innovation (4 ECTS)
• Advanced Energy System Analysis on the EnergyPLAN model (3 ECTS)

International conferences:

• International Energy Foundation conference ENERGEX 2004 International Energy Forum, Lisbon, 3-6 May, 2004: Organiser of a special session on “Distributed Energy”.
• EURO Sustainability 2005, 4th International Conference on Business and Sustainable Performance, Aalborg, Denmark, 14-15 April 2005: Organiser of a special session on “Sustainable Energy Systems”.
• 4th Dubrovnik Conference on Sustainable Development of Energy, Water and Environment Systems, Dubrovnik, Croatia, 4-8 June 2007. Members of the organising committee and organiser of special session on “Energy and Transportation System Analysis”.
• 5th Dubrovnik Conference on Sustainable Development of Energy, Water and Environment Systems, Dubrovnik, Croatia, 30 September – 3 October 2009.

 

2.5 Collaboration with external research groups

 

• The System Analysis Department at Risø National Laboratory, DTU.
• Institute of Environment and Resources, DTU.
• 3R (Residual Resource Research) PhD research school on integrated resource and waste management, located at DTU.
• SESAM (Sustainable Energy Systems and Management), Flensburg University. A one-week intensive energy planning course is given each autumn to Master’s students from Flensburg University.
• Environment institute, Beijing Normal University of China
• Institute of Energy, Environment and Economy, Tsinghua University of China
• University of Limerick: the group collaborates continuously with the Charles Parsons Initiative (CPI, www.cpi.ul.ie) from the University of Limerick, Ireland. CPI has recently identified three specific areas which they will focus their future research on. Out of these three areas, the group has already made significant contributions to two of these, which has already resulted in the publication of numerous articles.
• Power Engineering and Energy Management Chair, Department of Energy, Power Engineering and Environment, Faculty of Mechanical Engineering and Naval Architecture, University of Zagreb, Croatia
• Environmental Engineering, Inst. of Chemical Eng., Biotechnology and Environmental Tech., University of Southern Denmark
• Center for Rural Sustainable Development at University of Maine at Fort Kent in the US. As a first step, Henrik Lund has been appointed Libra Professor at University of Maine at Fort Kent.
• Clark Strategic Partners, USA
• Collaboration with Riga Technical University and the group behind the initiative: Latvia Renewable Energy Concept. The collaboration is in its early stages. The aim is to develop renewable energy on an accelerated basis, which will empower Latvians, create employment, reduce Latvia’s energy import bill, and make Latvia more energy independent.

 

2.6 Publication strategy and activities

Our strategy is:

• To give priority to peer-reviewed journals. During the past five years, we have built up a high publication rate and it is our goal to continue consolidating this activity. The aim is for each researcher in the group to publish a minimum of two journal articles each year. The focus has been on publishing in the following journals: Energy, Applied Energy, Energy Policy and Renewable Energy.
• To consolidate and broaden our position as guest editors in the future. So far, the group has had the successful experience of fulfilling the functions of guest editors on three journals and editorial panels.
• To create a good publication practice among PhD fellows. Our aim is for each PhD fellow to present a paper on a conference at least once a year. Furthermore, each PhD fellow should publish at least two journal articles prior to completing his/her study.
• To reach the general public and participate in the public debate on energy subjects.
• Accompany teaching with publication of textbook on energy planning, targeting students

Milestones:

• 7 peer-reviewed journal articles published per year from 2005 to 2009
• Research coordinator holds Editor-in-Chief position of the Elsevier international journal ENERGY. Moreover the group has associate editorships of three journals and has been guest editors of special issues of three journals in the period.
• The publication practice among the PhD fellows has been very successful and is likely to succeed in such way that each PhD fellow publishes at least two journal articles prior to completing his/her study.
• A member of the group was awarded the European Solar Prize (Eurosolar) in 2008 in Berlin.

 

3. RESEARCH STRATEGY AND CURRENT STATUS

 

3.1 Topics and goals

Our strategy is:

Goal	Current Status
Continuation of the development of common projects to initiate a close work relation in the group. The former DESIRE project (2005-2007) has now been replaced by the CEESA project (2007-2010) involving almost all members of the group. The group will begin to identify possible new similar projects to follow in 2011 and onwards	Considerations have started on what project to follow CEESA in 2011
Consolidation of research activities of energy system analysis by means of external funding including links to LCA and GIS	First new project combining energy system analysis and GIS has been executed in 2008 financed by “Dansk Fjernvarme”. Two other project are being executed in 2009 and forward: ZEB (Zero Emission Buildings) and Flexenergi.
Expansion of research on feasibility studies and Public Regulation and Technological and Structural Change	PhD projects are being formulated and contact to external financing has been established. Admission of 1 PhD student co-financed by Vestas
Intensification of studies of the links between development of societal structure and energy consumption. Here, we seek to identify ways of economic development that fulfil the needs of people without extensive needs of energy consumption	Not done yet
Expansion of research into the geographical aspects of offshore wind energy. Development of spatial models for the assessment of offshore wind energy potentials, restrictions and costs in Northern Europe and China
Local energy plans for climate change mitigation
“Erhvervs-PhD”

Our aim is to consolidate the topics in progress through external projects. This process is already taking place with regard to the analysis of sustainable energy systems, but we aim at elaborating it further in the areas of geographical analysis, feasibility studies, the links between societal structure and energy consumption and sustainable energy policy and planning.

With regard to PhD education activities, the group will aim at consolidating the present activities within Energy System Analysis and LCA, and within Social Sciences, we aim at developing the analysis of political, social and market conditions which further or enhance the needed technological changes. The courses will continue to strengthen the work relations with WEST, Risø National Laboratory, and Energinet.dk.

3.2 Staff recruitment

Our strategy is

Goal	Current Status
To move PhD positions into post doc and assistant professor positions	Done
A continuous admission of PhD fellows and research assistants, depending on the development of the research activities	Is being implemented on a continuous basis.
In 2010/2012: one assistant professor / 2 associate professor positions in order to preserve the competence achieved from externally funded projects
A continuing flow of external funding of the permanent employment of the academic project manager, depending on the development of the research activities	Is being implemented on a continuous basis

3.3 Publications

Our strategy is:

Goal	Current Status
To give priority to peer-reviewed journals. During the past five years, we have built up a high publication rate and it is our goal to continue consolidating this activity. The aim is for each researcher in the group to publish a minimum of two journal articles each year	At least 8 peer-reviewed journal articles have already been published in 2009. Several more are on their way
To consolidate and broaden our position as Editor-in-Chief and guest editors in the future. So far, the group has had the successful experience of fulfilling the function of guest editors on three journals and editorial panels, and editor-in-chief on one journal	A special issue of Utilities Policy (Elsevier) has been published with Henrik Lund as guest editor in June 2008. And a special issue of Applied Energy will be published in 2010 with Henrik Lund and Poul Østergaard as guest editors. Henrik Lund has become Editor-in-Chief of Elsevier international journal ENERGY.
To create a good publication practice among PhD fellows. Our aim is for each PhD fellow to present a paper on a conference at least once a year. Furthermore, each PhD fellow should publish at least two journal articles prior to completing his/her study	Two PhDs have been finalised in 2008. Both include more than two peer-reviewed journal articles.
To reach the general public
Accompany teaching with publication of textbook on energy planning, targeting students

4. APPENDIX

Appendix 1: Teaching Activities

Appendix 2 – Publications

Title: Sustainable Energy Planning Fundamentals for University Engineering Students

1. What is sustainable energy planning and why do you need to know? (20%)

• The states, the markets, and civil societies, are facing real problems
• Competing political and economic interests in energy
• Energy resources and technology: A global perspective with a local view
• What is sustainable energy – which consequences matter?
• What influences technological change?
• A policy theory of intentional experiments
• The praxis of comparing consequences
• Chapters 2-4 should be lecture-oriented focusing on basic principles, methodology and tools

2. Assessing techno-economic consequences (20%)

3. Assessing techno-environmental consequences (20%)

4. Assessing social and political consequences (20%)

5. Advanced tools for comparing and optimizing sustainable energy technologies and systems (15%)

6. Conclusion: What is planning – and why are planners failing? (5%)

• Charles Keeling. The concentration and isotopic abundances of carbon dioxide in the atmosphere. Tellus 1960;12.
• Amory B. Lovins, Soft Energy Paths: Toward a Durable Peace, Penguin Books, 1977.
• Goldemberg J. Energy for a sustainable world. New York: John Wiley, 1988.
• Danish Ministry of Energy, Energy 2000, A plan of action for sustainable development, April 1990
• Swisher, J N and Januzzi, G d M R R Y (1997) Tools and Methods for Integrated Resource Planning
• Grubb, M. J., The integration of renewable electricity sources, Energy Policy, Volume 19, Issue 7, September 1991, Pages 670-688.
• Tester, J. W., E. M. Drake, M. W. Golay, M. J. Driscoll, and W. A. Peters. Sustainable Energy: Choosing Among Options. Cambridge, MA: MIT Press, 2005.
• Moses JW, Knutsen TL. Ways of knowing. competing methodologies in social and political research. Basingstoke: Palgrave Macmillan, 2007.
• Lauber, V (2006) ‘Tradeable Certificate Systems and Feed-in Tarifs: Expectation Versus Performance’ Switching to renewable power

Academic supervisor: Bernd Möller
Pedagogic supervisor: Preben Kirkegaard

Current and past teaching and supervision.

Outline

Primære undervisnings- og vejledningserfaringer 2005-2010
Context
Values and intentions
Teaching
Supervision
Reflections on the integration of teaching, supervision, and research
Pedagogic action plan
Revolving self-evaluation

1. Primære undervisnings- og vejledningserfaringer 2005-2010

Som Ph.D. studerende (2005-2008) og Adjunkt (2008-) har jeg påtaget mig ansvarsopgaver indenfor undervisning og vejledning, samt markedsføring af uddannelsen.

Af særlig betydning har været min indsats overfor Institut for Energiteknik, hvor jeg er Energiforskningsgruppens ansvarlige for en strategi om at markere instituttet og masteruddannelsen. I den forbindelse står jeg for udvikling og afvikling af to kursusforløb i hhv. ”Energi og økonomi” samt ”Energi og miljø”. Under den nye school-struktur flyder disse forløb sammen til et nyt fælles undervisningsforløb, der tilbydes på tværs af flere institutter, kaldet ”Sustainable Energy Systems: Economics, Environment, and Public Regulation”. Dette forløb har jeg stået for beskrivelsen i studieordningen af, og er ansvarlig for tilrettelæggelse og afvikling af.

Af særlig undervisningsmæssig tyngde har været min indsats på Basisuddannelsen for Energi, samt Industri og Global Forretningsudvikling, hvor jeg er Energiforskningsgruppens ansvarlige for bivejledningen, og dertil bivejlederformand, samt for undervisningen i ”Videnskab, teknologi, og samfund” (VTS). Selv har jeg især bidraget med undervisning indenfor klimavidenskab, bæredygtig energi, og teknisk-økonomisk metode.

Under den nye school-struktur er jeg team-leader på Basisuddannelsen for Energi, samt Industri og Global Forretningsudvikling for planlægningen og gennemførelsen af VTS-delen af det ny 5 ECTS kursusforløb i ”Problembaseret læring i videnskab, teknologi og samfund” (PV). I forbindelse med PV kurset udvikler og afprøver jeg et innovativt kollektivt kommunikationssystem, der har til hensigt at løse erfarede flaskehalsproblemer i kommunikationen mellem undervisere og studerende, samt sikre vidensdelingen og koordineringen mellem undervisere. Intentionen er at løse en række problemer, som jeg har oplevet i instituttets undervisningsplanlægning og –afvikling, der kan spores tilbage til dårlig koordinering og vidensdeling på kursusforløb med flere undervisere.

Jeg er i gang med det sidste modul i mit adjunktpædagoikum og har deltaget i samtlige udbudte kurser og workshops, samt fået feedback fra undervisning og vejledning fra mine to faglige og pædagogiske vejledere. Stor glæde har jeg haft af workshoppen ”Alignment, Reflection and Development of Teaching and Assessment Strategies“ med Phil Race fra Leeds Metropolitan University, samt fra læsning af bogen ”Teaching for quality learning at University” af John Biggs. Forløbet har samlet set givet mig et teoretisk og praktisk forståelsesgrundlag, som jeg anvender i undervisningen. F.eks. præsenterer jeg konsekvent nu altid ”Intended Learning Outcomes” forud for en forelæsning, hvilket Biggs’ teoretiske overvejelser omkring constructive alignment stærkt understøtter. Min oplevelse er, at dette især støtter studerende, der har problemer med selv at definere, hvad der forventes af dem. Og Phil Race har leveret et væld af konkrete teknikker, der understøtter dybere læring, f.eks. brugen af Post-its i store forsamlinger, når man vil give plads til at alle studerende overvejer og noterer egne svar i forbindelse med at der stilles åbne spørgsmål i plenum.

Jeg har i 2010 været redaktør på Master uddannelsens nye engelsksprogede præsentations-brochure, der samtidig er specielt udvalgt af Aalborg Universitets internationale kontor til Undervisningsministeriets fremstød på amerikanske uddannelsesmesser i efteråret 2010.

Undervisning (her var engang et par tabeller)

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||Studium|Undervisning|Kompetencer
Basisuddannelsen (Energi, samt Industri og Global Forretningsudvikling)|Overordnet ansvar for tilrettelæggelse af undervisning med flere undervisere i Videnskab, Teknologi og Samfund siden 2005 med 2-3 egne undervisningsgange per årgang i klimavidenskab, bæredygtig energi, og teknisk-økonomisk metode. ((Kursusprogram og formål|Link til kursusprogram)) |Ansvar for studieordningens målopfyldelse, udvikling af sammenhængende VTS forløb med flere undervisere. Målgruppeerfaring med teknisk og process orienterede ingeniørstuderende. Erfaring med udvikling og afvikling af sammenhængende introduktionsforløb til energi, miljø, og økonomi.
Basisuddannelsen (By-, Energi-, og Miljøplanlægning)|Underviser på 2 kursusgange per årgang indenfor dansk energipolitik og -planlægning, samt vurderingsmetodik i forbindelse med valg af energiteknologi. [https://www.socialtext.net/psu/index.cgi?kursusgang_0|Link til kursusprogram]|Udvikling af kort introduktionsforløb til dansk energipolitik, vurderingsmetode generelt, og teknisk-økonomisk metodeanvendelse i planlægning af bæredygtigt byggeri i særdeleshed.
Institut for energiteknik 4. sem.|Overordnet ansvar for tilrettelæggelse af undervisning og eksamensgennemførelse i Energi og Økonomi. [https://www.socialtext.net/ietcourses/index.cgi?kursusgang_4_0|Link til kursusprogram]|Overordnet ansvar for tilrettelæggelse af undervisning med flere undervisere med 2 egne undervisningsgange per årgang indenfor teknisk-økonomisk metode og model-udvikling i regneark
Institut for energiteknik 6. sem.|Overordnet ansvar for tilrettelæggelse af undervisning og eksamensgennemførelse i “Energy and Environment”. [https://www.socialtext.net/ietcourses/index.cgi?program_6_0|Link til kursusprogram]|Ansvar for udvælgelse og koordinering af tværfagligt team af undervisere, der kombinerer kompetencer fra energi- og miljøplanlægningen, med 2 egne undervisningsgange per årgang i globale klima-rammevilkår, Danmarks klimapolitik og aktiviter, samt CDM metoder sammenlignet med emissionsopgørelsesmetoder i energisystemer med kraftvarme og vindkraft.
School of Engineering and Science (Studienævn for Energi, samt Industri og Global Forretningsudvikling) 6. sem.|Overordnet ansvar for tilrettelæggelse af undervisningen i ”Sustainable Energy Systems: Economics, Environment, and Public Regulation”|Udvikling og ansvar for formulering af kursusbeskrivelse i studieordningen. Ansvar for udvælgelse og koordinering af tværfagligt team af undervisere. Kommende.
SEPM Master 7-8. sem.|”Techno-economic modeling with spreadsheets”. [https://www.socialtext.net/fit/index.cgi?program|Link til kursusprogram]|Tilrettelæggelse og gennemførelse af 3 modulers forløb, der involverer en kombination af klassisk forelæsningsteknik og hands-on computerundervisning i plenum
Sommerskoler|Koordinator, underviser, vejleder, og evaluator for sommerskoleforløbet på ReLoCa i 2010. Underviser på BEST sommerskolen 3 år i træk.
Workshops|Overordnet ansvar for tilrettelæggelse og gennemførelse af 5 hel-dags workshops omkring varmepumper i fjernvarmeproduktionen for rådgivere m.fl. [http://fjernkulde.dk|FJERNKULDE.DK / FJERNVARMEPUMPER.DK]
Andet|Underviser i energi- og miljøforhold på ISCAN introduktionsforløb til danske forhold
||

!!!Vejledning

||Studium|Vejledning|Kompetenceudvikling
Basisuddannelse|Bivejlederformand og egen vejledning af i alt 16 grupper (5-8 personer)|Som bivejlederformand siden 2005, koordinering og evaluering af bivejledning, omfattende vejledningserfaring, herunder med laboratoriearbejde, styregruppepost
SEPM Master|Vejledning af i alt 6 grupper (heraf 2 master projekter)|Distance vejledning, interkulturel kommunikation, tværfaglig vejledning
Institut for økonomi, politik og forvaltning|Vejledning af 1 master studerende|Kobling til studier i national politiske og institutionelle virkemidler
Institut for energiteknik|Bi-vejledning af 1 Ph.D. studerende|Opbygning af forskningssamarbejde med kobling af egen forskning
||

[http://people.plan.aau.dk/~blarke/supervision.htm|Link til oversigt over gennemførte vejledningsprojekter]

2. Context

Notes on Institute of Development and Planning

Multi-disciplinary. Very collaborative with respect to educational programs. Less so with respect to collective multi-disciplinary research. Educational programs are undergoing major changes. Major national and international opportunities for research funding in sustainable energy, however investing in fund raising is risky seen from the position as Assistant Professor, as the institute does not allocate time for doing so.

Notes on own exposure to educational systems:

• 1972-1981: Teglmoseskolen, Albertslund, Denmark – progressive conservative public primary and secondary school. Lower working class. Socio-educational culture characterized by discipline, project work, socialist vs conservative dogmas. Psycho-social culture influenced by widespread social and economic problems, conflicts openly managed by violence.
• 1981-1984: Vallensbæk Statsskole, Albertslund, Denmark – social-democratic public high school. Lower middle class students. Socio-educational culture characterized by text book teaching, self management, engaged teachers. Psycho-social culture characterized by competition, risks and concerns about social development, and personal futures.
• 1988-1993: Aalborg University, Aalborg, Denmark – progressive society-oriented public university. Middle class students. 100% Danish alumni. Socio-educational culture characterized by project work, marxist-inspired theories on socio-technological mechanisms for change.
• 2005-2008: Aalborg University, Aalborg, Denmark (Ph.D. Sustainable Energy Planning) – progressive public oriented. Middle class students. International environment. Socio-educational culture characterized by own research interests, self management. Psycho-social culture influenced by latent academic conflicts.
• 2009-2011: Aalborg University, Aalborg, Denmark (Adjunktpædagogikum – Higher Education Teaching and Teaching Practice Programme). Socio-educational culture characterized by cross-professional discussions and exchange of experiences. Psycho-social culture influenced by professionalism.

Notes on current target groups in teaching and supervision:

• Basis – Energy/Industry/Global Business Development – 1. and 2. semester: Typical age group 18-23 year olds, typically Danish, but some international students for whom Danish is second language, particular from Island. Somewhat similar educational backgrounds: High school, HTX, some with particular technical experience from previous jobs and education, e.g. electricians.
• Inst. for Energy Technology – Thermal, Power, Mega – 4. and 6. semester: Same group as basis, with a few new comers in particular international students on 6. semester, which is taught in English.
• Inst. for Energy Technology – Thermal, Power, Mega – 8. semester: Same group as 6. semester, with several international new comers.
• Inst. for Development and Planning – 1. semester: Typical age group 18-23 yr, all Danish so far, limited technical background, policy oriented.
• Inst. for Development and Planning – 7. – 8. semester: Typical age group 23-35 yr, mostly international students, multiple professional backgrounds.
• Various international groups: ISCAN, BEST and LOCARE Summerschools – ranges from bachelor level to master’s level – typical age group 19-30 yrs – multi-cultural.

More thoughts about target groups in teaching and supervision:

The Danish target group on Basis exposes me to the current educational standards of this Danish key age group for higher education. The changes which I experience from year to year initially surprised me, and I am interested in understanding how these changes relates to social changes taking place. The international group of students exposes me to educational standards and study cultures in a wide range of countries (US, Spain, France, Baltic countries, Greece, China, and more). Dealing with a multi-disciplinary study group is particularly challenging with respect to how less-communicative or initially “clueless” students should best be supervised.

With respect to the physical and practical framework, I am concerned with two matters:

1. The number of students to be taught at Bachelor level’s 1st and 2nd semesters. Teaching 130 students at a time will be different from my prior experiences teaching 60 or less. I am currently preparing for this by taking professional voice training, as I have experienced problems pushing my voice to reach 60 students, while maintaining a comfortable high energy level. I am expecting to focus more on classical lecture techniques, allowing for fewer discussions, but introducing new techniques with the use of Post-Its and hand-waving, with the intention of stimulating everyone to be interactive and reflexive.
2. As a supervisor, I am concerned with the limited options for experimenting with heat and cold storages and heat pumps in the lab – a key research area for me and something that will be offered for project work at 2nd semester EGI onwards. I have been working for a long time to get the proper lab equipment for this, in 2010 submitting applications to both CW Obel and Green Labs, and I hope we will have what I would like to have within a year.

3. Values and intentions

My teaching philosophy is building on a foundation of deep respect for young people and a strong curiosity with respect to what they are going to accomplish in life. My intention is to stimulate the individual student to learn according to his or hers personal drive – the energy that I exert in teaching is intent on establishing interactive communication with the individual student that keeps them actively thinking and reflecting on the subject during class. In supervision I intend on supporting the student’s ability to accomplish more by collective efforts, while getting to know his or hers personal learning style and developing his or hers key competences.

4. Teaching

When reflecting upon my teaching, I am particularly drawing on past experiences with good teaching. One of my very best personal learning experiences originates from learning the card game of Bridge. The teacher was a trained primary school teacher and applied a variety of mechanisms to keep students engaged and entertained. I would call his method “repetitive push and pull”. The method basically implies for the learning situation to become an intense circular Q&A session, never going more two steps forward, before going one step backwards, either for repetition or for new perspectives on how to combine new knowledge with old knowledge. In addition, focus on stories, voice dynamics, surprising questions that would look at things from another angle, ad-hoc one minute exercises, and repetitive feed-back.

My strength is my teaching style, which is characterized by passion, high energy, and seriousness. My challenge is finding ways for stimulating deep learning for all students in class. Most students will actively be reflecting on the subject during class, but some will not, and I would like to accomplish getting these students on board as well. One key problem is that I am always feeling that I do not have enough classes to properly cover my subject, which means that I end up in class with too many intended learning outcomes. One solution is to assign more classes for myself, in order to distribute the ILOs, being able to cover them at a speed that better allows to make sure that everyone is on board.

5. Supervision

In supervision, I start out focusing on:

• Relevance: the relevance of the problem and subject with respect to the group’s internal context
• Anchoring: the level of relevance with respect to the group’s external context in combination with the potential for connecting with real people’s real problems
• Professionalism: the ability of each student to understand which competences are required for generating real value

My approach is to stimulate a deep self-evaluation of internal and external contexts, and I will also do so by challenging superficial ideas and intentions.

In supporting the project process, I am applying an approach, which I have termed “Interactive Planning Framework” (IPF), a description of which is included in Chapter 24 of [http://people.plan.aau.dk/~blarke/communication/chapter-rem-2007.pdf|Tools for Sustainable Development]. The IPF approach is inspired by methods and tools in Logical Framework Approach (LFA), Integrated Energy Planning, and Phronetic Planning Research. The IPF becomes a basis for discussing a productive and efficient group process.

For Bachelor’s level groups, my working hypothesis is that students benefit from frequent but relatively short meetings, preferably weekly meetings, certainly there should be no than 10-14 days in-between meetings, discussing mainly pre-prepared working papers submitted prior to the meeting. The reason is that Bachelor level students, especially during the first or second semester, easily gets stuck in the working process, and are often not able by themselves to move over obstacles, nor to support others in doing so.

For Master’s level groups, my working hypothesis is that students benefit from less frequent but relatively long meetings organized as internal conferences, starting with status presentations by individual members or sub-groups, followed by supervised discussions. The reason is that Master level students will often benefit greatly from each other and the conference form inspires knowledge-sharing, while better stimulating everyone to get involved in discussions. This form also better allows for bringing in 3rd party ad-hoc experts or stakeholders.

My strength is my ability to become naturally engaged in the students’ work. My challenge is to appreciate and support the variety of personalities and skills in the group, rather than focusing on the most active and extrovert skillful.

6. Reflections on the integration of teaching, supervision, and research

I have been fortunate to find a strong connection between teaching/supervision and with my research on sustainable energy, heat pumps, intermittency-friendliness, interactive energy planning frameworking models, techno-economic methodologies and tools, and energy policy instruments. At the same time, I have been enjoying teaching and supervising the same group of people, which seems to be a great combination for following through on intended learning outcomes.

As noted under Context, I have some worries about not having the necessary equipment in lab for supervising some project groups.

7. Pedagogic action plan

During 1993-2005, I was repeatedly involved in providing training for professionals on techno-economic planning software and energy sector studies, mainly focusing on applying LEAP and COMPEED for detailed techno-economic analysis. My key experience is that software and techno-economics are most effectively learned as part of a institutional capacity building effort that focuses on “case-in-demand”. The initial key priority is to identify a case, a problem, that trainees as well as their institutions preferably already recognizes as important to be addressed by analysis.

The reasons that institutions should be in on it are:

• that training is recognized as work, not play
• that training will strengthen the participant’s institutional careers, thereby supporting further penetration of the inherent logic that the training exposes them to into their institutions
• that is will provide immediate results in the form of studies that will strengthen the role of institution as a capable stakeholder, thereby supporting the context-wide transition of the taught logic

The effort to identify relevant case-in-demand as a platform for training in this area corresponds to learning theories that deals with establishing a sense of urgency and necessity with the target group for learning.

Similarly, it is important from me to gain institutional support and understanding of the need to promote the methods and tools offered with COMPOSE and similar frameworking models, and prioritizing targeting students who are likely to find the methods and tools immediately useful in solving project problems. My plan is to combine a bottom-up and top-down approach for this purpose; Supporting project groups under my supervision to apply COMPOSE whenever relevant, while promoting COMPOSE for formal inclusion in the Master’s programmes curriculum.

My focus on embedding hands-on training even with large plenary groups is rooted in learning theories that emphasizes the importance of physical activity as a mechanism for better anchoring knowledge (e.g. Dreyfus).

My vision is that the next step from providing hands-on training on “case-in-demand” is to be preparing for trainees to become trainers. My action plan is to engage in preparing for “hands-on training” and “training for trainers” in areas of interactive techno-economic energy planning frameworks and research. With respect to COMPOSE, this will require for me to put more emphasis on manual and support systems, trainer’s manual, sample studies for training purposes.

This plan is also supporting intentions for integrating research and teaching. Part of my academic research has focused on how to define, manage, and analyse techno-economic reason for application into effective planning processes. This focus has led to a dedicated effort to develop a new breed of planning software that supports and encourages a wider range of interactive uses. However, at the time of writing this, I will yet have to accomplish to offer university training in this line of work. It is my near term ambition to do so. I am currently hoping that a Ph.D. course planned to be implemented in the autumn of 2010 will allow me to subject selected participants to my ideas in this respect, while providing hands-on training on using the software COMPOSE.

Also, in the Autumn of 2010, I will be recording teaching on video for self evaluation, and possibly for discussion with supervisors. I will be talking voice training with a professional voice coach. I will be experimenting with Phil Race techniques for keeping 100+ students engaged in deep learning.

8. Revolving self-evaluation

I am realizing how my own story, my interests, and my personal academic quest, is manifesting itself into a number of storylines or paradigms in teaching, supervision, and research, which are slowly but surely maturing. I am beginning to realize that these maturing storylines, and the way and form by which they extend themselves into class-room and supervision situations, is bringing me closer to my professional identity, which also defines me on a more personal level. I have also come to see myself clearer through the evolution of my teaching and supervision, even to the extend that particular areas of knowledge, ways of obtaining knowledge, or ways of communicating, either satisfies or troubles me on a deeper emotional and intellectual level.

What satisfies me is when my teaching and supervision makes me feel like being “in the Matrix”. Everything comes together. While I do experience moments where I feel that I am momentarily losing ground, or where I become somewhat disconnected from the collective stream of consciousness established in class and group rooms, I am increasingly confident that I am able to sensitize people in class and groups to tune in on the subject matter. My experience is that nothing beats being well-prepared, and I prepare myself well. In the immediate future, I am looking forward to introducing new experiments for interactive communication and deep learning in large classrooms.

What troubles me is the emotional urge that I have to connect to the students, as it requires for me to struggle with myself in order to be keeping an intellectual distance to them as well. This has made me think about how my approach and style is rooted in personal and emotional needs and intentions. And it has made me realize that for me to become a better teacher and supervisor, I will also need to work with my personal insecurities and social skills.

All in all, what is then going to make me a good teacher and supervisor? I guess, firstly, I need to express openly, that I want to become one. I really do. Secondly, if there should be just one rule of engagement it should be for me to institute an learning environment in which students are eager to learn and able to stay focused on the subject matter, and in which their drive for learning thrives and results in real accomplishments (like great projects and great grades). In order to do so, I will need to practice a bit more constraint on sharing ideas, suggestions, answers, criticism – while I think it can still a valuable contribution to the learning environment – and focus more on allowing students to realize things for themselves.