Course Descriptions

Course Descriptions 

for the academic year 2009-2010 

University of Iceland – Division of Academic Affairs 

Reykjavík – August 2009

Prentgerð kennsluskrárinnar er unnin samkvæmt þeim upplýsingum sem lágu fyrir í ágúst 2009 um kennslu, námsframboð og annað er 

varðar starfrækslu Háskólans háskólaárið 2009-2010. Kennsluskráin er því birt með fyrirvara um hugsanlegar breytingar. 

Ef kennsluskrá og námsáætlun kennara ber ekki saman þá gildir námsáætlun kennarans, enda hafi hún verið kynnt stúdentum í upphafi 

námskeiðs. 

Vefútgáfa kennsluskrárinnar (https://ugla.hi.is/kennsluskra/index.php?tab=skoli&chapter=content&id=-2009) er frumgerð hennar. 

Prentgerðin er að mestu leyti afrit af vefútgáfunni. Hún er einkum ætluð sem heimild og er frágangur hennar með einfaldasta móti.

Contents 

School of Social Sciences ....................................................................................................................................... 7 

Faculty of Social and Human Sciences .................................................................................................................................. 7 

Faculty of Social Work ........................................................................................................................................................ 55 

Faculty of Economics .......................................................................................................................................................... 64 

Faculty of Law .................................................................................................................................................................... 72 

Faculty of Political Science ................................................................................................................................................. 85 

Faculty of Business Administration ................................................................................................................................... 103 

School of Health Sciences ................................................................................................................................. 120 

Faculty of Nursing ............................................................................................................................................................. 120 

Faculty of Pharmaceutical Sciences .................................................................................................................................. 139 

Faculty of Medicine ........................................................................................................................................................... 146 

Faculty of Food Science and Nutrition .............................................................................................................................. 177 

Faculty of Psychology ....................................................................................................................................................... 191 

Faculty of Odontology ....................................................................................................................................................... 204 

School of Humanities ........................................................................................................................................ 217 

Faculty of Foreign Languages, Literature and Linguistics ................................................................................................ 217 

Faculty of Theology and Religious Studies ....................................................................................................................... 255 

Faculty of Icelandic and Cultural Studies .......................................................................................................................... 263 

Faculty of History and Philosophy .................................................................................................................................... 291 

School of Education .......................................................................................................................................... 307 

Faculty of Sports, Social Education and Leisure Studies .................................................................................................. 307 

Faculty of Teacher Education ............................................................................................................................................ 332 

Faculty of Education Studies ............................................................................................................................................. 390 

School of Engineering and Natural Sciences .................................................................................................. 413 

Faculty of Industrial Engineering, Mechanical Engineering and Computer Science ......................................................... 413 

Faculty of Earth Sciences .................................................................................................................................................. 433 

Faculty of Life and Environmental Sciences ..................................................................................................................... 445 

Faculty of Electrical and Computer Engineering ............................................................................................................... 477 

Faculty of Physical Sciences ............................................................................................................................................. 487 

Faculty of Civil and Environmental Engineering .............................................................................................................. 523 

5

Faculty of Social and Human Sciences 

Undergraduate 

School of Social Sciences 


BÓK005G • Public Libraries • (6e) • Fall • 2f 

Aim: To introduce to students aims, role and characteristics of public libraries of various sizes. To prepare student for working in such 

libraries. Course descrition: Characteristics and development of public libraries in Iceland and abroad. declarations, laws, regulations, 

directions and standards etc. concerning public libraries. Administration connection to administration/authorities, planning, employment 

administration and marketing. Departmental division, housing and equipment, construction library equipment and aquisation policy, various 

specaial services, children and youth activities and cultural events. 

A written exam. 

BÓK101G • Internet for Library and Information Science • (10e) • Fall • 1f + 1æ 

Teacher: Sigríður Halldóra Gunnarsdóttir 

Teacher: Hallfríður Hr Kristjánsdóttir 

This is a required course in the BA-programme for Library and Information Science students. 

The course has four main areas of focus: 

- the use of the Internet for information searching and communication 

- the creation of Internet resources 

- the evaluation of Internet resources 

- the use of the Internet in libraries and information agencies 

Topics to be covered include searching techniques, search engines and directories, a basic introduction to commercial online information 

services and databases, a study of the applications of the Internet in libraries and information agencies, developing a web page for a library, 

accessibility and usability issues as well as current trends and developments related to the Internet. 

The course is taught as blended learning that means it is distance learning through learning management system, Moodle. There will be two 

on campus sessions during the semester. The first will be held in the beginning of semester (sept.) and the second one at the end of semester 

(nov.). 

Online participation and 7 short assignments (20%) and 4 assignments (80%) 

BÓK102G • Work Methods in Library and Information Science • (6e) • Fall • 1f + 1d 

Supervisory teacher: Stefanía Júlíusdóttir Librarian 

Teacher: Erna Björg Smáradóttir 

Teacher: Kristín Á Ólafsdóttir Adjunct Lecturer 

Aim: To instruct students in the principles of gathering information in their studies and to teach them to work independently in collecting 

information. Course Description: The course is taught in the first weeks of autumn semester, and includes the following: introduction to the 

university computer system and student access to systems and applications on the Internet, such as word processing, databases, printing and 

other functions of the computer labs. Introduction to KATALOGOS-L (computer communications of library science students) and other 

Information Sources through the Internet. The organisation of information in the University Library. The Gegnir and Greinir Systems. LISA, 

ERIC and other databases. Essay-writing, documentation and presentation of essays. Presentation of library projects and bibliographies. 

Two compulsory assignments. 

BÓK103G • Classification • (6e) • Fall • 1f + 1æ 

Teacher: Stefanía Júlíusdóttir Librarian 

Aim: That students gain understanding of the concept classification. That students learn to know the main classification systems for 

published material, and will be able to classify library material according to the Dewey Decimal Classification System. Course Description: 

Classification in general is studied, that is the history of classification, the main theories, aims, types and methods of classification. The main 

classification systems for published material are introduced, with major emphasis on the Dewey Decimal Classification System which 

students gain practice in using. 

Assignment and Written Exam. 

BÓK106G • Informations and Records Management I • (10e) • Fall • 4f 

Teacher: Jóhanna Gunnlaugsdóttir Professor 

Assistant teacher: Svanhildur Bogadóttir 

Assistant teacher: Magnús Guðmundsson Skjalavörður 

Aim: That students will be able to assume a leadership role in information and records management in organisations. 

Course Description: The history and development of information and records management is covered and students learn to know the main 

associations and organizations in information and records management as well as their contribution to the field of information and records 

management. Laws, regulations and rules concerning information, records and archives are introduced and the aim and methods of 

information and records management. The main topics of information and records management are studied, such as the records inventory, 

the retention and disposition schedule, the storage facilities needed for active and inactive records, vital records security, safety and security 

plans for information and records including recovery, packing and registering of semi-active and inactive records, and standard layout for 

records and forms management. The emphasis is on the organization of different forms of records, for example correspondence, accounting 

records, photographs, drawings, promotional material, and their different form which can be on paper, on disks, films and tapes. Examples 

are given on how various computer systems can be used in organising information and records, in registration, storage and retrieval. The 

students go through a need analysis for a information and records management programme in an organisation and how such a programme 

should be implemented utilising the latest computer software for information and records management. Students visit archives and 

organisations which have implemented an information and records management programme. Methods to organize the published material 

which organizations receive are introduced. Students complete assignments and projects during the course. 

Assignments and Written Exam. 

7


Undergraduate 

BÓK201G • Information Sources • (10e) • Spring • 2f + 2æ 

Supervisor: Kristín Ósk Hlynsdóttir 

The course will cover the variety of electronic information sources in different fields of knowledge, with an emphasis on commercial online 

information services. Examples will chiefly include the information sources and services available for students at the University of Iceland. 

The course incorporates a substantial computer lab component which provides experience of online searching and also of teaching others 

how to search for themselves. 

Required preparation: Internetið í bókasafns- og upplýsingafræði (BÓK101G) 

Five assignments. 

BÓK202G • Reykjavik City Library: Role, Functions and Services • (2e) • Spring • 1æ 

Students will be introduced to the role, functions and services of City Library of Reykjavík. The course is taught for one week in January and 

full attendance is required. 

Compulsory attendance and an essay (5 pages). 

BÓK206G • School Libraries • (10e) • Spring • 3f + 1u 

Aim: To prepare students to manage school libraries in Iceland. Course description: Legislation and regulations related to school libraries in 

Iceland and abroad. Acquisition policy, furnishings and equipment, everyday operations, and management, budget control, planning and 

reporting. 

Assignments. 

BÓK207G • The Management and Operation of Libraries and Information Agencies • (10e) • Spring • 4f 

Teacher: Ágústa Pálsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Aims: That students will gain an understanding of the role and functions of libraries and other information agencies in a modern society. 

Description: The role and functions of libraries and other information agencies, as well as innovation and development in their work will be 

discussed. Also, the library system in Iceland and its development, the types of libraries within it and their various functions according to 

laws and regulations, employees and staff positions. Collection management. Planning of customer service, quality of the service, evalution 

of the service. The responsibilities of libraries and information organizations in relation to the needs and demands of users are discussed. 

Librarianship as a professional and academic discipline will be introduced, as will professional attitudes and ethics, social issues of concern 

to the profession, and ideas about potential changes in the field of librarianship in the future. The historical development of libraries and 

information issues in Iceland will be discussed briefly. 

Written Exam and Assignment. 

BÓK208G • Cataloguing • (6e) • Spring 

Supervisor: Jóhanna Gunnlaugsdóttir Professor 

Teacher: Hildur Gunnlaugsdóttir Head of quality Administration 

Aim: That students learn to know the importance of standardised methods for the cataloguing of published material. That students will be 

able to catalogue monographic publications according to the ISBD(M) standard of International Federation of Library Associations and 

Institutions (IFLA) and the Anglo-American Cataloguing Rules (AACR2). Course Description: The history of cataloguing of published 

material is studied. The aims and methods of cataloguing library material is discussed and students learn to use international standards and 

rules regarding the cataloguing of such material. Special emphasis is on the ISBD(M) standard and the Anglo-American Cataloguing rules of 

libraries (AACR2) and exercises in using these at work. 


BÓK210G • Indexing • (6e) • Spring • 2f 

Teacher: Þórdís T Þórarinsdóttir 

Aims: That students will be introduced to the main indexing theories and that they will know the aims and purposes of indexing. Also, that 

the students will receive training in using different indexing methods and to make decisions about the situations in which each method is 

appropriate. Has some knowledge about thesauri creation, standards of indexing and is able to use them. Receives an introductionin Icelandic 

indexing methods and the problems related to indexing in Icelandic. That the student will receive some practise in indexing and abstract 

writing. 

Description: Discussion of indexing theories and the aims and purposes of indexing. Standards of indexing will be introduced, e.g. Íst 90 and 

ÍST ISO 596:1985. Students will be introduced to the creation of thesauri and will do an assignment on thesauri building. Different indexing 

methods will be introduced, particularly how they relate to different forms of publications; printed sources vs. sources published on the web, 

and also books and magazines. Writing of abstracts will be introduced. The students will deliver an assignment where they index materials 

using a thesaurus. 


BÓK306G • Information Services • (10e) • Fall • 4f 


Aims: Students will gain an understanding of the role of libraries and other information agencies regarding the mediation of information. 

Description: Different strategies for building and organizing information services as well as for evaluating the services will discussed. The 

principles of a reference interview will be introduced and students will be trained in interviewing techniques. The ethics underlying 

information services will be discussed along with the guiding principles for different types of libraries. 


BÓK307G • Practical Training • (2e) • Fall 

Supervisor: Ásdís Magnúsdóttir Project Manager 

Aim: For students to understand the purpose and aims of different types of libraries, for the immediate users and the society; for students to 

have a clear view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is 

connected to other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa 

8


Undergraduate 

institutions in the field of library and information services. Course description: The student becomes familiar with the operation of the library 

where she/he goes into pracitcal training before commencing he/her studies. During the practical training the students get oral information 

and guidance at a library and experiences as many sections of the library as possible. Course requirement: Students works at a library for at 

least 40 hours and does the assignments that the supervising librarian gives her/him. At the end of the practical training the student is to hand 

in a report to the supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The 

supervising librarian in the practical training also hands in a report on the student to the supervisor of the practical training. 

Assignments. 

BÓK409G • The National and University Library of Iceland: Role, Functions and Services • (2e) • Spring • 1æ 

Teacher: Ingibjörg St Sverrisdóttir The National Librarian 

Students will be introduced to the role, functions and services of the National and University Library of Iceland. The course is taught for one 

week in January and full attendance is required. 

Compulsory attendance and an essay (5 pages). 

BÓK410G • Information and Records Management II • (10e) • Spring • 3f + 1æ 

Teacher: Jóhanna Gunnlaugsdóttir Professor 

Aim: That students will be able to assume a leadership role in the inplementation of electronic records management in organizations. That 

students understand the importance of records management in knowledge and quality management. That students are able to present and 

market their ideas. Course Description: The students learn to use computer software in records management, groupware and intranets. A 

computer software which is designed to organize, store and retrieve information and records and track the status or progress of cases within 

the organization is introduced and students get the opportunity to work with it in a computer lab. Students are familiarized with the 

operational security of computer systems, their legal environment and the organization of information for e-commerce and knowledge 

management. Standards in general are covered and also those which relate directly to records and information. Quality issues, quality 

management and the ISO 9000 quality standards are covered, as is environment management and the ISO 14000 standards. The importance 

of records management in these standards is underlined and emphasized in implementing these programs. Various ways are introduced which 

can be used to promote the idea of records and information management to those working in and managing the organization. 


BÓK411G • Practical Training • (2e) • Spring 


Aim. for students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear 

view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to 

other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in 

the field of library and information services. Course description: The student becomes familiar with the operation of the library where she/he 

goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at 

a library and experiences as many sections of the library as possible. Course requirement: Students works at a library for at least 40 hours and 

does the assignments that the supervising librarian gives her/him. At the end of the practical training the student is to hand in a report to the 

supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising 

librarian in the practical training also hands in a report on the student to the supervisor of the practical training. 

Assignments. 

BÓK412G • Practical Training • (2e) • Summer 


Aim. for students to understand the purpose and aims of certain libraries for the immediate users and the society; for students to have a clear 

view of all the major operations of a library and how these are co-ordinated; for students to realise how the particular library is connected to 

other libraries in the library system of the country, and in a wider context the connection to foreign libraries and internationa institutions in 

the field of library and information services. Course description: The student becomes familiar with the operation of the library where she/he 

goes into pracitcal training before commencing he/her studies. During the practical training the students get oral infor mation and guidance at 

a library and experiences as many sections of the library as possible. Course requirement: Students works at a library for at least 40 hours and 

does the assignments that the supervising librarian gives her/him. At the end of the practical training the student is to hand in a report to the 

supervisor of the practical training. The report is to be handed in two weeks after the practical training is completed. The supervising 

librarian in the practical training also hands in a report on the student to the supervisor of the practical training. 

Assignments. 

BÓK413G • Web Management • (10e) • Fall • 3f + 2æ 

Teacher: Hrafnhildur Hreinsdóttir 

Teacher: Sigrún Gunnarsdóttir 

The course will cover several areas of web developent and web management such as policy development, needs analysis, marketing and 

measurements, usability and accessibility. Content management systems (CMS) will be introduced. 

Required preparation: Internetið í bókasafns- og upplýsingafræði (BÓK101G) 

Five Assignments. 

BÓK414G • Information mediation • (10e) • Spring • 3f + 1u 


Aims: The course will deal with current development in the field of information studies, information behaviour and knowledge mediation. 

Description: Definitions of key concepts and theoretical models in the field of information studies will be introduced, with an emphasis on 

information behaviour, information seeking and the mediation of information. The information behaviour of different groups within society 

will be discussed as well as barriers in information behaviour and information mediation. 


BÓK501G • BA-Thesis in Library and Information Science • (12e) • Fall 

9


Undergraduate 

Supervisor: Ágústa Pálsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


BA-Project. 

BÓK502G • Libraries in Iceland • (6e) • Fall 

Instructor: Any full-time faculty member in the Library and Information Science Department. The programme of visits should be prepared in 

consultation with a full-time faculty member, and approved by an faculty member. *The programme should include the National and 

University Library, an academic library, at least two public libraries, a research library, a school library. Depending on the interests of the 

student, visits may be made to a range of different types of libraries, or, within the parameters above, there is room for some specialisation. 

Museums, archives, bookstores, commercial information service providers, the tourist information service, and other agencies may be 

included in the programme if approved. Some libraries and information agencies outside the greater Reykjavik area should be included. 

*Once the programme of visits is approved, students will organise the details of visits themselves with the libraries and information agencies 

concerned. *The report on the programme of reading and visits should be submitted by the end of the last week of the teaching semester. 

*The report may include photographs, plans, sketches, and other non-print material as appropriate. Detailed documents and other material 

may be attached to the report as appendixes; the appendixes do not count in the word limit for the report. 

BÓK503G • Foreign Libraries • (6e) • Fall 

Instructor: Any full-time faculty member in the Library and Information Science Department. Supervision: Members of permanent staff of 

the Department of Library and and Information Studies. Students can may visit foreign libraries under the supervision of a member of 

permanent staff of the Department of Library and Information Studies. Students shall: Read material on libraries and library science in the 

country in question, prepare and organise a visit to 12-15 libraries and information centres in various places in the country in question, write 

a report of 15-20 pages on their conclusions. Students taking this course should bear the following in mind: 1. Library visits must be 

organised in consultation with the supervising teacher and the final schedule approved. 2. Library visits shall, as a rule, include the national 

library of the country in question, a university library, a public library, a research library and school library. Students may also emphasise 

special aspects such as museums, archives, bookstores or other matters of special interest. 3. The report on the visits shall be submitted no 

later than the last week of a semester. 4. The report may be accompanied by photographs, plans and drawings and any other accompanying 

material. 

The report on the visits shall be submitted no later than the last week of a semester. The report may be accompanied by photographs, plans 

and drawings and any other accompanying material. 

BÓK504G • Project in Library and Information Science • (2e) • Fall 

Project. 

Project. 


Project. 

Project. 


Project. 

Project. 

BÓK601G • BA-Thesis in Library and Information Science • (12e) • Spring 



BA-Project. 

BÓK602G • BA-Thesis in Library and Information Science • (12e) • Summer 



BA-Project. 

BÓK603G • Libraries in Iceland • (6e) • Spring 

Instructor: Any full-time faculty member in the Library and Information Science Department. The programme of visits should be prepared in 

consultation with a full-time faculty member, and approved by an faculty member. *The programme should include the National and 

University Library, an academic library, at least two public libraries, a research library, a school library. Depending on the interests of the 

student, visits may be made to a range of different types of libraries, or, within the parameters above, there is room for some specialisation. 

Museums, archives, bookstores, commercial information service providers, the tourist information service, and other agencies may be 

included in the programme if approved. Some libraries and information agencies outside the greater Reykjavik area should be included. 

*Once the programme of visits is approved, students will organise the details of visits themselves with the libraries and information agencies 

concerned. *The report on the programme of reading and visits should be submitted by the end of the last week of the teaching semester. 

*The report may include photographs, plans, sketches, and other non-print material as appropriate. Detailed documents and other material 

may be attached to the report as appendixes; the appendixes do not count in the word limit for the report. 

BÓK604G • Foreign Libraries • (6e) • Spring 

Instructor: Any full-time faculty member in the Library and Information Science Department. Supervision: Members of permanent staff of 

the Department of Library and and Information Studies. Students can may visit foreign libraries under the supervision of a member of 

permanent staff of the Department of Library and Information Studies. Students shall: Read material on libraries and library science in the 

country in question, prepare and organise a visit to 12-15 libraries and information centres in various places in the country in question, write 

a report of 15-20 pages on their conclusions. Students taking this course should bear the following in mind: 1. Library visits must be 

organised in consultation with the supervising teacher and the final schedule approved. 2. Library visits shall, as a rule, include the national 

10


Undergraduate 

library of the country in question, a university library, a public library, a research library and school library. Students may also emphasise 

special aspects such as museums, archives, bookstores or other matters of special interest. 3. The report on the visits shall be submitted no 

later than the last week of a semester. 4. The report may be accompanied by photographs, plans and drawings and any other accompanying 

material. 

The report on the visits shall be submitted no later than the last week of a semester. The report may be accompanied by photographs, plans 

and drawings and any other accompanying material. 

BÓK605G • Project in Library and Information Science • (2e) • Spring 

Project. 

Assignment. 

BÓK606G • Project in Library and Information Science • (2e) • Summer 

Project. 

Assignment. 


Project. 

Project. 


Project. 

Project. 


Assignment. 

Assignment. 


Assignment. 

Assignment. 

FÉL006G • Term Paper • (2e) • Fall 

Term paper on a special project. 

FÉL101G • Contemporary sociology • (8e) • Fall • 4f 

Teacher: Jón Gunnar Bernburg Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ingólfur Vilhjálmur Gíslason Lecturer (UK) - Assistant Professor (USA) 

This course discusses the sociological perspective and its application on contemporary topics. The aim of the course is that students gain an 

overview of the existing knowledge in many of the central topics of sociological inquiry. The course will emphasize the relation between 

theory and findings from recent research. In addition to central concepts such as social structure, culture, and social control, students will 

learn about research on topics such as stratification, organizations, deviance and illness, children and youth, immigration, demography, social 

movements, social psychology, life course, and so on. 

Mid term exam (20%), Essay (30%), final exam (50%). 

FÉL102G • General Sociology: Classical Theory and Modern Society • (8e) • Fall • 4f 

Teacher: Stefán Ólafsson Professor 

Description: The course is divided into three sections. The first section deals with the position of sociology within various humanities, 

especially social sciences. The second section addresses the classical problems and theories of sociology with special emphasis on the 

theories of the main thinkers of the sociological tradition, Durkheim, Tocqueville, Marx, Weber and Goffman. The third section of the course 

focuses on the characteristics of modern society, main themes being capitalism, socialism, industrialism, the welfare state, agricultural and 

industrial societies and the modern society. 

Four hours written exam. 

FÉL103G • Work Methods in Sociology • (6e) • Fall • 2f + 1u 

Teacher: Rannveig Þórisdóttir 

Teacher: Margrét Valdimarsdóttir 

Assistant teacher: Sonja Einarsdóttir 

Assistant teacher: Snorri Örn Árnason 

The aim of the course is to provide students with basic training in academic work methods. The course will provide an overview of the use of 

personal computers, information gathering over the computer network and the services of the University Library. Discussion of the 

presentation of assignments and essays and the various types of academic writings. Special emphasis on the structure of essays, citation of 

sources and format of documentation. Assessment is based on weekly assignments. 

Assignments. 

FÉL202G • Economy and Society • (8e) • Spring • 3f 


The goal of the course is to provide knowledge and understanding of interrelationships between economy, polity and society in modernity. 

The sociological perspective on the economy and major theories are the starting point, and then follows an account of contemporary changes: 

globalization, rise of the knowledge economy, marketization, tensions between democracy and markets, welfare states, internationalized 

labour markets and knowledge clusters. Lastly the consequences of economic changes on society are dealt with and the position of Iceland in 

11


Undergraduate 

international comparisons. 

Written Exam, Assignment. 

FÉL204G • Methodology I: Social Science Research Methods • (8e) • Spring • 4f + 1æ 

Supervisor: Jón Gunnar Bernburg Senior Lecturer (UK) - Associate Professor (USA) 

This course teaches the foundations of social science methodology. The course covers the major elements of the research process and basic 

methodological concepts and issues. Moreover, the course provides an overview of the main social science research methods, including 

experiments, surveys, research based on official data, content analysis, and field research. The strengths and weaknesses of these methods are 

discussed in reference to the variety of goals that can be found within social science research. 

A four hour written exam at the end of the semester (100%) 

FÉL206G • Diversity and Social Discrimination • (8e) • Spring • 3f + 1u 

Teacher: Guðbjörg Linda Rafnsdóttir Professor 


Discussion of various urgent issues of contemporary society and examination of such problems in the context of sociological research and 

theories. The issues include poverty, unemployment, social ergonomics and environmental issues. The emphasis will be on social reactions 

and political policymaking regarding various subjects. Students will undertake a research project for the purpose of gaining knowledge of the 

social problems of Icelandic society and placing that knowledge in the context of the academic discussion in the course. 


FÉL207G • Men and Masculinity • (6e) • Spring • 2f + 1æ 

The aim of the course is to introduce the students to the main topics in masculinity theory and research. Three main approaches in this 

century will be discussed, psychoanalysis, social psychology ("role" theory) and recent development centring on the masculinities will be 

discussed and how their creation and destruction is linked to other social structures. Specific attention will be paid to the participation of 

males in child care and domestic work and an Icelandic survey on males and family relations will be discussed. 

assignment 

FÉL301G • Extra Assignment: General Sociology: Classical Theory and Modern Society • (2e) • Fall 


Extra Assignment. 

Assignment. 

FÉL302G • Project in Sociology • (2e) • Fall 


Essays and/or Projects. 







FÉL305G • BA-Thesis in Sociology • (12e) • Fall 

Supervisor: Halla María Halldórsdóttir Project Manager 

BA-Thesis. 

Thesis. 

FÉL306G • Methodology II: Introduction to Statistics • (8e) • Fall • 5f + 2æ 



Assistant teacher: Lára Rún Sigurvinsdóttir Project Manager 

Assistant teacher: Thamar Melanie Heijstra 

This course teaches the foundations of statistics for the social science. First, we discuss measures of central tendencies and distribution of 

variables. Second, we learn the concepts involved in statistical inference and the application of significance testing. Third, we introduce 

measures of association between variables, including crosstabulation and simple regression analysis. We conclude the course with a brief 

introduction of multivariate statistics, including the use of partial tables and partial correlation. Students will learn how to use the Statistical 

Package for the Social Sciences (SPSS) to analyze data. 

Four hours final exam (70%), practice exam (15%) and SPSS exam (15%) 

FÉL307G • Seminar in Working Life studies • (6e) • Fall • 1æ + 2u 

Supervisory teacher: Guðbjörg Linda Rafnsdóttir Professor 

Teacher: Ásta Snorradóttir 

The main purpose of the seminar is to introduce the broad range of topics that belongs to the sociology of work and present new researches 

and theories in labour market and work environment studies. We require an active participation, for example in lectures at the Research 

Center for Occupational Health and Working Life. 

Assignment, Essay, class participation. 80% comulsary attendance is required. 

12


Undergraduate 

FÉL308G • Theories in Social Sciences • (8e) • Fall • 3f + 1u 

Supervisory teacher: Ingólfur Vilhjálmur Gíslason Lecturer (UK) - Assistant Professor (USA) 

Teacher: Þórólfur Þórlindsson Professor 

Intended for second year students in sociology, political science or anthropology. Students are expected to know and evaluate four classical 

theorists in social science. The main focus is on those aspects of the theories of Karl Marx, Emile Durkheim, Max Weber and G.H. Mead 

dealing with the nature of social science, explanations of social change, stratification and political power. After the cource students are 

expected to have read classical texts, to know and understand the main concepts used by these authors and to be able to use them in analysing 

modern societies. Teaching is in lectures and discussions. 

Essay (25%) and Written Exam (75%). 

FÉL309G • Criminology • (6e) • Fall • 3f + 1u 

Teacher: Helgi Gunnlaugsson Professor 

The main aim of this course is to introduce the student to the field of Criminology. The subjects covered can be roughly divided into two 

broad categories. First: Criminological research and theoretical explanations, determining both what constitutes crime in society, in addition 

to the causes of crime, are explored and discussed. For this task, various perspectives are analysed and evaluated, such as Classical and 

Positivistic theories. Second: Four specific types of crime are closely analysed in terms of their nature and impact in society, theoretical 

explanations and finally their containment. 

Essay (1cr), Written Exam (2cr). 

FÉL310G • Sociology of Mental Health • (6e) • Spring • 2f + 1u 

Teacher: Rúnar Vilhjálmsson Professor 

Discussion of sociological theories on mental illness and their use in explaining the distribution of mental illnesses in groups of specific age, 

gender, marital status and class. The conditions of the mentally ill and their relations with their families and members of the health 

profession. The difference in the use of mental health facilities of groups based on age, gender, marital status and class. Discussion of the 

organisation and effectiveness of the mental health service. 

Assignments and a written exam. 

FÉL311G • The Effects of Pornography and Media Violence • (10e) • Fall • 4f 

Teacher: Guðbjörg Hildur Kolbeins Sessional Teacher (Non tenured Teacher) 

The aim of this course is to enable students to theoretically evaluate the possible effects that pornography and violence in the visual media 

have on viewers. The course will look into what effects pornography has on how men perceive women and violence against women. 

Research findings on the scary effects that television violence has on children will be discussed, along with the relationship between 

pornography, violence and aggression. Finally, questions will be raised whether the effects of media violence is confined to specific groups 

within the general audience and what effects pornography and media violence has on society as a whole. 

Essay. 

FÉL312G • Socialpsychology • (6e) • Spring • 2f + 1u 


We will begin with a discussion about the theoretical premises of sociology and psychology and their connection in social psychology. The 

creation of groups and interaction within groups are key elements of the discussion. Specific attention will be devoted to methods in social 

psychological research i.e. participant observations and experiments. We will also discuss practical applications of social psychology within 

for example the criminal system, the labour market and human capital development. Students will be required to do a small project on the 

basis of classical texts with the aim of increasing understanding of the interconnection of theory, methods and practical applications. 

After completing the course students should know the key concepts within social psychology and be able to use them when analysing 

contemporary issues 

Assignment (50%), Final written Exam (50%). 

FÉL313G • Introduction to Media Studies: Structure and Power • (6e) • Fall • 3f + 1u 

Supervisory teacher: Ragnar Karlsson 

Teacher: Elfa Ýr Gylfadóttir 

Teacher: Hilmar Thor Bjarnason 

The objective of this course is to provide students with knowledge of the social basis of the media and their role in pluralistic. This is 

discussed in the context of the Icelandic media. To begin with, the course will discuss the history of communications and the historical 

background of contemporary media. Special attention is given to the control systems of media and relevant theories on such systems. 

Questions of pluralism in contents and control will be discussed in the light of ownership trends, competition and market concentration. 

Home Assignment during the semester. 

FÉL314G • Media and Communication Studies II • (10e) • Fall • 4f 

Supervisory teacher: Ragnar Karlsson 

Teacher: Þorbjörn Broddason Professor 


Teacher: Hilmar Thor Bjarnason 

The aim of this course is to introduce students to research regarding the interplay between media and society. Major theories in this field will 

be discussed and the results of local and international studies of the uses and effects of mass media will be presented. The latter part of the 

course will be devoted to the analysis of media texts, media production and the organizational status of media workers. Theories of media 

professionalism and journalistic (in)dependence will be discussed. 

Home Assignment during the semester and essay. 

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FÉL402G • Extra Assignment: Economy and Society • (2e) • Spring 

Supervisor: Stefán Ólafsson Professor 

Term paper in Economic and Society. 

Essay. 

FÉL403G • Management, Work Organization and Work Culture • (8e) • Spring • 3f + 1u 


Teacher: Tómas Björn Bjarnason 

This course will introduce the classic themes in the sociology of work. These range from theories about work organization, the classic 

debates about scientific management, bureaucracy and human relations to the recent concerns about culture, human resources, strategy and 

management. 

Essay, group assignment along with oral presentation and a written exam. 

FÉL404G • Modern Theories in Social Science • (8e) • Spring • 3f + 1u 


The course is a continuation of Theories in Sociology. Some major theoretical perspective in sociology and political science in the 20th 

century are discussed in this course, including the scientific and philosophical premises of the theories of social science, communications 

thories and conflict thories and functionalism and value thories. Finally, the main features of positvism and its applications in the social 

sciences are discussed and evaluated. 

An Essay and written Exam. 

FÉL405G • Project in Sociology • (2e) • Spring 


Essays and/or Projects 

FÉL406G • Project in Sociology • (2e) • Summer 


Essays and/or Projects 









Essays and/or term paper. 



Essays and/or term paper. 

FÉL411G • The Use of Survey Research in Sociology • (8e) • Spring • 1f + 1u 

Supervisor: Þórólfur Þórlindsson Professor 

Supervisory teacher: Rannveig Þórisdóttir 

Teacher: Kolbeinn Hólmar Stefánsson 

The course is intended for research on a particular subject selected in consultation with students. Discussion of individual stages of the 

research in the context of the subject of research. 

Recommended preparation: Aðferðafræði III (10.04.97) 

Assignment. 

FÉL412G • Ergonomics and social riskfactors at work I • (6e) • Spring • 2f + 1u 


The course deals with ergonomics and social riskfactors with emphasis on tasks like work organization and well being, inequality in health, 

gender division on the labour market, work and family life, global labour market, stress, burnout, bullying, sexual harrashment and violence. 

Presentation, essay, assignments, class participation. 80% compulsory attendance. 

FÉL413G • Mentorassignment: Friendship • (6e) • Fall & Spring 

Supervisor: Þórólfur Þórlindsson Professor 

The aim of the course is to give students an opportunity to work on children's well being and acquire experience in dealing with children. 

Emphasis is placed on reciprocal benefits by having children and adolescents learning from each other's circumstances. The course is 

beneficial to society by giving students the opportunity to be a role model and a positive influence in the life of school children. This 

objective is achieved by establishing a relationship in which children interact with a mature person outside the family. 

Assignment. 

FÉL414G • BA-Thesis in Sociology • (12e) • Spring 

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BA-Thesis 

Thesis. 

FÉL415G • BA-Thesis in Sociology • (12e) • Summer 

BA-Thesis 

Thesis. 

FÉL416G • Methodology III • (8e) • Spring • 4f + 1æ 



Assistant teacher: Stefán Hrafn Jónsson 

This course discusses multivariate statistical methods, including multiple-regression anlysis and factor analysis. Moreover, students are 

required to design and conduct a questionaire survey and to use multivariate statistics to analyze the survey data. The Statistical Package for 

the Social Sciences (SPSS) will be used. 

Recommended preparation: Aðferðafræði II: Inngangur að tölfræði (FÉL306G) 

Research projects (40%) and a final exam (4 hours) 

FÉL417G • Sociology of Deviance • (8e) • Spring • 3f + 1u 


The course will focus on the structure and nature of society from a micro-sociological point of view. The first part of the course will address 

several basic theories (e.g. Mead, Goffman and Foucault) on how the individual's perception of himself in social relations develops in the 

course of his interaction with society. The second part of the course will deal with the scientific philosophy of phenomenology and its 

sociological implications as it appears in the works of Schutz, Berger and Luckmann. Diseases and deviating behaviour will also be 

examined in light of symbolic interaction theories as well as phenomenology. 

Written Exam and Essay 

FÉL418G • The Labour Market and its Development • (6e) • Spring • 3f + 1u 

Supervisor: Stefán Ólafsson Professor 

The aim of the course is to introduce to students main changes that have occurred in the labour market over the past two decades. The scope 

of labour: Participation in the labour market, work hours, contribution per person, unemployment etc. The development of work 

opportunities. The value of education on the labour market. Expanations of the variable interaction of supply and demand on the labour 

market. The causes of unemployment, social and personal. The division of the labour market (dual labour market, segmentation, 

stratification). The relation between the social landscape on the labour market and strife comparison between countries. Consultation systems 

and their relation to strife and economic progress. Theories on labour relations (Ross and Hartmann, Dahrendorf, Korpi, Poole, Kerr, Dunlop 

and other). The interaction of industrial development, living standards and welfare. 

Essay and written exam. 

FÉL419G • Medical Sociology • (6e) • Spring • 3f 


Teacher: Magnús Einarsson 

The course considers the concepts of health and disease from a sociological point of view, by examining theories of social deviance and the 

sick-role. The social distributions of major current health problems are mapped and explained. Group differences in utilization and access to 

health care are described and explained. Developments and conflicts among physicians and nursing staff are discussed in terms of 

professionalization and professional dominance. The course concludes with alternative views on past and current contributions of health 

services to public health. 

Essay and a Written Exam. 

FÉL420G • Modern Welfare States: Standards of Living and Labour Market • (10e) • Spring • 3f + 1u 


Teacher: Guðný Björk Eydal Senior Lecturer (UK) - Associate Professor (USA) 

The course deals with the development of welfare states in Western nations. Amongst topics are theories of origins and development of 

welfare systems, differing characteristics or regimes of welfare states and interactions between social, economic, political and moral issues in 

welfare. Individual welfare states are compared for level of living, redistribution and qualities of life. Amongst the countries compared are 

Iceland, USA, Sweden and Germany. 

Written Exam and an Essay. 

FÉL421G • Regression analysis • (10e) • Spring • 3f + 1u 


This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual 

understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly 

used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that 

test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to 

detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous 

dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty 

of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. 

The statistical package SPSS will be used. 

Recommended preparation: Aðferðafræði III: Framhaldsefni í tölfræði (FÉL416G) 

Projects and Home Exams. 

FÉL422G • Media and Communication Studies: Theories and Research • (10e) • Spring • 3f + 1u 


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Teacher: Ragnar Karlsson 

The aim of this course is to provide students with further insight into recent research and theorizing in media sociology. The following issues 

will be dealt with: a) Media Events; b) media, sex and violence; c) the information society; d) the public sphere and the debate about public 

service; e) theories of globalization with special reference to the international flow of media contents. 

A part of the course may consist of a study tour abroad (one credit) where visits will be made to international media, news bureaux, political 

offices and academic instititutions. 

Recommended preparation: Inngangur að fjölmiðlafræði: Vald og formgerð (FÉL313G), Fjölmiðlafræði: Notendur og áhrif (FÉL314G) 

Assignment. 

FÉL423G • Term Paper in the Icelandic Media • (6e) • Spring • 3u 


Research Project decided between students and instructor based on Icelandic Mass Media. 

Recommended preparation: Inngangur að fjölmiðlafræði: Vald og formgerð (FÉL313G), Fjölmiðlafræði: Notendur og áhrif (FÉL314G) 

Assignment. 

FFR103G • Disability and Culture • (10e) • Spring • 3f + 2u 

Teacher: Hanna Björg Sigurjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Lilja Össurardóttir 

Assistant teacher: Rannveig Traustadóttir Professor 

Disability, culture, society 100337 The main goal of this course is to explore cultural reaction to disability and disabled people as well as 

examining the cultural representation and construction of disability in Western societies. The course will build on a core concept of social 

understanding of disability. Special emphasis will be on the role of media, popular culture, literature and arts in defining and representing 

images of disabled people. Topics also include disability art and culture, identity, femininity, masculinity and empowerment. The cultural 

location of disability in Western societies will be explored and how disability can be viewed as one of the aspects creating diversity in today's 

societies 


FFR302M • Disability, Identity and Society • (10e) • Fall • 3f + 2u 



The goal of this course is to provide students with knowledge about the societal situation of disabled people. The lives and experiences of 

disabled people will be the central focus with emphasis on the life course and main areas of everyday life such as family, education, 

employment and housing/homes. We will read new Icelandic and international disability research and explore the state of the art in services 

for disabled people. Different theoretical approaches will be used to examine policy, law, services and disabled people's status and situation 

in contemporary societies. 

Project and take-home exam. 

FOM301G • Introduction to Qualitative Reserch Methods • (8e) • Spring • 3f + 1u 

Teacher: Kristín Björnsdóttir 

Assistant teacher: Helgi Þór Gunnarsson 

Assistant teacher: Lilja Össurardóttir 


This course provides students with knowledge of the qualitative research tradition in the social sciences. Qualitative researchers collect data 

in people's in naturalistic settings and examine how people understand and interpret their lives and the world around them. This course 

focuses on four broad topics: introduction to the foundation of qualitative research, research design, data gathering and data analysis. 

Students will have the opportunity to try out various data collection methods, such as in-depth interview, participant observation, life-story 

method and focus-group interview. The use of photographs and personal documents in research will also be explored. Different methods of 

data analysis will be introduced and students will learn how to present and report research findings. Students will be expected to review 

qualitative research within their disciplines. Ethical issues in research will be discussed throughout the course. 

The objective of the course is that students have an understanding of the main characteristics of qualitative research and have experiences in 

various ways of collecting and analysing data. Students are expected to apply their assignments to their field of study. 

The course is based on lectures, small-group exercises and discussion. Students will complete group assignments as well as individual 

assignments. Students are required to actively participate in discussions and small-group exercises. Attendance in mandatory for this course. 

Attendance and participation in group exercises and discussions (5%) Evaluation of a research article (10%) Research proposal (10%) 

Research material (25%) Final exam (50%) Students must receive a grade of at least 5.0 for each assignment. 

MAN002G • Anthropology of Gender • (10e) • Spring • 4f 

Teacher: Helga Þórey Björnsdóttir 

The aim of this course is to introduce students to the anthropology of gender. The historical context and theoretical perspectives of gender in 

anthropology will be covered and the subject of women, men, masculinities and femininities in cross cultural and global perspectives 

explored. We will for example look at various cultural ideas relating to gender roles and sexual difference and how they affect the 

construction and reconstruction of gendered identities and sexual differenc. The key theoretical perspectives and their influence on 

anthropological research and texts on gender and sexuality will be explored. 

Class-assignment, Essay and Written Exam. 

MAN003G • Political Anthropology • (10e) • Spring • 3f 

Supervisory teacher: Unnur Dís Skaptadóttir Professor 

In the course research on and theoretical approaches to political organization in anthropology are examined. Topical focus is on the varieties 

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of political organization, the intersection of politics and other cultural and social elements, social movements, conflict and gender. 

Essay and Written Exam. 

MAN004G • Biological Anthropology • (10e) • Fall • 4f 

Teacher: Agnar Sturla Helgason 

Assistant teacher: Sigríður Sunna Ebenesersdóttir 

This course deals in more detail with a subset of the topics covered in the course Introduction to Archaeology and Biological Anthropology. 

The geographical, ecological and social context of hominin evolution is explored. We examine contrasting hypotheses about the origin of 

anatomically modern humans, based on research in paleoanthropology and genetics. Particular attention is given to recent genetic studies that 

shed light on the origin and dispersal history of our species and its evolutionary relationships to other extant and extinct species. The topics 

covered include the isolation and analysis of DNA from ancient remains and studies in comparative linguistics and the light they can shed on 

human migration history. We review theories about the origin of culture and social behaviour and the extent to which the behaviour of 

humans is shaped by their evolutionary history. 

Essay, Assignment and Written Exam. 

MAN007G • Anthropology of material culture • (10e) • Spring • 3f 

Teacher: Sveinn Eggertsson Lecturer (UK) - Assistant Professor (USA) 

In this course the focus will be on peoples relationship with the material world in different cultures. In the first part of the course the history 

of anthropology's engagement with material culture will be considered and different viewpoints will be placed in a historical and theoretical 

context. In the latter half of the course the focus will be on recent research into material culture, including Icelandic studies. 

Essays and home-exam. 

MAN008G • Anthropology of art • (10e) • Spring • 4f 


In this course the focus is upon anthropologists' discussion of art. Different definitions of the concept will be considered and, in that context, 

the relation of art to aesthetics and ethics. Answers will be sought to the question of whether all work that appears artistic to westernized 

perception is indeed so to those who produce this work. Authorship, authenticity and problems arising from the interaction between different 

cultural traditions will be considered. In order to shed light on these issues various ethnographic studies throughout the world will be studied. 

Home-exam and assignments. 

MAN009G • Religion and Magic • (10e) • Fall • 2f + 1u 


In the course theories on religion in anthropology are examined and discussed as are different religious beliefs and practices. Topical focus is 

on the reading of symbols, the understanding of religious action and the historical dynamics of religion. 

Assignments and home-exam. 

MAN101G • Ethnography • (10e) • Fall • 4f 

Supervisor: Ása Björk Stefánsdóttir 

Supervisory teacher: Jónína Einarsdóttir Professor 

Teacher: Guðlaug I Tinna Grétarsdóttir 

The classical anthropological literary work from the 20th century will be read along with a sample of newer ethnographies. There will be an 

emphasis on presenting the research methods, scientific conclusions of the research and writing traditions. 

Paper, project work and written exam 

MAN102G • Work Methods in Anthropology • (10e) • Fall • 2f + 1u 

Supervisory teacher: Kristín Harðardóttir Adjunct Lecturer 

Teacher: Kristján Þór Sigurðsson 

Teacher: Þórunn Hafstað 

The aim of the course is to introduce methods of work in anthropology and folklore/ethnology. It covers the basics of library usage, and 

demonstrates how computers can be utilized to gather information, edit texts and create presentations (using Microsoft Power Point). The 

University Computer system will be introduced along with the services and resources available at the University Library. Students will be 

presented with various methods to search for references in books and journals (both printed and electronic versions). The main objective is to 

train students in writing academic texts, to process references, use citations correctly, and create standardized bibliographies. The factors 

covered in the course are important in contributing to a successful academic career. 

Assignment and Essay. 

MAN103G • Introduction to Anthropology • (10e) • Fall • 4f 

Teacher: Kristján Þór Sigurðsson 


An introductory course of the foundations of social and cultural anthropology. The role of anthropology is examined, as well as its history, 

leading theories, methodology and concepts. Furthermore the course deals with social organisation in general, relations between society and 

the environment and social change. Individual social structural features are also discussed, such as kinship, political systems, economic 

systems and religion as well as anthropological studies of the Icelandic Society. 

A written examination and small projects 

MAN201G • Research methods I • (10e) • Spring • 3f + 1u 


Teacher: Gunnar Þór Jóhannesson 

Anthropologists use a variety of methods in their research. This course is meant to give an overview of the methods used in research within 

the social sciences and anthropology in particular. The main parts of qualitative and quantitative methods will be discussed. The background, 

limitations and possibilities to different methods will also be discussed as well as the relationship between methods and theories. This course 

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Undergraduate 

is intended for first year students in social anthropology. 

Scientific paper, short essays and written exam 

MAN202G • Introduction to Biological Anthropology • (10e) • Spring • 3f + 1u 

Teacher: Agnar Sturla Helgason 

Introduction to the studies of human origin, the evolution of humans and their place in nature. Some aspects of human genetics are discussed. 

The prehistory of Homo Sapiens and the most important theories about human evolution and the living human groups are the central subject 

of the course, including a discussion of the Ice Age, the beginnings of cultivation and animal husbandry,the different living conditions in the 

world, the formation of cities and the beginning of states. The anthropology of Iceland also forms an important part of the course. 

A written exam. 

MAN203G • Theories in Anthropology I • (10e) • Spring • 3f + 1u 

Teacher: Unnur Dís Skaptadóttir Professor 

Theory in anthropology is surveyed from its emergence to the 1970s. The emergence of anthropological ideas in European ideological 

development is discussed and how other disciplines have influenced theory in anthropology. Evolutionism, functionalism and structuralism 

are examined in detail and the relation between research and theory is discussed throughout. 

A written examination and assignments. 

MAN301G • Economic anthropology: Consumption, market and culture • (10e) • Fall • 3f + 1u 


Teacher: Ragnheiður Hulda Proppé 


The course deals with economic aspects of culture and society. The globalization of economic life has resulted in new research interests 

among anthropologists in their attempts to understand the relations between economic life, society and the meaning of products in the daily 

life. The course deals on the one hand with older reserach areas within economic anthropology on exhange systems and production among 

peasants and on the other hand with newer research on concumption patterns, comercal activities in modern society, about fair traid and 

about global production. We examine anthopological perspectives on concepts such as work, freetime, money and market. 

Take-home exam, assignments and essay. 

MAN303G • Visual Anthropology • (8e) • Fall • 3f + 1u 

Supervisory teacher: Gísli Pálsson Professor 

Teacher: Sigurjón B Hafsteinsson 

The course is in two parts: Firstly, it examines ethnographic films, e.g. documentaries on specific societies or social groups. The course 

addresses about the role of films in anthropology, both as mediums and as research tools general questions. The social context and 

ideological roots of films and filmmaking are explored. Secondly, the import of various visual phenomena is assessed, for instance paintings, 

rock art, postcards, family videos, photographs, graffiti and tattoo's. What can visual material tell us about the visual space" and culture of 

those who create it, and what is its function? Special emphasis is on the visual space" of Icelanders. Particular stress is put on the viewing of 

various visual material, expecially ethnographic films. 

Essay. 

MAN304G • Dialogues with Society • (8e) • Fall • 3f + 1u 

Teacher: Kristín Harðardóttir Adjunct Lecturer 

The course focuses on applied anthropology. The course is divided into four main objects. The first object is to go through different aspects 

of application forms: such as application for work, write a CV, applying for further education and applying for funds. The second object is to 

discuss applying anthropological knowledge in the working environment. The third object is to produce different types of text then 

academicessay, such as for the public and the media. Also anthropologists that are working in different fields will visit the course and talk 

about their experience, and the final object will be to discuss academic and ethical questions that are related to applying anthropological 

knowledge. 

Assignment, Essay and Participation. 

MAN305G • Common Sense? - The Anthropology of Perception and the Senses • (10e) • Fall • 2f + 2u 



In this course, the focus will be on the cultural relativity of perception. A central concept here is that of the mode of perception, which refers 

to a particular integration of the sensorium in a certain cultural context. Visualism, aural cultures, and the multiple possibilities of smell, taste 

and touch for cultural expression will be among the topics of discussion. The main theories of perception that have provided anthropologists 

with inspiration will be introduced. There will also be an emphasis on practical experimentation with the students' perception of the various 

phenomena of the world. 

Aim: To make students aware of the social constitution of perception and its cross-cultural relativity. 

Assignments and exam taken at home. 

MAN306G • Term Paper in Anthropolgy • (6e) • Fall 

Teacher and student decide topics and readings in each case. The assignments can also be connected to specific courses. 

Essay and/or Assignment. 

MAN307G • Term Paper in Anthropology • (2e) • Fall 


Esseys and/or Assignments. 

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Undergraduate 

MAN308G • Term Paper in Anthropology • (4e) • Fall 



MAN309G • Directed Reading • (2e) • Fall 

After first year of studies, students can focus on specific texts, selected in collaboration with a teacher. 

Written or/and Oral Exam. 

MAN310G • Directed Reading • (4e) • Fall 


MAN311G • Publication of Academic Papers in Anthropolgy • (2e) • Fall 

Students that publish articles in refereed academic journal about their independent research can apply to teachers in the anthropology 

department to receive 1-2 units for the publication. 

MAN312G • Publication of Academic Papers in Anthropolgy • (4e) • Fall 



MAN313G • International development assistance before and after 9/11 • (10e) • Spring • 4f 

Teacher: Kristín Loftsdóttir Professor 

The course discusses the appearance of development assistance during the middle of the twentieth century and the division of the world into 

developed and underdeveloped areas. Main theories of development will be critically explored and placed in a historical and social context. 

An emphasis will be placed on gender relations and relationship of power in development, non-governmental organizations, as well as the 

effects of globalization on international development. 

Essay, assignment and written Exam. 

MAN315G • Theories in Anthropology II • (10e) • Fall • 3f + 1u 



In this course theoretical debates in anthropology during the last four decades is considered. This includes discussions of marxist and postmarxist 

ideas, feminism, cognitive anthropology, post-structuralism, phenomenology, and post-modernism. 

Assignments and home-exam as well as participation in discussion (10%). 

MAN317M • Globalization • (10e) • Fall • 3f 



Teacher: Guðbjörg Lilja Hjartardóttir 

New theories and studies on globalization and global processes are presented in the class. Important concept such as transnationalism, 

territoralization, re-territorialization, hybridity and culture are scrutinized. Studies that shed light on the diverse economic, social and 

political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course 

but studies that show how people are agents/victims in globalized world are also presented. 

The teaching consists of lecture and class discussions. A great emphasis is placed on participation. 

Assignments and final essay. 

MAN318M • Body and Society • (10e) • Fall • 4f 



In recent years, research in anthropology and related disciplines has increasingly focused on the human body. This course discusses research 

on the relationship between body and society, the mind-body dualism, and social theories addressing the body. In particular, it focuses on 

different attitudes towards bodily issues and processes (including health and diseases) in both Western and non-Western societies. 

Written Exam and Essay. 

MAN401G • Environmental Anthropology • (10e) • Spring • 4f 

Teacher: Gísli Pálsson Professor 

The course focuses on anthropological research on the relationship between society and the environment. It explores several attemts to throw 

light on cultural and social institutions by reference to ecological systems and "material" relations. Also, it will address critique of such 

attempts. Several ethnographic examples will be examined. A particular emphasis will be placed on changing views on the environment that 

have emerged in recent years, including ideas of animal rights and several forms of environmentalisms. 


MAN402G • Ethnic Groups • (10e) • Fall • 3f + 1u 


Ethnicity, nationality and nationalism are the main themes of this course. We examine how anthropologists have studied these issues in 

different ethnographic contexts and how they relate to many other aspects such as gender, class and culture. We raise questions such as under 

what circumstances nationality becomes important and examine how they appear in different parts of the world today in Europe, America, 

Africa and Asia. 

Assignment, Essay and Written Exam. 

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Undergraduate 

MAN402M • Medical Anthropology • (10e) • Spring 


Teacher: Jónína Einarsdóttir Professor 

This course explores the history and theories of medical anthropology focusing on the importance of the interplay between biological and 

social anthropology. International policies, health, health care services and epidemics will be discussed as well as medical progress, bioethics 

and drug development. Furthermore, childbirth, breastfeeding and child death, food, nutrition and addiction will be studied. The health of 

minority groups, aging and death will also be examined. Influences of social- and economic circumstances and technological progress on 

ideas about health, health improving interventions and reactions to disease will be explored. Throughout the course, there will be an 

emphasis on applying medical anthropology for the benefits of health and health care services. 

Short essays, scientific paper, presentation, internet discussions and home exam 

MAN403G • Research methods II • (10e) • Spring • 4f 


Teacher: Helga Þórey Björnsdóttir 

The main goal of the course is to introduce students to field observations as a qualitative research method. Topics of discussion in class 

include different research methods, theoretical background of fieldwork in anthropology and position of the researcher in the field. In the 

course students will achive basic knowledge about field observation and on hand experience. Focus is on practical exercises and field 

observations in their own society. Students will do individual projects and with other students. 

Assignments. 

MAN404G • Anthropology of Oceania • (10e) • Spring • 4f 


In this course anthropological research in different cultural spheres of Oceania will be discussed. Among other things the focus will be on 

people's cosmological ideas and their notions of fertility and gender. Social and cultural change in the area, following contact with European 

cultures, will also be examined, and findings from field research among the Kwermin of Papua New Guinea and the Rapanui of Easter Island 

will be introduced. 

Exam and Assignment. 

MAN405G • Field Trip • (4e) • Spring 

vantar 

MAN406G • The Arctic - Distance Learning • (10e) • Spring • 3f 


The course focuses on arctic society, emphasizing research on indigenous communities in Greenland, Canada (Nunavut and the Northwest 

Territories), Alaska and Siberia. Students will explore the major themes of ethnography during the last century or so (particularly Inuit 

ethnography) as well as changing ideas of the Arctic, among both local people, anthropologists, and the general "Western" public. At the 

same time they are encouraged to critically examine ethnographic practice in the Arctic and anthropological representations of Arctic culture 

and society. The course material consists of both classic ethnographies and recent works. 

A written exam and an essay. 

MAN407G • Children and childhood • (10e) • Spring • 4f 


Teacher: Margrét Einarsdóttir 

The aim of this course is to present research on and with children. The main theoretical and methodological approaches in such research will 

be explored. The United Nation convention on the Rights of the Child, which discusses children's right to protection, provision and 

participation in society will be discussed along with other policies that affect children's lives. Research will be presented on, among other 

things, the classification of children and child rearing, as well as participation of children in school, leisure, work and in a multicultural 

society. Furthermore, there will be a discussion on the problematization of the adolescent period, children as consumers, children as sexual 

workers, child soldiers and street children. There will be a focus on research done from the point of view of the children and treats children 

as active participants in society. 

Scientific paper, short essays and presentations 

MAN408G • Africa in an era of globalisation • (10e) • Spring • 4f 


The course situates Africa in a global context, emphasizing the long relationship which the continent has had with other parts of the world. 

The history of scholarly research in Africa is explored, along with some of the the criticism posed by African scholars on contemporary 

research. The diversity of the continent is highlighted, simultaneously as certain research themes are introduced. Possible themes include 

aids, conflicts, racism, images and gender in relation to Africa. 

Essay, assignment and take-home exam. 

MAN410G • Term Paper in Anthropology • (2e) • Summer 



MAN411G • Term Paper in Anthropology • (4e) • Spring 



MAN412G • Term Paper in Anthropology • (4e) • Summer 

20


Undergraduate 



MAN413G • Term Paper in Anthropolgy • (6e) • Spring 



MAN414G • Term Paper in Anthropolgy • (6e) • Summer 



MAN415G • Directed Reading • (2e) • Spring 


Written or/and Oral Exam. 

MAN416G • Directed Reading • (2e) • Summer 


Written and/or Oral Exam. 



MAN418G • Directed Reading • (6e) • Spring 






MAN420G • Publication of Academic Papers in Anthropolgy • (2e) • Spring 



MAN421G • Publication of Academic Papers in Anthropolgy • (2e) • Summer 



MAN422G • Publication of Academic Papers in Anthropolgy • (4e) • Spring 



MAN423G • Publication of Academic Papers in Anthropolgy • (4e) • Summer 



MAN424G • Project in anthropology: Volunteer work • (4e) • Fall & Spring • 1u 


The main aim of this project is that students get a chance to work as volunteers with a NGO over the course of an academic year. The 

projects are chosen by student and teacher together. Students attend three discussion sessions with other students. 

Projects. 

MAN501G • BA-Thesis in Anthropology • (12e) • Fall 

Supervisor: Halla María Halldórsdóttir Project Manager 

BA-Thesis 

MAN502M • Conflicts and Peace Resolutions • (10e) • Fall • 4f 


Supervisor: Vilborg Ingólfsdóttir 

Teacher: Guðrún Margrét Guðmundsdóttir 


Main theories for understanding conflicts will be presented, and concepts and methodological approaches introduced. Recent anthropological 

studies will be discuessed. Particual conflicts and possibilities for peace resolution will be examined. 


MAN601G • BA-Thesis in Anthropology • (12e) • Spring 

BA-Thesis. 

21


Undergraduate 

MAN602G • BA-Thesis in Anthropology • (12e) • Summer 

BA-Thesis. 

SAF001G • Research Project in Museum Studies • (10e) • Fall 


This course involves the student in taking part in a realistic research project in a museum or gallery, the aim being for the student to increase 

her/ his skills in applying academic approaches to actual museum work. The first part of the study is academic, and concentrates on 

methodology, each student then giving a report on the reading to the supervisor. The research project itself involves the student in preparing 

a research plan under the guidance of the supervisor, and then carrying out this project while actually working in a museum. On completion 

of the project, the student has to present a report on the project, and presentation of her/his findings. 

Required preparation: Safn og samfélag: Sirkus dauðans? (SAF005M) 

Assignment. 

SAF002G • Research Project in Museum Studies • (10e) • Spring 








Assignment. 

SAF003G • Research Project in Museum Studies • (10e) • Summer 








Assignment 

SAF005M • Museums and Society: The Circus of Death? • (10e) • Spring • 4f 


The societal role of museums will be discussed from several angles: economic, political, cultural, social and last but not least in an 

international context. Examples of topics that will be discussed in the course are the role of museums in building the concept of the nation; 

the legal environment of museums; how museums are run; the status and role of the main museums; museums owned and run by local 

authorities and other museums; the financing of museums, and the policies of authorities regarding museums. Both national and foreign 

examples will be taken. The course is intended for students at the masters and diploma levels (but is open to BA stundents in their final year). 

Work format 

Teaching will take the form of lectures and discussions. 

Course assignment will be based on a written final exam (50%) and written assignments (50%). 

ÞJÓ002G • Research Research in Folkloristics • (2e) • Fall 

Supervisor: Terry Adrian Gunnell Senior Lecturer (UK) - Associate Professor (USA) 

Research Project 

ÞJÓ004G • Icelandic Folk Tales, Beliefs, Customs and Identity: Ghosts, Sharkmeat, Mountain Women and 

Alcohol • (10e) • Fall • 4f 

Supervisory teacher: Terry Adrian Gunnell Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Kristinn Helgi Magnússon Schram 

Teacher: Katla Kjartansdóttir Project Manager 

The aim of this course is to introduce foreign students to Icelandic folk culture past and present: from the folk beliefs implied by the 

Icelandic sagas to the famous collection of folk tales concerning "hidden people", elves, magicians, seal-folk, ghosts and more which was 

published by Jón Árnason in 1862-64; the ballads and music enjoyed by the people in the countryside; and the beliefs, behaviour and 

lifestyles encountered by the somewhat dumbfounded and awe-inspired early foreign travellers to Iceland during the last century. Students 

will also be introduced to modern Icelandic traditions and beliefs, from the Christmas men to the "elf stones" that road builders avoid, to the 

eating of sheeps heads, and the continual interest in the supernatural. The course is not intended for Icelandic students. 

Final written assignment (30%), attendance (10%, if possible), interview with an Icelander (5%) short class test on beliefs(15%), and an oral 

exam(40%; 50% if attendance is difficult). 

ÞJÓ005G • Decoding Fairy Tales • (4e) • Fall • 16f 


later 

ÞJÓ006G • Magic in Iceland: From Pagan Times to Witch Hunts • (10e) • Spring • 4f 

Supervisor: Valdimar Tryggvi Hafstein Lecturer (UK) - Assistant Professor (USA) 


Teacher: Aðalheiður Guðmundsdóttir Adjunct Lecturer 

22


Undergraduate 

In this course, the history of magic will be examined: The course will begin by examining the evolution of magic in line with Christian 

theory. After this, the emphasis will be placed on the practice of magic and its history in Iceland. The history of magic and witch hunts will 

be traced past the so-called witch-burning age (brennuöld), an emphasis being placed on the ideas of people in the middle ages, according to 

the available sources. An effort will be made to explain the key concepts related to magic and consider the meaning that lies behind them. 

The practitioners of magic will be discussed, along with their status in society and other people's attitudes towards them. The ceremonies 

relating to magic will also be examined and light will be shed on the specific tricks of the trade, such as: potions, seiður, metamorphosis, 

enchantment, weather magic, ideas about astral travel, foresight and the casting of illusions. Furthermore, some discussion will be made of 

the methods used in magic, such as andhiti, magic chants and runes, as well as the main talismans and medicines, including clothing, potions 

and plants. 

Marks will be based on written projects, attendance (10% for those not taking the course as a distance course), and a final written project. 

ÞJÓ101G • Research Project in Museum Studies • (10e) • Fall 


Teacher: Anna Þorbjörg Þorgrímsdóttir 






Required preparation: Inngangur að safnafræði (ÞJÓ105G) 

Assignment. 

ÞJÓ101M • Do Clothes Make The Man? II: Clothing and Fashion Today • (4e) • Spring • 16f 

Teacher: Valdimar Tryggvi Hafstein Lecturer (UK) - Assistant Professor (USA) 

Teacher: Terry Adrian Gunnell Senior Lecturer (UK) - Associate Professor (USA) 

This course is an introduction to the study of fashion and clothing today with a specific emphasis on the clothed body's role in maintaining 

and in challenging social/cultural boundaries. Content is designed to introduce theories on fashion and clothing that deal with this issue 

through brief theoretical discussion followed by a number of concrete examples. An essential part of the course is dedicated to the students' 

own written paper, which serves as a possibility for hands-on fieldwork and for testing out and reflecting on the acquired knowledge on 

selected aspects in the field. 

The course will be taught in English in one block in the week prior to the beginning of classes in January. 

Mark will be based on active participation in both lectures and discussions, on field work and in an essay. The essay must meet the usual 

academic standards, in terms of source references. 

ÞJÓ102G • Work Methods in Folkloristics • (10e) • Fall • 4f 


Teacher: Júlíana Þóra Magnúsdóttir 


The aim of the course is to introduce working methods in folkloristics. It covers the basics of library usage, and demonstrates how computers 

can be utilised to gather information, edit texts and create presentations (using Microsoft Word, Power Point, and Explorer and Firefox). The 

University Computer system will be introduced, along with the services and resources available on line and at the University Library. 

Students will also be presented with various methods to search for references in books and journals (both printed and electronic versions). 

The main objective is to train students in organising and writing academic texts, to process references, use citations correctly, and create 

standardised bibliographies. The factors covered in the course are important in contributing to a successful academic career. 

Evaluation is based on a written project (70%), attendance (10%, where possible), and oral presentations (20%). 

ÞJÓ103G • Introduction to Folkloristics • (10e) • Fall • 4f 



Teacher: Kristín Einarsdóttir 

An introduction to the subject of Folkloristics as an academic discipline both in Iceland and in other countries.The main concepts behind 

Folkloristics are introduced: the different fields that come under the headings of Folkloristics, the folkloristics view, the concept of culture, 

folk culture, folk customs and so on. The position of folkloristics within the humanities is discussed, as is its close relationship to other 

disciplines. A detailed examination is also made of the history of folkloristic research in Iceland and its neighbouring countries. Particular 

emphasis is placed on the discussion of the concept of folk beliefs, and in relation to this, an examination is made of Icelandic folk beliefs, 

past and present, their development and its individual characteristics. Material is drawn in part from articles from three of the following 

central academic journals: Ethnologia Scandinavica, Arv, Ethnologia Europea, Fabula, the Journal of Folklore Research, and the Journal of 

American Folklore. 

Written exam (40%), assignment (50%) and attendance (10%). 

ÞJÓ104G • Legends, Wonder Tales and Storytellers: The Study of Folk Narrative • (10e) • Fall • 4f 

Assistant teacher: Aðalheiður Guðmundsdóttir Adjunct Lecturer 

This course provides an introduction to the study of folk narrative as a particular genre within the overall field of folkloristics. Students will 

be introduced to the main theories concerning the origins, features and distribution of folk tales, their role in society, their collection, 

methods of classification and means of preservation. Among others, students will be introduced to the work of Aarne, Boberg, Bettleheim, 

Dégh, Thompson, and Dundes. Particular attention will be laid to the main forms of oral narrative, particular attention being paid to the form 

and analysis of legends and fairy tales from the viewpoint of the main arguments concerning these aspects of study, among others the work 

of Christiansen, Holbek, Lüthi, Olrik and Propp. 

Essay (30%), assignments (10%), attendance (10%)and written exam (50%). 

23


Undergraduate 

ÞJÓ105G • Introduction to Museum Studies • (10e) • Fall • 4f 

Supervisory teacher: Anna Þorbjörg Þorgrímsdóttir 


This course deals with the fundamental features of museum work. Museums and their role in society will be examined, along with an 

analysis of the history and development of museum work in Iceland, considered in the context of the development of museums elsewhere in 

Europe and America. As part of this work, some discussion will be made of the concepts of "museum" and "gallery", alongside the nature of 

museology and museum studies as academic fields of research, and the approaches taken to the organisation of museums and art galleries in 

both Iceland and neighbouring countries. Students will also be introduced to the work undertaken by museums, especially related to 

collection, preservation and research. They will also examine the new emphases that are appearing in museum work, and the present position 

of museums in society. Emphasis is placed on students aquainting themselves with the museum work in Iceland. Museum visits play an 

important role in this course. 

Group assignment(50%), essay (40%) and attendance and participation (10%). 

ÞJÓ201G • Research Project in Museum Studies • (10e) • Spring 









Assignment. 

ÞJÓ202G • Research Project in Museum Studies • (10e) • Summer 









Assignment. 

ÞJÓ203G • Lice Combs, Chamber Pots and Sex: Customs, Traditions and Daily Life in the Earlier Rural Society of 

Iceland • (10e) • Spring • 4f 



Teacher: Sigurður Gylfi Magnússon Sessional Teacher (Non tenured Teacher) 

Teacher: Jón Jónsson 

This course deals with customs and daily life that existed in the rural society of Iceland in earlier centuries (both in the countryside and by 

the sea). Discussion is made of research methodologies used at home and abroad with regard to material culture and folk customs. Students 

will come into contact with a wide range of ethnological research, and learn to assess the strengths and weaknesses of different types of 

source material. Emphasis is placed on assessing the mind set behind popular culture, as students examine the course of life of those 

individuals who grew up within this society. At the same time, attention will be paid to which methods serve best as a means of researching 

the customs of these people. Among other things, students will work with unpublished personal sources such as answers to ethnological 

questionnaires, and diaries. 

Assignments (50%) and Written Exam (50%). 

ÞJÓ204G • The Collection of Folklore • (10e) • Spring • 4f 


Teacher: Rósa Þorsteinsdóttir Research Lecturer 

This course aims to introduce the main methods used in the collection, preservation and publication of folkloristic material, ranging from 

narrative to poetry and tradition. The course will be mainly based on practical work under the supervision of the lecturer, concerning 

decisions about the limiting of the research topic, interviews with subjects, recording and final organisation of material for preservation and 

publication. 

Evaluation is based on participation in discussions and a final written project (recorded interviews, a field report, an essay and an oral 

presentation). The grade proportions are decided in consultation with the students. 

ÞJÓ205G • Material Culture: Objects, homes and bodies • (10e) • Spring • 4f 



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. 

Written exam (65%), attendance (10%, where possible) and assignment with lecture(25%). 

24


Undergraduate 

ÞJÓ206G • Old Nordic Religion and Belief • (10e) • Spring • 4f 


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.- 

Assignment (40%), written exam (50%) and attendance (where possible)(10%). 

ÞJÓ207G • Performance Studies • (10e) • Spring • 3f + 1æ 

Performance Studies is the study of how human beings carry out various kinds of performance, ranging from pagan ritual to church sermons, 

stage, cinematic and radio drama, stand-up, storytelling, performance art, festivals, graduation ceremonies, dinner parties, disguised housevisiting 

traditions and political speeches at home and abroad. The course aims to introduce students to the wide range of semiotics involved 

in performance, ranging from the basic spoken text, to costume, appearance, expression, gesture, gender, context, timing and use of space, as 

well as audience reception. 

Assignment (40%), written exam (50%), and attendance (10% where possible). 

ÞJÓ301G • BA-Thesis in Folkloristics • (12e) • Fall 



BA-Thesis. 

Thesis. 

ÞJÓ302G • Scandinavian Folk Tales and Folk Legends • (10e) • Fall • 4f 


The course examines the wonder tales, legends and folk beliefs of mainland Scandinavia; their characteristics and form, regional features, 

connections to mythology, view of nature, descriptions of supernatural beings and so on. The narrative material and folk beliefs are examined 

from different angles, particular attention being paid to the similarities and differences that can be seen to those folk tales collected in 

Iceland. For obvious reasons, emphasis is placed on Norwegian and Swedish folklore, but Danish material is also considered where relevant. 

Assignment and written exam. 

ÞJÓ302M • The Viking Mind • (4e) • Spring • 16f 



The course provides an introductory encounter with the pre-Christian cognitive world of the Vikings, examining their ideology, mental 

landscape and spirituality using evidence from a variety of archaeological and textual sources. Particular attention will be paid to burials and 

mortuary behaviour, and the tangible correlates of spiritual practice in all its forms. The 'religion' of the Vikings will be deconstructed as a 

belief system, or a way of looking at the world, informing every aspect of life and consequently manifested in material culture that extends 

far beyond the artificial constraints of an illusory pagan orthodoxy. The traditional world-views of the Norse will be shown to have played a 

vital role in the Viking diaspora, providing the core self-image of these dynamic cultures that transformed the north in the eighth to eleventh 

centuries. 

The course will be taught in English in one block in January. 

Final exam at the end of January 2010 

ÞJÓ303G • Research or Term Paper in Folkloristics I • (4e) • Fall 



Additional course paper/Independent research paper. Students taking Folkloristics as a main course to 90 cr. or 60 cr. should at some point in 

the course of their studies write one additional paper which can be related wither to a particular course of an independent research topic. 

Research papers are written under the supervision of the lecturer in charge of Folkloristics. Additional course papers are written in relation to 

a particular course (marked with a* in the prospectus) that the student has participated in. With regard to additional course papers: Students 

should decide for themselves which course they wish to write the paper for. They should then contact the lecturer in question. This lecturer 

will then supervise the writing of the paper. The subject matter should be accepted by the supervising lecturer. Strict demands are made with 

regard to the use of academic working methods in these papers, including careful organisation of material, referencing, and the use of source 

material. The deadline for handing in this paper will usually be the final week of teaching in the term. 

Independent research paper. 

ÞJÓ304G • Research or Term Paper in Folkloristics II • (4e) • Fall 






a particular course (marked with a * in the prospectus) that the student has participated in. With regard to additional course papers: Students 






25


Undergraduate 

ÞJÓ305G • Research Project in Folkloristics • (2e) • Fall 



x 

Assignment. 




Research Project. 

Assignment. 





Assignment. 

ÞJÓ308G • The Folklore of Young People: Games, Phoney Phone Calls and The Simpsons • (10e) • Fall • 4f 


This course will involve an examination of what lies behind what might be regarded as the folklore of young people. "The folklore of young 

people" among other things refers to certain aspects of the world of young people that does not involve teachers, parents and other adults. 

What "games" do they play? What songs are sung? What customs do they engage in? What are the experiences and feelings which help 

maintain such traditions in the society of the young? While examining this, some discussion will be made of the role of this material and 

these traditions and beliefs in the lives of young people, and in their development. In addition to examining the sources available on the 

folklore of children, students will be introduced to the theories of folklorists and other experts with regard to this field. As part of the course, 

fieldwork will be carried out in which participants will visit school playgrounds, play schools and youth clubs in order to see and record what 

goes on there. In addition to lectures by the teacher, discussions will take place in class based on the academic reading material examined in 

the class. 

Each assignment is graded (50%) but at the end of the course there is a final exam on the material of the course (40%). Attendance and 

participation (10%). 

ÞJÓ310G • Icelandic Legends, Folk Belief and Experience: Legend Tradition, Hidden Beings and The Creation of National 

Identity • (10e) • Fall • 4f 


Teacher: Júlíana Þóra Magnúsdóttir 


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. Students will gain practical experience of using motif indexes 

and other forms of legend classification. 

Written projects, short tests over the term, and attendance (10%) for those not taking the course as a distance-learning course. 

ÞJÓ311G • Field Trip • (4e) • Fall 



Restricted to 15 students: Only for students in Folkloristics to 120 or 180 units, who have already completed 60 units. 

Written project. Restricted to 15 students: Only for students in Folkloristics to 120 or 180 units, who have already completed 60 units. 

ÞJÓ312G • Scottish Ballads • (4e) • Fall 


The Scottish Ballads ("Muckle Sangs") form a unique and important strand within the Scots song repertoire. These narrative songs, arranged 

in stanzas and including formulaic elements of language, cover a wide range of themes, many of which are still of relevance to us today. The 

course seeks to come in via individual ballads, highlighting their narratives and use of Scots language, and to address aspects of text, tune 

and context. It will discuss some of the major ballad collections and singers, and will consider aspects of transmission, classification (F. J. 

Child and B. H. Bronson) and performance. The North East of Scotland, an area to which many ballad collectors have been drawn, will be 

treated as a special focus of study. 

Learning outcomes: 

At the end of the course, it is expected that the student: 

• has gained a good basic understanding of what a Scottish ballad is in terms of structure, language, and narrative themes 

(knowledge and understanding) 

• has read one of the key books on Scottish ballads (David Buchan's "The Ballad and the Folk"), has become acquainted with the 

seminal work of both Francis James Child and Bertrand Harris Bronson, and has read up-to-date scholarship on the topic (i.e. 

"Fairies and Folk" by the eminent ballad scholar, Emily Lyle) (knowledge and understanding) 

• has undertaken practical work in class, including listening to Scottish ballads being performed and considering Scots language 

elements (practical and academic skills) 

26


Undergraduate 

• has gained a good insight into the performance of Scottish ballads, past and present, and into the circumstances of their collection 

(knowledge and understanding). 

• can express him-/herself knowledgably in academic terms (in written and spoken form) about Scottish ballads, past and present, 

and knows where to find the main sources in English on this subject (practical and academic skills, communication skills). 

Written exam in September 2008 (100%). 

ÞJÓ313G • Festivals, Games and Entertainment in Iceland • (10e) • Fall • 4f 


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. 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. 

Evaluation is based on an interview to do with games, festivals, life celebrations and entertainments (20%); a field work project connected to 

children's games and counting out verses in one primary school in Reykjavík (or the countryside) (pair work) (20 %); an oral presentation 

and an essay on the same topic (30 %); attendance and participation (10% where possible), and a final multiple choice test (or another short 

test) on the reading of the term (20%). 

ÞJÓ314G • Icelandic Film: Image and Identity • (10e) • Fall • 4f 

Supervisor: Grettir Sigurjónsson Project Manager 


Teacher: Kristinn Helgi Magnússon Schram 

Teacher: Guðlaug I Tinna Grétarsdóttir 


Taking a look at the history of Icelandic film we will explore how Icelandic identity resonates in a variety of genres. We will question if and 

then how cinema may be considered 'national', and what images of nature, Vikings, 'rural folk' and urbanites may represent to the Icelandic 

audience as well as to an international one. Reflecting on past and present discourse we will delve into these themes and their origin in 

Icelandic folklore and traditional material as well as in everyday life and contemporary innovation. Students will have the opportunity to talk 

to prominent Icelandic directors such as Dagur Kári (Nói Albínói) and present their own views on a given film or theme in relation to these 

issues. 

(English) Attendance and participation (10%), term project (40%) and home exam (50%; or 60% if student can not attend classes regularly). 

ÞJÓ315G • Humor • (10e) • Fall • 4f 


Teacher: Elliott Lenard Oring Visiting Lecturer 

Humor is a fundamental aspect of social life and an important form of creative human communication. The course will consider how humor 

affects our perspectives on issues such as race, ethnicity, gender, class, group identity, and popular culture, as well as its uses in the face of 

illness, death, and tragedy. Humor is often the first artistic response to contemporary events, such as disasters, scandals, and political 

upheaveals. As such, it merits the closest serious attention. Folklorists have been at the forefront of the ethnographic study of humor for more 

than a century, focusing their attention on jokes that circulate among the general population or in particular segments of it. In addition to 

jokes, the course will draw on material from popular culture, arts, and the media. 

Evaluation will be based on written and oral projects 

ÞJÓ401G • BA-Thesis in Folkloristics • (12e) • Spring 



BA-Thesis. 

Thesis. 

ÞJÓ403G • Research or Term Paper in Folkloristics I • (4e) • Spring 












ÞJÓ404G • Research or Term Paper in Folkloristics I • (4e) • Summer 







27


Undergraduate 






ÞJÓ405G • Research or Term Paper in Folkloristics II • (4e) • Spring 












ÞJÓ406G • Research or Term Paper in Folkloristics II • (4e) • Summer 












ÞJÓ409G • Do the Clothes Make the Man? I: Clothing and Fashion in Iceland in the Past • (6e) • Fall • 4f 



Teacher: Áslaug Sverrisdóttir 

Teacher: Lilja Árnadóttir 

The course covers two topics. 

On one hand an overview will be given of the characteristics of wool work in the Icelandic farming society of old and the main technical 

changes placed in context with developments in the neighbouring countries. Sources on techniques used in the old type of wool work in 

Iceland will be analyzed and criticized. On the other hand an overview will be given of clothes and costumes used in the Icelandic farming 

society, with special regard to preserved articles in the National Museum of Iceland. The attitude of contemporary Icelanders toward clothes 

and costumes of old will be discussed and analyzed. Guest lecturer will be designer Steinunn Sigurðardóttir. 

The final grade will be based on class tests (40%), attendance (10%, for those who can attend classes), and a final written exam(50-60%). 

ÞJÓ410G • BA-Thesis in Folkloristics • (12e) • Summer 



BA-Thesis. 

Thesis. 

ÞJÓ410M • Nordic Mythology • (10e) • Spring • 4f 



The course offers an introduction to the principal sources pertaining to Norse mythology. In addition to in-depth readings and discussions of 

primary texts, students will learn about the origin, function, forms and distribution of Norse myths and their connections with the rituals and 

society of pagan Norsemen. Particular emphasis will be placed on the survival of Old Nordic myths in medieval, post-pagan texts and 

various source-critical problems. A central concern is to what extent the primary texts reflect actual pagan thought and how they may also 

reflect Christian ideas about the old pagan religion and its gods. In studying such basic sources as Snorra Edda and eddic mythological 

poetry, students will explore key concepts like Fate and Ragnarök, the links between language and the sacred and appreciate the importance 

of mythology among the pagan Vikings and within the cultural history, folklore and literature of medieval Norsemen. Throughout the course, 

reference will also be made to non-literary (archeological, pictorial, and onomastic) sources, the development of scholarship in the field, as 

well as comparative mythological material from outside the Nordic area. 

(The course will be taught in English.) 

Essay (50%), attendance (10%), and oral exam (40-50%%) 

ÞJÓ411G • Research Project in Folkloristics • (2e) • Spring 



x 

Assignment. 

28


Undergraduate 

ÞJÓ412G • Research Project in Folkloristics • (2e) • Summer 



x 

Assignment. 





Assignment. 





Assignment. 





Assignment. 





Assignment. 

ÞJÓ417G • Gaelic and Scottish folktales and tradition • (10e) • Spring • 3f + 1u 


The course is intended to give an introduction to the myths, folk tales, folk customs and folk traditions of Ireland, Scotland and the Scottish 

Isles, past and present. In addition to underlining the main features of the tales and traditions in each area, and introducing the key research 

work that has been undertaken in this area, attention will be drawn to the way in which the environment has had an influence on people's 

ways of thinking and behaviour. Special emphasis will be placed on the cultural connections between Iceland and these parts of the world. 

One essay and a written exam. 

ÞJÓ418G • Oral Tradition • (10e) • Spring • 4f 


Teacher: Gísli Sigurðsson Research Professor 

Albert B Lord's theory on oral poetry from The Singer of Tales forms a basis for the course. Research that has appeared since the writing of 

that book will be discussed and an attempt made to evaluate the influence that the theory has had on research of medieval literature that is 

partly based on oral tradition. In the latter half of the course the focus will be on the Eddic Poems. 

Oral and written assignments, participation in discussions, attendance: percentages decided each term with students. (Attendance, where 

possible, 10%.) 

ÞJÓ420M • Contemporary Folkloristics: Elves, Immigrants and Terrorists • (10e) • Spring • 4f 



In this course we will examine the role of folkloristic material in modern western society, examining in particular its presence in the media, 

films and the internet, as well as in the oral and practical tradition. Among other things, an examination will be made of modern migratory 

legends and the modern role of fairy tales, belief and prejudice, games and festivals, graffiti and jokes, and all sort of other modern customs 

and traditions. The aim is to increase our understanding of the popular basis of modern culture and extend our conciousness of all the 

"trivial" which has such a central role to play in shaping our attitudes within society and our views with regard to our fellow people. 

Reference will be made to recent and modern research work that has been undertaken in folkloristics, cultural studies and related subjects. 

Evaluation is based on collection and analysis projects (50%), three short class tests (30%), discussion group leadership (10%) and on 

attendance (10%, where possible). 

ÞJÓ421G • Icelandic Wonder Tales and Society • (10e) • Spring • 4f 


Teacher: Aðalheiður Guðmundsdóttir Adjunct Lecturer 

In this course, a number of Icelandic wonder tales will be read and analysed, especially from the viewpoint of what they have to say about 

society. Emphasis will be placed on the folk tale tradition, the performances of storytellers, the way they regularly recreate stories, and then 

the various motifs that they use in this process. The wonder tales will also be analysed from the viewpoint of the variety of raw material that 

was available for use in such recreation, and with regard to the range of variants and story types that were known, different motifs being 

compared in the process. Following this, attempts will be made to consider the "meaning" of different wonder tales from a semiotic 

viewpoint. They will also be examined with regard to their social meaning and context, especially with regard to the nature of the society that 

helped shape them. With this in mind, some attention will be placed on the class system known in Iceland, gender roles, and the daily 

working life of people. 

29


Undergraduate 

Evaluation is based on two written projects (40%), attendance (10%, where possible), and a written final exam (50-60%). 

ÞJÓ502M • Vernacular Culture and the Aesthetics of Everyday Life • (10e) • Spring • 4f 


The course examines the folkloristic/ethnological perspective on culture and society with an emphasis on everyday life - the prose of the 

world. The history of the discipline is engaged with in a critical fashion in the context of neighboring fields and together students and teacher 

will examine where the field is headed in the 21st century. Central concepts will be investigated, including cultural difference and diversity, 

nationality, gender, the popular, tradition, group, authorship, globalization, pluralism, the eleventh hour, hegemony, heritage, and cultural 

ownership. 

The goal is to understand how people create their everyday lives and how they invest their daily environs with meaning, how people make 

their own history under circumstances not of their own choosing, whether in the peasant society of previous centuries or in contemporary 

urban society. This course is for graduate students, but it is also open to advanced undergraduates in their last year of study. 

Evaluation is based on a written final exam, (25%), an oral final exam (25%), a written project (25%) and another project which is presented 

in lecture form (25%). 

ÞJÓ601M • Cultural Heritage • (10e) • Spring • 4f 



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. 

Final exam(65%), assignment and lecture (25%) and attendance and participation where possible (10%). 

30


Graduate 

BLF001F • Self-sustained Reporting, the Internet and New Media • (6e) • Fall • 1f + 4u 

Teacher: Guðmundur Sveinn Hermannsson 

Teacher: Valgerður Anna Jóhannsdóttir Project Manager 

The aim of this course is to make students able to produce a news item single-handedly. The students are trained in all aspects of the process 

of creating the news item all the way to the final product ready for print or broadcast. 

Assignment. Students write stories and make radio and tv items for student.is 

BLF101F • News Reporting • (6e) • Fall • 2f + 1u 


A course in Journalism basics. A chief goal is that students gain an understanding of the journalistic profession and develop a competence in 

writing for printed news media. Main concepts that are introduced are: News; News values; News construction; News ingredients; News 

presentation; Headlines. Students are also introduced to writing on the Internet. 

Assignments. Students write stories for the online news student.is 

BLF102F • Media and Communication Studies Seminar • (6e) • Fall • 2f 

Supervisor: Valgerður Anna Jóhannsdóttir Project Manager 


A weekly seminar in media and communication studies where several issues are discussed, including the following: The Problem of 

Objectivity; Media Power; The Media vs. the Social and Political Structure; Media Responsibilities 

BLF103F • Media Work and Media Ethics • (6e) • Fall • 2f + 1u 


Teacher: Friðrik Þór Guðmundsson 

Students will obtain a deeper understanding as well as competence in the journalistic methods and codes of ethics, which are a precondition 

for professional media work. The treatment and confidentiality of sources will be discussed as well as the news journalist's position vis-à-vis 

owners and advertisers. 


BLF104F • International cooperation and Icelandic position in the inernational system • (6e) • Fall • 2f + 1u 


Teacher: Baldur Þórhallsson Professor 

The aim of this course is to help students develop their skills of discussing international cooperation and the Icelandic position in the 

international system. The course deals with globalisation from a historical- as well as theoretical perspective. The course deals with the 

influence of globalisation on politics, economics, states and individuals. Also, the course covers to what extent Iceland has been affected by 

globalisation during the last few years. The focus will also be on the European integration after WWII. The institutional structures of EU, 

EFTA and the EEA will be covered. The position of Iceland in the European integration process and the EEA will be analysed. The course 

deals with Icelandic defense issues and the development of national defenses taking place in Europe. Finally, the position of small states in 

the international system will be covered, as well as their possibilities to have their say within international institutions. 


BLF105F • Language Use and Style • (6e) • Fall • 2f + 1u 


Assistant teacher: Bjarki M. Karlsson Project Manager 

Exercises in the creation of different kinds of news texts. Critical study of current newspaper, broadcast and Internet texts and the traps (e.g. 

of style and translation) into which journalists are liable to fall. 

Assignment. 

BLF201F • The Mass Media and Social Norms • (6e) • Spring • 2f + 1u 


Teacher: Stefán Jóhann Stefánsson 

Teacher: Ingibjörg Elíasdóttir 

The aim of the course is to train students so that they can cover Icelandic society for the media. The first part will focus on key concepts in 

economics; production, public finances, inflation, monetary administration. Developments on the stock and loan markets will also be dealt 

with in connection with media coverage. The coursework will guide students in how to aquire information about these subjects and how to 

write about economic issues in a concise and clear way. The latter part of the course will deal with media law, communication law and 

freedom of expression. The key elements in public administration will also be covered. 


BLF202F • Radio programming and broadcasting • (6e) • Spring 


The chief goal of this course is to introduce radio as a form of media. Main topics are news writing and reporting for radio, and basic 

techniques in recording and editing for broadcasting. Students will also be trained in reading for radio. Internship at main radio channels 

plays a part of the course. 

Required preparation: Fréttamennska (BLF101F) 

Students have to do 4-6 news items for student.is and deliver copies of the work they did during their internship 

BLF203F • Television and Audiovisual Communication • (6e) • Spring 


31


Graduate 

The chief goal of this course is to introduce audiovisual communication and television as a form of media. Main topics are news writing and 

reporting for television, and basic techniques in visual content and editing. Students will also be trained in reading for and appearance on the 

television screen. Internship at main television channels plays a part of the course. 


Students have to do 4-6 news items for student.is and deliver copies of the work they did during their internship 

BLF204F • Newspapers and magazines • (6e) • Spring 


Teacher: Pétur Blöndal 

Advanced course and training for the written press. News reporting, feature stories, headlines, pictures and layout are among main topics. 

Lectures include news values, research, foreign news, ethics, column writing, and reviewing. Internship at main newspapers and magazines 

plays a part of the course. 


Students write stories for student.is. They also have to deliver copies of the work they did in the internship. 

BLF205F • Icelandic Society and Politics • (6e) • Spring • 2f + 1u 


Teacher: Friðrik Þór Guðmundsson 

The aim of this course is to develop students' abilities to critically examine Icelandic society, the Icelandic system of government, and 

Icelandic politics. Major features of the executive, legislature, and constitutional development will be discussed, as well as political parties 

and government economic and industrial policy. 

Assisgnments and written Examination. 

BLF301F • Media research methods • (6e) • Fall 


Teacher: Ragnar Karlsson 

The aim of this course is to introduce students to the methods used in media and communication research. Basic issues of descriptive 

statistics will be covered, among them measures of central tendency, variance and correlation, as well as statistical inference. The specific 

objectives of media research will be discussed and its place among the social sciences clarified. The development of different traditions of 

media research will be discussed, among them effects studies, audience research, research into media structure, media organizations, media 

professionalism and media content. Questions about media statistics and the uses of the media as sources of information will be addressed. 

During the course, examples of different kinds of research will be taken, both international and local, and with different objects and different 

theoretical and methodological approaches. 


BLF302F • Creative Writing and Interviewing Techniques • (6e) • Fall • 2f + 1u 


Teacher: Karl Ágúst Úlfsson 

The chief goal of this course is to train the students in dynamic writing skills and develop their sensitivity for the flow of text. Exercises will 

include taking interviews and turning them into products suitable for publication in magazines or books. 

Assignments. 

BLF304F • MA-Thesis in Journalism • (30e) • Fall 

Supervisor: Þorbjörn Broddason Professor 


The final thesis, which is carried out under the supervision of a senior Faculty member, shall reach two equivalent and integrated goals. The 

first part of the thesis must meet traditional academic standards of theoretical presentation and hypothesis testing while the latter half must 

satisfy the requirements for a full-fledged media product, ready for publication or broadcasting. 

Assignment. 

BLF305F • Television programmes and documentaries • (6e) • Fall • 1f + 4u 


Teacher: Þorsteinn J Vilhjálmsson 

This is an advanced course in audiovisual communication and programming for television. Script-writing for documentaries and TVprograms, 

visual structure, filming and editing. 

Assignment. 

BLF306F • The Power of Communication • (6e) • Fall • 1f + 1u 



Classic theories of media and communication are discussed as well as recent writings on the role of communication in shaping our existence. 

Course material will include the works of Plato, Havelock, Benjamin, Innis, McLuhan, Bourdieu, Carey, Postman, Gerbner, 

Csikszentmihalyi, McQuail, Dayan, Katz, Peters 

BLF401F • Seminar on Final Thesis • (0e) • Spring • 1u 



The aim of the seminar is to discuss how to approach a final thesis. Students will present and discuss their proposals. 

BLF402F • MA-Thesis in Journalism • (30e) • Spring 


32


Graduate 





Assignment. 

BLF403F • MA-Thesis in Journalism • (30e) • Summer 






Assignment. 

BÓK080F • Independent Study : Rectords Management - MLIS • (4e) • Fall 

Term paper. 

BÓK081F • Independent Study : Rectords Management - MLIS • (4e) • Spring 

Term paper. 

BÓK082F • Independent Study : Rectords Management - MLIS • (4e) • Summer 

Term paper. 

BÓK083F • MA-Thesis • (30e) • Fall 



MA-Thesis 

BÓK084F • Independent Study in Library and Information Science • (6e) • Fall 

Supervisor: Full-time faculty members in the Library and Information Science Department. This may include student-generated courses or 

projects, or coursework designed for the particular student. 

BÓK085F • Independent Study in Library and Information Science • (6e) • Spring 



BÓK086F • Independent Study in Library and Information Science • (6e) • Summer 



BÓK087F • MA-Thesis • (30e) • Spring 



MA-Thesis 

BÓK088F • MA-Thesis • (30e) • Summer 



MA-Thesis 

BÓK090F • Web Management - MLIS • (10e) • Fall • 3f + 1æ 

Teacher: Hrafnhildur Hreinsdóttir 

Teacher: Sigrún Gunnarsdóttir 

The course will cover several areas of web developent and web management such as policy development, needs analysis, marketing and 

measurements, usability and accessibility. Web releated research and theories will be introduced. 

Required preparation: Internetið og upplýsingamiðlun - MLIS (BÓK108F) 


BÓK091F • A Reading Course in MA Library and Information Science • (10e) • Fall & Spring 

A Reading Course 

BÓK092F • Doctoral-Thesis in Library and Information Science • (30e) • Spring 

Doctoral thesis/Part 

BÓK102F • MLIS - Seminar Series I • (2e) • Fall • 1æ 

Supervisory teacher: Jóhanna Gunnlaugsdóttir Professor 


This seminar course is based on student presentations related to theses or projects in progress. Students are required to make a 20 minute 

33


Graduate 

presentation based on their own thesis topic or project (followed by questions from the audience) and to attend at least ten such presentations 

by their fellow students. 

BÓK103F • Practical Project - MLIS • (10e) • Fall 

Supervisors: Full-time faculty members in the Library and Information Science Department. For this independent study course, students 

undertake a project that is based in a library or information agency, or that meets a particular library- or information-related need. Projects 

may be initiated by students, libraries, information agencies, or faculty members, and must include an element of evaluation. 

Assessment will be based on a project report (incorporating project evaluation), with all necessary evidence attached. 

BÓK105F • Information and Records Management - MLIS • (10e) • Fall • 4f 


Assistant teacher: Svanhildur Bogadóttir 

Assistant teacher: Magnús Guðmundsson Skjalavörður 

The history and development of information and records management is covered and students learn to know the main associations and 

organizations in information and records management as well as their contribution to the field of information and records management. 

Laws, regulations and rules concerning information, records and archives are introduced and the aim and methods of information and records 

management. The main topics of information and records management are studied, such as the records inventory, the retention and 

disposition schedule, classification and classification systems for records, the storage facilities needed for active and inactive records, vital 

records security, safety and security plans for information and records including recovery, packing and registering of semi-active and 

inactive records, and standard layout for records and forms management. The emphasis is on the organization of different forms of records, 

for example correspondence, accounting records, photographs, drawings, promotional material, and their different form which can be on 

paper, disks, films and tapes. Examples are given on how various computer systems can be used in organizing information and records, in 

registration, storage and retrieval. The students go through a need analysis for information and records management program in an 

organization and how such a program should be implemented utilizing the latest computer software for information and records management. 

There will be a strong emphasis on classification of knowledge and classification theories. Students ought to be able to construct a uniform 

classification system for information and records and to map knowledge in organizations. Students visit archives and organizations which 

have implemented an information and records management program. Methods to organize the published material which organizations 

receive are introduced. Students complete group projects and an individual assignment during the course. 


BÓK106F • Knowledge Mediation - MLIS • (10e) • Fall • 4f + 1u 


Aims: Students will gain an understanding of the nature and character of information and knowledge and of the role of knowledge mediators 

in modern society. Description: Different strategies for building and organizing services in knowledge mediation, as well as for evaluating 

the services will be introduced. The ethics underlying such services will be discussed along with the guiding principles for different fields of 

knowledge. In addition, theoretical foundations and the methods developed in relation to the reference interview and how people's need for 

knowledge can be evaluated will be discussed, and students will be trained in interviewing techniques. 


BÓK107F • Classification - MLIS • (6e) • Fall • 1f + 1æ 

Teacher: Stefanía Júlíusdóttir Librarian 

Aim: That students gain understanding of the concept of classification, and learn to know classification theories and classification methods. 

That students learn to know the main classification systems for published material, and will be able to classify published library material 

according to the Dewey Decimal Classification System. Course Description: The students learn to know the difference between published 

and unpublished material and how that material can be organized for retrieval. Classification in general is studied, that is the history of 

classification, the main theories, aims, types and methods of classification. The main classification systems for published material are 

introduced, with major emphasis on the Dewey Decimal Classification System which students gain practice in using. 


BÓK108F • Internet for Library and Information Science • (10e) • Fall • 1f + 2æ 

Teacher: Sigríður Halldóra Gunnarsdóttir 

Teacher: Hallfríður Hr Kristjánsdóttir 

This is a required course in the MLIS programme for Library and Information Science students. 

The course has five main focus areas: 

- the use of the Internet for information searching and communication 

- the creation of Internet resources 

- the evaluation of Internet resources 

- the use of the Internet in libraries and information agencies 

- the emerging field of Internet research 

Topics to be covered include the history of the Internet, search techniques, search engines and directories, an overview of the use of the 

Internet in libraries and information agencies, developing a web page for a library, accessibility and usability issues, an overview of current 

trends and developments related to the Internet, theoretical foundations for studying the Internet, and an introduction to recent research 

related to the Internet. 

The course is taught through blended learning, which means that it is based on distance learning through the learning management system 

Moodle. There will be two on-campus sessions during the semester. The first will be held in the beginning of semester (sept.) and the second 

one at the end of semester (nov.). 

Online participation and 7 short assignments (20%) and 4 assignments (80%) 

BÓK109F • MA - thesis 40 ECTS • (40e) • Fall 

MA thesis 

34


Graduate 

BÓK201F • Practical project: Information studies: mediation and gathering of information and knowledge • (10e) • Spring 


An independent study course. 

Assignment. 

BÓK202F • Information studies and mediation in the society of diversity • (10e) • Spring • 4f + 1u 


Aims: The course will deal with current development in the field of information studies, information behaviour and knowledge mediation. 

Description: Definitions of key concepts and theoretical models in the field of information studies will be introduced, with an emphasis on 

information behaviour, information seeking and the mediation of information. The information behaviour of different groups within society 

will be discussed as well as barriers in information behaviour and information mediation. The development in research in the field will be 

discussed as well as possible use of the research in practice. 


BÓK208F • Management and Policy Making - MLIS • (10e) • Spring • 4f + 1u 


Aims: That students will gain an understanding of the management and policy making of libraries and information agencies. Also that 

students will gain an understanding of the role and functions of libraries and other information agencies in a modern society. 

Description: Management and policy making in libraries and other information agencies, as well as innovation and development in their 

work will be discussed. Collection management. Planning of customer service, quality of the service, evalution of the service. The 

responsibilities of libraries and information organizations in relation to the needs and demands of users are discussed. Librarianship as a 

professional and academic discipline will be introduced, as will professional attitudes and ethics, social issues of concern to the profession, 

and ideas about potential changes in the field of librarianship in the future. The historical development of libraries and information issues in 

Iceland will be discussed briefly. Marketing policy. The historical development of libraries and information issues in Iceland will be 

discussed briefly. 

Written Exam and Assignment 

BÓK209F • Practical Project - MLIS • (10e) • Spring 

Supervisors: Full-time faculty members in the Library and Information Science Department For this independent study course, students 

undertake a project that is based in a library or information agency, or that meets a particular library- or information-related need. Projects 

may be initiated by students, libraries, information agencies, or faculty members, and must include an element of evaluation. 


BÓK210F • Quality Management and Knowledge Management- MLIS • (10e) • Spring • 3f + 1æ 


The students learn to use computer software in records management, groupware and intranets and the importance of electronic records 

management systems in e-government is explained. A computer software which is designed to organize, store and retrieve information and 

records and track the status or progress of cases within the organization is introduced and students get the opportunity to use it in a computer 

lab. Students are familiarized with the operational security of computer systems, their legal environment and the organization of information 

for e-commerce and knowledge management. Students must know and understand theories and models in knowledge management and the 

similarities of human resource management and knowledge management. Quality issues, quality management and the ISO 9000 quality 

standards are covered, as is environment management and the ISO 14000 standards. Students must have the knowledge to create the 

documents in a quality system and to evaluate these documents. Various ways are introduced which can be used to promote the idea of 

records and information management to those working in and managing the organization. Students complete group projects and an individual 

assignment during the course. 

Recommended preparation: Upplýsinga- og skjalastjórn hjá skipulagsheildum - MLIS (BÓK105F) 


BÓK211F • Indexing - MLIS • (6e) • Spring • 2f 


Teacher: Þórdís T Þórarinsdóttir 

Aims: That students will be able to use different indexing methods and make decisions about the situations in which each method is 

appropriate. Description: Discussion of the differences between two methods of subject analysis, classification using code, and indexing 

using normal language. Different indexing methods will be introduced, particularly in relation to the way they fit traditional types of 

resources; indexing for electronic databases will also be covered. The main methods of indexing will be discussed and students will have the 

opportunity to index materials using a thesaurus. Students will also be introduced to other types of indexing, such as indexing books and 

journals, along with writing abstracts. 

Written Assignments, no Exam. 

BÓK212F • Catalouging - MLIS • (6e) • Spring 


Teacher: Hildur Gunnlaugsdóttir Head of quality Administration 

Aim: That students learn to know the importance of standardised methods for the cataloguing of published material. That students will be 

able to catalogue monographic publications according to the ISBD(M) standard of International Federation of Library Associations and 

Institutions (IFLA) and the Anglo-American Cataloguing Rules (AACR2). Course Description: The history of cataloguing of published 

material is studied. The aims and methods of cataloguing library material is discussed and students learn to use international standards and 

rules regarding the cataloguing of such material. Special emphasis is on the ISBD(M) standard and the Anglo-American Cataloguing rules of 

libraries (AACR2) and exercises in using these at work. 


BÓK213F • Reykjavik City Library: Functions, Activities and Services • (4e) • Spring • 1f 

35


Graduate 

Instructor: Professional staff of the Reykjavík City Library. Supervisor: NN A course based on lectures and guided visits to the various 

departments and selected branches of the Reykjavík City Library, plus independent work on public libraries. 

A substantial report. 

BÓK214F • MLIS - Seminar Series II • (2e) • Spring • 1æ 


This seminar course is based on student presentations related to theses or projects in progress. Students are required to make a 20 minute 

presentation based on their own thesis topic or project (followed by questions from the audience) and to attend at least ten such presentations 

by their fellow students. 

BÓK215F • School Libraries - MLIS • (10e) • Spring • 3f + 1u 

Aims: That students will understand the position of school libraries in the school system and demonstrate knowledge of the most important 

research done in recent years relating to shool libraries. That students will be able to organize and manage an elementary or secondary school 

library, plan work tasks and develop a financial plan; develop an acquisition policy; and develop a marketing strategy for a school library. 

Description: Students will be introduced to laws and regulations relating to school libraries in Iceland and guidelines developed by 

organizations of library and information specialists in Iceland and abroad. Students will analyse the main functions of school libraries in 

relation to the curriculum at the elementary and secondary school levels. They will be introduced to current learning theory as it relates to 

school libraries. The importance of information literacy and coordinating information skills work with subject-based instruction is 

emphasized, and students will do an individual assignment in which they develop a plan for the teaching of information literacy skills within 

the context of certain subjects according to the curriculum, among other things in relation to learning theory as it applies to information 

skills. Students will read recent research reports related to the reading habits of children and young people and their use of different media 

and analyze how the results can be used in the choice of school library materials. Students will be introduced to financial planning, 

acquisition policy making, processing of library materials, and the marketing of a school library, and will do assignments based on real tasks 

which require an overview of all aspects of a school library programme. Visits will be organised to school libraries and service centers as 

part of the course. 

Assignments. 

BÓK216F • MA - thesis 40 ECTS • (40e) • Spring 

MA thesis 

BÓK309F • Reading Course in Library and Information Science - MLIS • (2e) • Fall 

Supervisor: Full-time faculty members in the Library and Information Science Department or part-time faculty members who are supervising 

MLIS theses. The course will be specially tailored to meet the needs of each student, and in most cases will be related to the student's MLIS 

thesis topic. 

BÓK310F • Reading Course in Library and Information Science • (4e) • Fall 



thesis topic. 

BÓK311F • Reading Course in Library and Information Science • (6e) • Fall 



thesis topic. 


Teacher: Kristín Ósk Hlynsdóttir 











BÓK315F • Practical Project: Management and Policy Making - MLIS • (10e) • Fall 

Supervisory teacher: Ágústa Pálsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

For this independent study course, students undertake a project that is based in a library or information agency, or that meets a particular 

library- or information-related need. Projects may be initiated by students, libraries, information agencies, or faculty members, and must 

include an element of evaluation. 


BÓK316F • MLIS-Thesis • (30e) • Fall 



36


Graduate 

Students will complete an MLIS thesis (15e) based on a topic in the field of Library and Information Science, as agreed with the supervisor. 

BÓK317F • Independent Study in Classification - MLIS • (2e) • Fall 

. 

BÓK318F • Independent Study: Indexing - MLIS • (2e) • Fall 

Term paper 

BÓK319F • Independent Study: Catalouging- MLIS • (2e) • Fall 

Term paper 

BÓK320F • Independent Study: Internet for Library and Information Science - MLIS • (2e) • Fall 


Term paper 

BÓK321F • Independent Study: Organisation and Work Tasks in Libraries and Informations Centers - MLIS • (2e) • Fall 

Term paper 

BÓK322F • Independent Study: Knowledge Mediation - MLIS • (2e) • Fall 

Term paper 

BÓK323F • Independent Study: Information Sources I - MLIS • (2e) • Fall 

Term paper 

BÓK324F • Independent Study: Information Sources II - MLIS • (2e) • Fall 


Term paper. 

BÓK325F • Independent Study: The National and University Library: Functions, Activities and Services - MLIS • (2e) • Fall 

Teacher: Ingibjörg St Sverrisdóttir The National Librarian 

Term paper 

BÓK326F • Independent Study: Reykjavik City Library: Functions, Activities and Services - MLIS • (2e) • Fall 


Term paper. 

BÓK327F • Independent Study : Rectords Management - MLIS • (2e) • Fall 

Term paper 

BÓK328F • Independent Study: Rectords Management and the Management of Knowledge and Quality - MLIS • (2e) • Fall 

Term paper. 

BÓK329F • Independent Study: School Libraries - MLIS • (2e) • Fall 

Term paper. 

BÓK330F • Independent Study: Internet for Library and Information Science - MLIS • (4e) • Fall 


Term paper. 

BÓK331F • Independent Study: Organisation and Work Tasks in Libraries and Informations Centers - MLIS • (4e) • Fall 

Term paper. 

BÓK332F • Independent Study: Knowledge Mediation - MLIS • (4e) • Fall 

Term paper. 

BÓK333F • Independent Study: Information Sources II - MLIS • (4e) • Fall 

Term paper. 

BÓK334F • Independent Study: School Libraries - MLIS • (4e) • Fall 

Term paper. 

BÓK335F • MA - thesis 40 ECTS • (40e) • Summer 

MA thesis 

BÓK415F • Information Sources II • (10e) • Spring • 2f + 3æ 

The course will cover the variety of electronic information sources in different fields of knowledge, with an emphasis on commercial online 

37


Graduate 

information services. Examples will chiefly include the information sources and services available for students at the University of Iceland. 

The course incorporates a substantial computer lab component which provides experience of online searching and also of teaching others 

how to search for themselves. 

Required preparation: Internetið og upplýsingamiðlun - MLIS (BÓK108F) 


BÓK416F • The National and University Library: Functions, Activities and Services • (4e) • Spring • 1f 

Supervisor: Sigrún Klara Hannesdóttir 

Instructor: Professional staff of the National and University Library. A course based on lectures and guided visits to the various departments 

of the National and University Library, plus independent work on national libraries. 

A substantial report. 

BÓK418F • Reading Course in Library and Information Science • (2e) • Spring 



thesis topic. 

BÓK419F • Reading Course in Library and Information Science • (2e) • Summer 



thesis topic. 




thesis topic. 




thesis topic. 




thesis topic. 




thesis topic. 























38


Graduate 



BÓK433F • MLIS-Thesis • (30e) • Spring 




BÓK434F • MLIS-Thesis • (30e) • Summer 




BÓK435F • Independent Study in Classification - MLIS • (2e) • Spring 

Term paper 

BÓK436F • Independent Study in Classification - MLIS • (2e) • Summer 

Term paper 

BÓK437F • Independent Study: Indexing - MLIS • (2e) • Spring 

Term paper 

BÓK438F • Independent Study: Indexing - MLIS • (2e) • Summer 

Term paper 

BÓK439F • Independent Study: Catalouging- MLIS • (2e) • Spring 

Term paper 

BÓK440F • Independent Study: Catalouging- MLIS • (2e) • Summer 

Term paper 

BÓK441F • Independent Study: Internet for Library and Information Science - MLIS • (2e) • Spring 


Term paper. 

BÓK442F • Independent Study: Internet for Library and Information Science - MLIS • (2e) • Summer 


Term paper. 

BÓK443F • Independent Study: Organisation and Work Tasks in Libraries and Informations Centers - MLIS • (2e) • Spring 

Term paper. 

BÓK444F • Independent Study: Organisation and Work Tasks in Libraries and Informations Centers - MLIS • (2e) • Summer 

Term paper. 

BÓK445F • Independent Study: Knowledge Mediation - MLIS • (2e) • Spring 

Term paper. 

BÓK446F • Independent Study: Knowledge Mediation - MLIS • (2e) • Summer 

Term paper. 

BÓK447F • Independent Study: Information Sources I - MLIS • (2e) • Spring 

Term paper. 

BÓK448F • Independent Study: Information Sources I - MLIS • (2e) • Summer 

Term paper. 

BÓK449F • Independent Study: Information Sources II - MLIS • (2e) • Spring 


Term paper. 

BÓK450F • Independent Study: Information Sources II - MLIS • (2e) • Summer 


Term paper. 

BÓK451F • Independent Study: The National and University Library: Functions, Activities and Services - MLIS • (2e) • Spring 

Term paper. 

39


Graduate 

BÓK452F • Independent Study: The National and University Library: Functions, Activities and Services - MLIS • (2e) • Summer 

Term paper. 

BÓK453F • Independent Study: Reykjavik City Library: Functions, Activities and Services - MLIS • (2e) • Spring 

Term paper. 

BÓK454F • Independent Study: Reykjavik City Library: Functions, Activities and Services - MLIS • (2e) • Summer 

Term paper. 

BÓK455F • Independent Study : Rectords Management - MLIS • (2e) • Spring 

Term paper. 

BÓK456F • Independent Study : Rectords Management - MLIS • (2e) • Summer 

Term paper. 

BÓK457F • Independent Study: Rectords Management and the Management of Knowledge and Quality - MLIS • (2e) • Spring 

Term paper. 

BÓK458F • Independent Study: Rectords Management and the Management of Knowledge and Quality - MLIS • (2e) • Summer 

Term paper. 

BÓK459F • Independent Study: School Libraries - MLIS • (2e) • Spring 

Term paper. 

BÓK460F • Independent Study: School Libraries - MLIS • (2e) • Summer 

Term paper. 

BÓK461F • Independent Study: Internet for Library and Information Science - MLIS • (4e) • Spring 

Term paper. 

BÓK462F • Independent Study: Internet for Library and Information Science - MLIS • (4e) • Summer 

Term paper. 

BÓK463F • Independent Study: Organisation and Work Tasks in Libraries and Informations Centers - MLIS • (4e) • Spring 

Term paper. 

BÓK464F • Independent Study: Organisation and Work Tasks in Libraries and Informations Centers - MLIS • (4e) • Summer 

Term paper. 

BÓK465F • Independent Study: Knowledge Mediation - MLIS • (4e) • Spring 

Term paper. 

BÓK466F • Independent Study: Knowledge Mediation - MLIS • (4e) • Summer 

Term paper. 

BÓK467F • Independent Study: Information Sources II - MLIS • (4e) • Spring 

Term paper. 

BÓK468F • Independent Study: Information Sources II - MLIS • (4e) • Summer 

Term paper. 

BÓK469F • Independent Study: School Libraries - MLIS • (4e) • Spring 

Term paper. 

BÓK470F • Independent Study: School Libraries - MLIS • (4e) • Summer 

Term paper. 

BÓK602F • Doctoral-Thesis in Library and Information Science • (30e) • Fall 

Thesis 

FÉL001F • Reading Course in Sociology • (10e) • Fall 

Reading Course in Sociology 

Project 

40


Graduate 

FÉL003F • Research Seminar in Sociology • (4e) • Fall & Spring 

Supervisory teacher: Helgi Gunnlaugsson Professor 




The main purpose of the seminar is to create a discussion platform for graduate students where they can test their ideas and findings among 

their peers and supervisors. Secondly, faculty and invited speakers will present their ongoing research. 

FÉL004F • Contemporary Perspectives in Sociology • (10e) • Spring • 2f + 2u 

Supervisor: Guðbjörg Linda Rafnsdóttir Professor 

The aim of the course is to discuss and analyse contemporary social issues. Main trends in sociology will be addressed in view of social life 

in Iceland. The course is organised as a workshop. Students analyse selected texts in different fields of sociology. 

Assignement, Essay and Oral Presentation. 

FÉL006F • Ergonomics and social riskfactors at work II • (10e) • Spring • 2f + 1u 


The course deals with ergonomics and social riskfactors with emphasis on tasks like work organization and well being, inequality in health, 

gender division on the labour market, work and family life, global labour market, stress, burnout, bullying, sexual harrashment and violence. 

Presentation, essay, assignments, class participation. 80% compulsory attendance. 

FÉL007F • Criminal Justice • (10e) • Spring • 2f + 1u 

This course is in direct continuation of Criminological Theory and covers a variety of issues related to crime and society. This involves, 

among other things, the nature of crime and criminal law, corrections and the role of police in society. 

Assignments and Take Home Exam. 

FÉL009F • Reading Course in Sociology • (10e) • Spring 

Reading Course in Sociology 

Project 

FÉL011F • MA-Thesis • (30e) • Fall 

MA-Thesis. 

FÉL012F • MA-Thesis • (30e) • Spring 

MA-Thesis. 

FÉL013F • MA-Thesis • (30e) • Summer 

MA-Thesis. 

FÉL016F • Assignment in Sociology of Work • (4e) • Fall 

Assignment. 

Assignment. 

FÉL017F • Assignment in Sociology of Work • (4e) • Spring 

Assignment. 

Assignment. 

FÉL018F • Assignment in Sociology of Work • (4e) • Summer 

Assignment. 

Assignment. 

FÉL019F • Reading Course in Sociology-Ph.D. • (10e) • Fall 

Reading Course in Sociology-Ph.D. 

FÉL020F • Reading Course in Sociology-Ph.D. • (10e) • Spring 

Reading Course in Sociology-Ph.D. 

FÉL021F • Ph.D.-Thesis • (30e) • Fall 

Ph.D.-Thesis 

FÉL022F • Ph.D.-Thesis • (30e) • Spring 

Ph.D.-Thesis 

FÉL023F • Criminological Theory • (10e) • Fall • 2f + 2u 



Teacher: Jón Óttar Ólafsson 

This course is in direct continuation of Criminology and covers a variety of issues related to crime and society. This involves, among other 

things, different theories of crime and criminal law. Major emphasis is placed on synthesizing theory and research. 

41


Graduate 

Assignments and Take Home Exam. 

FÉL024F • The fear and the fractiousness: Workshop about the freedom and suppression • (10e) • Spring • 3f + 1u 

Supervisory teacher: Guðbjörg Linda Rafnsdóttir Professor 

The course deals with the development some sociologists have identified during the last years - from "information society to surveillance 

society". We will analyse texts and researches about the increased surveillance in the society, as well as the increased electronic performance 

monitoring (EPM) at work. This especially applies to surveillance cameras in the streets, registration of the work process and the amount of 

products an individual makes at work, drug tests in workplaces, monitoring e-mails and phone calls among employees and others. What is 

the purpose with collecting this kind of data? How will this influence the well being of the people involved? How will the collected 

information be used? Are all people equal against this technology independent of gender, ethnicity, age i.e? These topics will be analysed in 

the light of the discussion about "the risk society" (Becks et al). 

Oral presentation, assignements, essay and class participation. 80% compulsary attendance is required. 

FÉL025F • Demography • (10e) • Fall • 3f + 2u 

Teacher: Stefán Hrafn Jónsson 

This course focuses on social demography, methods and objectives. The basic population dynamics will be explored such as population 

growth, age and sex structure of human populations, birth and death rates, and migration stocks and flows. 


FÉL027F • The Sociology of labour market and organizations • (10e) • Fall • 3f + 2u 

Supervisor: Guðbjörg Linda Rafnsdóttir Professor 

Teacher: Thamar Melanie Heijstra 

Teacher: Tómas Björn Bjarnason 

Assistant teacher: Halldór Þór Grönvold 

The course deals with two main themes; the labour market and the work environment. First we discuss the development of the local and the 

global labour market, the multicultural work force and the employees legal rights. Then we discuss work organizations, management, work 

environment and the well being of the employees. We analyse the concept "good" and "bad" work. 

Presentation 25%, essay 25%, book review 25% and assignments 25%. 

FÉL102F • MA -thesis 40 ECTS • (40e) • Fall 

MA thesis 

FÉL201F • MA -thesis 40 ECTS • (40e) • Spring 

MA thesis 

FÉL301F • Social research methods • (10e) • Fall • 2f + 2u 


Teacher: Kolbeinn Hólmar Stefánsson 

This course has three main objectives. i) that students gain a better understanding of the research process and common methods, ii) that 

students get training in reading and criticizing existing research, and iii) that students get training in developing research questions with 

respect to theoretical issues and existing research. Lectures: We discuss concepts and methodologies emphasizing i) the strengths and 

limitations of various methods, ii) the connections among methodologies, methods, and theoretical issues. Discussion sessions: Students read 

research articles and discuss research methods in relation to specific sociological topics. 

Evaluation is based on class participation, short papers, and an independent research proposal. Final project: Students write an independent 

research proposal. 

FÉL302F • MA -thesis 40 ECTS • (40e) • Summer 

MA thesis 

FFR002F • MA-Thesis in Disability Studies • (30e) • Fall 


MA-Thesis. 

FFR003F • MA-Thesis in Disability Studies • (30e) • Spring 


MA-Thesis in Disability Studies should be an independent research project conducted under the supervision of an advisor. It is reccomended 

that students take Reserch Seminar I (1 ETCS) and Research Seminar II (1 ETCS) while they are working on thei thesis. 

MA-ritgerð í fötlunarfræði skal vera sjálfstætt rannsóknarverkefni sem nemandi vinnur undir leiðsögn umsjónarkennara. Mælt er með að 

nemendur taki námskeiðið Málstofa um rannsóknir I (1e) og Málstofa um rannsóknir II (1e) samhliða vinnu við MA-ritgerð. 

FFR004F • MA-Thesis in Disability Studies • (30e) • Summer 


MA-Thesis 

FFR101F • Disability in Modern Culture • (10e) • Spring • 3f + 2u 




Disability, culture, society 100337 The main goal of this course is to explore cultural reaction to disability and disabled people as well as 

42


Graduate 

examining the cultural representation and construction of disability in Western societies. The course will build on a core concept of social 

understanding of disability. Special emphasis will be on the role of media, popular culture, literature and arts in defining and representing 

images of disabled people. Topics also include disability art and culture, identity, femininity, masculinity and empowerment. The cultural 

location of disability in Western societies will be explored and how disability can be viewed as one of the aspects creating diversity in today's 

societies 

Projects and take-home exam. 

FFR102F • Theories and Perspectives in Disability Studies • (10e) • Fall • 3f + 2u 


Teacher: Rannveig Traustadóttir Professor 

Assistant teacher: Hanna Björg Sigurjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

This course focuses on the historical development of disability theories and ideas about disability and disabled people. Among the issues 

covered will be theories of normalization and social integration, and how these have influenced policies, services and disabled people's every 

day lives. Considerable time will be devoted to exploring the new discipline Disability Studies, its origins, main characteristics and relations 

to other scholarship. We will examine different theoretical perspectives on disability and discuss the influence of particular theoretical 

approaches on the development of disability theory, not least some of the more resent theoretical approaches. We will also cover some of the 

latest developments within disability studies, among them the British social model of disability and the Nordic relational model. The 

theoretical discussion in this course will be connected to the disabled people's movements, human rights, national and international policies, 

the law and disabled people's social situation. 

Papers and take-home exam. 

FFR103F • Research Seminar for MA students • (1e) • Fall • 2u 




Later 

FFR104F • MA - thesis 40 ECTS • (40e) • Fall 

MA thesis 

FFR201F • Seminar on Research for MA students • (1e) • Spring • 2u 



later 

FFR202F • MA - thesis 40 ECTS • (40e) • Spring 

MA thesis 

FFR302M • Disability, Identity and Society • (10e) • Fall • 3f + 2u 



The goal of this course is to provide students with knowledge about the societal situation of disabled people. The lives and experiences of 

disabled people will be the central focus with emphasis on the life course and main areas of everyday life such as family, education, 

employment and housing/homes. We will read new Icelandic and international disability research and explore the state of the art in services 

for disabled people. Different theoretical approaches will be used to examine policy, law, services and disabled people's status and situation 

in contemporary societies. 

Project and take-home exam. 

FFR304F • MA - thesis 40 ECTS • (40e) • Summer 

MA thesis 

FFR403F • Collaborative research with disabled people • (4e) • Spring 

Supervisory teacher: Kristín Björnsdóttir 


Teacher: Guðrún Valgerður Stefánsdóttir Lecturer (UK) - Assistant Professor (USA) 

The aim of this intensive course is to introduce a new research practice within the field of disability studies based on collaboration between 

academic researchers and disabled people. The course will explore the development of social research with disabled people and examine the 

critique of traditional research by disabled people and feminist researchers. The strengths and challenges of collaborative research will be 

addressed and different ways of collaboration introduced, for example using photographs and mind mapping. This course is a combination of 

lectures and practical exercises based on collaborative learning. 

The course will be taught in two days, 6th and the 7th of March 2009 from 9 to 16. 

Students write a research proposal for a collaborative research project. 

FOM001F • Introduction to quantitative research • (10e) • Fall • 3f + 2u 

Teacher: Kristjana Stella Blöndal Lecturer (UK) - Assistant Professor (USA) 

Teacher: Sif Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The main aim of the course is that studends acquire solid understanding of and become able to use common and basic quantititave research 

methods and statistics. Students will have the knowledge and skill to evaluate and disseminate quantitative information, and use common 

statistical methods. Students learn to design their own studies and analyse quantitative data. An emphasis in this course is on making students 

43


Graduate 

able to read and evaluate quantitative research in social sciences and education. Research designs, construction of questionnaires and 

evaluation of measures will be discussed. In the statistical part emphasis will be on both descriptive and inferential statistics e.g. t- test, 

ANOVA and multiple regression. Students will participate in practical research and learn to use SPSS. 

Assignment and a written exam 

FOM003F • Regression analysis • (10e) • Spring • 3f + 1u 


This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual 

understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly 

used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that 

test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to 

detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous 

dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty 

of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. 

The statistical package SPSS will be used. 

Recommended preparation: Aðferðafræði II: Inngangur að tölfræði (FÉL306G) 

FOM101F • Theories in Social and human Sciences • (10e) • Fall • 3f + 1u 

Teacher: Gísli Pálsson Professor 



Assistant teacher: Jón Þór Pétursson 

Assistant teacher: Helga Þórey Björnsdóttir 

The course covers recent writings and currents of thought that mark, or are likely to mark, turning points in social and cultural theory. 

Particular care will be taken to situate theories in their historical and social contexts. 

Esseys 

FOM102F • Introduction to Qualitative Reserch • (10e) • Fall • 3f + 1u 


Assistant teacher: Eiríkur Karl Ólafsson Smith 

Assistant teacher: Þorgerður H Þorvaldsdóttir 


This course introduces students to the qualitative research tradition. Theoretical and historical underpinnings of qualitative research will be 

discussed but the major emphasis is on practical experiences in using the two main methods of qualitative research: participant observation 

and in-depth interviews. Students learn to analyse qualitative data and write and report findings from qualitative data. Students are 

encouraged to use the assignments in the course as a part of their own master or doctoral research. In order to use the course this way 

students are required to have a thesis advisor to work with when focusing and designing the study. 

The objective of the course is to provide knowledte of the major characteristics of qualitative research in the social sciences and provide 

students with practical experience in using various methods of collecting and analysing qualitative data. 

Students are required to conduct a small research project which includes: a) writing a research proposal; b) data collection through 

participant observation and in-dept interviews; c) data analysis; and d) writing a research report. Students have to have a grade of at least 5.0 

for each assignment. 

FOM201F • Advanced Seminar in Qualitative Reserch • (10e) • Spring • 3f + 2u 


The purpose of this seminar is to further prepare students for scholarly research based on qualitative research methods. As a part of the 

seminar each student conducts a research project which usually is a part of his/her master's or doctoral dissertation research. Students learn 

how to write research proposals, practice their field work skills, learn to use diverse approaches to data analysis and gain further experience 

in writing from qualitative data. 

Recommended preparation: Eigindlegar rannsóknaraðferðir I (FOM102F) 

FOM301F • Research Project in Environmental Science and Natural Resource Management • (30e) • Fall 

A research project scheduled to take 15 weeks of work. See rules for Master's Programme in Environmental Science and Natural Resource 

Management. 

FOM401F • Research Project in Environmental Science and Natural Resource Management • (30e) • Spring 


Management. 

MAN001F • MA-Thesis • (40e) • Fall 

MA-Thesis. 

MA-Thesis. 

MAN002F • MA-Thesis • (40e) • Spring 

MA-Thesis. 

MA-Thesis. 

MAN003F • MA-Thesis • (40e) • Summer 

44


Graduate 

MA-Thesis. 

MA-Thesis. 

MAN004F • Readings in a specific area • (10e) • Fall 

Readings in a specific area. 

Assignment. 

MAN005F • Readings in a specific area • (10e) • Spring 

Readings in a specific area. 

Assignments. 

MAN006F • Reading Course in Development Theories • (10e) • Fall 

Reading Course. 

Assignment. 

MAN007F • MA-Thesis • (30e) • Fall 

MA-Thesis 

MA-Thesis 

MAN008F • MA-Thesis • (30e) • Spring 

MA-Thesis 

MA-Thesis 

MAN009F • MA-Thesis • (30e) • Summer 

MA-Thesis 

MA-Thesis 

MAN010F • Doctoral-Thesis in Anthropology • (30e) • Fall 

Doctoral-Thesis. 

MAN011F • Doctoral-Thesis in Anthropology • (30e) • Spring 


Assignment. 

MAN012F • Doctoral-Thesis in Anthropology • (30e) • Summer 


MAN013F • Reading Course in Anthropology-Ph.D. • (10e) • Fall 

Reading Course in Anthropology-Ph.D. 

MAN014F • Reading Course in Anthropology-Ph.D. • (10e) • Spring 

Reading Course in Anthropology-Ph.D. 

MAN015F • Reading Course in Development Theories • (10e) • Spring 


Assignment. 

MAN017F • Multicultural society • (10e) • Spring • 3f 



The main theories and approaches in the researching of multiculturalism and multicultural society will be examined in the course. The 

concept of multiculturalism and related concepts such as culture, assimilation and integration will be critically evaluated. Different 

approaches in social sciences are introduced and main research themes in anthropology in particular and social sciences in general will be 

examined. 

The teaching methods are lectures and discussions. 

Projects and essay. 

MAN018F • Development cooperation: Approaches and Institutions • (10e) • Spring • 4f 

Teacher: Þórdís Sigurðardóttir 

This course focuses on approaches to development aid, their strengths and weaknesses. Multilateral institutions, bilateral agencies and nongovernmental 

organisations will be discussed. Varied approaches to aid such as project approach, sector wide approach, particapatory 

methods and meanstreaming will be treated, as well as trade, dept, corruption, security and emergency aid. Finally. efficiency of aid will be 

examined 


MAN019F • Theories of development • (10e) • Fall • 4f 


Teacher: Þórdís Sigurðardóttir 

45


Graduate 

This course deals with the main theories that have been presented to explain the division of the world into differently 'developed' areas and 

suggestions for their improvement. The concept of development will be examined, and economical, sociological, Marxist, feministic, posttheories 

and critical modernism theories on development will be discussed. There will also be a discussion on the Washington consensus and 

the post-Washington consensus along with perceptions of development as good governance and a corruption-free society. There will be an 

emphasis on the contribution of anthropology to theories of development and finally the interplay between theories of development and 

approaches in development co-operation will be explored. 

Short essays, scientific paper and internet discussions 

MAN022F • Assignment in Anthropology • (2e) • Fall 

Assignment supervised by teacher. 

Assignment. 

MAN022F • Assignment in Anthropology • (2e) • Spring 


Assignment. 

MAN022F • Assignment in Anthropology • (2e) • Summer 


Assignment. 



Assignment. 



Assignment. 



Assignment. 



Assignment. 



Assignment. 



Assignment. 

MAN101F • Images, power and orientalism • (10e) • Fall • 3f 


The course focuses on how certain groups have been orientalized historically through text and images. It analyses colonial imaginary and 

historical connection of orientalism with concepts such as culture and evaluation. Images of contemporary marginal peoples and the 

connection of these images to older discourses will furthermore be analyzed in addition to resistance and agency of those involved. 

Assignments. 

MAN102F • MA - thesis 40 ECTS • (40e) • Fall 

MA thesis 

MAN201F • MA - thesis 40 ECTS • (40e) • Spring 

MA thesis 

MAN301F • MA - thesis 40 ECTS • (40e) • Summer 

MA thesis 

MAN317M • Globalization • (10e) • Fall • 3f 




New theories and studies on globalization and global processes are presented in the class. Important concept such as transnationalism, 

territoralization, re-territorialization, hybridity and culture are scrutinized. Studies that shed light on the diverse economic, social and 

political aspects of global processes are furthermore examined. A critical examination of main concepts is an important aspect of the course 

but studies that show how people are agents/victims in globalized world are also presented. 

The teaching consists of lecture and class discussions. A great emphasis is placed on participation. 

46


Graduate 

Assignments and final essay. 

MAN318M • Body and Society • (10e) • Fall • 4f 



In recent years, research in anthropology and related disciplines has increasingly focused on the human body. This course discusses research 

on the relationship between body and society, the mind-body dualism, and social theories addressing the body. In particular, it focuses on 

different attitudes towards bodily issues and processes (including health and diseases) in both Western and non-Western societies. 


MAN402M • Medical Anthropology • (10e) • Spring 



This course explores the history and theories of medical anthropology focusing on the importance of the interplay between biological and 

social anthropology. International policies, health, health care services and epidemics will be discussed as well as medical progress, bioethics 

and drug development. Furthermore, childbirth, breastfeeding and child death, food, nutrition and addiction will be studied. The health of 

minority groups, aging and death will also be examined. Influences of social- and economic circumstances and technological progress on 

ideas about health, health improving interventions and reactions to disease will be explored. Throughout the course, there will be an 

emphasis on applying medical anthropology for the benefits of health and health care services. 

Short essays, scientific paper, presentation, internet discussions and home exam 

MAN502M • Conflicts and Peace Resolutions • (10e) • Fall • 4f 



Teacher: Guðrún Margrét Guðmundsdóttir 


Main theories for understanding conflicts will be presented, and concepts and methodological approaches introduced. Recent anthropological 

studies will be discuessed. Particual conflicts and possibilities for peace resolution will be examined. 


MAN601F • Research Methods • (10e) • Spring • 3f 



In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the 

fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of 

research results. 

Assignment. 

MAN602F • MA Thesis 10 ECTS • (10e) • Fall 

MA Thesis part 

NSR101F • Study Techniques • (4e) • Fall • 1f + 1u 

Teacher: Arnheiður G Guðmundsdóttir 

Teacher: María Dóra Björnsdóttir Student Counsellor 

The aim of the course is to introduce the most commonly used study techniques, for example, goal setting, time plans and monitoring of 

educational progress. Practices related to job search and application will also be discussed such as resume (CV) writing and job interviews. 

Work habits and psychological factors that influences educational and occupational progress will be explored. 

Assignment. 

NSR102F • Introduction to Educational and Vocational Counselling • (6e) • Fall • 2f + 1u 

Teacher: Guðbjörg Vilhjálmsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Aim: An overview of the history of educational and vocational counseling and the function of the counselling services. The work of the 

school counsellor in primary and secondary schools is studied as well as some of the main controversial and emerging issues in this field. It 

is also an aim of the course to introduce the main counselling theories and the founding theorists in our field. 

Final exam and other assignment. 

NSR103F • Career Education • (8e) • Fall • 3f + 1u 



Introduction to the Icelandic school system, its organization and development. The labour market of the future is discussed, as well as future 

development of occupations and occupational sectors. Presentation of methods in designing and implementing careers education 

programmes. Regular site visits to both educational institutions and private enterprises are a part of the course syllabus. 

Assignments and exam. A minimum grade of 5.0 is required in the exam component. 

NSR104F • Interviewing Techniques • (8e) • Fall • 2f + 3u 

Supervisor: Sif Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Auður Róberta Gunnarsdóttir Psychologist/Counselor 

The aim of this course is to train students in the use of basic interviewing techniques. They need to understand how interviews are organized, 

the clients problems assessed and conceptulized and counseling objectives decided. Students need to be able to analyse interviews, and 

understand the advantages and disadvantages of counseling interviews and be aware of how their own values can influence the counseling 

47


Graduate 

process. Interviewing practice, analysis and role-play among students are emphasized. 

Assignment. 

NSR105F • Career development programmes • (8e) • Fall • 3f + 1u 


Teacher: Guðrún Helga Kristinsdóttir 

Teacher: Ingveldur Sveinbjörnsdóttir 


Students will be trained in organising career development programmes in groups. Methods in designing and implementing such programmes 

will be introduced. Students will explore the world of education and work, and how it is presented to future users. Schools and work sites 

will be visited outside teaching hours. 

NSR201F • Internship-Practical Studies • (10e) • Fall & Spring 

Teacher: Anna Lilja Þórisdóttir Project Manager 


Teacher: Arnar Þorsteinsson 

Teacher: Jónína Ólafsdóttir Kárdal Student Counsellor 

The major aim of the practical studies is to connect theory to practice in the field of career counseling. Students are supervised by an on-site 

counselor. All students start their practical training, in fall semester, at the University Counseling Center. In the spring semester students are 

assigned to a training site in elementary schools, secondary schools, job agencies or at other institutions. Additionally, students meet for a 

group supervision and discussion. The number of students is limited by the number of possible training sites. 

Process evaluation and written report. 

NSR202F • Measurement and assessment. • (8e) • Spring • 3f + 1u 

Supervisor: Sif Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: María Dóra Björnsdóttir Student Counsellor 

The objective of the course is to introduce students to basic psychometric principles, assessment and to the most commonly used instruments 

in career counseling and guidance. Main psychometric theories, concepts and methods for evaluating the quality of instruments and scoring 

forms are discussed. Students are introduced to the possible use of the assessment methods and instruments commonly used in career 

counseling. Knowledge and skills needed to be able to evaluate the quality of assessment instruments is emphazised. 


NSR203F • Personal and Social Problems of Students • (10e) • Spring • 4f + 1u 

Supervisory teacher: Sif Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Margrét Birna Þórarinsdóttir 

Teacher: Hrund Þrándardóttir 

In this course the participants deal with personal and social problems of students at primary and secondary school level. Students are trained 

in the detection of personal and social problems of pupils in primary and secondary schools and study research in this field. Students will be 

introduced to the working methods of specialists such as psychologists, psychiatrists and other therapists with referral in mind. 

Final Exam and Assignments. 

NSR204F • Career Counselling • (6e) • Spring • 3f + 1u 

Supervisory teacher: Guðbjörg Vilhjálmsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The aim of the course is to introduce the main theories on career development and career choice and their practical implication in career 

counseling. The theoretical basis of each career development theory are introduced, as well as giving insight into the techniques and 

approaches that are used in career counseling. Students are trained in the use of structured approaches in career counseling. 

Assignments. 

NSR301F • Career Counselling • (10e) • Fall • 3f + 2u 



Teacher: Hildigunnur Gunnarsdóttir 

The main objective of the course is to introduce students to theories and methods used in career counseling with groups and individuals that 

have already entered the job market. Practical excercises in counseling are emphasized through the course. Additionally, the main assessment 

instruments used in career counseling will be introduced and students especially trained in the use of interest inventories. 

NSR303F • MA-Thesis • (30e) • Fall 



MA-Thesis 

NSR304F • Practical Studies I • (4e) • Fall • 1f + 1u 

Supervisor: Anna Lilja Þórisdóttir Project Manager 



The major aim of the practical studies is to connect theory to practice in the field of career counseling. Students are aquinted with the tasks of 

career counselors in various job settings and institutions and companies in the field. Students participate in an lectures on various 

professional issues, participate in field trips and on-site training sessions. The number of students is limited by the number of possible 

training sites. 

Assignments. 

48


Graduate 

NSR305F • Ph.D.-Thesis • (30e) • Fall 

Ph.D.-Thesis 

NSR305F • Ph.D.-Thesis • (30e) • Spring 

Ph.D.-Thesis 

NSR305F • Ph.D.-Thesis • (30e) • Summer 

Ph.D.-Thesis 

NSR306F • Interviewing Techniques • (8e) • Fall • 2f + 3u 

Teacher: Kristjana K Þorgrímsdóttir 


Teacher: Auður Róberta Gunnarsdóttir Psychologist/Counselor 

The aim of this course is to train students in the use of basic interviewing techniques. They need to understand how interviews are organized, 

the clients problems assessed and conceptulized and counseling objectives decided. Students need to be able to analyse interviews, and 

understand the advantages and disadvantages of counseling interviews and be aware of how their own values can influence the counseling 

process. Interviewing practice, analysis and role-play among students are emphasized. 

NSR401F • .. • (10e) • Spring • 3f + 2u 

The course has two components: One is to provide students with the basic skills and theory necessary for conducting a variety of groups. An 

overview of group dynamics and the stages of group development and how to terminate group work. Group therapy and practise are 

considered in the context of cultural self identity of the participants. The students will get an opportunity to explore the role of a participant 

in a group as well as being the leader of a group. 

The other component is counselling in a multicultural setting. Personal prejudices will be explored, as well as multiculturalism and how 

counselling needs to take into account the gender, religion, culture, family and personal history of each client. The students will be 

encouraged to explore their own beliefs and their attitude regarding cultures different from their own. 

NSR402F • MA-Thesis • (30e) • Spring 



MA-Thesis 

NSR403F • MA-Thesis • (30e) • Summer 



MA-Thesis 

NSR405F • Practical Training II • (6e) • Spring • 3f + 1u 

Supervisor: Anna Lilja Þórisdóttir Project Manager 


Teacher: Arnar Þorsteinsson 


The major aim of the practical studies is to connect theory to practice in the field of career counseling and train students in basic counseling 

skills and competiencies. All students are assigned to a training site in elementary schools, secondary schools, job agencies or at other 

institutions. Students are closely supervised by an on-site counselor and receive training in the most important areas of career counseling and 

guidance. Additionally, students participate in discussion groups and projects. The number of students is limited by the number of possible 

training sites. 

Assignments. 

SAF002F • Theories in Museum Studies • (10e) • Fall 


The reading material be based on on essential theoretical works as well as recent research. The history of the field will be critically examined 

in light of trends at the beginning of the 21 st century. The course is intended for students at masters and diploma levels. 

Work format 

Teaching will take the form of lectures and discussion. 

The course assessment will be based on a written final exam (25%), an oral final exam (25%), a written assignment (25%) and an assignment 

which will be presented in the form of a lecture. 

SAF005F • MA thesis in Museum Studies • (30e) • Fall 


MA Thesis 

MA thesis 

SAF005M • Museums and Society: The Circus of Death? • (10e) • Spring • 4f 


The societal role of museums will be discussed from several angles: economic, political, cultural, social and last but not least in an 

international context. Examples of topics that will be discussed in the course are the role of museums in building the concept of the nation; 

the legal environment of museums; how museums are run; the status and role of the main museums; museums owned and run by local 

49


Graduate 

authorities and other museums; the financing of museums, and the policies of authorities regarding museums. Both national and foreign 

examples will be taken. The course is intended for students at the masters and diploma levels (but is open to BA stundents in their final year). 

Work format 


Course assignment will be based on a written final exam (50%) and written assignments (50%). 

SAF006F • Reading Course in Museology • (5e) • Fall 


The goal of the reading course is for students to have the possibility to gain more specific knowledge of several fields in museum studies. 

The teacher decides the reading material with the students and the students give in a written description of the knowledge they have gained at 

the end of the course. 

Project 

SAF007F • MA thesis in Museum Studies • (30e) • Spring 


MA - Thesis 

SAF008F • Reading Course in Museology • (5e) • Spring 


Reading Course 

SAF009F • MA thesis in Museum Studies • (30e) • Summer 


MA Thesis 

SAF010F • Reading Course in Museology • (5e) • Summer 


Reading Course 

SAF011F • The Professional Work of Museums • (10e) • Spring • 4f 


The professional work of museums is based on the basic role of the museum, which includes the following issues: communication in 

museums - the situation today, progress, possibilities. Collection and preservation - museum holdings , new resources, the treatment and 

context of museum objects (safety and preservation), the service areas of museums etc. Record keeping - the recording systems of museums, 

recording procedures etc. Research - research into museum collections and research which explains museum holdings; professional research. 

Furthermore, methods of assessment will be considered, both from the angle of the museum visitor as well as self-appraisals of the museums 

themselves (approaches to - and processing of information). The course is intended for students at the masters and diploma level. 

Work format 


Course assignment will be based on a written final exam (50%), written assignments (35%) and class participation (15%). 

SAF101F • Individual museum project: Fieldwork • (20e) • Fall 


Individual museum project: Fieldwork 

SAF201F • Individual museum project: Fieldwork • (20e) • Spring 



SAF301F • Individual museum project: Fieldwork • (20e) • Summer 



UMF031F • University Teaching • (6e) • Summer • 1f + 1u 

Teacher: Guðrún Geirsdóttir Lecturer (UK) - Assistant Professor (USA) 

The course is for academics teaching at the higher education level and is taught in cooperation with Kennslumiðstöð Háskóla Íslands. In the 

course, participants will explore ideas on teaching and learning and different methods of teaching. Participants will critically study their own 

methods of teaching and undertake a research project within their own courses 

Assignments. 

ÞJÓ001F • Reading Course in MA Study • (6e) • Spring 




Assignment. 

ÞJÓ002F • Reading Course in MA Study • (6e) • Fall 



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Graduate 

Reading courses are designed to allow students to obtain a more specialized knowledge in the various areas of Folkloristics. Students and the 

teacher jointly pick readings and students give a written account of their knowledge at the end of the course. It is most desirable for two or 

more students to take one reading course together. Examples of topics that a reading course might cover include: the history of the discipline; 

folk belief and world view; cultural heritage, cultural diversity and the politics of culture; Nordic religion and myths; drama and folklore; and 

public folklore. 

Assignment. 

ÞJÓ003F • Reading Course in MA Study • (6e) • Summer 




Assignment. 

ÞJÓ004F • MA-Thesis • (30e) • Fall 


MA-Thesis in Folkloristics 


ÞJÓ005F • MA-Thesis • (30e) • Spring 




ÞJÓ006F • MA-Thesis • (30e) • Summer 




ÞJÓ007F • Final Assignment in Public Folklore • (30e) • Fall 


Final Assignment. 

Assignment. 

ÞJÓ008F • Final Assignment in Public Folklore • (30e) • Spring 



Assignment. 

ÞJÓ009F • Final Assignment in Public Folklore • (30e) • Summer 


Assignment. 

ÞJÓ010F • Practical Project in Folklore • (4e) • Fall 

Assignment. 

Assignment. 

ÞJÓ011F • Practical Project in Folklore • (4e) • Spring 

Assignment. 

Assignment. 

ÞJÓ012F • Practical Project in Folklore • (4e) • Summer 

Assignment. 

Assignment. 

ÞJÓ013F • Practical Project in Folklore II • (4e) • Fall 

Assignment. 

Assignment. 

ÞJÓ014F • Practical Project in Folklore II • (4e) • Spring 

Assignment. 

Assignment. 

ÞJÓ015F • Practical Project in Folklore II • (4e) • Summer 

Assignment. 

Assignment. 

ÞJÓ016F • Reading Course in Old Norse Religion • (10e) • Spring 


Assignment. 

51


Graduate 

ÞJÓ017F • Reading Course in Old Norse Religion • (10e) • Fall 


Assignment. 

ÞJÓ018F • Reading Course in Old Norse Religion • (10e) • Summer 


Assignment. 

ÞJÓ101F • Writing an Article for an Academic Journal • (10e) • Fall • 3f + 1æ 


Teacher: Elliott Lenard Oring Visiting Lecturer 

This course will be devoted to introducing students to the world of academic publishing with an emphasis on academic writing, article 

publication, oral presentation, book reviewing, as well as book publication. The course is concerned with the conceptualization of writing, 

the mechanics of publishing, and not with the issues of diction and grammar (although these will be attended to in responding to written 

assignments). The course is designed for graduate students who want to learn about academic writing and the world of academic publishing 

from both a conceptual and practical perspective. 

Evaluation is based on written and spoken exercises and assignments. 

ÞJÓ101M • Do Clothes Make The Man? II: Clothing and Fashion Today • (4e) • Spring • 16f 



This course is an introduction to the study of fashion and clothing today with a specific emphasis on the clothed body's role in maintaining 

and in challenging social/cultural boundaries. Content is designed to introduce theories on fashion and clothing that deal with this issue 

through brief theoretical discussion followed by a number of concrete examples. An essential part of the course is dedicated to the students' 

own written paper, which serves as a possibility for hands-on fieldwork and for testing out and reflecting on the acquired knowledge on 

selected aspects in the field. 

The course will be taught in English in one block in the week prior to the beginning of classes in January. 

Mark will be based on active participation in both lectures and discussions, on field work and in an essay. The essay must meet the usual 

academic standards, in terms of source references. 

ÞJÓ102F • Seminar for MA students in Folkloristics/Ethnology I • (2e) • Fall • 2u 


Seminar for MA students in Folkloristics/Ethnology 

ÞJÓ202F • Performance Studies • (10e) • Spring • 3f + 1æ 


Performance Studies is the study of how human beings carry out various kinds of performance, ranging from pagan ritual to church sermons, 

stage, cinematic and radio drama, stand-up, storytelling, performance art, festivals, graduation ceremonies, dinner parties, disguised housevisiting 

traditions and political speeches at home and abroad. The course aims to introduce students to the wide range of semiotics involved 

in performance, ranging from the basic spoken text, to costume, appearance, expression, gesture, gender, context, timing and use of space, as 

well as audience reception. 

Assignment (40%), written exam (50%), and attendance (10% where possible). 

ÞJÓ203F • Old Nordic Religion and Belief • (10e) • Spring • 4f 

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. 

Assignment (40%), written exam (50%) and attendance (where possible)(10%). 

ÞJÓ204F • MA thesis 10 e • (10e) • Spring 

MA thesis 10 e 

ÞJÓ301F • Humor • (10e) • Fall • 4f 

Humor is a fundamental aspect of social life and an important form of creative human communication. The course will consider how humor 

affects our perspectives on issues such as race, ethnicity, gender, class, group identity, and popular culture, as well as its uses in the face of 

illness, death, and tragedy. Humor is often the first artistic response to contemporary events, such as disasters, scandals, and political 

upheaveals. As such, it merits the closest serious attention. Folklorists have been at the forefront of the ethnographic study of humor for more 

than a century, focusing their attention on jokes that circulate among the general population or in particular segments of it. In addition to 

jokes, the course will draw on material from popular culture, arts, and the media. 

Evaluation will be based on written and oral assignments 

ÞJÓ302F • Scottish Ballads • (4e) • Fall 

The Scottish Ballads ("Muckle Sangs") form a unique and important strand within the Scots song repertoire. These narrative songs, arranged 

in stanzas and including formulaic elements of language, cover a wide range of themes, many of which are still of relevance to us today. The 

course seeks to come in via individual ballads, highlighting their narratives and use of Scots language, and to address aspects of text, tune 

and context. It will discuss some of the major ballad collections and singers, and will consider aspects of transmission, classification (F. J. 

Child and B. H. Bronson) and performance. The North East of Scotland, an area to which many ballad collectors have been drawn, will be 

52


Graduate 

treated as a special focus of study. 


At the end of the course, it is expected that the student: 

• has gained a good basic understanding of what a Scottish ballad is in terms of structure, language, and narrative themes 

(knowledge and understanding) 

• has read one of the key books on Scottish ballads (David Buchan's "The Ballad and the Folk"), has become acquainted with the 

seminal work of both Francis James Child and Bertrand Harris Bronson, and has read up-to-date scholarship on the topic (i.e. 

"Fairies and Folk" by the eminent ballad scholar, Emily Lyle) (knowledge and understanding) 

• has undertaken practical work in class, including listening to Scottish ballads being performed and considering Scots language 

elements (practical and academic skills) 

• has gained a good insight into the performance of Scottish ballads, past and present, and into the circumstances of their collection 

(knowledge and understanding). 

• can express him-/herself knowledgably in academic terms (in written and spoken form) about Scottish ballads, past and present, 

and knows where to find the main sources in English on this subject (practical and academic skills, communication skills). 

ÞJÓ302M • The Viking Mind • (4e) • Spring • 16f 



The course provides an introductory encounter with the pre-Christian cognitive world of the Vikings, examining their ideology, mental 

landscape and spirituality using evidence from a variety of archaeological and textual sources. Particular attention will be paid to burials and 

mortuary behaviour, and the tangible correlates of spiritual practice in all its forms. The 'religion' of the Vikings will be deconstructed as a 

belief system, or a way of looking at the world, informing every aspect of life and consequently manifested in material culture that extends 

far beyond the artificial constraints of an illusory pagan orthodoxy. The traditional world-views of the Norse will be shown to have played a 

vital role in the Viking diaspora, providing the core self-image of these dynamic cultures that transformed the north in the eighth to eleventh 

centuries. 

The course will be taught in English in one block in January. 

Final exam at the end of January 2010 

ÞJÓ303F • Seminar for MA students in Folkloristics/Ethnology II • (2e) • Fall • 2u 

Seminar for MA students in Folkloristics/Ethnology II 

Required preparation: Málstofa MA nema í þjóðfræði I (ÞJÓ102F) 

ÞJÓ410M • Nordic Mythology • (10e) • Spring • 4f 



The course offers an introduction to the principal sources pertaining to Norse mythology. In addition to in-depth readings and discussions of 

primary texts, students will learn about the origin, function, forms and distribution of Norse myths and their connections with the rituals and 

society of pagan Norsemen. Particular emphasis will be placed on the survival of Old Nordic myths in medieval, post-pagan texts and 

various source-critical problems. A central concern is to what extent the primary texts reflect actual pagan thought and how they may also 

reflect Christian ideas about the old pagan religion and its gods. In studying such basic sources as Snorra Edda and eddic mythological 

poetry, students will explore key concepts like Fate and Ragnarök, the links between language and the sacred and appreciate the importance 

of mythology among the pagan Vikings and within the cultural history, folklore and literature of medieval Norsemen. Throughout the course, 

reference will also be made to non-literary (archeological, pictorial, and onomastic) sources, the development of scholarship in the field, as 

well as comparative mythological material from outside the Nordic area. 

(The course will be taught in English.) 

Essay (50%), attendance (10%), and oral exam (40-50%%) 

ÞJÓ420M • Contemporary Folkloristics: Elves, Immigrants and Terrorists • (10e) • Spring • 4f 



In this course we will examine the role of folkloristic material in modern western society, examining in particular its presence in the media, 

films and the internet, as well as in the oral and practical tradition. Among other things, an examination will be made of modern migratory 

legends and the modern role of fairy tales, belief and prejudice, games and festivals, graffiti and jokes, and all sort of other modern customs 

and traditions. The aim is to increase our understanding of the popular basis of modern culture and extend our conciousness of all the 

"trivial" which has such a central role to play in shaping our attitudes within society and our views with regard to our fellow people. 

Reference will be made to recent and modern research work that has been undertaken in folkloristics, cultural studies and related subjects. 

Evaluation is based on collection and analysis projects (50%), three short class tests (30%), discussion group leadership (10%) and on 

attendance (10%, where possible). 

ÞJÓ502M • Vernacular Culture and the Aesthetics of Everyday Life • (10e) • Spring • 4f 


The course examines the folkloristic/ethnological perspective on culture and society with an emphasis on everyday life - the prose of the 

world. The history of the discipline is engaged with in a critical fashion in the context of neighboring fields and together students and teacher 

will examine where the field is headed in the 21st century. Central concepts will be investigated, including cultural difference and diversity, 

nationality, gender, the popular, tradition, group, authorship, globalization, pluralism, the eleventh hour, hegemony, heritage, and cultural 

ownership. 

The goal is to understand how people create their everyday lives and how they invest their daily environs with meaning, how people make 

their own history under circumstances not of their own choosing, whether in the peasant society of previous centuries or in contemporary 

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Graduate 

urban society. This course is for graduate students, but it is also open to advanced undergraduates in their last year of study. 

Evaluation is based on a written final exam, (25%), an oral final exam (25%), a written project (25%) and another project which is presented 

in lecture form (25%). 

ÞJÓ601M • Cultural Heritage • (10e) • Spring • 4f 



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. 

Final exam(65%), assignment and lecture (25%) and attendance and participation where possible (10%). 

54

Faculty of Social Work 

Undergraduate 


FRG101G • Introduction to Social Work: History, Theories and Profession • (6e) • Fall • 3f 

Supervisory teacher: Halldór Sigurður Guðmundsson Lecturer (UK) - Assistant Professor (USA) 


This course offers an overview of the theory, history and development of Social Work as a profession and an academic field. The main topics 

discussed are the history and origins of Social Work: Theories, methods and development; and the future of Social Work. Emphasis is placed 

on Social Work as a profession in social services, healthcare, school and judicial fields. 


FRG102G • Theories on Human Behavior, External and Internal Factors in Development • (6e) • Fall • 3f 

Supervisory teacher: Steinunn Hrafnsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Þórey Vigdís Ólafsdóttir 

This course discusses the main theories on human behavior. The development of theory will be discussed in light of historical, social and 

academic progress in this field. Theories along with the contribution of innovators are presented. Research methods in the social sciences and 

the integrative approach of medicine are discussed. Emphasis is placed on the importance of critical and creative thinking in the social 

sciences. Prejudice and stereotyping will be also discussed and when possible linked to the field of Social Work. 

Projects and Written Exam. 

FRG103G • Alcohol and Drug Abuse • (6e) • Fall • 2f + 1u 


Teacher: Jóna Margrét Ólafsdóttir 

The main ideas discussed in this course will be the following: theories on alcohol and drug abuse, the definition of alcohol addiction and its 

major physical and emotional effects, models on alcohol addiction and their effects on treatment, results and the effects of alcohol and drug 

use on families, legislation and the creation of services. Emphasis is placed on the role of the Social Worker in education, counselling and 

prevention in the field of alcohol and drug abuse. 

Written Exam. 

FRG104G • Working Methods in Social Work Studies • (4e) • Fall • 2d + 1u 

Supervisory teacher: Chien Tai Shill Adjunct Lecturer 

Teacher: Guðrún H Sederholm 

Assistant teacher: María Rúnarsdóttir 

This course offers a basic understanding of academic practice in tertiary studies. Students are encouraged to adopt academic excellence in 

examining sources, citing sources and when creating a reference list. Basic skills in using a library, collecting data, writing and creating 

presentations are examined focusing especially on the use of electronic data in Social Work. Students conduct realistic projects to gain 

experience. 

Assignment. 

FRG202G • Social Policy, Welfare and Social Problems • (6e) • Spring • 3f 


This course offers students a basic knowledge of the beginning, development and characteristics of welfare systems from the Social Work 

perspective, with emphasis on the role of the Social Worker. Theories, basic concepts and methodology in welfare research will be discussed. 

Special emphasis is placed on the historical, legislative development and characteristics of the Icelandic welfare system. The development of 

child protection, social security, social services and the educational and health care system will be discussed. Ways to define need and social 

problems will also be discussed giving special attention to poverty and poverty research. In addition, the role of Social Workers in Social 

Services will be discussed. 

Written Exam and Essay 

FRG204G • Families and Family Policy • (6e) • Spring • 2f + 1u 

Supervisory teacher: Anni Guðný Haugen Lecturer (UK) - Assistant Professor (USA) 



This course provides students with a basic understanding of the main concepts, theories and research in the study of the family and the 

sociology of the family. The family will be discussed as an institute, its development, type, role and place in society from a historical 

perspective. Special attention will be paid to the changing roles of mothers, fathers and children and the relationship between the 

employment market and family life. 

Written Exam and Assignment. To complete the course students have to get 5.0 in the written exam. 

FRG205G • Crisis, Grief and Psychological First Aid • (4e) • Spring • 2f 


This course offers students a basic knowledge of the relevance of psychological support for victims. Topics discussed include the main 

features of psychological first aid; the difference between psychological first aid and crisis intervention; and crisis intervention in civil 

defence. Definitions of crises, physical and psychological symptoms, and stress reaction in a crisis will also be discussed. Children and teens 

in crisis will be discussed specifically. Participants receive training in psychological first aid in the form of group work and exercises. 

Essay and Assignment. 

FRG206G • Developement of Psychology • (6e) • Spring • 2f + 2u 


Teacher: Þórey Vigdís Ólafsdóttir 

55


Undergraduate 

Teacher: Sigrún Hvanndal Magnúsdóttir 

This course offers an understanding of the various life stages and their developmental phases. Furthermore, this course examines the main 

theories along with the research conducted in this field. Each stage of life will be thoroughly discussed, its characteristics and progression 

followed from conception to the grave; and focus will be placed on the physical, mental, social and emotional development of each stage. 

Furthermore, the importance of lifespan diagnosis in the Social Worker's job will be discussed; how they employ their knowledge of human 

development in service and therapy with their client. 

Required preparation: Kenningar um mannlega hegðun, ytri og innri mótunarþættir (FRG102G) 

Written Exam. 

FRG207G • Abuse and Neglect in Families • (6e) • Spring • 2f + 1u 


The purpose of this course is to help students gaining a knowledge about abuse and neglect in families. The historical roots of violence in 

families in the social sciences is explored. Furthermore, the students will learn about basic theories concerning abuse and neglect in families, 

risk factors and research methods in this area of research. The students will gain detailed knowledge of definitions and the various types of 

maltreatment in families. In addition, the main consequences for victims are explored. Finally, students will get a brief overview of the 

legislature in child protection services and the main services available to families who have been reported to child protection services 


FRG301G • Social Legislation I: Execution and Application • (8e) • Fall • 2f + 3u 

Supervisory teacher: Guðný Björk Eydal Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ingi Valur Jóhannsson 

Teacher: Ingibjörg Broddadóttir 

Teacher: Unnur Valgerður Ingólfsdóttir 

Teacher: Margrét Stefanía Jónsdóttir 

Teacher: Kristján Gunnar Valdimarsson Lecturer (UK) - Assistant Professor (USA) 

In this course the organization and history of social services, social security, unemployment, health insurance, and housing and tax issues 

will be discussed. The main characteristics of this legislation will be discussed and areas pertaining to the field of Social Work will be 

thoroughly examined. Legislation is examined in regards to policy in a political, economical and social context along with the effects these 

policies have on the field and the role of the Social Worker. Examples are prepared in class and organized fieldtrips will be made to main 

institutes. 

Required preparation: Félagsmálastefnur - velferð og vandi (FRG202G) 

Exam and Assignments. 

FRG303G • Icelandic Society: Contemporary perspectives of its specific status and commonality in the international 

community • (6e) • Fall • 2f + 1u 


Supervisory teacher: Helgi Gunnlaugsson Professor 


Teacher: Anni Guðný Haugen Lecturer (UK) - Assistant Professor (USA) 

This course offers foreign students a basic understanding of Icelandic society; pointing out some of its distinctive characteristics from a 

sociological perspective. The course will discuss the following main areas: The development of Icelandic society and its social frame; factors 

based on democratic uniqueness; standard of living, welfare and family issues; law and social policy; the employment market and the status 

of women. Political development will be briefly discussed as well as economic status and the Icelandic media. Furthermore, the Icelandic 

judicial system will be examined along with deviant behaviour, research on teens, family relations and prepare students to diagnose and 

conduct interviews with families. 

Course Requirements: Student evaluation is twofold: 1) Students write a diary about the topics of the lectures. This is not supposed to be a 

summary of the issues being presented in class, but rather own reflections and observation about the subject. Students will submit a half to 

one-page per lecture for a total of five lecture sessions. This assignment is a prerequisite for completing the course and is evaluated on a 

passed/not passed basis. 2) Students will write a paper about one of the subjects being presented in class. Students are free to choose one of 

the subjects and complete it on their own, or in a group of maximum three persons. The length of the paper is about 8-10 pages and up to 15 

pages for a group. Students will base their papers on sources from the compendium which students will purchase (see below) and on other 

references provided by incoming teachers. Students are also encouraged to find other relevant sources on their own. We encourage regular 

attendance and participation in class discussions. We are interested in your experiences and insight which are relevant to particular topics. 

Also, please feel free to contact us in our offices or thru email to discuss any matter relating to this course. 

FRG305G • VANTAR ENSKT HEITI • (4e) • Fall • 2f 

Supervisory teacher: Sigrún Júlíusdóttir Professor 

Teacher: Valgerður Halldórsdóttir 

VANTAR LÝSINGAR 

FRG306G • VANTAR ENSKT HEITI • (4e) • Fall • 2f 


Teacher: Halldór Sigurður Guðmundsson Lecturer (UK) - Assistant Professor (USA) 

VANTAR ENSKAR LÝSINGAR 

FRG401G • Ageing and Matters of the Elderly • (6e) • Spring • 2f + 1u 

Teacher: Sigurveig H Sigurðardóttir Lecturer (UK) - Assistant Professor (USA) 

The main focus in this course will be on the following: theories on aging, policies and concepts, lifespan development and the changes 

incurred during the mature years from a social, physical and emotional perspective. Emphasis will be placed on information about legislation 

and services for the elderly, the role of the Social Worker and methods of counselling, administration, instruction and prevention. After the 

course the students will have a necessary knowledge to assist and work with elderly people and their families. 

Independent assignments and an essay. 

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Undergraduate 

FRG403G • People with Disability and Society • (4e) • Spring • 2f 


Teacher: Guðrún Þorsteinsdóttir 

Teacher: Sigríður María Játvarðardóttir 

Teacher: María Jónsdóttir 

Teacher: Þór Garðar Þórarinsson Sessional Teacher (Non tenured Teacher) 

This course offers students a theoretical understanding of disabilities and the issues of the disabled. Diagnosis, symptoms, causes and the 

prevalence of disability are discussed. Major concepts, research and theories on disability are presented. The social world of a disabled 

individual is discussed; i.e. schooling, housing, employment, services and social rights. Emphasis is placed on the discussion of society's 

response to the disabled and their issues; i.e. public policy, administration and legislation and how these factors affect the daily lives of the 

disabled and their families. 


FRG405G • Volunteer Work : Project • (4e) • Fall & Spring 



This course allows students to experience volunteer work at the Icelandic chapter of the Red Cross. Students commit themselves to a specific 

charity in the social welfare field for one school year. Volunteer work is selected under the supervision of a mentor-teacher. Students attend 

four discussion classes over the year where they present their own experiences and listen to the experience of others. 

Students keep a journal and turn in a final report on a topic related to their volunteer work. Students are also obligated to attend Red Cross 

courses for volunteers. 

FRG406G • Social Law II: Process and the Rights of the Client • (6e) • Spring • 2f + 1u 


Teacher: Hrefna Friðriksdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Karl Steinar Valsson 



This course offers students a basic understanding of specific legislation and law that pertains to areas within the field of Social Work 

emphasizing the judicial process and the rights of the client. The judicial system and Ombudsman are introduced. Special emphasis is placed 

on administrative law and laws pertaining to the handling of confidential information. Legislation pertaining to the rights of certain groups 

within society will be discussed including international conventions. In addition, emphasis will be placed on judicial rights and organized 

policing. Legislation will be examined from the Social Work perspective and its influence on the field. Various institutes will be visited 

during organized fieldtrips. 

Required preparation: Almenn félagsráðgjöf: Saga, kenningar og fagþróun (FRG101G), Félagsmálastefnur - velferð og vandi (FRG202G), 

Félagsmálalöggjöf I: Framkvæmd og beiting (FRG301G) 

Exercises, essays and a final report. 

FRG501G • Multiculture and Professions • (4e) • Fall • 2f 


Teacher: Edda Ólafsdóttir 

Teacher: Guðbjörg Ottósdóttir 


Assistant teacher: Hilma Hólmfríður Sigurðardóttir 

This course prepares Social Workers and other professionals in the social or health care services for work in a multicultural society where 

interaction, understanding and cooperation can be difficult. The changing culture in Iceland is discussed as well as its effects; i.e. increase in 

immigrants from various and distant cultures. During the course government and district policies, the rights and obligations of immigrants, 

minorities, various family types, services, law and methods in this area of Social Work will be discussed. Students are offered basic 

knowledge of the history and development of the human rights concept, international conventions and the human rights systems of Council 

of Europe and the United Nations. 

Participation in lectures and discussions, projects and written exam. 

FRG502G • Project in Social Work • (2e) • Fall 


Assignment. 

Assignment. 

FRG503G • BA-Thesis • (12e) • Fall 

BA-Thesis. 

FRG504G • Community Work and User Involvement • (8e) • Fall • 2f + 1u 


Teacher: Hervör Alma Árnadóttir 

The aim of the course is to offer a basic knowledge and skills in community work and user involvement as a method in social work. The 

theoretical basis of community work and user involvement is presented. Various types of community work and user involvement and their 

application is introduced. Emphasis is put on introduction of practical projects in this field. 


FRG505G • Term Paper in Social Work • (4e) • Fall 


Project. 

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Undergraduate 

FRG508G • Introduction to Qualitative Reserch Methods • (8e) • Fall • 3f + 1u 


. 

FRG601G • Project in Social Work • (2e) • Spring 


Assignment. 

Assignment. 

FRG602G • BA-Thesis • (12e) • Spring 


BA-Thesis. 

FRG603G • Management in social work • (8e) • Spring • 2f + 1u 


Teacher: Ómar Hlynur Kristmundsson Senior Lecturer (UK) - Associate Professor (USA) 

The aim of this course is to offer a basic knowledge of management in the public sector. The course reviews the litterature on organizational 

theories and organizational behaviour and the main managerial methods are introduced. Emphasis is on the social worker as a manager in 

public sector organizations. 


FRG604G • Health Social Work • (4e) • Spring • 2f 

Supervisory teacher: Sigurveig H Sigurðardóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Helga Sól Ólafsdóttir 


Assistant teacher: Inga María Vilhjálmsdóttir 

The aim of this course is to offer students an insight into the theories and methods of social work practice in health care settings. The three 

stages of health care services will be discussed as well as how social work theories apply to each stage. Also discussed is how social work 

methods widens the emphasis from being that of only disease oriented to that of making the public and consumers of health care services 

aware of their rights to services and thus assure that the services are utilised to their fullest. By the end of the course students will be able to 

differentiate between social work services and the services of other professionals in the health care setting. 

Assignment. 

FRG605G • Social Law III: Child Protection and Family Law: Process and Execution • (8e) • Spring • 2f + 1u 



This course discusses child protection, inheritance and child rights. The course introduces those components in the law that touch the field of 

work, policy making in political, economic and social relations and their effects on the framework of Social Workers. The curriculum is 

based on the Social Workers' modus operandi. Projects are conducted in class and fieldtrips to various institutions taken. 

Required preparation: Almenn félagsráðgjöf: Saga, kenningar og fagþróun (FRG101G), Félagsmálastefnur - velferð og vandi (FRG202G), 

Félagsmálalöggjöf I: Framkvæmd og beiting (FRG301G) 

Recommended preparation: Félagsmálalöggjöf II: Um málsmeðferð og réttindi skjólstæðinga (FRG406G) 

Written exam, projects and classroom activities. 

FRG607G • Term Paper in Social Work • (4e) • Spring 


Project. 

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Graduate 

FRG001F • Factors of Influence in Ageing: Environment, Social Relationships and Health • (10e) • Spring • 3f + 1u 


The goal of this course is to deepen students' knowledge of gerontology and geriatrics. The social, biological and psychological aspects of 

aging will be discussed. Services for the elderly will be discussed in general as well as caring for special needs. Icelandic and international 

research will be presented. Various theories in gerontology will be examined and their effects on attitudes towards and services for the 

elderly. Cross discipline teamwork will be discussed with emphasis placed on working with various professions. 

Projects and essay. 

FRG002F • Gerontology: Policymaking and Services • (10e) • Fall • 3f + 1u 


The goal of this course is to present gerontology as a multi-professional discipline with an emphasis on social gerontology. The main 

theories, concepts, research and research methods will be presented. Also discussed are the social, psychological and biological aspects of 

aging and their effects on the individual and their environment. Various theories will be discussed along with their effect on policy making. 

Emphasis is placed on deepening students' understanding by helping them become more adept at working with other professions on elderly 

welfare issues. 

The course begins with class in Reykjavik, August 24-28th. 

Project and essay. 

FRG003F • MA-Research Work Shop in Social Work • (0e) • Fall & Spring 

Preparing and conducting your MA research project. Here, the composition of academic writing will be covered. Research proposals, 

research methods and how research is connected to the theoretical and practical basis of social work is discussed amongst other factors in 

research. Students present their research proposals, receive constructive criticism and participate in group discussions beneficial to all 

participants. 

FRG004F • Reading course in spesialised area • (10e) • Fall 

Reading course in specialised area. 

Assignment. 

FRG005F • Reading course in spesialised area • (10e) • Spring 

Reading course in spesialised area. 

Assignment. 

FRG006F • Term paper at MA-level in Social Work • (6e) • Fall 

Term paper at MA-level in Social Work. 

Assignment. 

FRG007F • Term Paper in Forensic Social Work • (10e) • Fall 


Term Paper in Forensic Social Work. 

Assignment. 

FRG008F • Multicultural Social Work: Values and practice • (10e) • Spring • 2f + 1u 


Teacher: Edda Ólafsdóttir 

Teacher: Ingibjörg Broddadóttir 


This course aims to provide social workers with a strong theoretical base for working with immigrants, refugees and asylum seekers. The 

first half focuses on the origins of racism and nationalism, the origin and development of international human rights and international human 

rights treaties. Domestic legislation, state policy and policy of the main municipalities towards immigrants will be examined. The second half 

focuses on main theories, working methods and new international emphases in multicultural social work. Culture shock and culturally based 

attitudes towards health- and social services will be analyzed. Special emphasis will be on working with children, teenagers and the elderly. 

The importance of being conscious of one's own values is discussed. 

Review/questions for each class (40%) and essay (40%). Students must hand in reviews for all classes. Participation in class 20%. 

FRG009F • Approaches in treatment of chemical dependency (addictions) • (10e) • Spring • 3f + 1u 

Supervisor: Sigrún Júlíusdóttir Professor 

Supervisory teacher: Erla Björg Sigurðardóttir 

The aim of this course is to strengthen the expertise knowledge of the social workers in the field of chemical dependency (addictions) and to 

enhance their skills in developing treatment approaches, education and research in that field. Biopsychosocial models are discussed and how 

they are used in treatment of chemically dependent people. In this context concepts like cultural patterns of use of mood altering chemicals, 

risk behavior, denial and intervention for people with long term social problems are discussed. Special emphasis is on biopsychosocial 

diagnosis, DSM and ICD diagnosis and screening tests. The content of the course is related to the evolution of research of chemical 

dependency i.e. biological research and evaluation of the effectiveness of different treatment programs. 

Required preparation: Þekkingarfræði og meðferðarkenningar í félagsráðgjöf (FRG012F) 

Written Exam and 2 Assignment. 

FRG010F • Ph.D.-Thesis • (30e) • Fall 

Ph.D.-Thesis 

59


Graduate 

FRG011F • Ph.D.-Thesis • (30e) • Spring 

Ph.D.-Thesis 

FRG012F • Epistemology and Theory in Social Work • (10e) • Fall • 3f + 1u 


Teacher: Helga Jóhannesdóttir 

Teacher: Bjarney Kristjánsdóttir 

This course offers students an overview of the early stages, history and development of theories in social work. The development of social 

work methodology is examined from a critical epistemological perspective; offering a deeper understanding of the theoretical and assumptive 

basis of clinical theory. Special emphasis is placed on basic theoretical concepts in social work. Focus is placed on the systemic approach 

and other integrated approaches currently dominant in communication theory and clinical practice. The discussion focuses on social work as 

a specialty and the professional collaboration of other specialists out in the field. 

Essay and written Exam. 

FRG013F • Methods in Sub-specialties • (10e) • Spring • 3f + 1u 


Teacher: Hrefna Ólafsdóttir Adjunct Lecturer 

The goal of this course is to offer a deeper understanding and knowledge in specialty areas within the field of social work. This includes the 

discussion of various models, their strengths and weaknesses as well as when various therapeutic or social services should be applied. Focus 

is placed on diagnostic methods and the ability to form a working hypothesis about problems and solution patterns as they appear within and 

without the communication systems of the family. The methodology and collaboration approaches discussed are related to administrative and 

institutional theories. 

Assignment and written Exam. 

FRG014F • Clinical Supervision: Methods and Ethics • (10e) • Spring • 3f + 1u 

Supervisor: Sigrún Júlíusdóttir Professor 

The goal of this course is to present the historical development of clinical supervision and its roots in theories regarding specialist fields and 

their development. The main models, concepts, theories and research will be presented. The significance of clinical supervision is also 

discussed in regards to the administration of health and/or social institutes, in association with concepts such as professional power, 

promoting a profession, professional guidance and burnout. The varying goals and objectives concerning administrative, professional and 

vocational guidance is discussed. 

Assignment and written Exam. 

FRG015F • Ph.D.-Thesis • (30e) • Summer 

Ph.D.-Thesis 

FRG016F • MSW-Thesis • (30e) • Fall 

Teacher: Sigrún Júlíusdóttir Professor 

MSW-Thesis. 

FRG017F • MSW-Thesis • (30e) • Spring 


MSW-Thesis. 

FRG018F • MSW-Thesis • (30e) • Summer 


MSW-Thesis. 

FRG019F • Management of volunteer organizations • (6e) • Fall • 3f 


Teacher: Steinunn Hrafnsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The course examines the management of volunteer and non-profit organizations. The basic management functions are introduced; volunteer 

recruitment and management, finance and accounting, public relations and marketing, including fundraising. Tools for measuring 

organizational effectiveness are discussed. The procedure for governmental contracting is reviewed. 

Assignments. 

FRG020F • Forensic social work I: The criminal justice system, legislation and social services • (10e) • Fall • 4f 


Teacher: Valtýr Sigurðsson 

The main aim of this course is to introduce the field of forensic social work, both theoretically and in the working field. In the course the 

following will be covered; structure, organization, ideology, legislation, institutions and forms of services 

Required preparation: Eigindlegar rannsóknaraðferðir I (UMF402F), Kenningar í afbrotafræði (FÉL023F) 

Essay. 

FRG021F • Forensic social work II: Theory and practice • (10e) • Spring • 4f 


Teacher: Páll Sveinn Hreinsson 

Teacher: Valtýr Sigurðsson 

In this course the role and expert knowledge of forensic social workers will be defined. Focus is placed on analyzing, capse plans and 

60


Graduate 

different methodological approches of forensic social work. A special emphasis is placed on restitution, negotiation, conflict resolution, 

rehabilitation with prisoners and family work. Emphasis is placed on basic theoretical concepts in forensic social work as well as research, 

evidens based practice and innovations of methods and solutions in the field. 

Required preparation: Réttarfélagsráðgjöf I: Dóms- og réttarkerfi, löggjöf og félagsleg þjónustuúrræði (FRG020F) 

Essay. 

FRG022F • Non Governmental Organizations: Theories and Research • (4e) • Spring • 2f 


- 

FRG028F • Fjölskyldustefna, rannsóknir og þróunarstarf • (15e) • Spring 

. 

FRG029F • Þekkingarfræðileg þróun fjölskyldumeðferðar • (15e) • Fall 

. 

FRG030F • Aðferðir I: Greiningartækni og færni • (20e) • Spring 

. 

FRG031F • Aðferðir II: Þjálfun og beiting sértækra aðferða • (20e) • Spring 

. 

FRG032F • MA thesis in Family Therapy • (30e) • Spring 

MA thesis 

FRG033F • Aðferðir III. Meðferðarnálgun og siðfræði • (20e) • Fall 

. 

FRG105F • The Social Work Profession and ethics • (8e) • Fall 

Supervisor: Sigrún Jónsdóttir 



Teacher: Gyða Hjartardóttir 

Teacher: Erla Jóhanna Þórðardóttir 


Teacher: Hervör Alma Árnadóttir 

Teacher: Jóna Rut Guðmundsdóttir 

The course offers students knowledge about the theories and models that underpin therapeutic work and diagnosis in professional social 

work. This course provides the foundation for students to acquire the skills and competencies to work with clients or client groups. Students 

are offered training in communication and interpersonal skills and will consider a variety of models/methods of intervention in social work. 

A special emphasis is on the social work code of ethics and and the role of the social worker as statutory agent with duties and responisbilites 

to protect the public and uphold law. Student's professional practice skills, indluding the skills of critical self-reflection, are developed by 

simulation practice, videos and experimental learning. 


FRG106F • Intergration of Practice and Theories: Practical Training I • (8e) • Fall • 2f + 2u 

Teacher: Anni Guðný Haugen Lecturer (UK) - Assistant Professor (USA) 

Course work in the field: Students will have an opportunity to observe professional social workers in the field and see how structures in 

which services are delivered relate to theories and research in the field. 

Students attend an institution two days a week under the supervision of a field practice teacher. Special seminars are conducted with the field 

practice teachers to discuss and organise the learning process of students. 

Assignments. 

FRG108F • Diagnosis of Psychological Disorders • (8e) • Fall • 3f + 1u 


This course discusses the development psychodynamic theories in relation to the diagnosis of psychological disorders. Definitions and 

classifications according to standard psychiatric diagnostic systems are examined along with mainstream therapeutic methods. Special 

emphasis is placed on utilising this knowledge in the field of Social Work. 

Exam 80% and projects 20%. Attendance 80%. 

FRG111F • Term Paper: Treatment of chemical dependency (addictions) • (10e) • Fall 

Term Paper. 

Assignment. 

FRG206F • Theories of Crisis • (8e) • Spring • 2f + 2u 

Supervisory teacher: Anna Rós Jóhannesdóttir 


This course offers an introduction into crisis theory and crisis intervention at various levels. Emphasis will be put on introducing 

61


Graduate 

multidisciplinary research in this field and how social workers were important members of these research teams. Focus is on how social 

workers use various intervention techniques to influence crisis at different levels. Diagnostic and therapeutic methods are discussed along 

with the importance of education and prevention. Students are given an opportunity to look at their own feelings and reactions in response to 

crisis. 

Projects and 80% attendance. 

FRG207F • Methods in Social Work • (10e) • Spring • 3f + 1u 

In this course, the historical roots of this specialist field will be discussed including how school social work developed in step with the 

welfare and problems of modern society. Attention is brought to the school's changed role as a formative agent and central point in an 

individual's life from preschool to the late teens. This is followed by a discussion about the role, practice and methods of the school social 

worker when working with parents, teachers and other professionals where the welfare of the schoolchild is the guiding light and premise for 

the child's wellbeing and competence. Special emphasis is placed on utilizing systemic theories and pluridisciplinary work. The course 

project is based on how the multi-theoretical basis of social work; i.e. understanding policy and social or health services, is useful in the 

school environment and professional services offered to individuals and groups. In relation to this, studies and research regarding the quality 

and success of solutions in specific cases in the social workers day; e.g. family issues, bullying, and violence, which affect the school 

environment. Emphasis is placed on acknowledging the importance of confidentiality and respecting those individuals the school social 

worker comes into contact with and the ability to handle ethical differences that may arise. The course includes lectures, group work and 

visual media. 


FRG208F • Groupwork and Group Therapy • (6e) • Fall 



The aim of this course is to introduce groupwork and group therapy as methods in social work. The aim of this course is to introduce 

groupwork and group therapy as methods in social work. 

Content areas will include such topics as: key concepts, history of group work and group therapy, group dynamics, stages of group 

development, leadership skills, planning and documentation, specific types of groups and how these methods can be applied in different 

situations. 

Home Exam and Assignment. 80% attendance. 

FRG210F • Children and juveniles • (8e) • Spring • 2f + 2u 


The aim of the course is to give students the possibility to acquire the nessessary knowledge and ability to work with children from birth to 

18 years of age. It is emphasied that the child should be in focus when it is the client of a public office which on the basis of laws and 

regulations has the role to take care of the interests of the child. These institutions can be ministries, schools, hospitals etc. 

Essay and assignment. 80% attendance. 

FRG211F • Social Policy and the Occupational Role of Child Protection Workers • (10e) • Spring • 2f + 1u 



The goal of this course is twofold. First, to introduce social policy in the field of child protection with a special emphasis on the Child 

Protection Act, the Children's Act, the UN Convention on the Rights of the Child, Local Authorities Social Services Act, Administrative 

Procedures Act and General Penal Code. Second, that students gain knowledge about how on the one hand policy defines the obligations of 

the child protection worker and their role, and the rights of the client on the other. Realistic examples are used in projects so that students 

become trained in applying the law expanding their ability as a child protection worker. 

FRG213F • Research in Social Work • (6e) • Spring • 2f + 1u 


Teacher: Chien Tai Shill Adjunct Lecturer 


The goal of this course is to prepare students in the utilisation of research in their future role as a social worker. A basic understanding of 

evidenced based social work practice is given, which is then linked to their professional role. Research ethics and the role of evidence based 

knowledge in groundbreaking work with individuals, groups and communities are presented. Emphasis is placed on the preparation of 

students to utilize evidence based knowledge to analyze the usefulness of resources in the social and health care services and lay the 

groundwork for social policy-making in their field. Students learn to construct a research question supported by theories and create a research 

proposal. The students are given instruction in the critical analysis of other research and research methods in the field of social work. 

Reading Groups and Assignments. 80% attendance. 

FRG215F • Family Theories and Therapy • (8e) • Spring • 2f + 2u 


Teacher: Bjarney Kristjánsdóttir 

The aim of the course is to give knowledge about theoretical basis and use of family perspective in social work in various fields in therapy 

and service. 

In this course, academic development is discussed along with how a family based approach has been central in social work. Emphasis is 

placed on the theory and concepts of the systemic approach. Various models are presented as well an understanding of when it is appropriate 

to use differing approaches. Attention is also placed on diagnostic tools and the ability to create a working hypothesis of solution patterns 

that surface in the relationships inside and outside the family. Presented are a few of the major modern theoretical and methodological 

models; e.g. family dynamics, couples therapy and working with parents. 


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Graduate 

FRG301F • MA-Thesis • (30e) • Fall 



MA-Thesis. 

MA-Thesis. 

FRG302F • Child Protection and Community • (10e) • Fall • 2f + 2u 



The goal of this course is to expand the knowledge and understanding participants have on the role of child protection in a broader context 

while stressing the newest research in the field. Emphasis is placed on students gaining a discriminative perspective on what is known in the 

field of child protection both in Iceland and in neighboring countries. Special emphasis is placed on presenting merited evidence and the 

evaluation of resources in the field of child protection. Emphasis is also placed on how a child protection worker presents results, data 

collection methods and analyzing data; e.g. creating an annual report. 

Assignment 

FRG303F • Assignment in Alcohol and Drug Abuse Counseling • (10e) • Fall 

Assignment 

Assignment. 

FRG401F • VANTAR ENSKA LÝSINGU: Practical Training II • (30e) • Spring 


Students are provided with a 16 weeks direct supervised practice in an agency providing social work services. The agency provides 

experiential instruction and learning. The students are taught and assessed by a qualified field practice teacher . Practice is in a broad range of 

settings ensuring that skill development and the integration of knowledge in informing practice is the focus on learning.The students are 

supported by the involvement of a university teacher. Students are required to attend seminars at the University during practice. 

Required preparation: MA-ritgerð í félagsráðgjöf (FRG403F) 

Assignments and Practical Training. 

FRG402F • MA-Thesis • (30e) • Spring 


MA-Thesis. 

MA-Thesis. 

FRG403F • MA-Thesis • (30e) • Summer 



MA-Thesis. 

MA-Thesis. 

63

Faculty of Economics 

Undergraduate 


HAG101G • Mathematics I • (6e) • Fall • 4f + 2d 

Teacher: Tor Einarsson Professor 

Assistant teacher: Ólafur Garðar Halldórsson 

Assistant teacher: Kári S Friðriksson 

Elements of matrix algebra. Functions of several variables: partial derivatives, total derivatives and total differentials; implicit function 

theorem. Maxima and minima: maximum and minimum, constrained and unconstrained, quadratic forms, eigenvalues and eigenvectors, 

method of Lagrange, necessary and sufficient conditions; convexity and concavity. Integration: improper integrals; multiple integrals. 

HAG103G • Macroeconomics I • (6e) • Fall • 4f + 2d 

Teacher: Þorvaldur Gylfason Professor 

Assistant teacher: Gunnar Ólafur Haraldsson Director 

Assistant teacher: Ólafur Garðar Halldórsson 

Assistant teacher: Kristófer Gunnlaugsson 

The minimum passing grade for this course is 6.5 (on a scale from 1 to 10). The objective of the course is to enlighten the students on the key 

aspects of macroeconomics, its main theories and concepts, for them to gain an overview of the major subjects tackled by macroeconomics 

and an insight into the primary laws of the economy covered by macroeconomics. Both the theoretical and the practical aspects of the subject 

are emphasized, along with its connection to various current issues of economics, both in Iceland and abroad. Knowledge of 

macroeconomics is an essential basis for many other courses of study. 

One "practice" exam will be held during the semester. It accounts for 15% of the final grade, but only if it serves to raise the final grade. 

Students are advised, but not required, to take this exam. The final passing grade in Macroeconomics I is 6.5 for students in the Faculty of 

Economics and 5.0 for students in the School of Business. The grade for the final exam is the final grade for the course. 

HAG104G • Statistics I • (6e) • Fall • 4f + 2d 

Supervisor: Helgi Tómasson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Reynir Leví Guðmundsson 


Assistant teacher: Helgi Magnússon 

Descriptive statistics, measures of location and variation. Frequency distributions. Probabilities, rules of probability, statistical expectation. 

Probability distributions. Sampling and sampling distributions. Inferences about means, standard deviations and proportions. Correlation. 

Linear regression. Exercises. 

HAG201G • Microeconomics II • (6e) • Spring • 4f + 2æ 

Teacher: Birgir Þór Runólfsson Senior Lecturer (UK) - Associate Professor (USA) 

Intermediate microeconomic theory. Basic factors of price theory, uncertainty, including analysis of demand, costs of production and supply 

relationships, and price and output determination under various market structures, market failures and public choice. 

Recommended preparation: Rekstrarhagfræði I (VIÐ105G), Stærðfræði I (HAG101G) 

HAG202G • Survey of the Icelandic Economy • (6e) • Spring • 4f 

Supervisor: Birgir Þór Runólfsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Sigurður Ármann Snævarr Adjunct Lecturer 

The purpose of this course is to give insights into various aspects of the Icelandic economy, past and present. Among the topics discussed are 

economic development, population, the labour market, industrial organization and policy, the monetary system, the public sector and foreign 

trade. Special emphasis is placed on current issues in the Icelandic economy and economic policy, i.e., by writing papers on topical matters. 

The course is closely related to Economics I. 

HAG203G • Mathematics II • (6e) • Spring • 4f + 2æ 

Supervisor: Ragnar Árnason Professor 

Teacher: Gunnar Ólafur Haraldsson Director 

Series and sequences: Definitions; tests for convergence; power series; economic applications. Indeterminate forms: L'Hospital's rule. 

Maxima and minima: Linear and non-linear programming; the Kuhn-Tucker theorem. Comparative statics. Differential equations: Linear 2nd 

and n-th order equations; systems of differential equations. 

Recommended preparation: Stærðfræði I (HAG101G) 

HAG204G • Statistics II • (6e) • Spring • 4f + 2d 


Teacher: Daði Már Kristófersson Lecturer (UK) - Assistant Professor (USA) 

Continuation of statistics A and econometrics I. Some probability distributions and stochastic processes. Asymptotic theory, maximumlikelihood 

method and statistical modelling. Stationarity, autocorrelation, predictions. (V)ARMA models. Inference for time series, 

cointegration. 

Recommended preparation: Tölfræði A (VIÐ305G), Stærðfræði I (HAG101G), Hagrannsóknir I (HAG303G) or Tölfræði B (VIÐ405G) 

HAG301G • Mathematics III • (6e) • Fall • 4f 

Teacher: Ragnar Árnason Professor 


Introduction to dynamic optimization techniques in particular optimal control and Pontryagin's maximum principle. The course emphasizes 

the application of these techniques to solve interesting economic problems inter alia in the areas of inventory control, marketing, consumer 

theory, economic growth and the utilization of natural resources. Assignments. Prerequisites: Mathematical Economics I and Mathematical 

64


Undergraduate 

Economics II. 

Recommended preparation: Stærðfræði I (HAG101G), Stærðfræði II (HAG203G) 

HAG302G • Macroeconomics II • (6e) • Fall • 4f 

Teacher: Gylfi Zoéga Professor 

Intermediate macroeconomics. Main topics: National income accounting. Economic growth. Unemployment and inflation. Aggregate 

demand and the goods market. Public finance and fiscal policy. Aggregate supply and the labour market. Monetary and fiscal policy in an 

open economy. 

Recommended preparation: Þjóðhagfræði I (HAG103G) 

HAG303G • Econometrics I • (6e) • Fall • 4f + 2d 


Teacher: Sigurður Jóhannesson Adjunct Lecturer 

Teacher: Sveinn Agnarsson Adjunct Lecturer 

Assistant teacher: Guðmundur Stefán Guðmundsson 

Students are assumed to have taken courses in statistics and mathematics corresponding to those taught at the first year in economics. Most 

of the course is concerned with classical regression theory, i.e. ordinary least squares. The course discussed the various assumptions 

underlying that model, and the various failures of these assumptions, i.e. serial correlation, heteroskedasticity, multicollinearity and 

simultaneity. Emphasis is placed on practical assignments, where students learn how to use statistical software and how to interpret their own 

results. 

Recommended preparation: Tölfræði A (VIÐ305G) 

A final exam worth 70%. Three home assignments, which each accounts for 10% of the grade for the course. The home assignments only 

affect the final grade for the course if students pass the final exam. 

HAG304G • Microeconomics III • (6e) • Fall • 4f 


The course is based on Microeconomics I and II, and students are furthermore required to have completed Mathematics I and Mathematics II. 

In Microeconomics III the emphasis is on broadening and deepening students' knowledge of economic theory. The focus is on the 

mathematical presentation of the theories covered in the prerequisite courses in microeconomics. Concepts covered include the effect of 

uncertainty on the behavior of consumers and producers and market equilibrium. Furthermore, specific markets are discussed, such as the 

labor market, markets for financial products and equity. Market failures, the economic value of the right of ownership, in addition to the 

political market, will be covered. An emphasis is placed on demonstrating the use of microeconomics and its methodology in reaching sound 

decisions on matters of economic issue. 

Recommended preparation: Rekstrarhagfræði I (VIÐ105G), Rekstrarhagfræði II (HAG201G), Stærðfræði II (HAG203G), Stærðfræði I 

(HAG101G) 

HAG401G • Macroeconomics III • (6e) • Spring • 4f 

Teacher: Þorvaldur Gylfason Professor 

Continuation of Macroeconomics II. Main topics: Consumption and saving. Public finance and debt. Investment. Money and interest. 

Business cycles. Economic policy. Foreign trade and exchange rates. Foreign debt and inflation. Exercises. 

Recommended preparation: Þjóðhagfræði I (HAG103G), Þjóðhagfræði II (HAG302G), Stærðfræði III (HAG301G) 

HAG402G • Econometrics II • (6e) • Spring • 4f + 2d 

Teacher: Helgi Tómasson Senior Lecturer (UK) - Associate Professor (USA) 

The use of statistical technique in economics. Estimationrnmethods, maximum-likelihood, method-of-moments. Empiricalrnmodels for 

several types of data. A review of regression,rnheteroskedacity and autocorrelation. Stationary time series,rnARMA models, co-integration 

methods for non-stationary time-series. Granger-Engle and Johansen methods. Multivariate models, VAR, SUR, simultaneous structural 

systems. An introduction to computer intensive methods like Monte Carlo and bootstrap. Panel-data methods and methods for data when the 

dependent variable is not continuous. Homepage: http://www.hi.is/~helgito/ 

Recommended preparation: Tölfræði A (VIÐ305G), Tölfræði II (HAG204G), Hagrannsóknir I (HAG303G) 

HAG403G • Microeconomics IV • (6e) • Spring • 4f 



Among the topics covered are issues in game theory with formal representations of cooperative and competitive games. Signaling, the role 

and use of information, principal-agent problems and uncertainty.Among the topics covered are issues in game theory with formal 

representations of cooperative and competitive games. Signaling, the role and use of information, principal-agent problems and uncertainty. 

Required preparation: Rekstrarhagfræði III (HAG304G) 

Recommended preparation: Stærðfræði III (HAG301G) 

HAG503G • Money and Banking • (6e) • Fall • 4f 

Supervisory teacher: Ásgeir Jónsson Lecturer (UK) - Assistant Professor (USA) 

This main emphasis of the course is on the role of Central Banks in Economic Policy. The main channels of monetary policy are introduced 

and their effects on financial markets as well as the macroeconomy are discussed. The interplay between central bank and commercial banks 

is explored in relation to interest rate - and exchange rate determination. Furthermore, the connection between monetary and fiscal policy is 

mapped out both with regard to price and financial stability. The second emphasis of the course is on role of the banking system in the 

economy and on the function of main asset markets. The main structural characteristics of Icelandic financial markets are described in 

comparison with foreign markets. 

65


Undergraduate 

HAG504G • Labour Economics • (6e) • Fall • 4f 

Teacher: Þórólfur Geir Matthíasson Professor 

Offering depends on sufficient number of students. The supply of labour. Participation rates, hours of work, investment in human capital. 

The demand for labour. Search and labour mobility. Trade unions and collective bargaining. Theories of discrimination. Wage structure. 

Policies to reduce wage differentials. Macroeconomics aspects of labour markets. 

Recommended preparation: Rekstrarhagfræði II (HAG201G), Stærðfræði II (HAG203G), Rekstrarhagfræði III (HAG304G), Stærðfræði III 

(HAG301G) 

HAG505G • Economics of Institutions • (6e) • Fall • 4f 


Analysis of economic consequences of various institutional environments. Examination of economic, political, and social forces behind 

institutional change. Theoretical and empirical issues. Institutional policy. 

HAG506G • BA-Thesis • (12e) • Fall 

Students have to submit a thesis proposal to the department's thesis co-ordinator. The deadlines are in May, for those graduating in October 

2008, September, for those graduating in February of 2009, February, for those graduating in June of 2009 and May, for those graduating in 

October of 2009. After the students have submitted their thesis proposals each gets allocated a member of the faculty as thesis supervisor. 

The department can require that a student undergoes an oral examination on his thesis topic that determines part of the final grade for the 

thesis. 

HAG507G • BS-Thesis • (12e) • Fall 

Students have to submit a thesis proposal to the department's thesis co-ordinator. The deadlines are May 26th, for those graduating in 

October 2009, September, for those graduating in February of 2010, February, for those graduating in June of 2010 and May, for those 

graduating in October of 2010. After the students have submitted their thesis proposals each gets allocated a member of the faculty as thesis 

supervisor. The department can require that a student undergoes an oral examination on his thesis topic that determines part of the final grade 

for the thesis. 

HAG508G • International Economics • (6e) • Fall • 4f 



The course provides knowledge of the basic models of international economics. The main objective is to develop skills to apply theoretical 

literature in the field, as well as gaining solid understanding of empirical analysis, linking them to real world problems. Forces behind trade 

and investment in an international setting. Why companies decide to export to, or invest in foreign countries. Effects of labor cost, labor 

mobility, taxes, tariffs, and culture. How investment and trade are impacted by exchange rates, skilled labor, level of technology and 

resources of countries. 

Recommended preparation: Rekstrarhagfræði II (HAG201G), Þjóðhagfræði II (HAG302G), Rekstrarhagfræði III (HAG304G), Þjóðhagfræði 

III (HAG401G) 

Final Exam 75%, Assignment 25%. 

HAG509G • Fisheries Economics • (6e) • Fall • 4f 

Teacher: Ragnar Árnason Professor 

This course is concerned with the economics of marine resource utilisation. Optimal utilisation patterns in static and dynamic contexts are 

examined. The problems caused by common property marine resources are studied and free access solutions compared to the optimal ones. 

Various fisheries management systems are examined and their efficiency compared. Icelandic fisheries and fisheries management are 

critically examined. 

Recommended preparation: Stærðfræði III (HAG301G) 

HAG601G • Mathematics IV: Applied Computational Economics an • (6e) • Spring • 4f 

Supervisory teacher: Helgi Tómasson Senior Lecturer (UK) - Associate Professor (USA) 

A review of numerical methods of maximization, differentiation and integration. E.g. Newton-type methods for maximization, Gaussian 

quadrature and Monte Carlo methods for integration. Numerical methods for dynamic programming in discrete-time for discrete-state and 

continuous-state. Numerical methods of continuous-time models are discussed. Methods for simulation of Markov-models are introduced. 

The use of these categories of models in economics, finance and production such as, economic policy, pricing of derivatives and inventory 

control is introduces. The models are stated mathematically and computers are used where formal mathematics does not yield closed form 

solutions. 

Recommended preparation: Stærðfræði I (HAG101G), Stærðfræði II (HAG203G) 

HAG605G • Public Finance • (6e) • Spring • 4f 


Theoretical and institutional analysis of government expenditure, taxation,and debt management. Externalities and political decision making. 

Allocative and distributional effects of government measures. Principles ofbenefit-cost analysis for government decisions. Efficient and 

equitable taxation, and optimal tax theory. 

Recommended preparation: Stærðfræði I (HAG101G) 

HAG606G • Econometrics III • (6e) • Spring • 4f + 2d 


Modern econometrics methods, in particular time-series methods and methods concerning duration data. Univariate and multivariate models 

for discrete and continuous-time models. Relation to some risk-management concepts are introduced. Students do their own projects and 

present them. Emphasis is on data from financial markets. Some preliminiary knowledge of statistics/econometrics as well as experience of 

working with data in computers is useful. 

66


Undergraduate 

Recommended preparation: Tölfræði A (VIÐ305G), Tölfræði II (HAG204G) or Tölfræði B (VIÐ405G), Hagrannsóknir I (HAG303G) 

HAG607G • Topics in Economics • (6e) • Spring 


Supervisor: Gylfi Zoéga Professor 

Supervisor: Ragnar Árnason Professor 

The aim of this course is to foster students' ability to develop research ideas, to write papers and to present them in seminars. Selected 

published papers will be presented and discussed. The students will then write proposals and subsequently present short research papers. 

There is no final exam. Evaluation based entirely on students' performance in class. 

HAG608G • BA-Thesis • (12e) • Spring 

Students have to submit a thesis proposal to the department's thesis co-ordinator. The deadlines are May, for those graduating in October 




thesis. 

HAG609G • BA-Thesis • (12e) • Summer 





thesis. 

HAG610G • BS-Thesis • (12e) • Spring 





thesis. 

HAG611G • BS-Thesis • (12e) • Summer 





thesis. 

HAG612G • History of Economic Thought • (6e) • Spring • 4f 


Major figures in the history of economic thought and the tools of analysis they created. Emphasis on the development of economic ideas, 

especially classical and neo-classical theory. 

HAG613G • Information Technology in Economics • (6e) • Spring • 4f 

Teacher: Eyjólfur Sigurðsson 

Students learn how to utilize computers in an efficient manner for scientific work. Emphasis is on acquiring deeper understanding of 

specialized software that is useful for economists. At the end of the course the students should be able to acquire data and references of the 

internet, perform basic operations and write a constructed thesis. Students should know where to search and which instruments to apply. 

Grading is based on coursework and final exam. 

Grading is based on coursework (50%) and final exam (50%). Passing the exam is a requirement for completing the course. 

67


Graduate 

HAG101F • Cost Benefit Analysis • (6e) • Fall 


Assistant teacher: Eyjólfur Sigurðsson 

The purpose of Cost benefit analysis is to facilitate social decision making. The purpose of the course in Cost benefit analysis is to introduce 

to the student the foundation of CBA. CBA is used in many applications where governmental agencies at all evels are involved. CBA is 

routinely used to assist in making decisions regarding highway projects, health-care projects and so on. CBA is also useful to evaluate 

projects involving environmental damage or renewal. Topics include: Conceptually correct measures of social surplus vs. measures actually 

used. Estimating consumer surplus, producer surplus, and government revenue (i.e., social surplus) in primary and secondary markets, the 

social discount rate, uncertainty and the value of information. Existence value, contingent valuation and the value of time,crime, life, noise, 

and other pleasures and pains. 

HAG105F • Macroeconomics I (MS) • (6e) • Fall • 4f 


This course emphasises economic policy. The main topics are asset valuation, including stocks and bonds, exchange rates, monetary policy, 

financial crisis, fiscal policy, policy credibility, and central bank independence. 

HAG106F • Microeconomics (MS) • (6e) • Fall • 4f 



Teacher: Ásgeir G Daníelsson 

The objective of this course is to familiarize the students with the basic elements of theoretical microeconomics and how it can be applied in 

economic analysis. The course covers consumption theory, production theory, markets, the existence, stability and welfare properties of 

general equilibrium, less than perfect competition and market failures. In addition to theoretical analysis, students will be expected to deal 

with practical exercises. 

HAG107F • Health Economics I • (6e) • Fall • 4f 

Supervisory teacher: Tinna Laufey Ásgeirsdóttir Lecturer (UK) - Assistant Professor (USA) 

The main objective of this course is to teach students to apply economic analysis to health-related issues. Measuring the value of life and 

health will be covered. The determinants of the supply and the demand for health-care services are then discussed as well as recent economic 

analysis of health care and health-care reforms. 

HAG108F • Labour Economics for Master's Students • (6e) • Fall • 4f 


Assistant teacher: Eyjólfur Sigurðsson 

This elective course is designed for master's students in economics and health economics. Master's students in business administration can 

also benefit from taking it as long as they have completed a course in microeconomics at the BS/BA level. Main topics: labour demand, 

labour supply, human capital theory, labour unions, wage setting, income distribution, minimum wages and unemployment. Recent 

contributions to the field of labour economics will be emphasised. Lectures will cover journal articles, as well as a textbook. 

HAG109F • Economics and Mathematics of Financial Markets • (6e) • Fall • 4f 

Supervisor: Ásgeir Jónsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Freyr Hermannsson Adjunct Lecturer 

Assistant teacher: Gunnar Gunnarsson 

Modern financial markets trade in various forms of securities: bonds, stocks, all kinds of derivatives, etc. The past decades have seen great 

advances in both knowledge and methods of pricing these assets. At the same time methods have been developed for risk management. The 

course will cover the theoretical aspects of these methods. Therefore a good background in mathematics is a prerequisite for this course. The 

course is divided into three sections. The first section discusses the structure of financial markets, key types of securities, interest rates, key 

models of asset pricing, and methods for measuring risk and profitability. The second section covers the pricing of options (e.g. the Black 

and Scholes option pricing model), hedging, and statistical methods for calculating asset prices. Finally, the course discusses economic 

equilibrium in asset markets. 

HAG110F • Statistics in Finance • (6e) • Fall • 4f 

Teacher: Hersir Sigurgeirsson Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Eva Benediktsdóttir 

This course covers the main statistical methods used in empirical analysis of financial data, with special emphasis on training students in 

practical and applied methods. Topics include return forecasting (ARMA, VAR) and volatility forecasting (ARCH, GARCH), option pricing 

and hedging, asset allocation (factor models, CAPM), and long term relationships in finance (stationarity, unit roots, cointegration). 

Statistical methods presented and used include ordinary least squares, maximum likelihood, Kalman filtering, principal component analysis, 

generalized method of moments, cointegration, and simulation. 

HAG112F • MS-Thesis • (30e) • Fall 

The topic of the master's thesis must be chosen after consulting the thesis advisor(s), which must be on the faculty of the Department of 

Business Administration. The thesis must equal at least 30 credit units but can also equal 60 credit units (with coursework still equal to 60 

credit units) to fulfil the requirements for applying to the research study fund (Rannsóknanámssjóður). The thesis must be presented at a 

departmental seminar. The thesis must be handed in to the faculty office no later than at the specific dates that are announced before each 

graduation. Grades for a master's thesis are given by the thesis advisor(s) and an outside reader. 

HAG113F • Ph.D. Thesis • (30e) • Fall 

No less than 180 credits are required for the PhD degree, requiring three years of full time study. If so advised by the Doctoral Degree 

Committee, the Faculty can impose limits as to the minimum acceptable progress of study. Should a student fail to meet those limits, the 

68


Graduate 

Graduate Studies Committee may revoke the student's enrolment in the programme. The doctoral programme is primarily based on the 

doctoral candidate's independent research, culminating in the dissertation. However, the candidate's advisor and/or Graduate Studies 

Committee may require the candidate to take courses in addition to the research. The candidate's advisor will formulate a plan of study and 

submit it for the Graduate Studies Committee's approval. Some of the required courses may take the form of independent study, for which 

the Graduate Studies Committee will designate one or more faculty member(s) as supervisor. The faculty member in charge of the 

independent study will establish the requirements for the course and determine whether they have been fulfilled by the candidate. 

HAG114F • The economics of decision making • (6e) • Fall 


Teacher: Anna Heide Gunnþórsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

This course focuses on how humans make economic decisions. 

(1) On a scientific level, in recent years micro-economics has increasingly focused on the nature of individual decisions since they form the 

base of what is observed - in the aggregate, in the economy. Consequently, there has been increased emphasis on "strategic thought", which 

covers the cognitive and neural foundations of individual and organizational decision-making. 

(2) On a personal level, the higher in society's stratum a person is, the more complex are the decisions (s)he makes, and the more critical is 

the quality of his/her decision-making processes for the entire system. High-level decision-makers in government and industry increasingly 

realize that technical skills are not helpful unless their basic thinking and decision-making is unbiased and correct. In addition to providing 

an increased understanding of economic decision-making in general, this course improves the decision-making of each participant. This 

ability to make better decisions conveys a life-long, and broad, competitive advantage. 

In sum, the aim of this course is two-fold: (1) to give students insight into how economic agents make decisions and (2) to give students 

insights and tools to improve their own decision-making now and in the future. 

Specific topics include: 

• Understanding how the human brain really makes decisions (as opposed to the standard economic model of optimization). 

• Identifying common errors and traps that prevent people from making effective decisions 

• Identifying the emotional aspects of decision making 

• Recent neurological research on intuition, the role of intuition in high-level economic decision-making, and leveraging one's 

intuition. 

• Better understanding the decisions of others and how they can be influenced. 

• Understanding individual differences in decision-making strategies 

• Analyzing one's own decision making processes and pinpoint problem areas 

• Understanding decisions made by groups 

• A range of decision making techniques to improve decision making 

The topics will be covered through lectures, classroom discussion of readings and cases, and decision exercises in the month of September, a 

total of ca 35 contact hours. 

HAG116F • MS-Thesis in Financial Economics • (30e) • Fall 






HAG117F • Asset Management • (6e) • Fall • 4f 

Supervisor: Ásgeir Jónsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Marinó Örn Tryggvason 

This course mainly looks at financial portfolios and their characteristics. Various methods of constructing portfolios will be discussed. 

Different types of Asset Management will be discussed and different types of funds and portfolios will be introduced. The aim is that 

students will be able to formally analyze problems and can use most commonly used techniques and methods in this field in real situations. 

Few topics related to asset management such as: portfolio performance, investment policies, market efficiency and alternative investments 

will be discussed. 

HAG201F • Environmental Economics • (6e) • Spring • 3f 

Supervisory teacher: Ragnar Árnason Professor 

Assistant teacher: Daði Már Kristófersson Lecturer (UK) - Assistant Professor (USA) 

This course covers the basic elements of environmental economics. The properties of optimal environmental use are examined and the ability 

or inability of the market system to generate the optimal utilization investigated. Environmental management, i.e. methods for inducing 

optimal environmental use, are discussed both generally and in the context of particular examples. Finally, various methods for 

environmental valuation and their use in environmental cost-benefit analysis are discussed. 

HAG202F • Econometrics (MS) • (6e) • Spring • 4f 


The subject of modern econometrics. Methods for cross-sectional, time-series data and panel-data. Models for continuous, counting and 

binary data. Univariate and multivariate models. The main subjects are, estimators and their properties and testing of hypothesis. Maximumlikelihood, 

least-squares, method-of-moments, GMM, several test, likelihood-ratio, Wald, Lagrange-multiplier etc. Univariate and 

multivariate linear-models. ARMA and VAR, time-series, regression with non-stationary time series. 

HAG205F • Topics in Microeconomics • (6e) • Spring • 4f 

69


Graduate 

Supervisory teacher: Gunnar Ólafur Haraldsson Director 

The course is a continuation of 04.06.22 Microeconomics I (MS). The course begins with an introduction to decisions under uncertainty. 

Subsequently the elements of game theory are covered, e.g. static and dynamic games with complete as well as incomplete information. 

Applications of game theory to economic problems will be given with an emphasis on industrial organization (the behavior of firms in 

imperfect competition). The course concludes with a short introduction to behavioral game theory. 

Required preparation: Rekstrarhagfræði í meistaranámi (HAG106F) 

Two individually solved projects (20%), midterm examination (20%), final examination (60%). 

HAG206F • Monetary Economics • (6e) • Spring • 4f 


This course covers several areas of Monetary Economics in some depth, with special emphasis on the role of money in modern 

macroeconomic models. Topics include: The demand for money; money in the utility function, "cash-in-advance" - models. Money in 

general equilibrium models; the welfare cost of inflation under exogenous vs. endogenous growth. Asset prices in macromodels. Monetary 

policy in small open economy models; floating exchange rates and monetary union membership. Central banks and financial intermediaries; 

monetary policy and liquidity effects. No particular textbook is used in this course. It rather centres on selective journal articles. However, 

the texts listed below do contain material that could prove useful for a number of topics discussed in the course. 

Essay (25%), three hour examination in May (75%). 

HAG207F • Macroeconomics II (MS) • (6e) • Spring • 4f 

Teacher: Gylfi Zoéga Professor 

This course covers the basic methodology of macroeconomics and trains students in applying this to analyse various economic phenomena. 

Main topics are long-term economic growth, optimal saving, dynamic optimization, sticky prices, credit rationing and market failure in 

financial markets, long-term unemployment and the natural rate of unemployment, short- and long-term fluctuations in employment and 

production. 

HAG208F • Health Economics II • (6e) • Spring • 4f 

Supervisor: Tinna Laufey Ásgeirsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Elín Jóhanna G Hafsteinsdóttir 

This course is a direct continuation of Health economics I. It completes the coverage of the topics described in that course and adds a few 

others. Different topics will be discussed, such as the financing and provision of health services and insurance in that context. In addition, 

this course will cover methods used to assess the performance of different health-care systems. These draw on different disciplines, such as 

epidemiology and medicine. 

HAG209F • Biostatistics and applied microeconometrics • (6e) • Spring • 4f 


Some basic concepts of risk, relative-risk(RR), odds-ratio(OR), attributable-risk(AR), hazard-function, survival-function etc. The behaviour 

of these concepts in some well known models, like the exponential, Weibull, gamma. The modeling of survival data by Cox-regression and 

other methods. Panel-data analysis (repeated measures,longitudinal analysis) for continuous and discrete data, by means of GLMM methods 

etc. 

HAG210F • Topics in Health Economics • (6e) • Spring • 4f 

Teacher: Tinna Laufey Ásgeirsdóttir Lecturer (UK) - Assistant Professor (USA) 

The objective of the course is to cover a few interesting aspects of health-care systems and other health-related matters from the perspective 

of health economics. The course covers the provision and financing of health care, addiction, obesity, health distribution and methods for the 

evaluation of health-care services. 

HAG211F • Financial Institutions and Markets • (6e) • Spring • 4f 

Teacher: Ásgeir Jónsson Lecturer (UK) - Assistant Professor (USA) 

The main emphasis of the course is on the role of financial markets and institutions. The interplay between central bank and commercial 

banks is explored in relation to interest rate - and exchange rate determination. Furthermore, the connection between monetary and fiscal 

policy is mapped out, with regard to both price and financial stability. The second emphasis of the course is on the role of the banking system 

in the economy and on the function of main asset markets. The main structural characteristics of Icelandic financial markets are described in 

comparison to foreign markets. 

HAG212F • Fixed Income Analysis • (6e) • Spring • 4f 

Teacher: Hersir Sigurgeirsson Lecturer (UK) - Assistant Professor (USA) 

In this course the main types of fixed income instruments and interest rate derivatives will be covered. Emphasis will be placed on bonds in 

international context as well as the special features of the domestic bond market. Some of the issues covered will be: traditional, indexedlinked, 

callable and convertible bonds, credit and interest rate derivatives. Pricing, portfolio management and risk management for fixed 

income instruments and derivatives on those will also be covered. 

HAG215F • MS-Thesis • (30e) • Spring 






HAG216F • MS-Thesis • (30e) • Summer 



70


Graduate 




HAG217F • Ph.D. Thesis • (30e) • Spring 









HAG218F • Ph.D. Thesis • (30e) • Summer 









HAG221F • MS-Thesis in Financial Economics • (30e) • Spring 






HAG222F • MS-Thesis in Financial Economics • (30e) • Summer 






HAG301F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Fall 


Management. 

HAG401F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Spring 


Management. 

HAG402F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Summer 


Management. 

REY004F • Research for Master's Degree • (30e) • Fall 

l 

REY004F • Research for Master's Degree • (30e) • Spring 

l 

REY103F • M-4 Introduction to energy economics • (6e) • Fall 

Teacher: Daði Sverrisson 

To introduce fundamental concepts of energy economics. 

Topics covered include the role of natural resources and energy in the economy, efficient use of resources in a dynamic perspective, resource 

management in monopoly and competition, resource pricing, economics of non-renewable resources, e.g., fossil fuels, geothermal power, 

renewable resources, e.g., economics of hydro, biomass, and wind power, pollution, in particular emissions of greenhouse gasses and marketbased 

control mechanisms. 

Lectures, hand-in assignments, a group project and an exam. 

71

Faculty of Law 

Undergraduate 


LÖG001G • Project- Law minor • (3e) • Fall 

3.0 ECTS personal project for students with a law minor. 

LÖG001G • Project- Law minor • (3e) • Spring 

3.0 ECTS personal project for students with a law minor. 

LÖG002G • Project- Law minor • (1e) • Fall 

written project for students 

LÖG002G • Project- Law minor • (1e) • Spring 

written project for students 

LÖG101G • Introduction to the Icelandic legal system • (6e) • Fall • 9f 

Supervisory teacher: Róbert Ragnar Spanó Professor 

Teacher: Eyvindur G Gunnarsson Lecturer (UK) - Assistant Professor (USA) 


Teacher: Björg Thorarensen Professor 

Teacher: Hafsteinn Dan Kristjánsson 

Teacher: Eiríkur Jónsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Eiríkur Tómasson Professor 

Teacher: Ása Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

A short overview of the general principles and concepts in the more important areas of law in the Icelandic legal system, especially 

constitutional law, administrative law, civil and criminal procedure, law of contracts and obligations, the law of torts and criminal law. 

LÖG102G • European Law • (6e) • Fall 

Supervisory teacher: Maria Elvira Mendez Pinedo Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Pétur Dam Leifsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Bjarnveig Eiríksdóttir Adjunct Lecturer 

Students learn the most important features of the European Union, the European Economic Area and the relations between Iceland and 

Europe. The aim of the course is that the students know the main legal concepts behind the European integration and European law. Students 

learn the status of European law in the Icelandic legal system according to the doctrine of the sources of law and legal theory with a special 

emphasis on the membership of Iceland in the European Economic Area. The students take an active part in the discussions about 

contemporary issues related to Europe. The teacher helps students to understand the interrelationship between domestic law and international 

law focusing especially on general principles of European law that form a part of Iceland's obligations under the Agreement on the European 

Economic Area. In case Iceland decided to apply for membership of the European Union (EU) during 2009, the course would shift its focus 

towards the European Community law. 

LÖG103G • Legal Theory, Statutory Interpretation and Brief Overview of Icelandic Legal History • (18e) • Fall 



Teacher: Hafsteinn Þór Hauksson 

Teacher: Sigurður H Líndal Sessional Teacher (Non tenured Teacher) 

A general course in the field of legal theory and statutory interpretation which also provides for a brief account of historical developments in 

Icelandic law. The first part of the course deals with the concept of law, origins and sources of legal rules and their interrelationship, as well 

as general principles of the rule of law. Developments of the Icelandic legal system from the settlement of Iceland in the ninth century to the 

present are discussed, as well as some general comments given on the constitutional history of Iceland. The second part consists of a 

comprehensive elaboration of the general principles and ideas forming part of the theory of statutory interpretation as well as providing for a 

detailed overview of generally accepted methods in interpretation of legal texts. The aim of the course is to provide an account of the 

doctrine of the sources of law and legal methods in the Icelandic legal system. 

LÖG104G • Introduction to the Icelandic legal system (elective course) • (6e) • Fall • 9f 






Teacher: Eiríkur Tómasson Professor 


A short overview of the general principles and concepts in the more important areas of law in the Icelandic legal system, especially 

constitutional law, administrative law, civil and criminal procedure, law of contracts and obligations, the law of torts and criminal law. 

LÖG105G • Law of Contracts (Contracts) • (10e) • Fall 

Supervisory teacher: Ása Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Daði Ólafsson 

Discussion and explanation of rules of law that apply to contracts. Training in resolving realistic issues. Emphasis on a discussion of Act no. 

7/1936 on preparation of contracts, offers and invalidating legal declarations, together with later amendments, and those precedents that are 

applicable to clarifying the terms of the act. Other types of laws, judgements and practical projects, as applicable. 

72


Undergraduate 

Required preparation: Inngangur að lögfræði (LÖG101G), Almenn lögfræði (03.01.23) or Almenn lögfræði ásamt ágripi af réttarsögu 

(LÖG103G) 

LÖG106G • Administrative Law I • (5e) • Fall 

Supervisory teacher: Trausti Fannar Valsson 

Teacher: Kristín Benediktsdóttir Doctoral Graduate Student 

Regulations concerning government decision making. Basic concepts of administrative law. The scope of the general Administrative Law. 

Discussion of related topics, e.g., regulations requiring the government to provide information, the rule of investigation, the right to be heard 

and the right to have a written statement from a public authority of the reasons for a decision. 


(LÖG103G) 

LÖG107G • Law of Obligations I • (10e) • Fall 

Supervisory teacher: Eyvindur G Gunnarsson Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Benedikt Bogason Senior Lecturer (UK) - Associate Professor (USA) 

Main concepts of the law of obligations, regulations dealing with legal protection of obligations, of spreading risk, discharge of obligations, 

time and place of payment, being in arrears, interest, securities. 


(LÖG103G) 

LÖG201G • Constitutional Law and Introduction to International Law • (15e) • Spring 

Supervisory teacher: Björg Thorarensen Professor 

Supervisory teacher: Eiríkur Tómasson Professor 


Objective of the course: 

The course aims at providing students with an overview and basic knowledge of Icelandic constitutional law as the basis of the system of 

Government. The provisions of the Constitution of Iceland No. 33/1944 are studied with special emphasis on its fundamental principles such 

as the separation of the three branches of Government. The relationship between the legislature, executive and judiciary and the main tasks of 

each branch of Government are discussed as well as arguments related to judicial review of the courts. The basic principles of international 

law are also introduced as well as the relationship between the domestic and the international legal system and the impact of international 

conventions on domestic law. Finally, the relationship between the citizen and the state is studied and the protection of individual human 

rights which is provided by the constitution and the main international human rights instruments to which Iceland is a part with special 

emphasis on the European Convention on Human Rights. 

Recommended preparation: Inngangur að lögfræði (LÖG101G), Almenn lögfræði (03.01.23) 

LÖG202G • Propaedeutic Philosophy • (5e) • Spring 

Supervisory teacher: Skúli Magnússon Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Róbert Hilmar Níels Haraldsson Professor 

Introduction to philosophy in order to provide insight into the bases of science and scholarship with emphasis on ethics and jurisprudence. 

The scientific method and the main characteristics of scientific investigation, the principal theories in ethics, with emphasis on the status and 

development of the individual in society. The latter part of the course deals with jurisprudence and the question "what is law?" with attention 

to the connection between law and ethics. 

Recommended preparation: Inngangur að lögfræði (LÖG101G), Almenn lögfræði ásamt ágripi af réttarsögu (LÖG103G) 

LÖG203G • Family and Inheritance Law • (10e) • Spring 

Supervisory teacher: Hrefna Friðriksdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Lára Valgerður Júlíusdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Brynhildur G Flóvenz Senior Lecturer (UK) - Associate Professor (USA) 

The aim of this course is to make the students available of solving legal problems in family law and inheritance law and provide them with a 

solid knowledge in the field. Establishment and break-up of marriage will be studied as well as rights and duties of a married couple, with 

emphasis on the couple's finances. The rights and duties of the married couple when divorcing will be studied as well. Cohabitation will be 

discussed, especially break-up of cohabitation and the legal consequensis thereof. The rights of children will be studied, i.e. determination of 

paternity, custody, access and child protection. Furthermore the law on inheritance will be studied. 

Recommended preparation: Inngangur að lögfræði (LÖG101G), Almenn lögfræði (03.01.23) 

LÖG204G • Law of Property • (15e) • Spring 

Supervisory teacher: Karl Axelsson Senior Lecturer (UK) - Associate Professor (USA) 

Ownership rights, establishing ownership, content, legal protection and substitution of parties, including aspects of real estate ownership, 

special joint ownership, limits to legal control of real property, mortgages, legal registration, expropriation, pre-emptive rights. 


(LÖG103G) 

LÖG205G • Administrative Law II • (15e) • Spring 



Teacher: Trausti Fannar Valsson 

Legal sources of administrative law. Limits of governmental power with respect to, e.g., protection of the person, handling of personal 

information, public right of access to government data. Demand that governmental actions be legal and just, e.g., in respect of regulations on 

the police, equality, and abuse of power, corrections of governmental decisions, sanctions applied to officials, supervision of the courts. 


73


Undergraduate 

(LÖG103G) 

Recommended preparation: Stjórnsýsluréttur I (LÖG106G) 

LÖG301G • Law of Torts • (15e) • Fall 

Supervisory teacher: Ingunn Agnes Kro 

Teacher: Grímur Sigurðsson Sessional Teacher (Non tenured Teacher) 

Teacher: Tómas Hrafn Sveinsson 

Definition of torts, role of compensation in society. Among other topics: application of new regulations on awarding compensation for 

personal injury; basis of liability in Law of Torts; regulations that limit liability (e.g., cause and effect, co-responsibility); various topics (e.g., 

sickness insurance, liability for exposure to harmful materials, vehicular traffic, environmental damage, financial liability, liability of public 

authorities). Determination of amount of compensation. Restitution, etc. distinguished from the law of torts. 


(LÖG103G) 

LÖG501G • BA-Thesis in Law • (6e) • Fall 

Supervisor: Eiríkur Jónsson Lecturer (UK) - Assistant Professor (USA) 

BA-Thesis in Law 


(LÖG103G) 

LÖG502G • Criminal Law I • (10e) • Fall 

Supervisory teacher: Ragnheiður Bragadóttir Professor 

Teacher: Kolbrún Benediktsdóttir Sessional Teacher (Non tenured Teacher) 

Teacher: Jón Þór Ólason Lecturer (UK) - Assistant Professor (USA) 

Legal rules regarding crimes and general principles of criminal liability: The concept of crime and the extended concept, classification of 

crimes, attempt and voluntary abandonment, complicity and co-perpetration, age limit and mental capacity. 

Legal rules regarding the penalties: Outline of the system of applicable penalties, the concept of punishment, justification and objectives of 

punishment, imprisonment as a kind of punishment, safe custody and similar measures, determination of punishment, recidivism and the 

concurrence of crimes, and the termination of criminal liability or penalties (a short outline). 

This course shall provide the students with knowledge of the legal rules concerning crimes, and punishment and other penalties and make 

them capable of solving legal problems in the field of criminal law. 


(LÖG103G) 

LÖG503G • Civil and Criminal Procedure I • (10e) • Fall 


Teacher: Benedikt Bogason Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ragnar Tómas Árnason Adjunct Lecturer 

Teacher: Kristín Benediktsdóttir Doctoral Graduate Student 


Law provisions and other rules governing courts and judges. Law provisions and other rules governing civil procedure, inter alia main 

principles of civil procedure, parties to civil cases, claims in such cases, court jurisdiction, civil proceedings, production of evidence, 

judgements and other court decisions. 


(LÖG103G) 

LÖG601G • BA-Thesis in Law • (6e) • Spring 

Supervisory teacher: Eiríkur Jónsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Alma Möller Head of Department 

BA-Thesis in law 


(LÖG103G) 

LÖG602G • BA-Thesis in Law • (6e) • Summer 


BA-Thesis in Law 


(LÖG103G) 

LÖG603G • Law of Obligations II • (8e) • Spring 



Rules of law that apply to defaulting, winding up of claims. Legal effect of discharge of contract in natura, repudiation of contract, 

discounting, damages, contractual solutions to defaulting, payment of claims, expirations, debt equalization. 


(LÖG103G) 

Recommended preparation: Kröfuréttur I (LÖG107G) 

74


Undergraduate 

LÖG604G • Criminal Law II • (8e) • Spring 



Legal rules containing general principles of criminal liability: Sources of criminal law and the punishability of an act or omission, statutory 

interpretation, the requirement of unlawfulness and grounds of impunity, the principle of culpability (mens rea) and exceptions to the 

principle (strict or vicarious liability, corporate liability etc.), intent and mistake of fact, motives and blurred intent, negligence. 

This course shall provide the students with in-depth knowledge about the issues mentioned above and make them capable of solving legal 

problems in the field of criminal law. 

The two courses, Criminal Law I and Criminal Law II, intend to give the students the knowledge and ability to be able to work with legal 

matters in criminal cases as prosecutors, attorneys at law and judges, deal with criminal matters within the administration of justice and to 

prepare them for further study in advanced courses in the field of criminal law. 


(LÖG103G) 

Recommended preparation: Refsiréttur I (LÖG502G) 

LÖG605G • Civil and Criminal Procedure II • (8e) • Spring 


Law provisions and other rules governing criminal procedure, inter alia main principles of criminal procedure, prosecution authorities, 

defendant and his/her counsel, victim and his/her legal aid, investigation, including investigatory measures and methods, indictment and 

criminal proceedings. 


(LÖG103G) 

Recommended preparation: Réttarfar I (LÖG503G) 

75


Graduate 

LÖG001F • Exchange Studies • (30e) • Fall 

Exchange Studies 

LÖG002F • Exchange Studies • (30e) • Summer 


LÖG003F • Doctoral Studies • (30e) • Fall 

Doctoral Studies 

LÖG004F • Doctoral Studies • (30e) • Spring 


LÖG005F • Doctoral Studies • (30e) • Summer 


LÖG007F • Exchange Studies • (30e) • Spring 


LÖG043F • other • (60e) • Fall 

p 

LÖG102F • Law of Corporations I (Corporate Law I) • (6e) • Fall 


Teacher: Stefán Már Stefánsson Professor 

Teacher: Hlynur Jónsson Sessional Teacher (Non tenured Teacher) 

A course description in English is not available. 

LÖG103F • The Roles of Judges and Attorneys in Civil and Criminal Proceedings • (6e) • Fall 


Teacher: Hulda Elsa Björgvinsdóttir Sessional Teacher (Non tenured Teacher) 

Teacher: Jóhannes Eiríksson 

Teacher: Ólafur Freyr Frímannsson Sessional Teacher (Non tenured Teacher) 

Law provisions and other rules governing the roles of judges and attorneys at law. Preparation for legal proceedings as well as proceedings 

before a court, in civil as well as criminal cases. Evidence, among other things burden of proof and presentation of evidence. Various 

practical matters, including questioning parties and witnesses, oral argumentation, formulation of judgements and other legal documents. 

LÖG104F • Violent Crime from Women's Rights Perspective • (6e) • Fall 

Supervisory teacher: Brynhildur G Flóvenz Senior Lecturer (UK) - Associate Professor (USA) 


Legal rules regarding the following categories of crime, including general principles of criminal liability and penalties: Rape and other 

offences involving sexual intercourse, sexual abuse against children, prostitution and domestic violence. Legal rules governing a few aspects 

of criminal procedure, i.e. the burden of proof and the victim's legal status. The topics will be analyzed from the perspective of women's 

rights. The course aims at providing students with a solid knowledge of the nature and subject of gender based violence and making them 

capable of solving legal problems in the field as well. 

LÖG105F • Mass Media Law • (6e) • Fall 

Supervisory teacher: Páll Sigurðsson Professor 

A general introduction to the main features and concepts of Icelandic Mass Media Law and practice. Some comparison with foreign Law and 

practice. 

LÖG106F • Icelandic Competition Law • (6e) • Fall 

Supervisory teacher: Ásgeir Birgir Einarsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Hörður Felix Harðarson Adjunct Lecturer 

The course will deal with the major substantive provisions of the Icelandic Competition Law no. 44/2005 as well as corresponding articles in 

EC/EEA law. An overview of the origin and purpose of competition rules will be given. The scope of competition rules and the defination of 

the term undertaking will be covered. The prohibition of agreements and agreements and concerted practices that are restrictive of 

competition will be discussed. The prohibition of abuse of dominant position and merger rules will also be discussed. 

LÖG107F • Domestic Tax Law -basic course • (6e) • Fall 

Supervisory teacher: Kristján Gunnar Valdimarsson Lecturer (UK) - Assistant Professor (USA) 

The main objective of the course is to give a profound understanding of Icelandic Tax Law. The course Tax Law I deals with Icelandic tax 

law but the course Tax Law II deals with international tax law. 

The course deals with tax law and its workings in the Icelandic legal system. The main concepts of tax law and tax law from a constitutional 

perspective are discussed. The concepts of tax, tax liability and exemptions are discussed and the course provides for an in debth analysis of 

the concept of income for defining tax bases including a thorough analysis of allowable deductions. Various doctrines of tax law are 

discussed. The course covers the law of procedure for disputes concerning taxation, both within the tax administration and before courts. The 

course deals mainly with income tax for both legal and natural persons, capital income tax and value added tax. 

76


Graduate 

LÖG109F • Basic Course in Public International Law • (6e) • Fall • 6f 

Supervisory teacher: Pétur Dam Leifsson Senior Lecturer (UK) - Associate Professor (USA) 


Duration of Instruction: September - October, 2009 and Oral Exam in October 2009. This is a basic course in the field of Public International 

Law addressing fundamental issues in the field such as Sources, International Personality, States, Territory, Jurisdiction, Immunities, The 

Law of Treaties, State Responsibility, International Organisations, The United Nations, The Use of Force and Settlement of Disputes. The 

course is mainly constructed for law students on a graduate level, while it can also be useful for students from other but related academic 

fields, such as in international relations, as there is an emphasis on approaching the topics to be dealt with also from an interdisciplinary 

perspective. 

LÖG110F • International Environmental Law I • (6e) • Fall • 3f + 1u 

Supervisor: Aðalheiður Jóhannsdóttir Professor 


Duration of instruction September through November. The course deals with fundamental principles of international law relating to the 

environment, the principal multinational treaties, other legal instruments and recent case law. The aim is to give a comprehensive overview 

of existing international environmental law, to highlight the interaction between international environmental law and the general part of 

international law. All major global treaties will be explained and the fundamental rights and duties of states on the conservation (utilization, 

management and preservation of the environment considered. After he course students are expected to have knowledge and understanding of 

the latest knowledge in international environmental law, to have developed his/her knowledge and understanding through participation in the 

course, by working on projects and by writing paper on a particular topic. Furthermore studetns are expected to have gained the ability to 

assess, analyze and gather scientific data in accordance with established legal methods as well as conducting professional argumentation and 

to propose resolutions of legal concerns based on accepted theories and in accordance with established methodology, both in written and oral 

form. Lastly, students are expected to have the knowledge and ability to participate in team and to cooperate successfully in deliberations and 

critical debates on legal issues. 

LÖG111F • International Human Rights Law • (6e) • Fall 



Duration of Instruction: October - November, 2009. The objective is to present an overview of international cooperation for the protection of 

human rights, international human rights instruments their implementation and enforcement, as well as recent trends in the evolution of 

international action on human rights, etc. The course will present the system for the protection of human rights within the United Nations and 

focus on some of the major human rights treaties, particularly the International Covenant on Civil and Political Rights, the Human Righs 

Committee and the international Covenant on Economic, Social and Cultural Rights. The main features of regional human rights cooperation 

in the world will be introduced, and particular attention will be paid to the European Convention and the Court of Human Rights. Issues in 

the field of humanitarian law will also be covered, as well as role of international criminal courts in implementing fundamental human rights. 

LÖG112F • International Law on Sustainable Development • (6e) • Fall • 2f 




Duration of instruction September through November. The course introduces the concept of sustainable development and selected problems 

relating to its implementation and operationalization in international law. After the course students are expected to have a good overview 

over the concept and its legal implications and how sustainable development is being implemented in international law. During the course six 

lectures on themes relating to sustainable development and its ties to international law will be given. Each lecture will be followed by 

students' presentations where 2-3 students work on particular questions and legal problems and present their views by using power point 

presentations. The presentation amounts for 20% of the course. In order for students to be able to participate, a basic knowledge in public 

international law and/or international environmental law is necessary. At the end of the course each student submits a paper amounting for 

30% of the total evaluation and finally, an oral examination takes place in December amounting to 50%. 

Recommended preparation: Basic Course in Public International Law (LÖG109F), International Environmental Law I (LÖG110F) or 

International Environmental Law II (03.15.15) 

LÖG113F • Law of International Organisations • (6e) • Fall 



This is a basic course dealing with selected topics regarding certain important international organizations, especially the U.N., but also 

certain other important global and regional organizations in different fields, such as international trade and international security. Certain 

emphasis will be laid on approaching international law and international organizations in an interdisciplinary manner with reference to 

international relations and politics. Important international agreements and organizations will be examined in an integrated and comparative 

manner, in which active student participation will be required. 

LÖG114F • EC Environmental Law • (6e) • Fall 



Teacher: Arnaldur Hjartarson 

Teacher: Hrafnhildur Bragadóttir 

Duration of instruction: September through November. The course deals with the fundamentals of EC environmental policy and principles, 

the corresponding EC environmental legislation and several selected problems. The course covers all the principal spheres of EC 

environmental legislation and principal ECJ decisions. After he course students are expected to have knowledge and understanding of the 

latest EC-directives, to have developed his/her knowledge and understanding through participation in the course, by working on projects and 

by writing paper on a particular topic. Furthermore, students are expected to have gained the ability to assess, analyze and gather the 

necessary sources and to use them in accordance with established legal methods as well as conducting professional argumentation ant to 

77


Graduate 

propose resolutions of legal concerns base don accepted theories and methodology, both in written and oral form. Lastly, students are 

expected to have the knowledge and ability to participate in teams and to cooperate successfully in deliberations and critical debates on legal 

issues. 

LÖG116F • Environmental Criminal Law • (6e) • Fall 


Icelandic and international legal rules regarding legal control and criminal law protection of the environment. Administration of matters 

relating to the environment. Specific criminal law provisions regarding environmental protection (nature conservation, pollution and land use 

planning and construction). Criminal investigation and procedure. Criminal jurisdiction and international co-operation. 

This course shall provide the students with in-depth knowledge about the issues mentioned above and make them capable of solving legal 

problems in the field of environmental criminal law. 

LÖG117F • Local government Law • (6e) • Fall 


Local Municipalities/Governments play an important role in Icelandic administration. The aim of the course is to give an overview of 

Icelandic law on Local Municipalities, with emphasis on the Local Government Act 1998 no. 45. The course can be diveded into following 

parts or subjects: 1. The right of Local Municipalities to govern their affairs on their own responsibility. 2. Administration (internal) of Local 

Municipalities. 3. Role, responsibilities and tasks of Local Municipalities in Iceland. 4. Local Municipalities finance. 5. Cooperation between 

Local Municipalities and 6. Administrativ control of Local Municipalities. Each student shall submit a paper within the main themes of the 

course. Evaluation of the paper will be a part of the final evaluation. 

LÖG118F • Law of Contracting and Tendering • (6e) • Fall 


Teacher: Daníel Isebarn Ágústsson 

Teacher: Jóhannes Karl Sveinsson Adjunct Lecturer 

A general introduction to the main features of Icelandic Law and practice concerning Engineering Contracts and some comparison with 

foreign Law and practice in this field. 

LÖG119F • Copyright Law • (6e) • Fall 


Teacher: Ragnar Tómas Árnason Adjunct Lecturer 

Teacher: Erla Svanhvít Árnadóttir Sessional Teacher (Non tenured Teacher) 

A general introduction to the main parts of Icelandic Copyright Law and practice also with a survey on the elements of International 

Conventions on the subject. 

LÖG121F • European Law I • (6e) • Fall 


Teacher: Bjarnveig Eiríksdóttir Adjunct Lecturer 

Objectives of the course: The main purpose of the course will be to give students a broad understanding of the sources, basic principles and 

methodology of EU/EEA law. To that end the course will include an analysis of the founding treaties and the powers and competences 

transferred to the European Communities. Attention will be also dedicated to the the EFTA/EEA institutions, as well as the structure and 

competences of those different institutions. Particular focus will be put on the intitutional amendments introduced by the new Lisbon Treaty 

as well as the role of the Court of Justice and the EFTA Court. The course will offer an integrated and comparative approach to the subject. 

LÖG122F • Environmental Law • (6e) • Fall • 3f 

Supervisory teacher: Aðalheiður Jóhannsdóttir Professor 

Icelandic environmental law. 

LÖG123F • The Penalty System and Penal Policy • (6e) • Fall 


Teacher: Kolbrún Benediktsdóttir Sessional Teacher (Non tenured Teacher) 


The purpose of this advanced course in penalties and criminal policy is to provide the students with in-depth knowledge about issues 

concerning the system of applicable penalties and its development, and the aim, premises and resources of criminal policy, and making them 

capable of solving legal problems in the field as well. Different themes will be adressed, like the beginning and development of institutions 

of imprisonment, the organisation and administration of the present institutions, imprisonment and the prisoners' legal rights in the 

perspective of the European Convention on Human Rights, safety in prisons and disciplinary measures, probation and pardon, fines, 

execution of fines and confiscation. Furthermore the course is focused on alternatives to imprisonment, i.e. community service and 

mediation. 

LÖG124F • Labour Law II: Collective Bargaining and Agreement • (6e) • Fall 

Supervisory teacher: Lára Valgerður Júlíusdóttir Lecturer (UK) - Assistant Professor (USA) 

Structure and Organisations of the Icelandic Labour Market. Labour Unions. Collective Agreeements. Freedom to orangize and Labour 

Law. Industrial Disputes. Labour Court. Employment. Dismissal. Obligations of Employees and Employers. Vacation money and Sick 

leave. Parental leave. Labour law and European law. Labour law and International Obligations. Labour law and Administrative law. 

The student should get overview of the Labour market in general, preferably the Social partners and structure but also the individual labour 

rights. 

LÖG125F • Commercial and Consumer Law • (6e) • Fall 

78


Graduate 


A general introduction to the main themes and features of Icelandic Commercial and Consumer Law compared with commercial practice in 

the country. 

LÖG126F • Lease Law • (6e) • Fall 

Supervisor: Páll Sigurðsson Professor 

Supervisory teacher: Auður Björg Jónsdóttir Sessional Teacher (Non tenured Teacher) 

A general introduction to the main components and concepts of Icelandic Lease Law with emphasis on house-leasing. 

LÖG127F • Women's Rights Law • (6e) • Spring 


The main goal of the course is to provide students with a solid knowledge of the main issues in womens law and feminist jurisprudence as 

well as being capable to analyse the law according to feminist theories. The history of women's law will be studied as well as its origin and 

development and the emphasis put on womens law in the Nordic countries and the United States. Furthermore, sources of women's law and 

methodology will be studied as well as its status within the law in general . International conventions concerning women's rights will be 

looked at especially the United Nations' conventions. The concept of equal rights will be discussed, Icelandic law on gender equality as well 

as European. Equality law concerning the labour market will be studied, i.e. equal pay and non-discrimination as well as pregnancy, birth and 

maternity-leave. 

LÖG128F • Mortgage and Securities Law • (6e) • Spring 


Teacher: Eyvindur G Gunnarsson Lecturer (UK) - Assistant Professor (USA) 

Types of limited rights of ownership. Mortgages, types and concepts, including scope of mortgage legislation, authorization of 

hypothecation, right of use, upkeep and insurance requirements, transfer, chattels, etc. Responsibilities. Completion of obligation of 

responsibility and reimbursement. 

LÖG130F • Official supervision of the market • (6e) • Fall 


The overall objective of the course is to give students a broad understanding of the official supervision of the market. The course will cover 

basic concepts of administrative and constitutional law that are relevant to the supervision, as well as more specific rules concerning each 

authority responsible for the supervision, for example the Financial Supervisory Authority in Iceland and the Icelandic Competition 

Authority. 

LÖG131F • Domestic Tax Law • (6e) • Fall 

Supervisory teacher: Sverrir Örn Björnsson 


The course description is not available in english 

Recommended preparation: Íslenskur skattaréttur- almennur hluti (LÖG107F) 

LÖG132F • Social Welfare Law • (6e) • Spring 


Supervisory teacher: Kristín Benediktsdóttir Doctoral Graduate Student 

The course aims at providing students with a solid knowledge in social law and capability to solve legal problems in that field. The main 

rules, sources and interpretation of social law will be studied as well as the status of social law within law in general. Human rights in the 

field especially economical, social and cultural rights will be discussed and the ground on which those rights are established. The right to an 

adequate standard of living and to health will be studied and how those rights appears in Icelandic law. Furthermore the Icelandic law on 

social security, its interpretation and implemention will be discussed as well as the influence of European law on Icelandic social 

law. Finally the rights of groups, i.e. persons with disability or elder people will be studied. 

LÖG133F • Moot Court Competition, Jessup • (3e) • Spring 


Full time law students on a graduate or post graduate level are eligible to register for participation on behalf of the Faculty of law in an 

International Moot Court Competition (Philip C. Jessup or an equivalent competition recognised by the Faculty of law) in the field of Public 

International Law and shall accordingly receive grade points for their active participation. Participation is based on student's registration 

while supervisor and team coach then select if needed participant that are selected for the team each year. Number of participants is limited 

based on how many participants are allowed in a team while the Faculty sets objective criteria for team member selection. Supervision is 

conducted by an academic staff member while coaching is done by team coach that is usually lawyer with a previous experience of 

participation. Participation takes place both in autumn and springs semesters, and in this latter half during the spring the participating 

students are expected to prepare for and to participate in the oral national round here in Iceland, i.e. if needed in order to win a place in the 

final round abroad. The team coach prepares the team with moot court excises, including before panels, while his report to the supervisor 

that the team has participated in the national round besides prepared for the finals if needed is the ground for receiving credits. Do notice 

that participation in related moot court course taking place during the autumn semester in the same academic year is usually a pre-condition 

for registration for this assignment. 

LÖG135F • Trademark Law • (6e) • Spring 

Supervisory teacher: Hafdís Helga Ólafsdóttir Adjunct Lecturer 

Status and role of trade mark law, international agreements and Icelandic developments. Establishment of trade mark rights and the 

requirements of trade mark protection, such as the requirement of distinctiveness, and the estimate of whether there exists a likelihood of 

confusion with another mark. Firms and domains will be especially examined and the connection between trademark law and unfair trade 

practices. At the end of the course infringements on trademark rights will be discussed. Foreign textbooks will be use, domestic and foreign 

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decisions and judgments, including judgments of the European Court of Justice (ECJ/CFI). 

LÖG136F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Fall 

Final project in Environmental and Natural Resources. 

LÖG202F • Law of Corporations II (Corporate Law II) • (6e) • Spring 


Teacher: Stefán Már Stefánsson Professor 


Recommended preparation: Félagaréttur I (LÖG102F) 

LÖG203F • Foreclosure and Forced Sale of Property • (6e) • Spring 


This elective course is concerned with civil enforcement other than bankruptcy and official distribution of estates at death, i.e. enforcement 

proceedings, protective orders, and forced sales. The chief emphasis is placed on enforcement proceedings, including the requirements to be 

fulfilled, the procedure, and the special rules governing enforcement of monetary claims. Attention will also be given to the chief aspects of 

protective orders, i.e. attachments and injunctions, and the rules governing forced sale of property. 

LÖG204F • Electronic Security Certificate and other Financial Instruments • (6e) • Spring 


Legal rules in force on securities. Bills of Exchange and cheques. Legal rules on electronic mail, registration of securities, stock exchange, 

legal effect of registering property, etc. New types of loan agreements, derivatives, futures, forward exchange contracts. Measures to thwart 

money laundering. 

LÖG205F • Comparative Law • (6e) • Spring 


A general introduction to Comparative Law. A comparative and critical analysis of the main legal families and legal systems of the World 

today. 

LÖG206F • Bankruptcy Proceedings and Administration • (6e) • Spring • 6f 


This elective course provides an introduction to bankruptcy law, which is one of the branches of civil enforcement law. The law now in 

effect in this field, and its historical background, will be dsecribed. A chief purpose of the course is to present an account of the recourses 

provided for in Act No. 21/1991 on Bankruptcy, etc. Options like cessation of payments and composition with creditors, which may be open 

to debtors in order to prevent insolvency and bankruptcy, will be described. Bankruptcy will be discussed in detail, in particular as regards 

conditions for bankruptcy, claims for payments from the bankrupt, and priority of claims. Rules governing rescission of measures taken by 

the bankrupt are also described. The course also presents an overview of bankruptcy estate administration and the duties of trustees, with the 

aim of providing practical information. 

LÖG207F • Administrative Law III • (6e) • Spring 



The central government, independent executive agencies and statutory tribunals. Public corporation. The mechanisms of privatisation and 

regulation. The contracts according to article 30 of The Government Financial Reporting Act, No. 88/1997. Developmend of policy. 

Problems of invalidity. 

LÖG208F • The Nordic Moot Court Competition • (6e) • Spring 


The Nordic Moot Court Competition. 

LÖG209F • International Tax Law- Basic course • (6e) • Spring 

Supervisory teacher: Stefán Már Stefánsson Professor 


The main objective of the course is to give students a good understanding of international tax law. In the course Tax Law II the concepts of 

limited and unlimited tax liability are discussed and analyzed. Double taxation treaties are studied and the interpretation of such treaties and 

the methods provided to avoid double taxaton and what implication taxes have on income generated in different tax jurisdictions. Tax 

competition and the battle against international tax avoidance is disscussed. 

LÖG210F • Insurance Law • (6e) • Spring • 6f 

Supervisory teacher: Viðar Már Matthíasson Professor 


LÖG211F • Law of Securities • (6e) • Spring 


Legal rules governing the securities market. Ability to resolve legal concerns, both practical and academic. Written processing and oral 

presentation. Organization and different types of securities exchanges, brokerages and securities funds, customers. Securities offers, 

reliability surveys and reliability of prospectuses. Rules concerning insider trading and supervision of the securities market. European 

regulations. 

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LÖG212F • Natural Resources Law (Basic Course) • (6e) • Spring 


The objective of the course is to provide students a good overview on rules relating to the use and management of land based natural 

resources. After the course, students are expected to have gained a good working knowledge on the issues and prepared to work on legal 

issues relating to this filed of law. The course commences with a comprehensive coverage on the international legal framework relating to 

the states' right to utilize their land-based natural resources and how international rules limit the right. The concept of natural resources will 

be covered, jurisdictions, and how international environmental law and international resources law connect. Thereafter, the view till be 

channeled and aimed at rules, including the EC/EEA, relating to water utilization, and particularly the Icelandic legal regime on the use and 

management of geothermal resources, as well as legal regimes on the climate change. The course is aimed at international exchange students. 

Further information on the course and teaching material will be placed on the course's homepage in the fourth week of August 2008. 

LÖG213F • Law of the Sea • (6e) • Spring 


A course taught in English dealing with the Law of the Sea, being a special sub-section of public international law. The course is mainly 

aimed for law students on a master's level, besides exchange students, while also being suitable for students from other related academic 

fields. After conlcuding the course students should be able to understand the legal framework and to work with instruments in this field. The 

basis will be studying the 1982 United Nations Convention on the Law of the Sea (LOSC) prescribing the international legal framework for 

different ocean areas and for activities there. Also we explore other important instruments in the field as the UN Fish Stocks Agreement. 

Emphasis is on delimitation and legal status of different maritime zones and on the rules governing the exploitation of marine resources. 

LÖG215F • Rules on Environmental Impact Assessment • (6e) • Spring 


The course deals with the fundamental principles of environmental impact assessment (EIA), its history and development for the last thirty 

years. The main objective is to explain Icelandic legislation on the issue, and in particular to cover the EIA-procedure, the role of public 

authorities and the developer as well as to cover issues related to possible revisions of EIAs (substance and procedure) within the 

administrative system as well as before the courts. The coverage will be set in an international and EC/EEA context with an emphasis on the 

decisions of the European Court of Justice. Lastly, principles on strategic environmental assessment (SEA) will be introduced in line with the 

latest developments in EC/EEA. 

LÖG219F • European Human Rights Law • (6e) • Spring • 6f 


The objective of the course is to study Human Rights in Europe, the constitutional traditions of human rights and comparison of European 

system with international systems for the protection of human rights. An overview will be presented of the activities of the Council of Europe 

in the field of human rights, the European Social Charter and the European Convention on Human Rights. The course will for the largest part 

focus specifically on the latter, and enable sthe rights and freedoms protected in the Convention and its protocols. It will also cover the 

procedure before the European Court of Human Rights, study the Court's case law and the enforcement of its judgments. The course is 

intended to allow students to develop critical, analytical and research skills and foster the ability to construct a logical argument and to 

communicate that argument clearly and possibly conflicting points of view. 

LÖG221F • Law of Patents and Industrial Design • (6e) • Spring 


Supervisory teacher: Páll Sveinn Hreinsson 

The course will start with a discussion on design protection, the status and role of such protection and its historical development. The status 

and role of patent rights will be covered, international agreements in the field and legal developments in Iceland. The notion of invention will 

be addressed and novelty and degree of originality of inventions. Patentee rights and its scope will be considered. How to obtain a patent will 

be discussed as well as international patent applications and their process. Change of patentee, a right to exploit an invention and limited 

patent rights will be addressed as well as infringements on patent and design rights. Finally the right of employees to their inventions will be 

examined. 

LÖG222F • Law of Civil Servants' Rights • (6e) • Spring 


Teacher: Berglind Bára Sigurjónsdóttir 

Teacher: Þórhallur Vilhjálmsson Sessional Teacher (Non tenured Teacher) 

Teacher: Kjartan Bjarni Björgvinsson Sessional Teacher (Non tenured Teacher) 

Legal position of public officials. Rights in addition to general rights. Administrative law, law on information, municipal by-laws, 

constitutional clauses, various rules not enacted into law. Concepts of public official, civil servant. Rights and duties of state employees: 

freedom of speech, duty of secrecy, obedience and confidentiality, right to salary and retirement pension. Change in work, moving, 

abolishment of job, etc. Methods of obtaining review of employee concerns. 

LÖG223F • Personal Rights II - Personal Information and Privacy • (6e) • Spring 

Supervisory teacher: Þórður Sveinsson Sessional Teacher (Non tenured Teacher) 


Teacher: Særún María Gunnarsdóttir Sessional Teacher (Non tenured Teacher) 

Protection of right to personal privacy, protection against electronic processing of personal data. Par. 71 of the Icelandic constitution, par. 8 

of the European Human Rights Agreement, and other legislation protecting personal privacy. Person's right to access information, prohibition 

of using names in marketing, obligation to correct or delete incorrect information. Protection of information about patients, blood and tissue 

samples, and the Schengen information system in Iceland. 

LÖG225F • IT Law - Information and Technology Law • (6e) • Spring 

Supervisory teacher: Páll Sveinn Hreinsson 

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Supervisory teacher: Jónína Sigrún Lárusdóttir Adjunct Lecturer 


LÖG227F • Purchase of Real Estate • (6e) • Spring 

Supervisory teacher: Viðar Már Matthíasson Professor 

Scope of Act on purchase of real estate no. 40/2002, establishment of a purchase contract, form of contract, interpretation, various special 

points, pre-emptive rights. Concept of defect in legislation on real estate purchase, control liability, direct and indirect damage, etc. Title 

deeds, duties of parties to a real estate purchase contract and issuing of title deed, status in respect of a third party. Act on sale of real estate, 

companies and ships, no. 99/2004 and principal amendments. 

LÖG228F • Property and Economic Crimes • (6e) • Spring 



LÖG229F • Orator's Moot Court Competition • (2e) • Spring 


Participation in Moot Court Competition, organized by Orator, the association of law students. 

LÖG233F • Icelandic Competition Law II • (6e) • Fall 

Supervisory teacher: Ásgeir Birgir Einarsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Hörður Felix Harðarson Adjunct Lecturer 

The course will deal with the institutions that apply Icelandic competition law. The procedure in Icelandic competition cases will explained 

and compared with the procedure in antitrust cases in EC/EEA law. The relationship between competition law and human rights law will be 

explored. Penalties for infringement of competition law and leniency rules will be discussed. The application of competition law to public 

restrictions of competition will be dealt with. 

LÖG234F • International Economic Law • (6e) • Spring 


Objectives of the course: International Economic law is a growing field in the area of public international law. The objective of this course is 

to international trade, finance, investment and economic development. It covers the international law principles, rules and standards which 

govern the establishment by economic operators (primarily business and industry) of the various factors of production on the territory of 

other states or which regulate their international transactions in goods, services and transfer of payments. Major themes: - Introduction to 

international economic law. General concepts and context of international economic law. - The multilateral trading system (WTO) - 

institutional law & dispute settlement, substantive WTO law. GATT Article I - the most favoured nation principle, domestic regulation. 

GATT Article XI - quantitative restrictions to trade. GATT Article XX - general exceptions, i.e. trade and environment. TBT and SPS 

agreements, GATS, TRIPs, SCM and anti-dumping. - The International Monetary System. The IMF as lender of last resort, exchange 

arrangements, conditionally and borrowing by the Fund. - The International Monetary System; World Bank and its affiliates, BIS, Paris 

Club, Group of ten, etc. - International Investment: Bilateral Investment Treaties (BITs), Codes towards Multilateral Investment, host State 

responsibility, foreign investor protection, dispute settlement, dispute settlement and development of standards through specialist for a such 

as ICSID, Iran-US Claims Tribunal. Teaching methods: The course aims at active participation of students in discussion and their 

presentation of selected issues. 

LÖG235F • Law of Armed Conflicts • (6e) • Spring 

Supervisor: Björg Thorarensen Professor 


This course presents an overview on the International Law of Armed Conflict. The former part of the course focuses on the right to resort to 

force (jus ad bellum), mainly based on relevant provisions of the UN Charter concerning use of force besides considering the role of the UN 

Security Council in maintaining peace and security in the world. The latter part of the course focuses on the law of war (jus in bello), 

prescribing lawful and unlawful means and methods of warfare. Relevant international conventions applicable in armed conflict will be 

studied, as on restrictions on weapons besides humanitarian law deriving from Geneva Conventions of 1949. War crimes and role of 

international criminal courts are also addressed in context. The course is mainly aimed at law students emphasising public international law 

while also being suitable for students from other related disciplines such as in international relations and politics. 

LÖG236F • LL.M. Final Paper • (60e) • Summer 

60ECTS final paper for LL.M. students 

LÖG237F • LL.M final paper • (60e) • Spring 

60ECTS final paper in LL.M. studies 

LÖG238F • LL.M. Final Paper • (60e) • Fall 

60ECTS final paper for LL.M. studies 

LÖG239F • Private International Law (Conflicts of Law) • (6e) • Spring 



Teacher: Eggert Óskarsson 

In the beginning of the course, students are introduced to the definition, nature and scope of private international law, its position within the 

legal system, main concepts and sources of law. Next, there is an explanation of rules of law that apply to jurisdiction, recognition and 

enforcement of foreign judgements in Iceland and application of foreign law in Icelandic courts. Finally, there is a description of the rules of 

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Graduate 

private international law within each legal category (personal status, succession, family law, law of obligations, law of property, torts, 

contracts etc.). 

LÖG240F • International Tax Law • (6e) • Spring 

Supervisory teacher: Stefán Már Stefánsson Professor 

The course description is not available in English. 

Recommended preparation: Alþjóðlegur skattaréttur- almennur hluti (LÖG209F) 

LÖG242F • Moot Court Competition, Jessup • (3e) • Fall 


Full time law students on a graduate or post graduate level are eligible to register for participation on behalf of the Faculty of law in an 

International Moot Court Competition (Philip C. Jessup or an equivalent competition recognised by the Faculty of law) in the field of Public 

International Law and shall accordingly receive grade points for their active participation. Participation is based on student's registration 

while supervisor and team coach then select if needed participant that are selected for the team each year. Number of participants is limited 

based on how many participants are allowed in a team while the Faculty sets objective criteria for team member selection. Supervision is 

conducted by an academic staff member while coaching is done by team coach that is usually lawyer with a previous experience of 

participation. Participation takes place both in autumn and springs semesters, and in this first half the participating students are expected to 

conclude, under supervision of the team coach, written submissions in December. If the supervisor formally accepts, after consulting with 

the coach, that submissions are in sufficient form to be promoted on behalf of the Faculty the participating students shall receive grade points 

accordingly. Do notice that only students being registered in, or having concluded Basic Course in Public International Law or course that 

Faculty of Law evaluates as being equivalent, are competent to participate. 

LÖG243F • EU- EEA Law I • (6e) • Spring 


The first part of the course is devoted to the EU/EEA institutional law: organisation (institutions, competences), decison-making process, 

general principles and sources of EU/EEA law, relationship EU/EEA law-national laws and judicial protection of individual rights. 

EU law. The programme will consist of : the European integration process; the European Union and the European Communities; the 

European Council and other European institutions; European acts and their effects in the national legal order; principles of EU/EC law; the 

EU Charter of Fundamental Rights, the EU citizenship. These topics will analyzed in the light of the relevant case law of the European Court 

of Justice and will be further investigated by consulting additional legal literature. The programme will be completed with the necessary 

references to the Lisbon Treaty when necessary. 

EEA law. Attention will be also dedicated to the the EFTA/EEA institutions, the legal nature of EEA law and the main principles of this 

legal order such as the principle of homogeneity and the effect of EEA law in the national legal orders. Particular focus will be put on the 

role of the Court of Justice and the EFTA Court in the context of the EEA legal order. 

LÖG244F • EU- EEA Law II • (6e) • Spring 


This second part of the course is devoted to substantive EC/EEA law in the following areas: -the single market, -the four freedoms, -the euro 

and other economical- and monetary matters as well as the main principles of the EC common fisheries policy. The impact and importance of 

European Community law has increased significantly in recent years, reflected in its evolution from an economic market to one which 

incorporates social, political and fundamental rights in addition to economic elements. EEA law remains focused on economic integration. In 

spite of this fundamental difference, the impact of EC/EEA law as a source of national laws in 27/30 European countries is undeniable. 

Consequently, EC/EEA law is essential to the business and legal environment. 

EU Law: the law of the internal market: free movement of goods, free movement of workers and persons, freedom of establishment and to 

provide services and free movement of capital, harmonization and common policy making; the euro and the Economic and Monetary Union; 

the main principles of the EC common fisheries policy. 

EEA Law: the law of the internal market in the EEA legal order: statutory principles and jurisprudence from the EFTA Court. EU and EEA 

law in perspective (concluding discussions) 

LÖG245F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Spring 

Final project in Environmental- and Natural Law Masters degree 

LÖG301F • Dissertation (Final Paper) • (30e) • Fall 

Final paper in mag. jur. programme. 

LÖG302F • LL.M. - Final Paper • (30e) • Fall 

Dissertation (Final Paper) in the LL.M. Programme. 

LÖG303F • International Criminal Law • (6e) • Fall 


Supervisory teacher: Jónatan Þórmundsson Professor Emeritus 

The course deals with the fundamental principles of international criminal law, and their interrelationship and interdependence with national 

legal systems and human rights principles. The course offer an integrated and comparative approach to the subject, emphasizing also the 

genaral principles common to most European countries, including references to Icelandic criminal law. 

Required preparation: BA-ritgerð í lögfræði (LÖG602G) 

LÖG304F • Legislation, preparation, quality and control • (6e) • Fall 



Teacher: Ragna Árnadóttir Sessional Teacher (Non tenured Teacher) 

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Graduate 

Teacher: Þórður Bogason Sessional Teacher (Non tenured Teacher) 

Teacher: Einar Farestveit Sessional Teacher (Non tenured Teacher) 

Teacher: Sigrún Brynja Einarsdóttir Sessional Teacher (Non tenured Teacher) 

A course providing students with insights and training in the legislative process and the drafting of bills. Firstly, the focus will be on the 

preparatory process within the ministries or on their behalf as well as preparatory works drafted in Parliament. Secondly, the course will deal 

with the role of the executive branch and Parliament in securing the substantive quality of legislation. Thirdly, the monitoring role and 

functions of the Parliamentary Ombudsman and the Courts will be analysed. Furthermore, an attempt will be made to provide students with a 

deeper understanding of the fundamentals of statutory interpretation. Bestu kveðjur, RRS 

LÖG305F • Legal Philosophy (Philosophy of Law) • (6e) • Fall 

Supervisory teacher: Skúli Magnússon Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Mikael Marlies Karlsson Professor 

Teacher: Hrannar Már Sigurðsson Hafberg 

Teacher: Hafsteinn Þór Hauksson 

Teacher: Róbert Hilmar Níels Haraldsson Professor 

The course deals with the main issues in the philosophy of law or jurisprudence, for example "What are rules?", "How is the concept of law 

demarcated?", "How is an answer to what the law is found?", "Is there always only one right legal answer in a legal dispute?". Furthermore, 

issues of political theory that relate to law and "alternate" theories of law are discussed, as well as gender related theories. A systematic 

approach to theories of particular scholars will not be attempted unless to address to the extent necessary those issues and questions dealt 

with at any given time. Also the course does not provide for a historical overview of ideas about law. A discussion on the above-mentioned 

topics should however give students a relatively good overview of the main trends in modern legal philosophy. 

LÖG306F • Sources of Law and Interpretation of Statutes • (6e) • Spring 

*Course description not available in english* 

LÖG308F • Children's Rights • (6e) • Fall 

Supervisory teacher: Hrefna Friðriksdóttir Lecturer (UK) - Assistant Professor (USA) 

The aim of this course is to provide students with a solid knowledge in the field of the rights of the child as reflected in international treaties 

and Icelandic law. The course provides the historical background of the Convention, its aims and main structure. It also looks at the work of 

the Council of Europe and The European Court of Human Rights and links to the CRC. An introduction of the sustantive provisions of the 

CRC will be given with regard to Icelandic law and legal practice. Students will deliver a paper, 40% of final grade, and undergo an oral test, 

60% of final grade. 

LÖG309F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Summer 

Final project 

LÖG401F • Dissertation (Final Paper) • (30e) • Spring 


LÖG402F • LL.M. - Final Paper • (30e) • Spring 


LÖG403F • LL.M. - Final Paper • (30e) • Summer 


LÖG404F • Dissertation (Final Paper) • (30e) • Summer 


LÖG405F • Personal Rights I • (6e) • Fall 


A general introduction to the complicated features of Icelandic Law and International Conventions on the Protection of Personal Rights with 

emphasis on new elements of Law concerning biotechnical problems and related subjects. 

LÖG901F • Dissertation (Final Paper) • (30e) • Fall 

Final paper in cand. jur. programme. 

LÖG902F • Dissertation (Final Paper) • (30e) • Spring 


LÖG903F • Dissertation (Final Paper) • (30e) • Summer 


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Undergraduate 


ASK030M • Security in Small States • (8e) • Summer 

Supervisor: Baldur Þórhallsson Professor 

Supervisor: Silja Bára Ómarsdóttir 

Small states have a special need to build multilateral security arrangements as they generally cannot rely on their own capabilities for 

complete defense. This course will focus on the types of solutions that small states can make in theory and have made in practice for their 

security. In the European context, these include entering NATO, the EU and participating in OSCE and subregional arrangements of various 

kinds. Both external and internal aspects of security will be covered and the applicability of concepts such as functional and societal security 

will be explored. Teachers will come from various European universities, drawing on significant expertise in the field and building on the 

expertise already in place at the University of Iceland. 

Exam and Papers. 

KYN004M • Exchange Studies • (30e) • Fall 


KYN005M • Exchange Studies • (30e) • Spring 


KYN106G • Introduction to Gender Studies • (10e) • Fall • 3f + 2u 

Teacher: Þorgerður Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Katrín Anna Guðmundsdóttir 

In the course main issues in gender studies will be explored through the lenses of critical multiculturalism and diversity. A transdisciplinary 

perspective is used to provide an overview of the situation of women and men in different societies. The history of the women's movement in 

Iceland is explored. Key concepts in gender studies are introduced such as sex, gender, essentialism and social constructionism. A special 

attention is paid to the intersection of sex and gender with other diversity markers such as as ethnicity, sexuality, religion, disability, age, 

class etc. A special focus is on Iceland and Icelandic gender and diversity research. 

Assignments and Exam. A minimum grade of 5.0 is required in the exam component. 

KYN201M • Theories in Gender Studies • (10e) • Spring • 3f + 2u 


Teacher: Salvör Nordal Director 

Teacher: Jón Yngvi Jóhannsson 

Teacher: Gyða Margrét Pétursdóttir 

The course examines leading theoretical perspectives in gender studies and its critical and transdisciplinary focus. The representation of 

gender and its symbolic meaning is explored in language, culture, science and society. The epistemological groundings for critical gender 

research is discussed, and the relationship between gender studies and methodological issues. The students are trained in applying theoretical 

concepts and methods. 

Assignment and Exam. 

KYN301G • Pornography and prostitution • (10e) • Fall • 3f + 2u 



The aim of the course is to investigate the process of the porn-chic which increasingly characterises contemporary mass culture. Pornography 

slips into our every day lives and the sexually provocative and inviting woman has become an icon for ideal femininity. The course focuses 

on different theoretical approaches on pornography, pornophication and prostitution. Theoretical debates revolve around the notion of 

freedom vs legal regulation, sexual liberation and misogyny, victimisation and agency. These concepts will be discussed in a social and 

cultural context, along with the relationship between pornography and pornophication with trafficking and prostitution. 

Assignment and Take Home Exam. 

KYN302G • Term Paper: Gender Studies in a Flux: Current Issues in Theorising Gender • (4e) • Fall 

Supervisor: Þorgerður Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


Assignment. 

Assignment. 

KYN304G • Gender Studies in a Flux: Current Issues in Theorising Gender • (6e) • Fall • 2u 

Supervisory teacher: Þorgerður Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Guðný Gústafsdóttir 

The objective of the course is to introduce to the students new research within gender studies and the importance of a theoretical debate 

within the field. Students attend bi-weekly lectures organized by the Center of Gender Research at the University of Iceland and selected 

conferences and seminars held at the University for one semester. They meet in a discussion group at the end of each lecture and write papers 

on the presentations. 

Project. 

KYN311G • Gender, diversity and multiculturalism • (6e) • Fall 

In the course main issues in gender studies will be explored through the lenses of critical multiculturalism and diversity. A transdisciplinary 

perspective is used to provide an overview of the status and situation of women and men in contemporary societies. Key concepts in gender 

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Undergraduate 

studies will be introduced such as sex, gender, essentialism and social constructionism. A special attention is paid to the intersection of sex 

and gender with other diversity markers such as ethnicity, sexuality, religion, disability, age, class etc. A special focus is on Iceland and 

Icelandic gender and diversity research. 

Assignement and written exam 

KYN401G • Term Paper: Gender Studies in a Flux: Current Issues in Theorising Gender • (4e) • Spring 

Supervisor: Þorgerður Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


Assignment. 

Assignment. 

KYN404G • Gender Studies in a Flux: Current Issues in Theorising Gender • (6e) • Spring • 2u 

Supervisory teacher: Þorgerður Einarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Guðný Gústafsdóttir 

The objective of the course is to introduce to the students new research within gender studies and the importance of a theoretical debate 

within the field. Students attend bi-weekly lectures organized by the Center of Gender Research at the University of Iceland and selected 

conferences and seminars held at the University for one semester. They meet in a discussion group at the end of each lecture and write papers 

on the presentations. 

Project. 

KYN415G • Lesbian and Gay Studies • (6e) • Spring • 2f + 1u 


This course examines the history of lesbians and gay men, their liberation movement and current struggle in Iceland and internationally. The 

beginning of the lesbian and gay liberation movement will be discussed along with important milestones in the fight for justice and equality. 

Also addressed are cultural and social issues like identity and visibility, theories of sex and gender, and gender trouble. Legal issues and legal 

rights, for example the right to registrered partnership and adoption, will be examined. The focus will also be on how some of society's 

institutions view and react to homosexuality, for example the school system and the church. Issues affecting lesbians and gay parents and 

their children will be examined. Finally, issues of health and well being will be addressed. 


STJ101G • Introduction to Politics: The Icelandic Political System • (8e) • Fall • 4f 

Supervisor: Gunnar Helgi Kristinsson Professor 

Teacher: Magnús Árni Magnússon Adjunct Lecturer 

The course starts with a general introduction to political science,covering different analytical approaches (e.g. systems approach, functional 

approach, power approach), decision-making and policy formation (e.g. Simon, Lindblom, Richardson, et al.), comparative government (e.g. 

the nation state, cleavages, forms of government), political socialization and political culture. The latter part of the course concentrates more 

heavily on the Icelandic political system, covering the main features of the development of the political system in the 19th and 20th centuries 

(e.g. nationalism, cleavages, major periods of the politics of independence and modern politics), the constitution, political parties and 

elections (e.g. development of the franchise and electoral system, participation, party system, organization, voting behaviour), the legislature 

(Althingi), and the executive (e.g. president, government and the coalition system, the bureaucracy, relations to interest organizations, policymaking). 


STJ102G • Introduction to International Politics • (6e) • Fall • 4f 

Teacher: Jón Gunnar Ólafsson 

Teacher: Silja Bára Ómarsdóttir 

The course is intended to introduce students to different theories and subjects within international politics, with a particular emphasis on the 

changing nature of international politics after the end of the Cold War. The course begins by addressing the nature of the international 

system, the state and its role within the system. The basic theories of international politics are introduced, as are the main branches within the 

field, such as international political economy and international security. International organizations, such as the United Nations, and their 

role are discussed. The latter part of the course is dedicated to the issues of international politics and covers among other things the 

environment, the role of non-governmental organizations, human rights, and more. 

In the course, students are: 

1) introduced to the basic theories of international politics, providing them with the basis for understanding contemporary political events 

2) trained in analyzing critically concepts and theories relating to globalizations 

3) introduced to the relationship between international events and theories of international politics 

Projects (25%) and three hour written examination. 

STJ104G • Economics • (6e) • Fall • 3f 

Teacher: Stefán Jóhann Stefánsson 

The primary concepts of economics will be introduced. Among those are demand and supply, markets, efficiency, externalities, and public 

goods. The firms costs and revenues in different market circumstances, ranging from perfect competition to monopoly, will also be 

examined. Subsequently, the role of the government will be discussed. By the end of the term, students should understand the main workings 

of the economy and be able to use the theoretical tools of microeconomics to further their understanding of multiple and complex societal 

affairs. 

Assignments and written exam. 

STJ105G • Work Methods in Political Science • (2e) • Fall • 3f + 1u 


Teacher: Elva Ellertsdóttir Head of Department 

The course covers the basics of reading, writing and researching that are essential to every political science student. The course prepares the 

student for tasks such as searching for sources and information in the library and on the internet, writing papers and assignments, citing 

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sources, etc 

Assignement 

STJ201G • Comparative Politics • (8e) • Spring • 4f 

Teacher: Birgir Hermannsson 

The aim of the course is to analyse the major features of liberal democracy and comparing the political systems of several democratic states. 

The development of democratic theories and political ideologies is discussed, as well as constitutional arrangements, historical roots of the 

political systems, and their relations to social structure. Similarities and differences of parties and party systems, interest organisations, 

bureaucracies, mass media, legislatures and cabinets are analyzed, and their impact on policy-making discussed. The major examples for 

comparison are the political systems of the United States, United Kingdom, the Nordic countries, and several other European states. 

Written Exam and Assignments. 

STJ202G • Public Administration • (8e) • Spring • 3f + 1u 

Supervisory teacher: Ómar Hlynur Kristmundsson Senior Lecturer (UK) - Associate Professor (USA) 

This is a basic course in public administration. Its aim is to provide students with insight into the problems of decision making and 

organising the public sector. The difference between the public sector and the private sector are discussed and the sense in which public 

administration is political in nature. The curriculum will be linked with the national and local administration in Iceland, where that applies. 


STJ204G • Introduction to Statistical and Research Methods • (8e) • Spring • 3f 

Teacher: Hulda Þórisdóttir 

Students will gain understanding of the scientific method and the foundations of statistical theory. Concepts such as causality, reliability, and 

validity will be covered. Some of the main approaches and methods for designing and conducting research in the social sciences will be 

discussed, with emphasis on political science. Basic statistical concepts will be taught, such as descriptive statistics, distribution, central 

tendency, percentages, and confidence intervals. Introduction to probability theory and correlations. 

Evaluation is based on quizzes, assignments and a final exam. 

STJ205G • Public Policy • (6e) • Spring 


Teacher: Pétur Vilhjálmsson 

This is a introductory course in public policy making. Its aim is to provide students with insight into the problems of decision making and 

organizing the public sector. The difference of the public sector compared to the private sector and the interaction of politics and 

administration. The curriculum will be linked with the state and municipal administration in Iceland, where applies. 


STJ301M • Small States in Europe: Vulnerability, Status and Influence. Jean Monnet Module • (8e) • Fall • 3f + 1u 


The aim of this course is to study the behavior and role of small states in Europe. The course deals with questions such as: What is a small 

state? Do small states behave differently from larger ones? And how influential are smaller states in international organizations? The course 

offers an introduction to the literature on the state, the international system and small-state studies. The main emphasis, however, is on the 

opportunities and constraints facing small states in Europe, i.e. how they are affected by and have responded to the process of European 

integration, globalization and other domestic and international challenges. Special attention is devoted to the Nordic states and their reactions 

to European integration. Another particular focus will be on Iceland's position - as a small state - in the international system: notably,. how 

Iceland is affected by and responding to the financial end economic crisis, and Iceland's approach to European integration. 

Written Exam and Assignment. MA-students write an extra paper. 

STJ303G • Term Paper in Political Science • (2e) • Fall 

Assignment. 

Assignment. 

STJ303M • Jean Monnet Module: The power potential of small states in the European Union • (8e) • Fall 


The aim of this course is to study the behavior of small states in the European Union (EU). The course deals with questions such as: How do 

small states work within the decision-making processes of the EU? Do small states behave differently from the large ones? To what extent 

are small states able to influence the day-to-day decision-making of the Union; and have small states been able to influence the new EU 

treaties? The main emphasis is on the power potential of small states within the EU, i.e. their potential influence within the Union. Special 

attention will be given to the new and enlarged Union, i.e. how will the EU change as a result of enlargement? How will the enlargement 

affect the position of small and large states within it? And how will the new treaties affect the chances of small states to influence decisionmaking 

in the EU? 


STJ304G • Political Philosophy • (6e) • Fall • 3f 

Teacher: Hannes Hólmsteinn Gissurarson Professor 

The course is an introduction to the best-known writings of the greatest political philosophers of the West, including The Republic by Plato, 

The Prince by Machiavelli, The Second Treatise by Locke, The Communist Manifesto by Marx and Engels, and Essay on Liberty by J. S. 

Mill. Some modern developments will also be discussed, such as the theories of justice by Rawls and Nozick. 

Written Esams. 

STJ305G • Political Parties, Organisations and Democracy • (8e) • Fall • 3f + 1u 

Supervisor: Svanur Kristjánsson Professor 

Teacher: Birgir Hermannsson 

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The main topics of the course are three: 1) Various theories on democracy and political parties; 2) Characteristics and changes in Icelandic 

political parties and organisations since the mid 19th century to our days; 3) Comparison of Icelandic political parties and political party 

systems of various western countries, especially the Nordic countries, Ireland and the USA. The aim of the course is to enable students to tie 

together the above and draw from that well-argued proposals on the nature and development of political parties and democracy in Iceland. 

Has, for example, democracy become stronger or weaker in Iceland oer the past few decades? Does participation in politics matter? 

Evaluation: Assignments and written exams. 

Two assignements (60%), written exam (40%). 

STJ307G • Political Economy • (6e) • Fall • 3f 


The course is an introduction to the search for the good society, in the political economy of the last three centuries. The theories of Adam 

Smith, Marx, Keynes, the Chicago School and the Austrian School are discussed, also some modern problems such as discrimination, noneconomic 

values, pollution and over-utilisation of natural resources, development aid and the economic analysis of political institutions. 

Written Esams. 

STJ308G • BA-Thesis • (12e) • Fall 

BA-Thesis. 

STJ309G • Term Paper: Small States in Europe: Vulnerability, Status and Influence • (2e) • Fall 


Assignment. 

Assignment. 

STJ314G • Extra Assignment: Political Economy • (4e) • Fall 


In connection with the course STJ307G Political Economy students write a paper on 1) a self-chosen topic from Sex and Reason by Richard 

Posner, or 2) a self-chosen topic from The Sceptical Environmentalist by Bjorn Lomborg (with an update and analysis of the criticisms). 

Assignment. 

STJ315G • Extra Assignment: Political Philosophy • (4e) • Fall 


In connection with the course STJ304G Political Philosophy students write a paper on (1) a self-chosen topic from Anarchy, State, and 

Utopia by R. Nozick, or (2) the political ideas of a self-chosen prominent Icelandic politician. 

Assignment. 

STJ317G • European Integration • (8e) • Fall • 3f + 1u 

Teacher: Jakob Þór Kristjánsson 

The aim of this course is to study the European integration and the development of the European Union since the end of the World War II. 

We will discuss the history of the EU and point out some of the countervailing pressures that have existed from time to time. We will also 

describe the institutions, their functions and interactions that produce Community and EU policy and different attitude of the Member states 

towards political and economical integration. 

Iceland's approach to European integration is also examined in detail. 


STJ318G • American Government • (6e) • Fall • 3f 

Teacher: Steinn Jóhannsson 

The course covers the institutions of American government: The U.S. constitution, congress, the judicial branch, the federal system and the 

states. There is also an emphasis on political parties, interests groups, elections and electoral behavior. Special emphasis is on the American 

presidency and how it has changed since the presidency of George Washington. The course will examine how the president has used his 

powers, especially in foreign affairs. 

Assignment (20%), Written Exam (80%). 

STJ320G • American Politics and the business environment • (6e) • Fall • 2f + 1u 

Assistant teacher: Steinn Jóhannsson 

The course considers the interaction of politics and business in the U.S. in both domestic and international context. The first half of the 

course examines the U.S. bureaucracy and covers, e.g., the state departments, U.S. law and courts, security and defense institutions, public 

institutions, and how the change of a presidents affects the bureaucracy. The second half of the course focuses on the U.S. business 

environment. We will examine how the U.S. business environment has developed. We will consider the role of trade agreements made by the 

U.S., its main business institutions, and consider how well the U.S. has managed to maintain its leading role as an economic powerhouse in 

the international arena. 

Written Exam (60%), Assignment (30%), Class participation (10%) 

STJ322G • Seminar: the International Financial Crisis and the Future of Capitalism • (6e) • Fall • 2f + 1u 


The causes and consequences of the international financial crisis, beginning in 2007, are analysed, and also the collapse of the Icelandic 

banks in the autumn of 2008. Amongst topics discussed will be the globalisation at the end of the 20st Century, the recent development of 

welfare capitalism in the West and its likely future. The Anglo-Saxon and Scandinavian models of welfare capitalism will be compared. 

Students write 2-3 papers each, and probably guest lecturers will visit. 

50% assignements and Written Exam 

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STJ323G • Changing Security Challenges in a Globalized World Order • (6e) • Fall • 3f 

Teacher: Alyson Judith Kirtley Bailes Adjunct Lecturer 

This course builds upon the introductory course in International Relations, and provides an empirically based survey of actual challenges in 

the global security environment at the start of the 21st century. It will consolidate participants' understanding of the possible meanings of 

'security', the actors engaged in it, and the instruments - including institutions - through which it is pursued. Challenges will be looked at first 

functionally (ranging from the 'new threats' of terrorism and proliferation to developing-world concerns), and then in terms of the interplay 

between institutions, agendas, and national powers with a focus both on the Euro-Atlantic region and the 'new giants' of Asia. Solutions will 

be evaluated in terms of their 'ownership' and impact on different types of actors, as well as their fitness for purpose. 

Recommended preparation: Alþjóðastjórnmál: Inngangur (STJ102G) 

25% on 2 written assignments completed during the course and 75% on final written 

STJ324G • Grassroots activism and social movements in contemporary society • (6e) • Fall 

Teacher: Helga Kristín Benediktsson 

The course studies how social movement actors can become effective agents of cultural change. It focuses on the origins, strategies, 

ideologies, claim-making and political implications of social movements in Europe, North America and beyond, with special attention to 

using comparative perspectives to shed light on the Icelandic case. 

Assignement. 

STJ325G • Linear Regression • (8e) • Fall • 2f + 1æ 


Assistant teacher: Vésteinn Ingibergsson Assistant 

In this course, students will learn about one of the main research tools of political scientists: Linear regression. We will discuss hypothesis 

testing and probability theory, highlighting its usefulness for understanding the relationship between variables. Students learn about the 

assumptions of correlation and linear regression, in addition to gaining practice in calculating correlations, simple linear regressions and 

multiple regressions. Heavy emphasis will be put on students gaining proficiency in using the statistical software SPSS. 

Recommended preparation: Inngangur að aðferðafræði (STJ204G) or Inngangur að aðferðafræði (STJ204G) 

Evaluation is based on quizzes, assignments and a final exam. 

STJ326G • Politcal Psychology • (6e) • Fall • 2f + 1u 


Politics are about interactions between people, and as such, inevitably linked to psychology as it is the discipline of people's cognition, 

motivation, and behavior. In this course we will explore both how psychological factors impact political behavior as well as how political 

systems may impact people's cognition, emotion, and behavior. We will cover both classic and recent theories in political psychology. 

Emphasis will be on the following topics: Introduction to political psychology, personality and politics, media and the perception of 

politicians, ideology and political attitudes, emotions and politics, decision making, intergroup relations, prejudice and violence. Attendance 

is mandatory and active class participation is required. 

Assignments and quizzes but no final exam. 

STJ401G • On racism • (6e) • Spring • 2f + 1u 

Teacher: Jóhann Mathías Hauksson 

The course is about racism and its influence on politics in Europe during the last years and decades. It will be shown what races - 

sociologically and biologically, as far as that notion has any sense - are and why man has oft been divided into different races. We will search 

for the best method in the social sciences to understand and explain racism. Finally, immigration will be examined, especially in Western- 

Europe and the USA, and its social, economical and political repercussions. 

Assignment (50%), Written Exam (50%). 

STJ401M • Future developments of the European Union • (6e) • Spring • 2f + 1u 

Teacher: Gunnhildur Lily Magnúsdóttir 

The main aim of the course is to examine how recent enlargements and revisions of the treaties of the European Union have affected 

European Integration. The future development of the Union will be discussed in light of these changes as well as how these changes might 

affect European co-operation and the position of individual member states. The impact of these changes on single policy areas will also be 

explored and the ability of the member states to be influential within these policy areas will be estimated. Special attention will be paid to 

EU's Environmental Policy, Social Policy, Regional Policy and the European Monitary Union. 

Theories, explaining the development of European Integration will also be thoroughly explored. Conflicts and opposition against recent 

enlargements and the revisions of the treaties will be discussed. Finally it will be examined whether the supranational nature of the European 

Union has been strengthened in recent years or if the intergovernmental powers of the member states have been increasing. 

A written exam and assignments. 

STJ402G • Democracy in theory and practice • (6e) • Spring • 2f + 1u 

Teacher: Gunnar Helgi Kristinsson Professor 

Democracy is one of the fundamental concepts of political science, but scholars approach it in a number of different ways. Some, for 

example, think that democracy is primarily concerned with the search for benign solutions through discourse while others see it as a way of 

making office-holders accountable through elections. The different meanings of democracy will be analysed in the course and major theories 

compared, including competitive elitism, party democracy, pluralism and participatory democracy. The relationship of democracy to other 

political phenomena will be studied, including representation, parliamentary government, the division of powers and decentralization, 

participation and political accountability. The strengths and weaknesses of different types of democratic systems are also examined. 

Assignments and course paper. 

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STJ402M • Contemporary Wars: Conflict Analysis, Management and Resolution • (6e) • Spring • 2f + 1u 

The course examines the evolution of war after the Cold War came to an end, particularly with respect to internal conflicts in Africa. It 

introduces thesis and theories in the field of conflict analysis focusing on internal and external explanatory factors such as demography, 

geography, ethnicity, international oil demand and weapons supply. Students will have an opportunity to apply those theories in order to 

identify causes and consequences of contemporary armed conflicts and design potential solutions to them. The course examines victims of 

war - refugees, internally displaced persons, women, child soldiers, in conjunction with the international system and international law, such 

as the role of the UN Security Council and the Convention on the Prevention and Punishment of Genocide. Contemporary conflicts will be 

analyzed with reference to the theory of just war and humanitarian intervention. The latter relates to the tension between respect for state 

sovereignty and human security. The goal is to provide students with both substantive background on contemporary armed conflicts and 

analytical skills needed to assess conflict, conflict management and solutions. 

Written Exam and Project Work. 

STJ403M • Security in the North: The Nordic and Baltic countries and their neighbours • (6e) • Spring • 3f 


The course is designed to analyse, compare and contrast the current and evolving security and defence policies of the five Nordic nations, 

together with territories under their sovereignty. It starts from the premise that Norden is exposed to major pressures for change in these 

policy areas, arising from factors essentially beyond Norden's control. Military-strategic realities have changed - although Nordic perceptions 

of them have perhaps not changed so fast; the USA and NATO have changed their priorities; and all Western states are expected to address a 

wider spectrum including terrorism, proliferation and also various 'human security' risks in their public security policies. Detailed national 

studies will aim to identify converging, diverging or special factors in the pattern of each country's response to these challenges, as a basis 

i.a. for considering whether new patterns of inter-Nordic cooperation are needed or appropriate. The second part of the course will illuminate 

Nordic developments in greater depth by comparing and contrasting them with the position of the Baltic states, by looking at the evolving 

pattern of Nordic interactions with NATO and the EU, and by considering Norden's relations with the USA and Russia respectively. Finally 

Norden's role as an "exporter" of security in the larger world (notably, through peacekeeping) will be assessed. 

50% on work done during the course (including both essays and 'active' presentations or seminar work) 50% a final examination. 

STJ406G • Theoretical Perspectives in Political Science • (8e) • Spring • 3f + 1u 

Teacher: Svanur Kristjánsson Professor 

The course starts wih analysis of the theories of Karl Marx and Max Weber concerning the nature of social science as well as their 

explanations of politics and the state. 

The focus then turns to recent theoretical developments in political science, particularly in the field of democratic theory, with special 

emphasis on four theoretical perspectives: political behaviour, public choice, institutional perspectives and feminism. 

At last the 'concrete' theory of Ruth Lane is introduced, which combines several theoretical perspectives. Such an approach is also employed 

to explain Iceland's path to democracy. 

Essay (50%), Written Exam (50%). 

STJ407G • Term Paper in Political Science • (2e) • Spring 

Assignment. 

Assignment. 

STJ408G • Term Paper in Political Science • (2e) • Summer 

Assignment. 

Assignment. 

STJ409G • Field Trip to Brussels • (4e) • Spring 

Supervisor: Elva Ellertsdóttir Head of Department 


The goal of the seven day field trip to Brussels is to learn about the organization and the activities of NATO, EFTA, ESA, EU, and the 

Icelandic Embassy. Politica, the political science students' association, organize the field trip in agreement with the course supervisor. 

Essay. 

STJ410G • BA-Thesis • (12e) • Spring 

BA-Thesis. 

STJ411G • BA-Thesis • (12e) • Summer 

BA-Thesis. 

STJ412G • International relations of the Middle-East • (6e) • Spring • 2f + 1u 

Teacher: Tómas Brynjólfsson 

The course covers the international relations of the Middle-East from 1918 to the present. The fundamental theories of International 

Relations will be utilized and compared through the lens of regional events and developments. The course will examine the foreign policies 

if individual states, their interactions and the impact of great power politics on the region. The formation of the modern state-system in the 

Middle-East will be looked at along with the impact of state-formation on the region. The course will also cover certain functional themes 

that influence the Middle-East, such as Arab-nationalism, Islamism, democratization, oil-wealth, and the impact of globalization. 

Assignments, Participation and Written Exam. 

STJ413G • Volunteer work: Project • (4e) • Fall & Spring 


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The aim of the project is for students to experience volunteer work with the Icelandic Red Cross. Students commit to volunteer work in the 

field of social welfare over the course of an academic year. The projects are chosen by the student and teacher together. Students attend four 

discussion sessions during the academic year, where they discuss their experiences and learn from the experiences of others. Students keep a 

journal about their work and write an essay related to the volunteer work. Students are also expected to attend a course for volunteers, held 

by the Red Cross. 

Essay. 

STJ415G • Seminar: Politics and the Media • (6e) • Spring • 1f + 2u 


This seminar is devoted to the development and political significance of the Icelandic media in the latter half of the 20th Century, and the 

beginning of the 21st Century. Topics discussed include cases concerning the Journalists' Association Code of Ethics, court decisions on the 

freedom of the press, new technology and its impact, the concentration of ownership of the media, and the recent transfer of the control of 

Icelandic media from politicians to businessmen. The Icelandic media will be compared to the media in other countries, e.g. the Murdoch and 

Berlusconi media empires. Participants will give 1-2 papers on selected topics. 

Assignments. 

STJ416G • History and Politics of Africa • (6e) • Spring • 2f + 1u 

This course will cover the history of Africa from the early 19th century to the present day. We will look at the Colonial era, its impact on 

indigenous culture and how it shaped the history of the African continent. The course will examine how independence came about and what 

ideas and influences affected its development. Finally, the focus will be on the history of several sub-Saharan African countries and how 

independence evolved, its positive and negative aspects, its outcomes and with that knowledge explain the current situation. Theories of 

democracy and the experiences of these countries will consequently be compared and critically discussed. 

Presentations, assignments and performance in class discussions. 

STJ417G • Globalization and Political Economy • (8e) • Spring • 3f + 1u 

Teacher: Auðunn Atlason 

The course examines; first of all, globalisation in a historical perspective and explains the various theories that have been put forward 

concerning globalisation and its consequences. Second, the course examines the affect globalisation has had on issues such as politics, the 

economy, states and individuals. Thirdly, ways of assessing globalisation will be scrutinized. Fourth, the course will study theories on 

international trade both from the perspective of political scientists and economists. The economical collaboration of states in the international 

arena will be scrutinized with relation to trade barriers, custom laws and other issues. Finally, the course will examine various actors on the 

global stage such as states, IGOs, NGOs and other non-state actors. 

There will be one group assignment under the leadership of a MA-student (30% of the final grade) and each group will present it in class. 

The exam will be a closed book exam at the end of the semester (70% of the final grade). 

STJ418G • Field Trip to the United States • (4e) • Spring 

Supervisor: Elva Ellertsdóttir Head of Department 

The aim of the visit is to gain first hand knowledge of institutions and actors in the international system. The headquarters of the U.N. and 

the World Bank will be visited to learn about the role and activities of Iceland within the organizations. In addition the White House, and the 

Icelandic Embassy in D.C. will be visited in addition to other embassies and institutions. The visits introduce the institutions and their 

activities to the students from different points of view with the aim of aiding the students understanding of how the institutions function and 

how states' interestes are mediated within them. The field trip will offer the students a unique opportunity to bridge the gap between the 

scholarly study of these institutions and how the function from a practical perspective. 

The course evaluation is on the basis of active participation in lectures and seminars and a final project. 

STJ420G • Icelandic Labour Market, Europe and Globalisation • (6e) • Spring • 3f 

This course deals with the Icelandic labour market and its development in a broader international context. The Social Partners and the 

industrial relations system in Iceland are analysed. Special emphasis is put on the latest development and changes on the labour market. The 

development in Scandinavia and at the European Union level is examined and discussed as well as the Globalisation and the Icelandic labour 

market analysed in that context. 


STJ421G • Local Government and Politics • (6e) • Spring • 3f 

Teacher: Grétar Þór Eyþórsson 

Teacher: Eva Marín Hlynsdóttir 

The aim of this course is to give an insight in and knowledge about the local government level, municipalities in Iceland and in the 

neighbouring countries. Special emphasis will be on: -The aim, the role and the tasks of municipalities and their position in the political 

system. -Local politics -Municipal administration -Local autonomy and the state and local level relations -Local democracy with special 

emphasis on the sub-local level as practiced in the Nordic countries -The structure of the local government system in the Nordic countries in 

past and present and the reforms that are being implemented. 

Essay (30%), Written Exam (70%). 

STJ423G • Security in Small States • (8e) • Summer 









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STJ427G • Research in Political Science • (8e) • Spring 


This course is aimed at teaching students how to conduct research in political science with the goal of preparing them for working on their 

final thesis. In the beginning we will cover some basic ideas about the philosophy of science, compare and contrast quantitative methods to 

qualitative methods. Students will then be lead through the major steps of the research process, with main emphasis put on questionnaire 

studies, including sample selection, questionnaire design, and data analysis. Students design their own questionnaire, collect data, analyze 

data in SPSS and write up their finding. We will also introduce other methods that are increasingly being used within political science. 

Evaluation is based on quizzes and assignments. 

Evaluation is based on quizzes and assignments. 

STJ428G • Environmental Politics • (6e) • Spring • 2f + 1u 

The course covers the growing influence man has had on his natural environment from the Industrial Revolution to modern times and the 

political reaction this development has caused. The ideological basis of Environmental politics and its sociological background will be 

introduced. The proliferation and growth of Environmental NGOs and 'Green' parties in the late 20th century will be discussed. Their 

influence and electoral success in different countries will be compared. 

For the past years and decades more emphasis has been placed on environmental issues in international politics. The course focuses on 

international environmental cooperation and environmental agreements. Their success and/or innefficacy will be analysed. Emphasis will be 

placed on The United Nations Framework Convention on Climate Change. 

Research paper, Presentation and other assignments. 

STJ429G • Conflict and Peace Studies • (6e) • Spring • 2f + 1u 

The course is intended for students interested in the theoretical and practical approaches of conflict and peace studies. The course is divided 

into three unequal parts. The first part explores the characterisation of conflicts in the post-Cold War international system, and the different 

functions of conflict. In the second part, students will examine the causes and dynamics of conflict: economic and political grievances; 

human (in)security; nationalism, ethnicity and identity; the role of culture, sexuality and masculinity in conflict. The course will also 

introduce students the political economy of war, warlordism and the functions of patrimonialism in building political power in fragile states. 

The last part of the course is concerned with theories of peace, the differing concepts and accounts of peace and peace theory. 

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ASK001F • Iceland's foreign affairs: The position of Iceland in the international system, opportunities and 

constraints • (6e) • Fall • 2f + 1u 


The course deals with Iceland's foreign affairs and foreign policy from 1940 to 2009. The aim of the course is to cover all major events in the 

history of Iceland's foreign affairs during this period such as membership of NATO, the defence and economic relationship with the USA, 

the cod wars and Nordic and European cooperation. The course also covers the most recent changes which are taking place in Iceland's 

foreign policy, i.e. more focus on developing aid and human rights. Theories in international studies and small-states studies will be used to 

analyse the case of Iceland. 


ASK002F • Energy Politics in the 21st Century • (2e) • Fall & Spring 

Energy is one of the most important issues facing international society in the 21st century, as many now predict that utilization of accessible 

fossil fuels is reacing its limits. The cost and supply of energy has a significant impact on our standard of living, the stability of national 

economies, international relations and the state of the environment. What kind of energy will we use in the future? Will there be enough of 

it? What will be the results of our current decisions? The answers to these questions are important to us all, individuals, businesses, and 

states. Questions relating to energy combine diverse topics in international relations, as one must address politics, economics, environment, 

infrastructure and ethics. 

100% mandatory attendance and participation in 4 seminars relating to energy during the winter. 2 page coverage of each seminar's lectures 

and issues relating to them. 3000 word research project at the end of the course, analyzing a disctinct topic within the field of energy politics 

in relation to the lectures and readings. 

ASK003F • Poverty, conflict and development in Africa • (6e) • Fall • 2f + 1u 

Teacher: Elín Rósa Sigurðardóttir 

The United Nations (UN) have named conflict as one of the main causes for poverty in the world, together with HIV/AIDS, natural disasters 

and climate change. Conflict and conflict resolution, in particular in Africa, is therefore high on the UN's agenda. According to the latest UN 

Human Development Index, 37 out of the 50 poorest countries in the world are in Africa and most of those countries are either in conflict or 

peace has recently been negotiated. 

Over 30 wars have been fought in Africa since around 1960, and some of which are still ongoing, such as in the Sudan and in Somalia. 

Conflict has a negative impact on economic and social development with the result that in some countries, the situation is worse than 20 

years ago. However, some states have managed to en conflict and return to the path of development, such as Mozambique. The nature of 

conflict has also changed and are today mostly internal and/or regional rather than between states or to gain independence. 

The African Union (AU) was established in 2001 on the basis of the Organisation of African Unity (OAU), with the purpose of advance 

economic and social development in Africa by promoting peace, security and democracy on the continent. The AU has intervened in several 

conflicts in Africa from its establishment, albeit with limited success. With the establishment of the AU, the ownership of conflict resolution 

has to an extent been brought into the hands of African leaders, creating "African solutions to African problems", as it has been referred to. 

The AU works closely together with the UN, as well as regional organisations such as the Economic Community of West African States, 

(ECOWAS), the East African Intergovernmental Authority on Development (IGAD), the Southern African Development Community 

(SADC) etc., as well as placing great importance on reaching out to the grass root organisation and civil society in general. 

Assignment. 

ASK004F • Assignment in International Relations • (2e) • Fall 

Assignment. 

Assignment. 

ASK005F • Democracy, sovereignty and the nation state in the 21. century • (6e) • Spring • 2f + 1u 

Teacher: Gunnar Þór Bjarnason 

In western societies, the concepts on democracy, sovereignty and the nation state are the backbones of the political system. The aim of the 

course is to analyse those concepts and status in the 21. century. We will examine the meaning of those basic concepts and deal with question 

like: What does sovereignty mean in the international system today? The main emphasis, however, is on the links of the democratic 

delegation chain from voters (the ultimate principals) to supranational institutions (agents) in the EU. 


ASK009F • Field Trip • (4e) • Spring 

Supervisor: Hildur Björk Pálsdóttir 


Field Trip. 

Assignment. 

ASK010F • Small States in the International System: Challenges and Opportunities • (6e) • Spring • 2f + 1u 


This course deals with main theories of small state studies, which explain the position and behaviour of small states in the international 

system. The course will focus on how the emphasis of these studies have changed from focusing mainly on economic- and political 

disadvantages, to focusing on the possibilites of small states to influence within international organisations and the international system 

overall. The reasons for the increased number of small states in the contemporary world will be discussed, as well as the consequences of this 

for the international system. The focus will also be directed towards the challenges which small states face and the opportunities they have in 

the times of globalisation. 


ASK011F • Management, Organisation and Diplomacy in International Relations • (6e) • Spring • 2f + 1u 


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International negotiations are vital for states to ensure their citizens increased quality of life and secure their position as acceptable in the 

international system. The objective of this course is to observe how states manage their negotiations with other states and international 

lobbyist groups. Another aim is to observe how states defend their interests and push their objectives within international organisations. 

Theories of negotiation tools, management and organisations of negotiations will be dealt with. Also, specific international negotiations 

concerning defense- and security issues, trade, environmental issues, issues of the seas as well as human rights will be dealt with. 

Assignment and class participation. Participation in negotiation exercises outside of class. 

ASK012F • International Cooperation and Icelandic Position in the Inernational System • (6e) • Fall • 2f + 1u 


The aim of this course is to help students develop their skills of discussing international cooperation and the Icelandic position in the 

international system. The course deals with globalisation from a historical- as well as theoretical perspective. The course deals with the 

influence of globalisation on politics, economics, states and individuals. Also, the course covers to what extent Iceland has been affected by 

globalisation during the last few years. The focus will also be on the European integration after WWII. The institutional structures of EU, 

EFTA and the EEA will be covered. The position of Iceland in the European integration process and the EEA will be analysed. The course 

deals with Icelandic defense issues and the development of national defenses taking place in Europe. Finally, the position of small states in 

the international system will be covered, as well as their possibilities to have their say within international institutions. 


ASK014F • Web Based Course: Small States and European Integration • (8e) • Spring 


This is a web based course i.e. lectures will only be provided on the web. Lecturers are internationally recognized academics in small-states 

studies and international relations. The course offers an introduction to the literature on small states and European integration. The main 

emphasis is on specific cases i.e. how small states have responded to European integration and the influence of small states in decisionmaking 

processes of the European Union. A particular focus will be on the Nordic states, the Baltic states, Malta and Cyprus. The teacher 

will meet students in the beginning of the term to discuss the content of the course, three times during the course and at the end of the course 

in order explain requirements for the exam. Students can also meet the teacher to discuss the course material every week in his office hour. 

Exam and Papers. MA-students are required to write an extra paper. 

ASK018F • Assignment in International Relations • (2e) • Summer 

Assignment. 

Assignment. 


Assignment. 

Assignment. 

ASK020F • Assignment in International Relations • (4e) • Spring 

Assignment. 

Assignment. 


Assignment. 

Assignment. 


Assignment. 

Assignment. 


Assignment. 

Assignment. 


Assignment. 

Assignment. 

ASK025F • Theories of International Relations • (6e) • Fall • 2f + 1u 


The course covers theories of international relations. In the first section of the course, the epistomology of the field is addressed. The most 

dominant theory in IR, realism, is given considerable space, as is the debate between neo-realism and neo-liberalism. The methods these 

theories employ to explain their subject is addressed, as are questions as to how the actually describe international politics. Theories of 

international political economy, and post-modern theories are introduced, and the impact of globalization on international relations is 

addressed. Emphases vary based on events in the international system, but feminism, human rights, the clash of civilizations, and the 

proliferation of weapons of mass destruction are some examples of issues that may be addressed. This course provides sutdents with an 

understanding of the theoretical framework, enabling them to analyze and understand current global events. 

Assignments, Class Participation and a Written final Exam 

ASK030M • Security in Small States • (8e) • Summer 



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Exam and Papers. 

ASK033F • Europeanisation of Small States in Europe • (6e) • Fall • 2f + 1u 

Teacher: Magnús Árni Magnússon Adjunct Lecturer 


This course will deal with the effects of the European integration on the states of Europe. One objective of this course is to analyse what 

effects membership of the EU and the EEA have had on the politics and administrations within member states. The effecs of the European 

integration ideology on the national identity and culture within the member states will also be dealt with. Theories of europeanisation, i.e. 

how national infrastructures of EU and EEA member states are affected by the membership of these organisations, will be covered. 

Europeanisation has, for instance, been the force behind changes of working procedures as well as the organisation of the national 

administrations. National politics have also been affected by the European Integration. Thus, the integration between European states 

influenced the support of political parties and the creation or fall of governments. The fundamental question to be dealt with is, how 

widespread influence the European cooperation has had on the day-to-day business of the national administrations and politics in the EU and 

EEA member states. A special emphasis will be placed on politics and the national administrations of the Nordic states in this respect. 

Assignments (30%), Take-home Exam (70%). 

ASK034F • Institutions and Decision making in the European Union • (6e) • Spring 


The aim of this course is to study the European integration and the development of the European Union since the end of the World War II. 

The institutions, their functions and interactions that produce Community and EU policy will be examined in detail. Attitude of the Member 

states towards political and economical integration will be covered. Individual policy areas will be addressed i.e. Competition policy, Foreign 

and Security Policy, Environmental Policy, Social Policy, Regional Policy, Fisheries Policy and Agricultural Policy. Also he capability of the 

EU to establish it self as an actor in the international arena will be dicussed 



Assignment. 

Assignment. 

ASK101F • A Secure Europe in a Better World: European Security Institutions and Small States • (6e) • Fall • 3f 


The course is designed to supplement the general, constitutional and legal analysis of European institution-building by considering the 

different roles that Europe's major multilateral institutions play in present-day security provision and management (in the widest sense of 

'security') both for nations and peoples in Europe itself, and for the wider world. The approach taken in analysis will be empirical, critical and 

policy-oriented and special emphasis will be placed on current and forward-looking issues. After in-depth discussion of individual 

institutions (with most time spent on NATO and the EU), the course will also cover the challenges of inter-institutional competition or 

complementarity: the role of institutions against the background of the broader US-European strategic relationship; and the story of 

attempted institution-building in the former Soviet space. As a major sub-theme, and as the main focus of interactive work with the students, 

the course will highlight the implications of all issues raised for small states and for the small states of Northern Europe (including Iceland) 

in particular. 

50% on work done during the course (including both essays and 'active' presentations or seminar work) 50% final examination. 

ASK201F • The Role and Policymaking of International Institutions • (6e) • Spring • 2f + 1u 

Teacher: Þóra Arnórsdóttir 

The number of international governmental institutions (IGOs) has grown considerably since the end of WWII and the interaction between 

states increasingly takes place within these organisations. This course deals with theories of nature and role of IGOs, such as their many roles 

in developing regulations for states, businesses and individuals, maintaining peace and security in the world and controlling the international 

economy. The course also deals with the influence of IGOs on the interaction between states, the position of states within IGOs and the 

power of IGOs. The focus will be on several specific IGOs and how their functions have changed during the last few years. The IGOs in 

question are the UN and subsidiary bodies, the World Bank, the International Monetary Fund, the North Atlantic Treaty Organization and the 

Organization on Security and Co-operation in Europe. 

Assignment. 

ASK203F • Non-state Actors and Non-military Security • (6e) • Spring • 3f 


Traditional security analysis was often limited to military transactions and power-play between nation-states and their agents (including 

armies). The late 20th-early 21st century has seen a broadening-out of the concept of 'security', and a new understanding of how actors of 

many different kinds can affect it for good or ill. Non-state insurgents in weak states, and terrorists, are now commonly classed as threats: but 

other non-state players such as NGOs, business, civil society and the media can play positive as well as negative roles. This course provides 

an introduction to the (fast evolving) ways that analysts and policy-makers now look at non-state actors, and the range of principles and 

practical solutions put forward for dealing with them. It starts from a developed-world viewpoint but also notes the importance of these 

challenges for the Southern hemisphere. The course includes sessions outlining the main non-military, or 'functional', dimensions of security 

that preoccupy Western policy-makers today, such as infrastructure, environment and energy security. It offers tools for tackling the question 

of how non-state actors impact upon security in its non-military forms, and vice versa. 

50% on work done during the course (including both essays and 'active' presentations or seminar work) and 50% a final examination. 

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ASK301F • MA-Thesis in International Affairs • (30e) • Fall 




The MA-thesis is an independent research project which the student writes under an academic supervision. The project deals with 

challenging subject and original application of theories. 

ASK401F • MA-Thesis in International Affairs • (30e) • Spring 






ASK402F • MA-Thesis in International Affairs • (30e) • Summer 






KYN004M • Exchange Studies • (30e) • Fall 


KYN005M • Exchange Studies • (30e) • Spring 


KYN101F • General Gender Studies • (10e) • Fall • 3f + 2u 



In the course a multidisciplanry approach is provided to explore the situation of women and men in different socities and cultures. The 

history of the women's movement is explored in detail. Specific attention is paid to the discussion of the concepts of sex and gender. 

Particular emphasis is on Icelandic gender studies and the life and situation of women in Iceland. 

Assignments and a written exam. A minimum grade of 5.0 is required in the exam component. 

KYN201M • Theories in Gender Studies • (10e) • Spring • 3f + 2u 





The course examines leading theoretical perspectives in gender studies and its critical and transdisciplinary focus. The representation of 

gender and its symbolic meaning is explored in language, culture, science and society. The epistemological groundings for critical gender 

research is discussed, and the relationship between gender studies and methodological issues. The students are trained in applying theoretical 

concepts and methods. 

Assignment and Exam. 

KYN202F • Gender studies for practical purposes • (10e) • Spring • 3f 


The course is a preparation for work in the administration, managerial jobs, education, training, media and other specialized jobs. The aim of 

the course is to introduce basic concepts and approaches in the field of practical gender equality work, with a special focus on gender 

mainstreaming. The concept of gender and the importance of gender awareness in policy and decision making are discussed. Furthermore, 

the issue of diversity and multiculturality is addressed and how it is interconnected with gender. 

Assignment. 

KYN203F • Gender studies for practical purposes • (6e) • Spring • 3f 


The course is a preparation for work in the administration, managerial jobs, education, training, media and other specialized jobs. The aim of 

the course is to introduce basic concepts and approaches in the field of practical gender equality work, with a special focus on gender 

mainstreaming. The concept of gender and the importance of gender awareness in policy and decision making are discussed. Furthermore, 

the issue of diversity and multiculturality is addressed and how it is interconnected with gender. 

Assignment. 

KYN204F • Research Seminar in Gender Studies • (2e) • Fall & Spring 

The main purpose of the seminar is to create a discussion platform for graduate students where they can test their ideas and findings among 

their peers and supervisors. 

KYN305F • Reading Course in Gender Studies • (10e) • Fall 


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Assignment. 

KYN311F • MA-Thesis in Gender Studies • (30e) • Fall 


MA-Thesis. 

Thesis. 

KYN416F • MA-Thesis in Gender Studies • (30e) • Spring 


MA-Thesis. 

Thesis. 

KYN417F • MA-Thesis in Gender Studies • (30e) • Summer 

MA-Thesis. 

Thesis. 

KYN419F • Ph.D.-Thesis • (30e) • Spring 

Ph.D.-Thesis 

KYN420F • Ph.D.-Thesis • (30e) • Summer 

Ph.D.-Thesis 

OSS004F • Local Governance • (6e) • Spring • 2f + 1u 

Teacher: Róbert Ragnarsson 


Local authorities are one of two main branches of Icelandic government. The aim of the course is to give students insights into Icelandic 

local governments, administration and processes. In the course students will be introduced to Icelandic local governments, their legal and 

constitutional status in public administration, their tasks and responsibilities according to law. The main political theories on local 

governments will be introduced and discussed, with emphasis on the relationship between size, effectiveness and democracy. State and local 

government relations are briefly discussed, including the division of tasks and revenues. 


OSS005F • Taxes as political instrument • (6e) • Fall • 2f + 1u 

Teacher: Indriði Haukur Þorláksson 

Taxes are among the most important tools of government. In addition to revenue raising, taxes are used for different political purposes. The 

course is intended to give some insight into the role of taxes as political instrument and their impact. The primary objectives of taxation, its 

principles and restrictions will be examined as well as the particular political objectives where taxes are frequently applied as instrument. The 

relation between taxes and other tool of government such as social security will be consider. The main categories of taxes are examined with 

respect to their effects and usefulness as political tools. In addition to the theoretical examination the course will track the development of the 

tax system in Iceland in the last decades and assess its factual impact on different political objectives. 

Assignments. 

OSS006F • The Management of Health Care Services • (6e) • Fall • 2f + 1u 

Supervisory teacher: Anna Lilja Gunnarsdóttir 

The course analysis the Icelandic health care system, its structure, policy, current tasks and performance. Special analysis will be made about 

the unique status of health care, for example health economics, quality management, performance measurements, electronic patient records 

and patient classification systems. Health care systems in a few other countries will be analyzed for comparison purposes. 

The course builds on current theories in management which will be viewed as well as models and their usage in context with health care 

service and its characteristics. Examples are used from the Icealandic health care system and health care organizations in context with health 

care performance and implementation in other countries. Special emphasis will be placed on subjects that are important today such as 

financing, different forms of operations, information technology and quality management. 

Case Study 40%, Essay (60%). 

OSS007F • Public Human Resource Management • (6e) • Fall • 3f 


Teacher: Ásmundur Helgason Sessional Teacher (Non tenured Teacher) 

Teacher: Arndís Ósk Jónsdóttir 

Teacher: Kristján Sturluson 

The course will examine human resource management (HRM) in the public sector. Civil service systems will be discussed in a historical 

context. Employment-related laws, regulations and procedures are reviewed. The students will be exposed to job functions of HRM 

professionals, including staffing, recruiting, performance appraisal and compensation. The strategic HRM approach is introduced and the 

procedure of formulating an HRM policy. 

Journal and assignments (40%), and written exam (60%) 

OSS010F • Term Paper in Public Administration • (2e) • Fall 

Assignment. 

OSS011F • Term Paper in Public Administration • (2e) • Summer 

Assignment. 

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Assignment. 

Term Paper. 

OSS013F • Term Paper in Public Administration • (4e) • Spring 

Assignment. 

Term Paper. 


Assignment. 

Term Paper. 


Assignment. 

Term Paper. 


Assignment. 

Term Paper. 


Assignment. 

Term Paper. 

OSS018F • Leadership in Public Organizations • (6e) • Spring • 2f + 1u 

Teacher: Margrét Sigrún Björnsdóttir Director 

Leadership and change management are among demands that people working in public organizations face. In this course we explore those 

demands and the changes in society that have put them high on the agenda. We will ask: What is leadership within the public context? How 

can it be successfully exercised at different levels? How have those demands been met in public administration and the education of public 

managers in other countries? 

Assignment. 

OSS019F • Public Financial Management • (6e) • Spring • 2f + 1u 

Teacher: Bolli Héðinsson Sessional Teacher (Non tenured Teacher) 

The course covers aspects of financial management within the public sector. This includes theory and practice of budgetary allocation 

process, evaluation of taxation policies and the financial impact of various reform initiatives. The course will also cover best practices in 

financial planning, cash based accounting and accrual based accounting and some statistical methods analysing economic data, cost and 

regression analysis. 

Assignments. 

OSS020F • Public Procurement • (6e) • Spring • 2f + 1u 

Teacher: Júlíus Sæberg Ólafsson 

Teacher: Guðmundur I Guðmundsson 

The objective of the course is to provide students with a good understanding of the public procurement environment. Students will learn how 

cost reduction and better price and quality of goods and services can be achieved by employing proven procurement methods. Ever more 

stringent cost control and efficiency requirements continue to be at the center of government strategy. This places increased responsibility on 

managers in the public service. Following this course student should have a good understanding of the law governing public procurement, be 

able to perform a basic purchasing analysis and evaluate the importance of relevant procurement issues. This course addresses all the main 

elements in public procurement including laws and regulation, the importance of procurement in the running of government, the benefits of 

efficient procurement, traditional purchasing techniques and electronic procurement as well as ethics and green buying. The course is equally 

based on proven business methods and real world practical experience and the several guest speakers will provide students with useful 

insights to the world of public procurement. 

The course is graded on two practical assignments. Each weighs 50 % in the course grade. 

OSS021F • MPA-Thesis • (30e) • Fall 


Supervisor: Ómar Hlynur Kristmundsson Senior Lecturer (UK) - Associate Professor (USA) 

The MPA thesis is an independent research project which the student writes under an academic supervision. The project deals with 

challenging subject and original application of theories. Students shall prepare for the work by attending the course "Methods and research 

plan in writing a final thesis - Seminar" 

Assignment. 

OSS022F • MPA-Thesis • (30e) • Spring 






Assignment. 

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OSS023F • MPA-Thesis • (30e) • Summer 






Assignment. 

OSS029F • Management of volunteer organizations • (6e) • Fall • 3f 




The course examines the management of volunteer and non-profit organizations. The basic management functions are introduced; volunteer 

recruitment and management, finance and accounting, public relations and marketing, including fundraising. Tools for measuring 

organizational effectiveness are discussed. The procedure for governmental contracting is reviewed. 

Assignments. 

OSS030F • Cultural Management • (6e) • Fall • 3f 

Teacher: Haukur Flosi Hannesson 

The subject of this course is public arts policy and management, its creation, role and implementation as well as its theoretical basis in a 

national and international context. The administration and running of arts organisations will be dealt with through case studies. The goal of 

the course is for students to be able to identify main issues in arts policy and management through knowledge of underlying political and 

administrative processes as well as acquiring knowledge of the administrative reality of different arts organisations. 

Assignment. Essay 80% on a subject in accordance with the course's subject. Assignment 20% on the course's theory base. 

OSS031F • Public Administration • (6e) • Fall • 3f 

Teacher: Gunnar Helgi Kristinsson Professor 

The course introduces the basic theories and concepts of the discipline of public administration and its development as scholarly endeavour. 

The main characteristics of the Icelandic administrative system are analysed as well as the factors which have shaped it. Special emphasis is 

placed on the distinctive nature of public (as opposed to business) administration. 

Assignments. 

OSS032F • Microeconomics, market failure and the role of government • (6e) • Fall • 3f 

Teacher: Kirstín Þ Flygenring Adjunct Lecturer 

Assistant teacher: Kristín Rós Jóhannesdóttir 

The course covers the various reasons for government intervention in society. Market failure is quite important in that relation. The basics of 

price theory and the models of the market will be explained and market failure elucidated on that basis. Parallel problems in public 

administration (government failure) will be addressed. Emphasis will be laid on enabling students to master the basic ideas of economics and 

on the training in the application of these. 

Six assignements, Essay and a Final Exam 

OSS033F • Administrative Law for Public Executives • (6e) • Spring • 3f 


Regulations concerning government decision making. Basic concepts of administrative law. Discussion of related topics, e.g., regulations 

requiring the government to provide information, investigation, seeking opinions, the right to express opposition in the Althing, arguments 

for and publication of government decisions. Directions for filing a complaint. 

Take home exam. 


Assignment. 

OSS038F • Cities and World Cities • (6e) • Fall • 2f + 1u 

Supervisory teacher: Emmanuel Marie D. Brunet-Jailly 

Assistant teacher: Anna Margrét Eggertsdóttir Project Manager 

This graduate course examines the main issues associated with cities and globalization, and the sociology, geography and politics, the policy 

environment of cities and world cities. First it looks at the human and spatial considerations affecting cities, large (London, New York, 

Shanghai) and smaller (such as Vancouver and Reykjavik). Then this course considers ways in which the policy capacity of cities might be 

improved. This is a broad survey course that require substantial amount of weekly readings and writing. It approaches cities from an 

interdisciplinary perspective with particular focus on the social science disciplines that traditionally study cities including, geography and 

urban planning, sociology and politics, and policy making with a specific review of sustainable issues. This course uses exemplar case 

studies to illustrate and discuss questions focusing on few large and smaller cities such as London, New York, Shanghai, and selected smaller 

cities such as Vancouver, Paris and Reykjavik. 

Paper proposal , 05%, One paper , 35%, Weekly short essays that raise questions on the readings (Come prepared i.e. a 100/300 words essay 

each week), 20%, Class attendance and in class participation to discussions 20%, Class presentations and group presentations 20% 

OSS039F • Innovation in the public sector • (6e) • Fall 



Innovation is a major promoter of economic progress. Here, innovation refers to new products, methods and processes, new and more 

effective ways to cooperate. For the most part the term innovation has been linked to private enterprises, start-up and entrepreneurial 

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Graduate 

companies but less to public organizations. Innovation in the public sector is no less important, both because of the extensiveness of the 

public sector and its role of providing essential public goods. In the last decades the understanding of the importance of innovative and 

developmental projects in the public sector has increased, linked to new approaches in public management. The objective of the course is to 

provide the students basic knowledge on theories in the field of innovation and entrepreneurialism and insights into the practicalities of 

designing and initiating such projects. Ways of utilizing experience for innovation is addressed. The course is divided into two halves. The 

first half covers theory and theoretical debate in this field and the current status of managerial innovation in the public sector in Iceland. In 

the second half students work on two practical projects. The first one focuses on analyzing past and temporary innovation in the public sector 

using case-study approach. The second involves forming an innovation project with the cooperation of a particular public agency. 

Assignements 

OSS201F • Strategic planning for public organizations • (6e) • Spring • 3f 


The course objective is to provide theoretical foundation and practical training in strategic management. An emphasis is on its application in 

public organizations. Students are to develop a strategic plan for a state or local agency. The John M. Bryson's strategic planning model will 

be used for this purpose. Students will structure a mission statement, administer a SWOC analysis, identify strategic issues, establish a 

performance management system and they will be introduced to tools for organizational change and reassessment. 

Assignments. 

OSS202F • Public Management • (6e) • Spring • 2f + 1u 



The course reviews the literature on organizational theory and behavior with an emphasis on its application in the public sector. The course 

includes discussion on leadership, organizational culture, teamwork, organizational structure and change, decision making processes, 

strategic planning and performance management systems. 

Written Assignments. 

OSS203F • The Tools of Government • (6e) • Spring • 2f + 1u 

Teacher: Kirstín Þ Flygenring Adjunct Lecturer 

The aim of the course is provide insight into public government and the methods goverment employs to reach its goals. The course covers 

the various tools of government, including direct government, contracting, financial incentives, economic and social regulation, insurance 

and grants, with emphasis on evaluating the appropriateness of each tool in achieving different objectives. The examination of each tool 

emphasizes equally theoretical aspects and its use within Icelandic government. While the course Intro to Microeconomics and the Role of 

Government is not a prerequisite it is recommended that the course will be completed first. 

Assignment. 

OSS301F • Public Relations • (6e) • Fall • 2f + 1u 

Teacher: Ásmundur Þórðarson 

Goal: The course is developed to recognize that in today's society, public relations professionals are employed in a wide variety of settings in 

business, government, and nonprofit organizations. The course is designed to be of practical value in the business world and will include 

practical assignments and presentations by visiting lecturers. At the beginning of the course, students are given an insight into Public 

Relations, the nature of communication and the role of the media. They are also trained to write clear and concise texts. Special attention will 

be given to companies' internal and external communications and channels of communication for the various stakeholders that have an 

interest in companies and institutions, i.e. customers, investors, employees, the media and the state. 

Assignments, Multible choice exam and Class participation. 

OSS302F • Internship • (18e) • Fall 



Students who are without considerable management experience in the public sector are expected to complete an internship for one term 

within the public sector. Apart from routine duties, they are expedcted to devote theirtime to special tasks related to their studies. 

OSS303F • Internship • (18e) • Spring 





OSS304F • Internship • (18e) • Summer 





OSS305F • Academy for the future leaders and managers of public agencies • (6e) • Summer • 3f 



In May and June every year a special week-long course is organized specifically for students in this program of study. It addresses relevant 

topics in public affairs, domestically and internationally, that are prominent at the time and not addressed in other mandatory courses. The 

topics are chosen with the program's partners. Course assessment is based on projects. 

Among topics: 1. Contributions from international scholars who will give lectures in the course. 2. The Icelandic state's emphases on 

governance reform, new tools of government, and research on the success of different approaches. 3. Good role models - the directors of 

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Graduate 

public agencies which have been successful in specific fields present and discuss their methods with students; what to avoid, what works. 4. 

Leadership and change management. 5. Coaching: Each participant receives coaching, base don a personal test or skills assessment (adjusted 

360 degree assessment) and guidance on those factors where improvement is needed and may be crucial for successful management. 

Assignment 

STJ001F • Doctoral-Thesis in Political Science • (30e) • Fall 

Thesis. 

STJ002F • Doctoral-Thesis in Political Science • (30e) • Spring 

Thesis. 

STJ003F • Doctoral-Thesis in Political Science • (30e) • Summer 

Thesis. 

STJ004F • Reading Course in Political Science-Ph.D. • (10e) • Fall 

Reading Course in Political Science-Ph.D. 

STJ007F • Reading Course in Political Science-Ph.D. • (10e) • Spring 

Reading Course in Political Science-Ph.D. 

STJ008F • Doctoral-Thesis in Political Science • (40e) • Fall 

Thesis. 

STJ010F • Research methods in public administration and international relations • (6e) • Fall • 2f + 1u 



The purpose of the course is to introduce students in graduate studies in public administration and international relations to research methods 

of social sciences. At the end of the course students are expected to have sufficient methodological knowledge to do a masters dissertation. 

The course includes discussion on methodological assumptions and choices, research design, how to formulate a research topic, methods for 

literature review and how to write a research proposal. 

Assignement (90%). and Class Partitipation (10%). 

STJ011F • MA-Thesis in Political Science • (30e) • Fall 




STJ012F • MA-Thesis in Political Science • (30e) • Summer 




STJ013F • MA-Thesis in Political Science • (30e) • Spring 




STJ201F • Practical Statistics • (6e) • Spring • 2f + 1u 

Teacher: Steinn Kári Steinsson 

The course is an introduction to statistical methods in public administration and international relations. that have not completed the required 

courses in social science methodology at the University of Iceland. The course provides the student with the basic skills of data analysis. The 

course covers descriptive and inferential statistics, including topic such as variables, values, standard deviations, samples, significance and 

hypothesis testing. 

Assignment og Written Exam. 

STJ301F • Research Project in Environmental Science and Natural Resource Management • (30e) • Fall 


Management. 

STJ301M • Small States in Europe: Vulnerability, Status and Influence. Jean Monnet Module • (8e) • Fall • 3f + 1u 


The aim of this course is to study the behavior and role of small states in Europe. The course deals with questions such as: What is a small 

state? Do small states behave differently from larger ones? And how influential are smaller states in international organizations? The course 

offers an introduction to the literature on the state, the international system and small-state studies. The main emphasis, however, is on the 

opportunities and constraints facing small states in Europe, i.e. how they are affected by and have responded to the process of European 

integration, globalization and other domestic and international challenges. Special attention is devoted to the Nordic states and their reactions 

to European integration. Another particular focus will be on Iceland's position - as a small state - in the international system: notably,. how 

Iceland is affected by and responding to the financial end economic crisis, and Iceland's approach to European integration. 

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Written Exam and Assignment. MA-students write an extra paper. 

STJ303M • Jean Monnet Module: The power potential of small states in the European Union • (8e) • Fall 


The aim of this course is to study the behavior of small states in the European Union (EU). The course deals with questions such as: How do 

small states work within the decision-making processes of the EU? Do small states behave differently from the large ones? To what extent 

are small states able to influence the day-to-day decision-making of the Union; and have small states been able to influence the new EU 

treaties? The main emphasis is on the power potential of small states within the EU, i.e. their potential influence within the Union. Special 

attention will be given to the new and enlarged Union, i.e. how will the EU change as a result of enlargement? How will the enlargement 

affect the position of small and large states within it? And how will the new treaties affect the chances of small states to influence decisionmaking 

in the EU? 


STJ401F • Research Project in Environmental Science and Natural Resource Management • (30e) • Spring 


Management. 

STJ401M • Future developments of the European Union • (6e) • Spring • 2f + 1u 


The main aim of the course is to examine how recent enlargements and revisions of the treaties of the European Union have affected 

European Integration. The future development of the Union will be discussed in light of these changes as well as how these changes might 

affect European co-operation and the position of individual member states. The impact of these changes on single policy areas will also be 

explored and the ability of the member states to be influential within these policy areas will be estimated. Special attention will be paid to 

EU's Environmental Policy, Social Policy, Regional Policy and the European Monitary Union. 

Theories, explaining the development of European Integration will also be thoroughly explored. Conflicts and opposition against recent 

enlargements and the revisions of the treaties will be discussed. Finally it will be examined whether the supranational nature of the European 

Union has been strengthened in recent years or if the intergovernmental powers of the member states have been increasing. 

A written exam and assignments. 

STJ402M • Contemporary Wars: Conflict Analysis, Management and Resolution • (6e) • Spring • 2f + 1u 

The course examines the evolution of war after the Cold War came to an end, particularly with respect to internal conflicts in Africa. It 

introduces thesis and theories in the field of conflict analysis focusing on internal and external explanatory factors such as demography, 

geography, ethnicity, international oil demand and weapons supply. Students will have an opportunity to apply those theories in order to 

identify causes and consequences of contemporary armed conflicts and design potential solutions to them. The course examines victims of 

war - refugees, internally displaced persons, women, child soldiers, in conjunction with the international system and international law, such 

as the role of the UN Security Council and the Convention on the Prevention and Punishment of Genocide. Contemporary conflicts will be 

analyzed with reference to the theory of just war and humanitarian intervention. The latter relates to the tension between respect for state 

sovereignty and human security. The goal is to provide students with both substantive background on contemporary armed conflicts and 

analytical skills needed to assess conflict, conflict management and solutions. 

Written Exam and Project Work. 

STJ403M • Security in the North: The Nordic and Baltic countries and their neighbours • (6e) • Spring • 3f 


The course is designed to analyse, compare and contrast the current and evolving security and defence policies of the five Nordic nations, 

together with territories under their sovereignty. It starts from the premise that Norden is exposed to major pressures for change in these 

policy areas, arising from factors essentially beyond Norden's control. Military-strategic realities have changed - although Nordic perceptions 

of them have perhaps not changed so fast; the USA and NATO have changed their priorities; and all Western states are expected to address a 

wider spectrum including terrorism, proliferation and also various 'human security' risks in their public security policies. Detailed national 

studies will aim to identify converging, diverging or special factors in the pattern of each country's response to these challenges, as a basis 

i.a. for considering whether new patterns of inter-Nordic cooperation are needed or appropriate. The second part of the course will illuminate 

Nordic developments in greater depth by comparing and contrasting them with the position of the Baltic states, by looking at the evolving 

pattern of Nordic interactions with NATO and the EU, and by considering Norden's relations with the USA and Russia respectively. Finally 

Norden's role as an "exporter" of security in the larger world (notably, through peacekeeping) will be assessed. 

50% on work done during the course (including both essays and 'active' presentations or seminar work) 50% a final examination. 

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Faculty of Business Administration 

Undergraduate 


VIÐ101G • Introduction to Marketing • (6e) • Fall • 4f 

Supervisory teacher: Þórhallur Örn Guðlaugsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Sigurður Gunnlaugsson 

The objective of the course is to introduce students to the core concepts of marketing theory and marketing management. The course covers 

the marketing concept, marketing orientation, and marketing management. Analysis of the marketing environment is also discussed along 

with analysis of consumer behavior, marketing strategy, competition, and competitive advantage. Finally, the course focuses on the practical 

application of marketing concepts for success. 

VIÐ102G • Mathematics A • (6e) • Fall • 4f + 2d 

Supervisory teacher: Guðmundur Ólafsson Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Eiríkur Brynjólfsson 

Assistant teacher: Davíð Ólafur Ingimarsson 

Important issues in the mathematics of secondary school revisited. Linear models and matrix algebra. Exponential and logarithmic functions. 

Optimization in many dimensions. Optimization subject to constraints. Necessary and sufficient conditions. Integration. 

VIÐ103G • Introduction to Financial Accounting • (6e) • Fall • 4f + 2d 

Supervisory teacher: Bjarni Frímann Karlsson Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Þuríður Höskuldsdóttir 

Assistant teacher: Helgi Einar Karlsson 

Assistant teacher: Rúnar Steinn Ragnarsson 

This course introduces the fundamentals of financial accounting and financial statement. The double entry model explained through the 

accounting equation. Presentation of the conceptual framework for accounting: assumptions, principles and concepts. The legal environment. 

Financial statements, and the logical relationship between their individual chapters. Whose things have influence on shareholders equity? 

Main methods of financial statement analysis are presented, especially ratio analysis. Extensive exercises are covered in separate group 

sessions. 

Interim exam 20% and final exam 80%. 

VIÐ104G • Introduction to Management • (6e) • Fall • 4f + 1æ 

Supervisory teacher: Inga Jóna Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Ester Rós Gústavsdóttir Project Manager 

Assistant teacher: Arndís Vilhjálmsdóttir 

Assistant teacher: Lena Heimisdóttir 

Assistant teacher: Harpa Dís Jónsdóttir 

The objectives of the course are to provide students with a solid knowledge and an understanding of both traditional and new management 

theories, the environment in which management takes place and the challenges facing today's managers. The objective is also to give 

students insight into strategic planning, human resource management, teamwork, successful communication, motivation, leadership and 

change management. The focus will be on human behavior in the workplace and the manager's role and behavior. 

Assessment: Final exam. Participation in case discussions. Groupwork assignments. 

VIÐ105G • Microeconomics I • (6e) • Fall • 4f + 2æ 

Teacher: Jón Snorri Snorrason 

Assistant teacher: Friðrik Eysteinsson Adjunct Lecturer 

Objectives of firms. Supply and demand. Equilibrium. Factors of production. Entrepreneurs. Legal form of business organization. Production 

functions. Cost theory. Short-term cost and long-term cost. Methods of optimization. Supply in individual markets. Size of firms. Consumer 

behaviour. Utility. Price elasticity. Cross price elasticity. Income and price effect. Demand planning. Decision under uncertainty. Risk 

analysis. Game theory. 

VIÐ135G • PTS - Introduction to Marketing • (6e) • Fall 

Teacher: Þórhallur Örn Guðlaugsson Senior Lecturer (UK) - Associate Professor (USA) 

The objective of the course is to introduce students to the core concepts of marketing theory and marketing management. The course covers 

the marketing concept, marketing orientation, and marketing management. Analysis of the marketing environment is also discussed along 

with analysis of consumer behavior, marketing strategy, competition, and competitive advantage. Finally, the course focuses on the practical 

application of marketing concepts for success. 

Upon completion of the course, students are expected to: 

• Know the basic concepts of marketing 

• Know and be able to use common methods for market analysis 

• Know and understand key topics of marketing strategy 

• Know and understand the key activities that comprise marketing management 

VIÐ136G • PTS - Microeconomics I • (6e) • Fall 

Supervisor: Runólfur S Steinþórsson Professor 


Teacher: Sveinn Agnarsson Adjunct Lecturer 

Objectives of firms. Supply and demand. Equilibrium. Factors of production. Entrepreneurs. Legal form of business organization. Production 

functions. Cost theory. Short-term cost and long-term cost. Methods of optimization. Supply in individual markets. Size of firms. Consumer 

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behaviour. Utility. Price elasticity. Cross price elasticity. Income and price effect. Demand planning. Decision under uncertainty. Risk 

analysis. Game theory. 

VIÐ137G • PTS - Introduction to Management • (6e) • Fall 

Teacher: Inga Jóna Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The objectives of the course are to provide students with a solid knowledge and an understanding of both traditional and new management 

theories, the environment in which management takes place and the challenges facing today's managers. The objective is also to give 

students insight into practical methology in strategic management, human resource management, teamwork, successful communication, 

motivation, leadership and change management. The focus will be on human behavior in the workplace and the manager's role and behavior. 

VIÐ138G • PTS - Collective Forum • (3e) • Fall 

Teacher: Ester Rós Gústavsdóttir Project Manager 

A collective forum. 

VIÐ139G • PTS - Business Law A • (6e) • Fall 

Supervisor: Ingjaldur Hannibalsson Professor 

Teacher: Birgir Tjörvi Pétursson Sessional Teacher (Non tenured Teacher) 

This course deals with law and regulation applicable to commercial transactions and business organizations. The purpose of the course is to 

prepare students for the legal challenges they can expect to encounter as entrepreneurs and managers of private businesses . Topics covered 

include contracts, torts, negotiable instruments, security and guarantees, and bankruptcy. Laws applicable to business organization will also 

be studied and the fundamentals of securities laws. 

VIÐ140G • PTS - Business Statistic A • (6e) • Fall 

Teacher: Snjólfur Ólafsson Professor 




VIÐ141G • PTS - International Business • (6e) • Fall 

Teacher: Ingjaldur Hannibalsson Professor 

The theory of international trade and investment. Iceland's foreign trade. The balance of payments. The international monetary system. 

International financial markets. Economic integration. International organisations. Politics, laws and culture. Emerging markets. 

Multinational corporations. Starting international activities. International business research. International marketing. International services 

and countertrade. International financial management. Organisation and control in international operations. Markets in Europe, the Americas, 

Asia and developing countries. Students work on a project, analysing a foreign country. The projects are presented and discussed in class. 

Several guest lecturers discuss practical applications. 

VIÐ142G • PTS - Macroeconomics I • (6e) • Fall 

The objective of the course is to enlighten the students on the key aspects of macroeconomics, its main theories and concepts, for them to 

gain an overview of the major subjects tackled by macroeconomics and an insight into the primary laws of the economy covered by 

macroeconomics. Both the theoretical and the practical aspects of the subject are emphasized, along with its connection to various current 

issues of economics, both in Iceland and abroad. Knowledge of macroeconomics is an essential basis for many other courses of study. 

VIÐ201G • Computer Use and Spreadsheet • (6e) • Spring • 4f + 2æ 

Supervisor: Ársæll Valfells Lecturer (UK) - Assistant Professor (USA) 

Teacher: Ragnhildur Björg Konráðsdóttir 

In this course it is presupposed that the student have mastered good use of MSOffice programs (Word, Excel, Outlook). The center of the 

course is the use of spreadsheet (Excel) in other courses and in work later on. Among other things, programming in VBA is thought her. The 

student will learn basics of the most important operating systems as Windows and Unix. In lectures it will be the aim that the student gets the 

insight into the essence of computer use and theoretical factors relevant. 

Obligatory assignments. Written exam (50%) and exam in computer central (50%). 

VIÐ202G • Microeconomics I (u) • (6e) • Spring • 4f + 2æ 


The objective of this course is to teach the fundamental principles of Microeconomics for students in Tourism Industry. A special emphasis 

is on connecting theory to real world applications. Objectives of firms. Supply and Demand. Equilibrium. Entrepreneurs. International Trade. 

Public Sector. Production Functions. Cost Theory. Methods of Optimization. Supply in Individual Markets. Size of Firms. Pricepolicy. 

Competive Markerts. Monopoly. Oligopoly. Monopolitic Compettion. Consumer Behaviour. Utility. Price Elasticity. Cross Price Elasticity. 

Income and Price Effect. Demand Planning. Management. Markets for Factors of Production. Decision under Uncertainty. Risk Analysis. 

Game Theory. 

VIÐ203G • Management and Organisational Design • (6e) • Spring • 4f + 1æ 



Content: Organizations and effectiveness. Stakeholders, managers og ethics. Management in changing global environment. Challenges in 

organizational design. Designing organizational structure: Power, control, specialization, coordination. Organizational culture. Strategy and 

organization in a changing global environment. Organizational design with reference to competitiveness and technology. Organizational 

change. Decision making, learning, knowledge management and IT. Innovation, entrepreneurs and creativity. 

VIÐ204G • Management Accounting • (6e) • Spring • 4f + 1d 

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Undergraduate 

Teacher: Bjarni Frímann Karlsson Lecturer (UK) - Assistant Professor (USA) 

Introduction to management accounting. Most important cost terms will be presented and cost-volume-profit analysis. Different accounting 

systems around manufacturing costs and allocation of indirect costs. The difference between absorption costing and variable costing. 

Budgeting, standard costing and variance analysis. Performance evaluation of different departments and products and cost allocation. After 

this course the students should understand well the importance of management accounting for decision making in business. 

Examination in the middle of semester 20%. Examination at the end of the course, 80%. 

VIÐ205G • Services Marketing • (6e) • Spring • 4f 


Objectives: 

The main objective of the course is to introduce the key concepts of service, i.e. the characteristics of service, specific issues related to 

service and how these issues affect services marketing and service solutions. The qualities and characteristics of service are discussed, the 

service triangle, the service gap, service consumer behavior, expectations and perceptions, as well as the importance of establishing a lasting 

relationship with customers. Furthermore, consideration is given to service design, standards and benchmarks, the service setting, the role of 

the customer in effective service implementation, the balance of service supply and demand, pricing, and considerations in the formulation of 

promotion strategy for service solutions. Upon completion of the course, students are expected to: 

Have knowledge of the key concepts of service 

Have knowledge and understanding of specific problems related to service 

Have knowledge of the service triangle and service quality model 

Be able to define the roles of customers and employees in effective service implementation 

Have knowledge and understanding of concepts related to service design and service strategy 

Be able to elaborate a simple promotion strategy for service solutions. 

Recommended preparation: Inngangur að markaðsfræði (VIÐ101G) 

VIÐ238G • PTS - Introduction to Financial Accounting • (6e) • Spring 

Supervisor: Bjarni Frímann Karlsson Lecturer (UK) - Assistant Professor (USA) 

This course introduces the fundamentals of financial accounting and financial statement. The double entry model explained through the 

accounting equation. Presentation of the conceptual framework for accounting: assumptions, principles and concepts. The legal environment. 

Financial statements, and the logical relationship between their individual chapters. Whose things have influence on shareholders equity? 

Main methods of financial statement analysis are presented, especially ratio analysis. Extensive exercises are covered in separate group 

sessions. 

VIÐ239G • PTS - Services Marketing • (6e) • Spring 

Supervisor: Þórhallur Örn Guðlaugsson Senior Lecturer (UK) - Associate Professor (USA) 

The main objective of the course is to introduce the key concepts of service, i.e. the characteristics of service, specific issues related to 

service and how these issues affect services marketing and service solutions. The qualities and characteristics of service are discussed, the 

service triangle, the service gap, service consumer behavior, expectations and perceptions, as well as the importance of establishing a lasting 

relationship with customers. Furthermore, consideration is given to service design, standards and benchmarks, the service setting, the role of 

the customer in effective service implementation, the balance of service supply and demand, pricing, and considerations in the formulation of 

promotion strategy for service solutions. Upon completion of the course, students are expected to: 

• Have knowledge of the key concepts of service 

• Have knowledge and understanding of specific problems related to service 

• Have knowledge of the service triangle and service quality model 

• Be able to define the roles of customers and employees in effective service implementation 

• Have knowledge and understanding of concepts related to service design and service strategy 

• Be able to elaborate a simple promotion strategy for service solutions. 

VIÐ240G • PTS - Computer Use and Spreadsheet • (6e) • Spring 


In this course it is presupposed that the student have mastered good use of MSOffice programs (Word, Excel, Outlook). The center of the 

course is the use of spreadsheet (Excel) in other courses and in work later on. Among other things, programming in VBA is thought her. The 

student will learn basics of the most important operating systems as Windows and Unix. In lectures it will be the aim that the student gets the 

insight into the essence of computer use and theoretical factors relevant. 

VIÐ241G • PTS - Collective Forum • (3e) • Spring 

PTS - Collective Forum 

VIÐ242G • PTS - Introduction to Finance • (6e) • Spring 

Overview of financial management. Introduction to capital markets, forms of business organization and corporate taxation in Iceland. 

Valuation of securities. Elementary methods of investment appraisal/capital budgeting under conditions of certainty. Thorough treatment of 

methods used in financial forecasting/budgeting. Decisions of investments in current assets and on short term financing. 

VIÐ243G • PTS - Operations Management • (6e) • Spring 

Introduction to operations management. Use of models as decision aids. Organisation of operations. Operations for competitive advantage. 

Productivity. New product development. Capacity decisions. Facility location. Process selection; continuous flow, job-shop, batch flow, a 

machine-paced line flow, hybrid processes, a worker-paced line flow, service shops, mass service and professional services. Facility layout. 

Job design and work measurement. The purpose of this course is to teach the students to use models to improve different operations. The 

students are trained in computer applications emphasizing the use of EXCEL. Cases are solved and discussed. 

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Undergraduate 

VIÐ244G • PTS - Finance II • (6e) • Spring 

Risk and return. Portfolio theory and the capital asset pricing model. Cost of capital. Capital structure theory. Risk analysis in capital 

budgeting. Capital rationing. Dividend policy. Common and preferred stock financing, long-term debt financing, lease financing, options, 

convertibles. Mergers. Bankruptcy and financial reorganization. International finance. 

VIÐ245G • PTS - Business Statistic B • (6e) • Spring 

The purpose of this course is to teach students to use statistical methods to analyse real world problems and as decision aids. Emphasis is on 

using Excel for statistical analysis. Analysis of variance. Multiple regression. Time series and forecasting. Nonparametric tests. Decision 

analysis. Survey sampling methods. 

VIÐ301G • Finance I • (6e) • Fall • 4f 

Supervisory teacher: Vilhjálmur Bjarnason Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Sigríður Mogensen 




VIÐ302G • Business Law A - E • (6e) • Fall • 4f 


Teacher: Birgir Tjörvi Pétursson Sessional Teacher (Non tenured Teacher) 

This course deals with law and regulation applicable to commercial transactions and business organizations. The purpose of the course is to 

prepare students for the legal challenges they can expect to encounter as entrepreneurs and managers of private businesses . Topics covered 

include contracts, torts, negotiable instruments, security and guarantees, and bankruptcy. Laws applicable to business organization will also 

be studied and the fundamentals of securities laws. 

VIÐ303G • International Business • (6e) • Fall • 1f + 2u 

Teacher: Ingjaldur Hannibalsson Professor 

The theory of international trade and investment. Iceland's foreign trade. The balance of payments. The international monetary system. 

International financial markets. Economic integration. International organisations. Politics, laws and culture. Emerging markets. 

Multinational corporations. Starting international activities. International business research. International marketing. International services 

and countertrade. International financial management. Organisation and control in international operations. Markets in Europe, the Americas, 

Asia and developing countries. Students work on a project, analysing a foreign country. The projects are presented and discussed in 

class. Each week students discuss cases under the lecturer's supervision. 

Class participation 10%, Project 20%, Final exam, (closed book) 70%. Those who take the final exam in International Business in December 

2009 and January 2010 get grades for class participation and project in accordance with their performance during the autumn semester of 

2009. 

VIÐ304G • Marketing I (u) • (6e) • Fall • 4f 



Objective: Introduce students to major theories and concepts in marketing products and services. The emphasis is on tourism marketing from 

a practical and managerial perspective and aimed at building a solid foundation for further studies. Methods: Lectures, discussions, case 

studies, book companion website. The course is taught in Icelandic, but projects and exam solutions may be in English as well. 

VIÐ305G • Business Statistics A • (6e) • Fall • 4f + 2æ 


Assistant teacher: Örn Orrason 




VIÐ306G • PTS - Management Accounting • (6e) • Fall 


Introduction to management accounting. Most important cost terms will be presented and cost-volume-profit analysis. Different accounting 

systems around manufacturing costs and allocation of indirect costs. The difference between absorption costing and variable costing. 

Budgeting, standard costing and variance analysis. Performance evaluation of different departments and products and cost allocation. After 

this course the students should understand well the importance of management accounting for decision making in business. 

VIÐ307G • PTS - Mathematics A • (6e) • Fall 

Teacher: Guðmundur Ólafsson Lecturer (UK) - Assistant Professor (USA) 

Important issues in the mathematics of secondary school revisited. Linear models and matrix algebra. Exponential and logarithmic functions. 

Optimization in many dimensions. Optimization subject to constraints. Necessary and sufficient conditions. Integration. 

VIÐ401G • Financial Accounting • (6e) • Spring • 4f + 1d 

Supervisory teacher: Bjarni Frímann Karlsson Lecturer (UK) - Assistant Professor (USA) 

This course is a continuation of the introductory course. The main emphasis here is on the preparation of financial statement, fx. allowance 

for doubtful accounts, depreciation af property, plant and equipment, goodwill and other intangible assets, inventories valuation, fair value of 

securities and equities, deferred taxes etc. Preparation of cash-flow statement. In this context the Icelandic legal regulation of accounting and 

International Financial Accounting Standards (IFRS/IAS) are being dealt with. Calculation of income tax will be presented. Extensive 

exercises are covered in separate group sessions. After this course students should be capable of preparing financial statement for a 

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Undergraduate 

comparatively simple company. 

Required preparation: Inngangur að fjárhagsbókhaldi (VIÐ103G) 

Homework and Final Examination. 

VIÐ402G • Finance II • (6e) • Spring • 4f 

Teacher: Kristján Jóhannsson Lecturer (UK) - Assistant Professor (USA) 

Risk and return. Portfolio theory and the capital asset pricing model. Cost of capital. Capital structure theory. Risk analysis in capital 

budgeting. Capital rationing. Dividend policy. Common and preferred stock financing, long-term debt financing, lease financing, options, 

convertibles. Mergers. Bankruptcy and financial reorganization. International finance. 

VIÐ403G • Mathematics B • (6e) • Spring • 4f + 2æ 

Teacher: Guðmundur Ólafsson Lecturer (UK) - Assistant Professor (USA) 

The course is a continuation of Mathematics A. It is intended for student who are going into advanced studies and students in finance and 

other subjects. It covers: sequences and series, convergence and complex numbers, Taylor- and Fourier series and their use in finance, 

eigenvalues, eigenvectors and quadratic forms, difference and differential equations and systems of such equations. Constrained optimization 

and the theorem of Kuhn-Tucker. In the course the student will learn to use mathematical computer package as Mapel and Matlab. 

VIÐ404G • Operations Management • (6e) • Spring • 4f + 1æ 

Teacher: Eðvald Möller Adjunct Lecturer 

Introduction to operations management. Use of models as decision aids. Organisation of operations. Operations for competitive advantage. 

Productivity. New product development. Capacity decisions. Facility location. Process selection; continuous flow, job-shop, batch flow, a 

machine-paced line flow, hybrid processes, a worker-paced line flow, service shops, mass service and professional services. Facility layout. 

Job design and work measurement. The purpose of this course is to teach the students to use models to improve different operations. The 

students are trained in computer applications emphasizing the use of EXCEL. Cases are solved and discussed. 

Required preparation: UI - tölvunotkun og töflureiknir (VIÐ201G), Tölfræði A (VIÐ305G) 

VIÐ405G • Business Statistics B • (6e) • Spring • 4f + 2æ 


The purpose of this course is to teach students to use statistical methods to analyse real world problems and as decision aids. Emphasis is on 

using Excel for statistical analysis. Analysis of variance. Multiple regression. Time series and forecasting. Nonparametric tests. Decision 

analysis. Survey sampling methods. 

VIÐ406G • Communication and Human Interaction • (6e) • Spring • 2f + 2æ 

Supervisory teacher: Þóra H Christiansen Adjunct Lecturer 

Teacher: Helga Elínborg Jónsdóttir 

The objectives of the course are: to develop students' communication skills. That students become fluent and confident speakers, enhance 

their vocal qualities and connect with the audience. That students become effective and efficient writers, know how to state a clear main idea 

and how to provide clear and structured substantiation for their claims. The course focuses on: projecting the voice, pronouncing clearly, 

breathing effectively, and relaxing the voice. Developing vocal quality and the relationship with the audience. Anxiety and ways to conquer 

it. Clear and organized structure. Communicating in meetings and small groups. Students give presentations throughout the course. Written 

assignments, such as memos, business letters, proposals, and reports, focus on audience analysis, clarity, organization, and effective word 

choice. The course is taught in English. 

VIÐ407G • Research Methods • (6e) • Spring • 2f + 2d 


Teacher: Margrét Sigrún Sigurðardóttir Adjunct Lecturer 

This course provides training in scientific methodology, especially that of research in business administration, and the presentation of the 

results. Topics covered include data gathering and analysis. The course has an emphasis on students' research projects. 

Recommended preparation: Tölfræði A (VIÐ305G), Tölfræði B (VIÐ405G) 

VIÐ408G • PTS - Management and Organisational Design • (6e) • Spring 


Content: Organizations and effectiveness. Stakeholders, managers og ethics. Management in changing global environment. Challenges in 

organizational design. Designing organizational structure: Power, control, specialization, coordination. Organizational culture. Strategy and 

organization in a changing global environment. Organizational design with reference to competitiveness and technology. Organizational 

change. Decision making, learning, knowledge management and IT. Innovation, entrepreneurs and creativity. 

VIÐ409G • PTS - Microeconomics II • (6e) • Spring 


Intermediate microeconomic theory. Basic factors of price theory, uncertainty, including analysis of demand, costs of production and supply 

relationships, and price and output determination under various market structures, market failures and public choice. 

VIÐ410G • PTS - Finance I • (6e) • Spring 




VIÐ501G • Tax Accounting I - Individual Taxation • (6e) • Fall • 4f 

Supervisor: Einar Guðbjartsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Kristín Norðfjörð 

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Undergraduate 

Teacher: Ásmundur G Vilhjálmsson Adjunct Lecturer 

The course covers the principles of Icelandic tax law concerning tax liability and taxable income, including which items are tax deductible. A 

special emphasis will be placed on the filing of sources of income for individuals and the self-employed through solving problems and cases. 

The filing of tax returns for individuals, couples, and businesses will be introduced. The determination of benefits and tax credit will be 

discussed. The fundamental principles of tax law will be covered, along with re-assessment of taxes and the consequences of fraudulent 

filing. An overview will be given of the key principles of the laws on value added tax and the social insurance fee. Upon completion of the 

course a student shall be able to file tax returns for individuals and small businesses as well as appeal tax assessments that he/she deems 

incorrect. 

VIÐ502G • VBA Programming and Database • (6e) • Fall • 4f + 2æ 


Teacher: Ragnhildur Björg Konráðsdóttir 

Assistant teacher: Konráð Ragnar Konráðsson 

Continuation of the programming in Ut I, information technology and computer use. The course covers data processing in Access and Excel 

and programming in Excel VBA. A systematic overview of Excel and how its used for handling of data. 

The course is based on small projects, the goal is to build up competance in use of aforementioned programmes. Obligatory assignments. 

Obligatory assignments, written exam and a small project (exam). 

VIÐ503G • Financial Instruments • (6e) • Fall • 4f 

Supervisory teacher: Haukur Camillus Benediktsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Andrés Tómasson 

Teacher: Erlendur Davíðsson 

Main financial instruments will be coverd, from simple interest rate instruments to derivatives and how to price them. 

VIÐ504G • Financial Statements A • (6e) • Fall • 4f + 4d 



Teacher: Jón Rafn Ragnarsson 

Teacher: Ingvi Björn Bergmann 

Teacher: Þorsteinn Pétur Guðjónsson 

This course is designed for students on the F- and R-line (finance and accounting). The preparation of financial statements in corparations, 

following international accounting standards, IFRS/IAS. This course is much more comprehensive than Accounting II. Certain problematic 

issues will be dealt with: revenue recognition; valuation of inventories; acquisition and disposition of property, plant and equipment; 

depreciation, impairment and depletion; intangible assets; liabilities and investments; stockholder's equity. Extensive excercises and 

homework. 

Recommended preparation: Reikningsskil (VIÐ401G) 

Homework and final examination. 

VIÐ505G • Financial Markets • (6e) • Fall • 4f 

Teacher: Vilhjálmur Bjarnason Lecturer (UK) - Assistant Professor (USA) 

The financial market will be covered in detail, its function and organisation. The main participants in the financial market will also be 

covered and how the interact with each other. 

Recommended preparation: Fjármál II (VIÐ402G) 

VIÐ506G • Project Management • (6e) • Fall • 4f 

Supervisor: Eðvald Möller Adjunct Lecturer 

Teacher: Guðmundur Guðjón Sigvaldason 

The course covers both the management of individual projects and the management of projects in an organisation. The main emphasis is on 

the management aspect of projects. Some emphasis is put on the use of information technology. 

VIÐ507G • BS-Thesis • (6e) • Fall 

Supervisor: Þóra H Christiansen Adjunct Lecturer 


2008, in September, for those graduating in February of 2009, in February, for those graduating in June of 2009 and in May, for those 

graduating in October of 2009. See more information about these deadlines on the faculty homepage. After the students have submitted their 

thesis proposals each gets allocated a member of the faculty as thesis supervisor. The department can require that a student undergoes an oral 

examination on his thesis topic that determines part of the final grade for the thesis. 

VIÐ508G • BS- Thesis • (12e) • Fall 







VIÐ509G • Human Resource Management • (6e) • Fall • 4f 

Teacher: Árelía Eydís Guðmundsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Tasks: The role of the personnel department, personnel policy, personnel planning, job analysis, recruitment, introduction of recruits, quality 

of work life, handling of information, training and development, compensation, incentive systems, performance appraisal system, flexitime, 

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personnel legislation, career planning, termination of the working contract. Purpose: To make possible for the students to tackle major tasks 

of the Personnel Function both in a theoretical and practical way. Group projects, papers, video-recorded role-plays of interviews with 

recruits and subordinates. 

VIÐ510G • The Labour Market and its Development • (6e) • Fall • 4f 

Supervisor: Gylfi Dalmann Aðalsteinsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Lárus Blöndal Sessional Teacher (Non tenured Teacher) 

The aim of the course is to introduce to business students the field of industrial and employee relations and the main changes that have 

occurred in the labour market for the last decades. This course cover topics such as; theories of the labour market (unitary, conflict, social 

action, systems and Marxist theories), strike theories, corporatism, comparative European industrial relations, industrial democracy and 

employee involvement, institutionalisation of conflict, collective bargaining, role of trade unions, role of the state, role of employers 

association, Europeanization of the labour market, multinational companies, globalisation and HRM. Main trends will be discussed in labour 

markets in Sweden, USA, Japan, Italy, France and Germany but the main focus will be on the Icelandic labour market 

Requirements: 4 lectures a week. Final examination 70%. Written paper 30%. 

VIÐ511G • Marketing Research • (6e) • Fall 


Teacher: Friðrik Eysteinsson Adjunct Lecturer 

Definition of marketing research. Marketing research and science. Marketing research and decision making. Selection of research variables. 

Basic methods of collecting data. Secondary data. Bayesian analysis. The marketing research process. Construction of a questionnaire. 

Scaling. Attitude measurement. Sampling and its application to marketing problems. Data collection and the field force. Evaluation and 

research presentation. Experimentation. 

Required preparation: Inngangur að markaðsfræði (VIÐ101G) or Markaðsfræði I (u) (VIÐ304G) 

VIÐ512G • Business and Intercultural Communication • (6e) • Fall • 4f 

Teacher: Þóra H Christiansen Adjunct Lecturer 

The course focuses on the practical aspects of doing business in an international and multicultural environment; on understanding the main 

obstacles that executives in international business face, the challenges of managing a multicultural workforce, and how cultural diversity 

affects marketing strategies and accounting methods. The main goal of the course is to develop the skills and intercultural competence to 

overcome those obstacles. To develop the skills to understand and deal with different cultures, we study theories and concepts of culture. To 

gain further insights into cultural dimensions, values, customs, and practices, we profile different national cultures. To understand 

international and intercultural business, we study how culture impacts the main areas of communication, management, marketing and 

finance. To comprehend how corporate cultures and sub-cultures cut across national cultures, we study different industries or business 

sectors. To develop students' intercultural communication skills, the classes are very interactive and students work on projects in crosscultural 

teams, give presentations and write reports. The course is taught in English. 

VIÐ513G • Brands and Relationship Marketing • (6e) • Fall • 4f 


Teacher: Þórður Sverrisson Adjunct Lecturer 

Objectives: 

The main objective of the course is that the student has good knowledge and understanding of the formulation of marketing strategy and how 

that strategy is related to, on the one hand, the analysis of market opportunities, and on the other hand, the implementation of marketing 

plans. A special emphasis is placed on brand management and relationship marketing. Positioning and the relationship between positioning 

and the analysis and selection of target markets are discussed. The importance of brands and the formulation of brand strategy are covered. 

Relationship marketing is discussed and the management of relationship marketing. Upon completion of the course, students are expected to: 

Have knowledge of the fundamentals of formulating marketing strategy 

Have knowledge of the fundamentals of formulating brand strategy 

Have knowledge of the fundamentals of brand management 

Be able to participate in the formulation of brand strategy 

Be able to participate in the formulation of relationship marketing strategy. 

VIÐ601G • Business Law B - Introduction to Financial Law • (6e) • Spring • 4f 


Teacher: Árni Sigurjónsson Sessional Teacher (Non tenured Teacher) 

This course will review certain areas of financial law and regulation. Firstly, the course will deal with securities law and the regulation of 

financial institutions. Secondly, it will examine legal issues connected to mergers and acquisitions of coporations, i.e. due diligence, 

negotiation ,sale methods, and anti-trust perspectives. Finally the course will review common types of transactions and contracts, such as 

loan agreements, shareholder agreements, sale agreeements, and consider the legal issues that arise in relation to drafting and negotiation. 

VIÐ602G • International Marketing and Marketing Plans • (6e) • Spring • 4f + 2d 

Supervisory teacher: Friðrik Eysteinsson Adjunct Lecturer 

This course covers international marketing and the development of marketing plans. The focus is on marketing operations for international 

markets and on the methodology for developing marketing plans, from market analysis to action plan. Methods for analyzing market 

position, for creating market strategy, and for the selection of marketing tactics are discussed. Students develop marketing plans for goods or 

services, working in groups of three or four. Students are expected to propose their own research questions, which they will develop into 

research projects under the supervision of the instructor. 

VIÐ603G • Financial Statements B • (6e) • Spring • 4f + 4d 


This course is a continuation of Financial Statements A. Certain problematic issues are dealt with: accounting for income taxes and deferred 

tax; accounting for pensions and postretirement benefits; leases; accounting changes and error analysis; statement of cash flows; full 

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disclosure and financial reporting. Presentation of financial options' accounting. One week will be used to introduce the contents of the 

M.Acc. studies. Extensive excercises and homework. 

Recommended preparation: Ársreikningagerð A (VIÐ504G) 

Homework and final examination. 

VIÐ604G • Portfolio Management • (6e) • Spring • 4f 

The theory behind decisions of investors and corporations regarding building and managing asset and liability portfolios. Risk management 

of corporations will also be covered. 

VIÐ605G • BS-Thesis • (6e) • Spring 







VIÐ606G • BS-Thesis • (6e) • Summer 







VIÐ607G • BS- Thesis • (12e) • Spring 







VIÐ608G • BS- Thesis • (12e) • Summer 







VIÐ609G • Strategy Formation and Implementation • (6e) • Spring • 4f 

Teacher: Runólfur S Steinþórsson Professor 

Texts and cases about strategy analysis, strategy formation and strategy implementation. The focus is on Corporate Strategy and Business 

Strategy. Class time is partly devoted to discussion of different theoretical contributions and partly to discussion of cases. Group 

assignments, individual assignments. 

VIÐ611G • Creative Industries • (6e) • Spring • 4f 


This course deals with the organisation of creative industries, which have been defined as "industries producing goods broadly associated 

with cultural artistic or entertainment values" (Caves, 2000). The aim is for the students to gain understanding of the peculiarities of creative 

industries, where parts of the 'industry' is dependent upon public support while other parts are profit oriented. 

The course will be divided into lectures and discussion classes with visits from the creative industries in Iceland. 

Written assignments 40% og individual exam 60%. 

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VIÐ101F • Research Methods • (6e) • Fall • 4f 


Teacher: Kári Kristinsson 


The course objective is to give the students of HRM an overview over the key research methods used in organizational research. Students 

will learn how to define the research question, to craft the research plan, and to organize the data collection and analysis. The strengths and 

weaknesses of different research methods will be discussed and how to select the method that best answers the research question posed. The 

course is divided into two sections, the first focusing on quantitative research methods, and the second focusing on qualitative research 

methods. 

VIÐ102F • Human Resource Management • (6e) • Fall • 4f 


Teacher: Svala Guðmundsdóttir Adjunct Lecturer 

Teacher: Katrín Pálsdóttir 

Teacher: Hulda Björk Halldórsdóttir 

Tasks: Theoretical foundation of human resource management. The move from personnel to human resource management. The role of 

human resource professionals, strategic human resource management, planning and evaluation, recruitment and selection, training and 

development, employee/labour relations, quality of work life, compensation, performance appraisal systems, career planning, human 

resource management in the public sector and new trends in human resource management. Purpose: To introduce to students the major tasks 

of the human resource manager both in theoretical and practical way. 

VIÐ103F • Indroduction to Economics and Business Administration • (6e) • Fall • 4f 


This course provides an introduction at the master's level to the theory and practice of management and microeconomics. The course consists 

of two modules, one covers management, the other microeconomics but the presentation of the two is closely linked. The aim is to prepare 

students for a variety of management tasks, both in the private and public sectors. 

Grading for the Organizational theory part is done with a take-home-exam in the first part of the course. 

VIÐ107F • Organization and Management • (6e) • Fall • 4f 

Supervisory teacher: Runólfur S Steinþórsson Professor 


Critical review and discussions about the principles and premises of Strategy, Organization and Management. Special emphasis on attempts 

to reveal this interdisciplinary field through metaphors of organizations. Reference and reflections on classical and contemporary theories 

and their practical implications. Group assignments and individual assignments. 

VIÐ108F • Quantitative Methods • (6e) • Fall 

Supervisor: Snjólfur Ólafsson Professor 

Teacher: Jónas Þór Brynjarsson 


Students should have some knowledge of statistics and mathematics, preferably on par with that tought in first year courses in economics. In 

econometrics, statistical methods are applied to economic data to quantify, analyse and interpret economic relationships, e.g. the relationship 

of income and expenditure of households. This course covers a number of methods designed for this purpose, with the main emphasis put on 

the linear regression model, including methods for dealing with deviations from the classical model such as heteroscedasticity, 

autocorrelation, endogeneity and multicollinearity. The method of maximum likelihood is also discussed, as well as models dealing with 

limited dependent variables. The course also introduces students to time series analysis. Empirical relevance and intuition are stressed, with 

examples given from many areas of economics and hands-on exercises and projects. Having successfully completed this course, students 

should be able to use the basic tools of econometrics in their own research and read and understand academic papers that apply this 

methodology. 

There is a three-hour examination in December which counts for 70% of the overall grade for the course. There will be three assignments 

during the course which in all amount to 30% of the grade. The assignments emphasise actual ("hands-on") econometric analysis. 

VIÐ109F • Industrial Organization • (6e) • Fall • 4f 

Teacher: Þráinn Eggertsson Professor 

The course aims at providing better understanding of how the actions of firms in the same market are interrelated and influence outcomes. 

The use of game theory is important in this context. The course introduces various basic concepts and theories for the purpose of explaining 

price formation and competition in various industries. Topics include: Influence of the business environment and competition on the 

performance and long-term development of firms. The impact of the number of competitors, market developments, advertising, and research 

and development on a firm's optimal policy. The influence of the policy of one firm on the behaviour of other firms in an industry. Attempts 

by firms to limit entry to their industry. 

The final grade for the course is entirely based on a 24-hour take-home exam that will take place during the December examination period. 

VIÐ110F • Marketing concept and market orientation • (6e) • Fall • 4f 


The aim of the course is to underline the importance of scientific orientation in marketing and to give an overview of how theoretical and 

methodological knowledge can be applied to solve marketing problems. Main topics are: Antecedents and consequences of marketing 

orientation, competitive advantage and the development of market skills, understanding customers and managers, innovation and market 

intelligence, marketing communication. 

VIÐ111F • Financial Statement Analysis • (6e) • Fall • 4f 

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Teacher: Einar Guðbjartsson Senior Lecturer (UK) - Associate Professor (USA) 

Financial statement analysis (FSA) is an essential skill in a variety of occupations, including investment management, corporate finance, 

commercial lending and the extension of credit. FSA helps you to explain how to read and interpret finished financial statements, covering 

the accounting process, the balance sheet, the income statement and the statement of cash flows/statement of changes in financial position. 

VIÐ112F • Leadership in Organizations • (6e) • Fall • 4f 


Assistant teacher: Þóra H Christiansen Adjunct Lecturer 

The objective of the course is for the students to gain a good insight into and a solid knowledge and understanding of the issues of 

Management and Leadership. The focus will be on Leadership as a process and on the Leader's traits, role and behavior. The focus will also 

be on the interaction between the leader, the followers and the situation. The issue of Leadership competencies and competence development 

will be studied. 

Written paper, final examination and group work. 

VIÐ113F • Corporate Financing • (6e) • Fall • 4f 

Supervisor: Kristján Jóhannsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Árni Jón Árnason 

An overview of corporate fanancing. Debt financing. Short-term financial decision. Other topics of finance i.e. how corporations issue 

securities, dividend policy, capital structure, leasing. 

VIÐ114F • Portfolio Selection and Asset Pricing • (6e) • Fall • 4f 

Supervisor: Gylfi Magnússon Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Vigdís Wangchao Bóasson 

Key theories on asset pricing, the Markowitz model, dynamic portfolio optimization, risk and return assessment, market efficiency, and 

behavioral finance. The acquisition of technical expertise is emphasized; students should be able to systematically work on and apply the 

necessary formulas. The lectures assume that students have completed a course on financial portfolios at the undergraduate level. Students 

are expected to have either completed such a course or that they familiarize themselves with the relevant material along with the material 

covered in this course. 

VIÐ115F • Derivatives and Risk Management. • (6e) • Fall • 4f 


Supervisory teacher: Haukur Camillus Benediktsson Lecturer (UK) - Assistant Professor (USA) 

This course deals with the following aspects. Derivatives products and markets. The random behaviour of assets and the Wiener process. 

Introduction to stochastic calculus, the Markov property, the martingale property, a Brownian motion, stochastic integration, stochastic 

differential equations and Ito's lemma. Derivation of the Black-Scholes Model, basic assumptions and shortcomings. Derivation of the 

formulae for calls and puts. Derivation of the Greeks. Hedging and risk management. American options, exotic options and path-dependent 

options. Volatility estimation. 

VIÐ116F • International Marketing • (6e) • Fall • 2f + 1v + 1h 


Teacher: Gunnar Óskarsson Sessional Teacher (Non tenured Teacher) 

The aim for this course is to develop insight, knowledge and understanding on international business of the participants. Theories and models 

of business behavior in internationalization and how they can support forcasting of performance will be covered. Case studies and articles 

from recognised academic journal will be used in the course. Furthermore, students will be trained in using concepts, theories and models in 

a real market situations by conduction a real market research in collaboration and under the supervision of the Trade Council of Iceland. 

Students will be introduced to the main databases in which they can access information on international markets and how they can utilise 

modern planning software in international marketing, to make the planning process faster, more efficient and professional. Extensive student 

participation is required. The main topics are choice of markets, entry strategies, marketing strategy, management and control. 

VIÐ117F • Employment Relations • (6e) • Fall • 4f 


Teacher: Svala Guðmundsdóttir Adjunct Lecturer 

Teacher: Steinunn Inga Stefánsdóttir 

Teacher: Katrín Pálsdóttir 

This course aims to introduce to postgraduate students in HRM the interdisciplinary approach to industrial and employment relations. The 

main focus is on three topics. Firstly, personnel economics discussing reward management. Secondly, industrial relations focusing on the 

tripartite institutions of the labour market, i.e. labour unions, employers association and government. Finally, the topic of conflict and 

grievances in the workplace is covered as well as the importance of teams and teamwork as a one form of employment. 

Written paper (individual) (30%) and final examination (70%). 

VIÐ118F • Research Methods • (6e) • Fall • 4f 




Teacher: Auður Hermannsdóttir Project Manager 

The course objective is to give the students of HRM an overview over the key research methods used in organizational research. Students 

will learn how to define the research question, to craft the research plan, and to organize the data collection and analysis. The strengths and 

weaknesses of different research methods will be discussed and how to select the method that best answers the research question posed. The 

course is divided into two sections, the first focusing on quantitative research methods, and the second focusing on qualitative research 

methods. 

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VIÐ119F • Microeconomics of Competitiveness • (6e) • Fall 

Supervisory teacher: Runólfur S Steinþórsson Professor 

Teacher: Friðrik Eysteinsson Adjunct Lecturer 

The course addresses the determinants of competiveness from a microeconomic perspective. The aim of the course is to train students in 

analysing which factors determine competitiveness. The course prepares students for working on policy making that enhances competiveness 

in either the public or private sector. The course is developed by Professor Michael Porter at Harvard University. The course material comes 

mainly from Harvard University but domestic examples are also analyzed. The course is offered at the master's level and open to all master's 

students at the University of Iceland. No prerequisites. 

VIÐ120F • Management control systems • (6e) • Fall • 4f 


In Accounting VI the main topics are the Nature and function of Management Control Systems. 1 The Management Control Environment 

where problems regarding profit centers and other responsibilities duties are discussed. 2 The Management Control Process is a very 

important structure for Strategic Planning and the budget preparation which is a pillar for performance measurement. 3 Non profit 

organization needs Management Control System but in an another way than profit organizations. The difference between these two 

organizations is analyzes. 

VIÐ121F • Commercial and Company Law • (6e) • Fall • 4f 


Teacher: Helgi Þór Þorsteinsson 

The course is an introduction to several laws concerning business activity. Firstly, rules regulating companies such as corporations, 

partnerships and co-operations are probed, with special emphasis on corporate law. In that matter we will focus on the economic solidity of 

companies with limited liability of shareholders and the protection of capital. Secondly, bankruptcy law and other methods dealing with 

companies in financial distress are discussed. Thirdly, we look into competition legislation. The course deals also with professional liability, 

in tort as well as criminal liability. 

VIÐ122F • Auditing - Part I • (6e) • Fall 


Teacher: Ólafur B Kristinsson Adjunct Lecturer 

Teacher: Sigrún Guðmundsdóttir 

The course will cover the basic elements of auditing. There will be discussion on such topics as legal liability, audit planning, materiality and 

risk, the main components of internal controls and related matters. International Auditing Standards (ISA) will be introduced and referred to 

during the course. Course material will be the textbook Principles of Auditing: An Introduction to International Standards, articles and other 

materials introduced during the course. 

VIÐ123F • Performance Audits • (6e) • Fall • 4f 


Performance Audits (also known as value-for-money audits) are a necessary element of government audits, in addition to financial statement 

audits. The aim of these audits is to provide the public sector with supervision concerning management, organization, controlling, planning, 

and implementation. This course introduces the goal and purpose of performance audits. There will be taken a look at the methodology 

behind these audits and their tools. The main topics dealt with are: public administration, government auditing, public finance, the 3-Es 

(economy, efficiency, effectiveness), reporting results. Case studies. 

VIÐ125F • Tax Accounting III - International Taxation • (6e) • Fall • 4f 


Supervisory teacher: Ásmundur G Vilhjálmsson Adjunct Lecturer 


The aim of this course is to examine the international accounting and the multinational enterprises tax environment in the today's 

globalisation. 

VIÐ126F • Auditing III - Part III • (6e) • Fall 


Supervisory teacher: Ólafur B Kristinsson Adjunct Lecturer 


The course will cover the present audit environment and recent changes in expectations and legal requirements from auditors. This will be 

discussed with reference to increased emphasis on ethics. The status of auditing in the Icelandic economic life will be discussed in view of 

what can be expected in the near future. Course material will be articles and other materials introduced during the course. 

Recommended preparation: Endurskoðun - I. hluti (VIÐ122F), Endurskoðun - II. hluti (VIÐ223F) 

VIÐ128F • Accounting Information Systems • (6e) • Fall • 4f + 2æ 

Supervisory teacher: Ársæll Valfells Lecturer (UK) - Assistant Professor (USA) 

Objective of Accounting information systems is to introduce students to major issues in analysis, design, implementation and management of 

accounting information systems. The course outlines the role of accountants in the issues mentioned above. Major accounting systems will be 

introduced. Students will hand in 3 projects. 

VIÐ129F • MS-Thesis • (30e) • Fall 



credit units) to fulfill the requirements for applying to the research study fund (Rannsóknanámssjóður). The thesis must be presented at a 



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VIÐ131F • MS-Thesis in Marine Science • (30e) • Fall 






VIÐ132F • Master's Thesis in Human Recource Management • (30e) • Fall 






VIÐ134F • Ph.D. Studies • (30e) • Fall 









VIÐ136F • The New Economy: Evolution, Structure, and Problems • (6e) • Fall • 1u 

Teacher: Þráinn Eggertsson Professor 

An interdisciplinary course for graduate students with a solid background in economics in the School of Social Sciences. 

The last 250 years, a cumulative expansion in the stock of knowledge has been a necessary condition for rising living standards. Recently, 

industries that draw primarily on knowledge capital have rapidly grown in importance. The seminar, which examines the role of knowledge 

in economic life, is divided into six parts. 

I. Research tools and methods. Introduction to new institutional economics and related fields, such as economics of law, and political 

economy. The social and political foundations of economic systems. The structure and properties of social systems and social mechanisms. 

Exchange, property rights, and transaction costs. 

II. Theories about the origins of modern economic growth. Emphasis on politics, ownership rights, culture, and search for knowledge. Why 

did modern economic growth originate in Western Europe? The Knowledge Revolution in Europe: origins and causes. 

III. Economics of knowledge. Knowledge as an economic input and economics of law. Ownership rights: private ownership, collective 

ownership, and open access. Various arrangements and their advantages and disadvantages. 

IV. The impact of new technology on economic organization. Biotechnology, digital systems, computers, the Internet. 

V. The role of government: New problems and new solutions. Computer crimes; competition policy and network industries; adapting 

property rights; protecting privacy, etc. 

VI. General social effects of new technologies. Economic geography; culture; political organization; international relations. 

Organization: The course is organized as a weekly seminar. The students must meet three requirements: 

(1) They must come to class prepared to discusses the weekly assignments (20% of final grade). 

(2) Each student is required to give a critical introduction to an essay from our reading list. The student also gives the other class members a 

1-2 page printed version of his or her report. Each student is expected to give such a presentation 2 or 3 times during the semester, depending 

on how many students sign up for the course (30% of final grade). 

Organization: The course is organized as a weekly seminar. The students must meet three requirements: (1) They must come to class 

prepared to discusses the weekly assignments (20% of final grade). (2) Each student is required to give a critical introduction to an essay 

from our reading list. The student also gives the other class members a 1-2 page printed version of his or her report. Each student is expected 

to give such a presentation 2 or 3 times during the semester, depending on how many students sign up for the course (30% of final grade). (3) 

Final essay. Each student is required to write a term paper, which can either be a theoretical and empirical survey or an empirical study that 

falls within the framework of the course. Required length of the essay is about 20 pages (Times Roman 12 points, double spaced). The 

students present their findings in the last meetings of the seminar, when they also hand in their essay. The students must decide on their essay 

topic, in cooperation with the instructor, no later than half way through the semester (50% of final grade). 

VIÐ139F • Brand Management • (6e) • Fall • 4f 


The aim of the course is to introduce students to the philosophy and the methods used to build, measure and manage cunsumer based brand 

equity. After completing the course the students should: 

• Recognise the role of brands, the concept of brand equity and the advantages of creating strong brands. 

• Know the three main ways to build brand equity by properly choosing brand elements, designing supporting marketing campaigns 

and leveraging secondary associations. 

• Recognize the different approaches to measuring brand equity and how to implement a brand equity measurement system. 

Know how to adjust branding strategies over time and geopgraphic boundaries to maximize brand equity. 

The course format is a mix of lectures, discussions in class and cases. 

Team project 30% og final examination 70%. 

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VIÐ140F • Leadership and the Leader • (6e) • Fall • 4f 

Supervisory teacher: Árelía Eydís Guðmundsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The objective of the course is for students to gain knowledge of theories on leadership and leaders. Students shall know how ideas of 

leadership have evolved since the time of the Ancient Greeks. A special emphasis will be placed on studying what constitutes effective 

leadership. Students gain knowledge of theories and the importance of self-knowledge for leaders. Discussion of the theories that have been 

proposed, how they have developed and how to manage effectively. A special emphasis is placed on introducing numerous concepts and 

different viewpoints to tackle the challenges that leaders face. Teaching methods include lectures and discussions. 

Upon completion of this course: Students shall have knowledge and understanding of the theories of leadership. Students shall have the 

ability to discuss and apply the theories to challenges facing managers of today. Students shall have the ability to assess their own leadership 

style. 

VIÐ141F • Organizational Communication and the Media • (6e) • Fall • 4f 


Assistant teacher: Katrín Pálsdóttir 

The objective of the course is to develop students' knowledge and understanding of the role of organizational communication in the 

development of trust and credibility. Furthermore, an emphasis is placed on developing students' communication skills in organizational 

contexts. Thus the course provides students with a solid basis in organizational communication theory and research while developing their 

communication skills through participation in communication projects in organizations and the media. The course will concentrate on issues 

such as the role of communication in human resource management and development; the communication of strategy, vision, and mission 

within the organization and to stakeholders outside the organization; organizational culture and intercultural communication; crisis 

communication and crisis management; the role of the media in the development of corporate image; and how leaders can communicate 

effectively and strategically with the media. 

The course is based on lectures, discussion sessions, and practical exercises. Students' active participation in discussions and exercises is 

required. 

Group project 40%, individual project 30%, home exam 30%. 

VIÐ142F • I • (1e) • Fall 

Supervisor: Margrét Sigrún Sigurðardóttir Adjunct Lecturer 

l 

VIÐ201F • Project Management and Consulting • (6e) • Spring • 4f 


The course covers both the management of individual projects and the management of projects in an organisation as well as consulting. Both 

theoretical and practical aspects will be covered. Some emphasis is put on project management in Icelandic organisations and use of 

information technology. 

VIÐ202F • Knowledge Management • (6e) • Spring • 4f 


Supervisory teacher: Árelía Eydís Guðmundsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Sólrún Hjaltested 

Main purpose: Students learn the main themes of knowledge management and study KM in Icelandic firms. Content: Driving forces of 

knowledge economy, knowledge and the knowledge firm, technology and knowledge application, virtual reality, knowledge worker, 

knowledge teams, organization and strategy in knowledge firms, divestment of knowledge, the future of knowledge management. Lectures, 

discussions, group assignments, individual assignments. 

VIÐ207F • Investment Appraisal and Feasibility Studies • (6e) • Spring • 4f 

Teacher: Kristján Jóhannsson Lecturer (UK) - Assistant Professor (USA) 

Industrial feasibility studies, cost-benefit analysis business plans. Mergers, valuation, measuring and managing the value of companies, 

performance. Strategic financial management. 

VIÐ208F • Strategic Management • (6e) • Spring • 4f 


The aim of the course is to enable students to gain an understanding of strategic management, esp. the premises and principles for managing 

strategically in the profit sector, the public sector and the third sector. The focus is on strategy analysis, strategy formation and strategy 

implementation. 

VIÐ209F • Labour Law • (6e) • Spring • 4f 


Teacher: Guðmundur Birgir Ólafsson 

The aim of this course is to cover the main topics of the Icelandic labour law. Topics such as history of employment law, the concept of 

employment, the contract of employment, termination of employment, unfair dismissal, collective bargaining, trade unions and union 

representatives, labour disputes, institutionalisation of conflict, industrial tribunals and mediation. Certain focus will be on public sector 

employment and how much effect European integration is having on the Icelandic labour market. 

Requirement: Written paper and final examination. 

VIÐ210F • Strategic Management • (6e) • Spring • 4f 


Content: An overview of the process of Strategic Management. Economic analysis. Industry and competition analysis. The competitive 

position. Analysis of resources and capability. Strategic decisions and business development. Business strategy and corporate strategy. 

Mergers and Acquisitions in foreign markets. Strategy and the new economy. Strategy related to processes and risk. Implementing strategy, 

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managing change and the learning organization. Managing strategy, corporate governance and performance management. 

VIÐ211F • Managing Human Resource Development • (6e) • Spring • 4f 


The objective of the course is for the students to gain a good insight into and a solid understanding and knowledge of key concepts and the 

notion of workplace learning, training and real competence development. Also to study how training and competence development can be 

enhanced in organizations according to strategic human resource management theory. 

A variety of teaching methods will be utilized, such as lectures, discussion sessions and project work. Students will also get the opportunity 

to hear guest lecturers who work as HRD professionals or HR managers in organizations. 

Individual work 60% og group work 40%. 

VIÐ212F • Industrial and Organizational Psychology • (6e) • Spring • 4f 

Teacher: Þórður Snorri Óskarsson Adjunct Lecturer 

The objective is that students will gain both academic and practical knowledge of human behavior in the workplace. This knowledge will 

help them increase employee satisfaction and organizational performance. Among topics that are covered are: employee selection, 

organizational research, performance appraisal, motivation, job satisfaction, communications, leadership and organizational culture. Certain 

constructs and theories that are prominent in I/O psychology will be introduced and their usability and limitations discussed. 

VIÐ213F • Performance Measurement and Management • (6e) • Spring • 4f 


The main emphasis of the course is on the balanced scorecard, both as a performance measurement system and as a management system. 

Other performance measurement systems, such as the EFQM model, are covered. The role of performance management as a part of strategy 

execution is studied and other aspects of strategy execution discussed. Both theoretical and implementation aspects are covered. Much 

emphasis is put on human research management but little on financial aspects. 

VIÐ214F • Marketing Research (Master's Programme) • (6e) • Spring • 4f 



In the age of information, the most challenging task in marketing is to transform information into competitive advantage. The aim of the 

seminar is to examine how marketing research can be used to enhance organisational success, explore different methods, how to recognise 

effective and ineffective research and introduce the latest methods and technologies for marketing research. The emphasis is on the role of 

marketing research in: Decision-making, Quality management, Customer satisfaction. In the seminar, participants work on comprehensive 

assignments to enhance their skills in research design, data collection planning, data analysis and application of research findings. 

VIÐ215F • Research in Strategic Management • (6e) • Spring • 4f 


The goal of the advanced course is to further train the students in doing research and in applying research in the field of Management and 

Strategy. The content will mainly consist of reviewing and critically studying interesting research projects and papers and highlight the 

learning points and the implications for the craft of research. Also, the students are requested to relate their own research projects to the 

subject of the course. 

Written assignment 60% and final examination 40%. 

VIÐ216F • International Business • (6e) • Spring • 4f 


Teacher: Gunnar Óskarsson Sessional Teacher (Non tenured Teacher) 

This course deals with the internationalization of firms, the global trade environment, strategic planning when internationalizing and other 

matters that are related to international business. In the course cases and articles from respected journals will be used. The students will also 

carry out project work. In this course it is expected that students are very active in discussions and doing presentations. The course will be 

given in English. 

Class participation 25% Project 25% Final exam 50% 

VIÐ217F • Topics in Corporate Finance • (6e) • Spring • 4f 

Supervisor: Haukur Camillus Benediktsson Lecturer (UK) - Assistant Professor (USA) 


This course emphasises Corporate Finance under asymmetric information and agency problems. In the first part of the course traditional 

agency theory and asymmetric information is used to revisit capital structure and dividend policies. Other topics such as Corporate 

Governance and Venture Capital Financing are briefly discussed. 

Weekly take-home exams 10%, participation in discussions 10%, team-project 20%, mid-term exam 25%, and final exam 35%. 

VIÐ218F • Contracting • (6e) • Spring • 4f 



This course examines the negotiation and documentation of business deals. Its goal is to prepare students for identifying and managing 

common problems of contracting, structure agreements and negotiate its terms. The course will be divided into lectures and contracting 

exercises. The lectures will introduce theoretical background of the topic, and analyse the structure and common terms of transaction 

documents. The excises will give students the opportunity consider business transactions that highlight common set of problems that arises in 

contracting and negotiation. 

VIÐ219F • Financial Computer Techniques • (6e) • Spring • 4f 

Supervisor: Gylfi Magnússon Senior Lecturer (UK) - Associate Professor (USA) 

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Graduate 


The purpose of the course is to teach students how to apply financial theory in a practice. The course will present how to approach real world 

problems by using theory in the spreadsheet environment of Excel and in the coding environment of Visual Basic and Matlab. Upon 

completion of the course, students should be comfortable with pricing securities (bonds, stock, derivatives) and performing various types of 

risk evaluations. Topics covered include portfolio management and evaluation, assessment of equilibrium stock pricing models, option 

pricing (e.g. Monte Carlo), volatility predications (e.g. GARCH models), bond immunization strategies, term structure estimation, etc. In 

short, the purpose of the course is to help students learn how to use the tools necessary to use financial theory in a practical way which will 

benefit them in any finance or research related position. 

Weekly take-home exams 10%, participation in discussions 10%, team-project 20%, mid-term exam 25%, and final exam 35%. 

VIÐ220F • Consolidated Financial Statements • (6e) • Spring • 4f 


Teacher: Árni Valgarð Claessen 

Primary emphasis on consolidated financial reports. Other topics include accounting for partnerships, consignments, foreign currency 

transactions, not-for-profit organizations, and accounting for public sector entities. International standards on these issues. 

VIÐ221F • Tax Accounting II - Business Taxation • (6e) • Spring • 4f 


Supervisory teacher: Ásmundur G Vilhjálmsson Adjunct Lecturer 


The course is intended as an introduction to tax law and tax practice applicable to business operations in Iceland and to offer some practice in 

solving simpler problems in this field. The term business operations refers on the one hand to various forms of legal persons and on the other 

hand to individual engaged in business operations or independent services in their own name. At the end of the course the student will be 

familiar with the taxes and duties levied on business operations in Iceland, the basic provisions of Icelandic law and other provisions on 

which the levy of the duty is based and certain procedures in solving tax problems. 

VIÐ223F • Auditing - Part II • (6e) • Spring 




This course is a continuation of Auditing - Part I. The course will cover audit evidence, risk analysis and audit methods that support effective 

and efficient auditing. Some emphasis will be on the use of audit software. The course will refer to ISA and discuss how they relate to 

Icelandic circumstances. Course material will be the textbook Principles of Auditing: An Introduction to International Standards, articles and 

other materials introduced during the course. 

Recommended preparation: Endurskoðun - I. hluti (VIÐ122F) 

Assignments and final examination. 

VIÐ224F • Valuation techniques of firms and securities • (6e) • Spring 


The objective of this course Accounting VIII (Reikningshald VIII) is to provide a framework for business valuation using financial and 

accounting information from both theoretical and empirical perspectives. To attain that objective the methods of fundamental analysis will be 

examined in details and applied in cases and projects involving publicly-traded companies, which implies the use of financial reports and 

other relevant information and then use them to estimate a value for the business. Student are furthermore provided with an opportunity to 

apply their skills by valuing, in small groups. One of the course especially emphasizes the use of multiple equity valuation techniques, in 

addition to familiar discounted cash flow methods and develops the critical analytic skills that support equity investment decisions in 

practice. The "subjects framework" of the course is: 1. Introduction to Investing and Valuation Introduction to the Financial Statements 2. 

How Financial Statements Are Used in Valuation 3. Cash Accounting, Accrual Accounting, and Discounted Cash Flow Valuation 4. Accrual 

Accounting and Valuation: Pricing BookValues 5. Accrual Accounting and Valuation: Pricing Earnings 6. Business Activities and Financial 

Statements 7. The Analysis of the Statement of Shareholders' Equity 8. Analysis of the Balance Sheet and Income Statement 9. The Analysis 

of the Cash Flow Statement 10. Analysis of Profitability 11. The Analysis of Sustainable Earnings and Growth 12. The Value of Operations 

and the Evaluation of Enterprise Price-to-Book Ratios and Price-Earnings Ratios. 13. Simple Forecasting and Valuation 14. Full Forecasting, 

Strategy and Valuation 15. The Analysis of P/E Ratios 16. Creating Accounting Value and Economic Value 17. Analysis of the Quality of 

Financial Statements 18. Accounting principals analysis 19. The framework of analysis The course has 13 leactures, 4 x 35 min. each, group 

assignments will be based on the class lectures and class discussions. These will be in the form of exercises, problems and mini cases. The 

numbers of group assignments are five. There is a one larger group assignment which is base on a real case. There will be a individual 

examination at the end of the course. 

Group assignments 10%. Final examination 90%. 

VIÐ225F • Financial Accounting Theory • (6e) • Spring • 4f 


The purpose of this course is to study accounting theory in more depth than in previous courses. Topics include a study of the history of 

accounting, various approaches to the formulation of accounting theory, conceptual framework for accounting, various income concepts for 

financial reporting, the accounting standards setting process, and international accounting. 

VIÐ226F • MS-Thesis • (30e) • Spring 






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Graduate 

VIÐ227F • MS-Thesis • (30e) • Summer 






VIÐ230F • MS-Thesis in Marine Science • (30e) • Spring 






VIÐ231F • MS-Thesis in Marine Science • (30e) • Summer 






VIÐ232F • Master's Thesis in Human Recource Management • (30e) • Spring 






VIÐ233F • Master's Thesis in Human Recource Management • (30e) • Summer 






VIÐ236F • Ph.D. Studies • (30e) • Spring 









VIÐ237F • Ph.D. Studies • (30e) • Summer 









VIÐ239F • Financial Instruments and Financial Institutions • (6e) • Spring • 4f 


Teacher: Jonathan Ehrlich Duchac 

The course addresses the accounting for most financial instruments from the perspective of financial institutions, i.e. banks, insurance 

companies and pension funds. 

VIÐ240F • Auditing - Part IV • (6e) • Spring • 4f 




This course follows Auditing - Part III. The course provides a more in-depth coverage of auditing concepts covered in Auditing - Part II, in 

addition to issues in internal auditing. The SOX Act and its requirements for auditors will be discussed, the PCAPB standards will be 

covered and compared to the EU 8th Directive. Methods for auditing computer systems and electronic data will be introduced. Internal 

auditing will be covered, its role, methodology, and relation to external auditors. The class format will include lectures, discussion sessions, 

and both group and individual projects. A special emphasis is placed on students' active participation in the course. 

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Graduate 

Recommended preparation: Endurskoðun - I. hluti (VIÐ122F), Endurskoðun - III. hluti (VIÐ126F), Endurskoðun - II. hluti (VIÐ223F) 

VIÐ242F • Management of Innovation • (6e) • Spring • 4f 


The aim of the course is to give students an insight into management of innovation, whether it is development of a new product, technology 

or services. The course will deal with how the environment can support innovation and how it can aid in the management of the innovation 

process. The course will study both applied application of innovation as well as academic research of innovation and its management. 

Group work 40%. Final examination 60%. 

VIÐ243F • Change Management • (6e) • Spring • 4f 



This course will cover the key areas of change management, such as the implementation of change, employee reactions, key barriers to 

change, and the positive and negative forces that affect the change process. Organizational culture will be covered in depth as well as both 

qualitative and quantitative methods for analyzing organizational culture. The theories and concepts that change management is based on will 

be discussed in detail as well as the key approaches and methods for managing change. The role of the leader, manager, and in particular, the 

middle manager, will be discussed. A special emphasis will be placed on the concept of the learning organization. 

Final examination 70% og written assignment 30%. 

VIÐ244F • Strategic Marketing • (6e) • Spring • 4f 


The aim of the course is to introduce students to the concepts and processes for gaining competitive advantage in the marketplace. The 

course is designed around the marketing strategy process with a clear emphasis on analysis, planning, and implementaion. Marketing 

strategy is considered from a total business perspective. After completing the course the students should: 

• Know what market-driven strategy is about. 

• Know how to do a situation analysis that a market-driven strategy is built on 

• Know how to design market driven strategies 

• Recognize the different ways of implementing a market-driven strategy. 

The course format is a mix of lectures, discussions in class and cases. 

Participation (25%), Projects (25%), final closed-book exam (50%) 

VIÐ301F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Fall 


Management. 

VIÐ401F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Spring 


Management. 

VIÐ402F • MS-Research Project in Environmental Science and Natural Resource Management • (30e) • Summer 


Management. 

119

Faculty of Nursing 

Undergraduate 

School of Health Sciences 


HJÚ002G • Immunology • (2e) • Fall 

Immunology 

exam 

HJÚ002G • Immunology • (2e) • Spring 

Immunology 

exam 

HJÚ067M • Clinical Practice • (30e) • Spring 

Clinical Practice 

HJÚ068M • Clinical Practice • (30e) • Fall 


HJÚ101G • Anatomy • (8e) • Fall 

Supervisory teacher: Guðrún Narfadóttir 

Teacher: Birna Guðrún Flygenring Lecturer (UK) - Assistant Professor (USA) 

The course is based on lectures. It starts with an introduction to basic anatomical terms and a comprehensive overview of the different organ 

systems of the body. Emphasis is placed on teaching the structure of the organ systems and analogous Latin terms. Physiology is intertwined 

throughout the course to deepen student's understanding of the human anatomy. Educational DVDs based on autopsies, are used when 

applicable. Slides from the lectures as well as references to useful link related to the subject are available on the internet. 

Written examination in December (multiple choice questions). 

HJÚ102G • Psychology • (6e) • Fall 

Supervisory teacher: Linda Bára Lýðsdóttir 


Some basic concepts in general psychology. Mental states, learning, memory, cognition, emotion, motivation, theories of personality, the 

psychology of health, psychological disorders, approaches to treatment and therapy. 

multi-choice examination in December. 

HJÚ103G • Philosophical Introduction to the Science • (4e) • Fall 

Supervisory teacher: Salvör Nordal Director 


The course starts with a philosophical discussion about critical thinking, the nature of scientific theory and practice. Also discussed are 

'factual knowledge' and knowledge of human resources. Major moral theories are introduced, and the nature of moral reasoning and decisionmaking 

is explained with reference to ethical issues in medicine and health care. Among the topics for analysis are ethical codes in the health 

professions, euthanasia and abortion. 

Written final examination 

HJÚ104G • Sociology I • (6e) • Fall 

Supervisory teacher: Rúnar Vilhjálmsson Professor 


Key sociological concepts are introduced as well as theories and research topics and findings bearing on the relationships between individual, 

group and society. Topics include gender-, age- and class stratification, socialization, deviance and social interaction,with special reference to 

health and health service. 


The course is intended to increase the student's understanding of the many linkages between society and individuals and the differences in 

attitudes, behaviors and health status between population groups. The student should be familiar with major explanations for differences in 

socioeconomic conditions by age, gender, family status, and class, and be able to apply these explanations when accounting for differences in 

health status between the groups. 

Written examination in December. 

HJÚ201G • Fundamental Nursing • (6e) • Spring • 3f 

Supervisory teacher: Þóra Jenný Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Dagmar Rósa Guðjónsdóttir Adjunct Lecturer 


In this course, the philosophical foundation of nursing will be introduced, as well as mans' basic needs and different concepts related to 

nursing with a special emphasis on patients with decreased 'self-care ability'. Basic elements in body mechanics and infection control will be 

introduced but also nursing concepts like activity, nutrition, elimination, sleep and rest, self-concept, communication, caring, loss and sorrow 

response. Emphasis will be placed on promoting theoretical methods of work and use of the library. 

Assignments from clinical practice will account for 50% of final grade. Final exam will account for 50% of final grade. 

HJÚ202G • Health Assessment • (4e) • Spring 

120


Undergraduate 

Supervisory teacher: Þorsteinn Jónsson Adjunct Lecturer 

Teacher: Ágústa Hjördís Kristinsdóttir 

Teacher: Helga Sif Friðjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Hallveig Broddadóttir 

Teacher: Sigríður Zoéga 

Assistant teacher: Kristín Björnsdóttir Professor 

Assistant teacher: Þóra Jenný Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

The objective of this course is to provide students with basic knowledge in collecting information and assessing individuals with a holistic 

nursing approach, as well as documentation. Emphasis is also placed on interpersonal communication, cultural diversity, health promotion, 

health education and physical examination. 

Exam (60%) and written assignments (40%). 

HJÚ203G • Physiology I and Cell Biology • (8e) • Spring 

Supervisor: Sighvatur Sævar Árnason 

Supervisor: Anna Guðmunds Deputy 

Supervisory teacher: Jón Ólafur Skarphéðinsson 

Teacher: Guðrún Pétursdóttir 

Cell Biology: Students will be given insight into the structure and function of cells and their specialization and division into different tissues. 

Physiology: The internal environment, homeostasis and cellular communication. Control systems and function of the nervous system. 

Hormonal control mechanisms. Muscle and control of body movement. Sensory physiology. Laboratory exercises: Histology. Muscle 

physiology. Muscle reflexes and nervous conduction. Electrocardiography. 

Written exam in May. The final grade is composed of exam grade (80%) laboratory exercise and reports (20%). Min. grade 5,0 in each part. 

HJÚ204G • First Aid • (0e) • Spring • 10f + 5v 


The aim of this course is to prepare people to react in emergency situation. The course aims to update and refresh the knowledge in as many 

areas of the full First Aid as possible, while allowing time for revision and practice sessions. Additional training in blood borne pathogens, 

oxygen administration and injury prevention can be added to CPR and first aid training to prepare students to prevent and respond to lifethreatening 

emergnecies. Course duration: 16 hours, language: Icelandic. 

Written Examination and exercises. 

HJÚ205G • Embryology • (4e) • Spring 

Supervisory teacher: Guðrún Pétursdóttir 

The development of a fetus/an embryo from fertilization to a fully developed fetus at birth. Subjects covered are: Gametogenesis. Anatomy 

of reproductive organs and physiology of reproduction in males and females. Transportation and viability of gametes. Fertilization, 

implantation. Formation of the bilaminar embryonic disk. Formation of the embryo. Development of tissues, organs and body form. The fetal 

period: estimation of fetal age, procedures for assessing the status of the fetus, factors influencing fetal growth. The placenta and fetal 

membranes. Multiple pregnancies. Body cavities, primitive mesenteries and the diaphragms. The respiratory system. The digestive system. 

The urogenital system, The branchial apparatus, development of the head, neck and face. The cardiovascular system. The skeletal and 

muscular systems, limbs. The nervous system, eye and ear. The integumentary system. Human birth defects. Clinically oriented problems. 

Written exam in May 

HJÚ206G • Sociology II • (4e) • Spring • 2f 



The social distribution of selected health problems is discussed and concepts of health, disease, illness and patient are defined. The nature of 

chronic disorders and their psychologial, social and economic consequences are discussed. Individual and group differences in the use of 

health services are discussed and explained. Finally, the course discusses systems, personnel, and process variables that affect cost, access 

and quality of health services. 

Written examination in May. 

HJÚ207G • Nursing Inquiry I • (4e) • Spring 



Supervisory teacher: Dagmar Rósa Guðjónsdóttir Adjunct Lecturer 

Teacher: Margrét Sigmundsdóttir Project Manager 


The objective of this course is to provide students with the opportunity to combine theory and practice. The course consists of clinical 

training in a lab regarding health assessment/physical assessment (10 hours), fundamental nursing (15 hours) and physiology (EKG) (4 

hours) as well as clinical training in health care institutions (24 hours). 

Passed/failed; 2 written assignments and 1 assignment in clinical practice. 

HJÚ301G • Immunology and Pathology • (4e) • Fall • 2f 

Supervisory teacher: Ingileif Jónsdóttir Professor 

Teacher: Þórunn Ásta Ólafsdóttir 

Teacher: Sigfús Þór Nikulásson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Þórður Tryggvason 


Immunology (1 e / 2 ECTS): The immune system, organs and cells. Innate immunity, phagocytes and complement. Adaptive immunity, 

development and differentiation of lymphocytes, specificity and recognition. Immune responses, tolerance and regulation. Immune 

deficiencies, allergy and autoimmunity. Immunity to infections and vaccination. Pathology (1 e / 2 ECTS): Thrombosis and embolism, 

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Undergraduate 

inflammation, cell injury, benign and malignant neoplasm, healing, atherosclerosis and heart diseases. Bókalisti: Vander, Sherman og 

Luciano: Human Physiology; Defence Mechanisms of the Body, Janeway and Travers, Immunobiology; Basic Concepts in Immunology, 

Lakani: Pathology 

Required preparation: Lífeðlisfræði I og frumulíffræði (HJÚ203G) 

Written exam. 

HJÚ302G • Nursing Diagnosis and Interventions • (4e) • Fall 

Supervisory teacher: Ásta Steinunn Thoroddsen Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Dóróthea Bergs Adjunct Lecturer 

Teacher: Þorsteinn Jónsson Adjunct Lecturer 


Teacher: Herdís Sveinsdóttir Professor 

The main focus of this course is training in diagnosing the physiological responses of patients and relevant nursing interventions. Concepts, 

such as wounds, pain, fluid- and electrolytes, respiration, circulation and medication management will be discussed. The focus is also on 

nursing documentation. The course is comprised of lectures only. 

Required preparation: Almenn hjúkrunarfræði (HJÚ201G), Heilbrigðismat (HJÚ202G), Aðferðir í hjúkrun I (HJÚ207G) 

Electronic exams and a written assignment. 

HJÚ303G • Pharmacology • (6e) • Fall 

Supervisory teacher: Magnús Karl Magnússon Professor 

Teacher: Þórður Sigmundsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Kristín Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Guðlaug Þórsdóttir Medical Doctor 

Teacher: Magnús Jóhannsson Professor 

Teacher: Jakob L Kristinsson Senior Lecturer (UK) - Associate Professor (USA) 

Pharmacokinetics: Dosage forms, absorption, distribution, excretion, biotransformation of drugs, assay of drugs in the blood, side effects of 

drugs, drug interactions, receptors of drugs, drug effects and efficacy, geriatric pharmacology. 

Pharmacodynamics: Pharmacology of endocrine glands, nonsteroidal antinflammatory drugs, pharmacology of the peripheral nervous 

system, pharmacology of the CNS, antihypertensive drugs, cardiovascular drugs, anticoagulation drugs, toxicology. 


Written exam. 

HJÚ304G • Nursing Inquiry II • (4e) • Fall 


Teacher: Dóróthea Bergs Adjunct Lecturer 


This course is taught parallel to Nursing Diagnosis and Interventions. The first part is a laboratory practicum. Evaluation is pass/fail at the 

end of every class. The second part is a clinical practicum in medical and surgical hospital units. Patient assessment and diagnoses, nursing 

documentation, training of clinical skills and holistic nursing care are the main focus of the course. 

Required preparation: Almenn hjúkrunarfræði (HJÚ201G), Heilbrigðismat (HJÚ202G), Aðferðir í hjúkrun I (HJÚ207G) 

Evaluation in the clinical practicum in hospitals: Written assignments and participation in seminars. 

HJÚ305G • Physiology II • (6e) • Fall 

Supervisor: Jón Ólafur Skarphéðinsson 


Teacher: Sighvatur Sævar Árnason 

Teacher: Atli Jósefsson Sessional Teacher (Non tenured Teacher) 

Teacher: Logi Jónsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Halla Helgadóttir 

Teacher: Björg Þorleifsdóttir Lecturer (UK) - Assistant Professor (USA) 

The internal environment, homeostasis and control systems. Cellular communication and function of the nervous system. Muscle and control 

of body movement. Sensory physiology. Hormonal control mechanisms.Cardiovascular physiology and respiration. Renal function and water 

and electrolytes in the body. Energy balance, metabolism and nutrition, digestion. Growth. Thermoregulation. Consciousness and behaviour. 

Laboratory exercises: Regulation of blood pressure, respiration and exercise response, renal function. 


Written exam in December. The final grade is composed of exam grade (80%) laboratory exercise and reports (20%). Min. grade 5,0 in each 

part. 

HJÚ401G • Nutrition • (4e) • Spring 

Supervisory teacher: Inga Þórsdóttir Professor 

Programme 

The interactions between diet, nutrients and health are reviewed. The basic ideas and terms in nutritional sciences, e.g., essential nutrients, 

bioavailability, requirements and recommended daily allowances are discussed. Energy and nutrients (carbohydrates, protein, fat, minerals, 

trace elements and vitamins) and their effects on body functions, e.g.., digestion, absorption and transport are communicated. The Icelandic 

diet, dietary allowances, common nutrition problems and nutrition in third wolrd countries are discussed. 


Participation in practical part is essential to be able to take the written exam. Written examination in December (85%), Lab. exerise and 

reports (15%) 

HJÚ402G • Perioperative and Surgical Nursing • (10e) • Spring 

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Undergraduate 

Supervisory teacher: Herdís Sveinsdóttir Professor 

Teacher: Eygló Ingadóttir 

Teacher: Katrín Blöndal 

Teacher: Erlín Óskarsdóttir Adjunct Lecturer 


Teacher: Anna Gyða Gunnlaugsdóttir Sessional Teacher (Non tenured Teacher) 

The main emphasis is on providing students with knowledge and skills in diagnosing and intervening with adults having acute and chronic 

diseases and their families from a holistic nursing perspective. The perioperative process is taught. Observation and nursing therapies are key 

concepts in this course. Seminars are held in reference to the clinical practicum. 

Required preparation: Lyfjafræði (HJÚ303G), Lífeðlisfræði II (HJÚ305G), Aðferðir í hjúkrun II (HJÚ304G) 

Clinical Practice: Passed/failed. Clinically related projects and exam. 

HJÚ403G • Internal Medicine • (8e) • Spring 

Supervisory teacher: Brynjar Viðarsson Adjunct Lecturer 

The aim of the course is to teach the basics of the common diseases within the following disease categories (systems): cardiology, 

gastroenterology, nephrology, pulmonary medicine, neurology, hematology, endocrinology, rheumatology, infectious diseases, oncology, 

dermatology and clinical immunology. 

Required preparation: Lífeðlisfræði I og frumulíffræði (HJÚ203G), Lyfjafræði (HJÚ303G) 

Written examination in February. 

HJÚ404G • Surgery • (6e) • Spring 

Supervisory teacher: Kristinn Jóhannsson 

Teacher: Halldór Jónsson Professor 

Teacher: Tómas Guðbjartsson Professor 

The course will deal with the overall approach to the surgical patient including pre-operative care, post-operative care, post-operative 

complications, fluid and electrolyte management, surgical metabolisms, nutrition, shock and monitoring of patients in the ICU. During the 

course we will also cover the diseases of the thorax, urinary tract, gastro-intestinal tract, breast, thyroid. The course also includes burn 

management, diseases and injuries to the brain and spinal cord, as well as orthopaedics. 


Written exam in February. 

HJÚ501G • Nursing care for the chronically ill • (10e) • Fall 


Teacher: Þorbjörg Sóley Ingadóttir 

Teacher: Hildur Einarsdóttir 


Teacher: Auður Ketilsdóttir 


The main emphasis is nursing interventions for adults having chronic diseases and their families. The focus is on the care of patients in both 

acute and chronic conditions. 

Required preparation: Hjúkrun aðgerðasjúklinga (HJÚ402G) 

Evaluation: The course is both lectures and clinical experience which both includes assignments. Students must get min of 6.0 to pass the 

course 

HJÚ502G • Oncology Nursing • (4e) • Fall 

Supervisory teacher: Nanna Friðriksdóttir Adjunct Lecturer 

Teacher: Sigríður Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 


The main purpose of the course is to provide undergraduate students with knowledge and competence in nursing of adults with cancer. The 

course focuses both on physical and psycho-social needs of cancer patients and their significant others during the illness period; at the time 

of diagnosis, during treatment and at the end of life. The principles of symptom assessment, and symptom management will be addressed as 

well as issues relating to the interaction between patients and health care professionals. 

Required preparation: Hjúkrun aðgerðasjúklinga (HJÚ402G) 

Written examination in December (80%). 

HJÚ503G • Human Growth and Development over the Life Span • (6e) • Fall 

Supervisory teacher: Helga Sif Friðjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Sóley Sesselja Bender Professor 


Assistant teacher: Sólfríður Guðmundsdóttir Project Manager 

The course is focused on normal human growth and development. Psycho-social developmental changes and biological changes of children, 

adolescents and adults are introduced. Major theories regarding cognitive-, moral- and psycho-social development over the life span are 

presented. Diverse screening methods to assess biological as well as psycho-social changes of children and adolescents are introduced and 

students have the opportunity to apply selected methods. Participation in discussion groups about the childhood, adolescence and adulthood 

is mandatory. 

Written examination (45%). Projects (40%). Discussion groups (15%) 

HJÚ504G • Research Methodology • (6e) • Fall 

Supervisory teacher: Helga Sif Friðjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Páll Biering Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Þóra Jenný Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

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Undergraduate 



Students are introduced to the fundamental concepts of research methodology and to the main methods used in nursing research. Emphasis is 

placed on critical reading and evaluation of research papers in nursing and other sciences. 


At the end of the seminar the students should be able to: 

- Understand and apply fundamental concepts of both quantitative and qualitative research methodology. 

- Know the defining characteristics and differences between the major methods used in sampling, data collection, and data analysis in 

nursing research. 

- To use the concepts of reliability, validity, and trustworthiness when evaluating research papers and when assessing the outcomes of 

nursing research. 

- To analyze and criticize research in nursing and other healthcare sciences. 

- To understand the concept of evidenced based practice and to explain the importance of research for clinical decision making and 

policymaking in healthcare. 

Written examination and written assignments 

HJÚ505G • Statistics • (4e) • Fall • 2f + 1æ 



Teacher: Ásdís Aðalbjörg Arnalds 

Assistant teacher: Ágústa Edda Björnsdóttir 

This is an introductory course in applied statistics, focusing on calculation, interpretation, and presentation of results. Topics include 

measures of central tendency and dispersion, standardization, normal distribution, confidence intervals, z-, t-, and x2-tests of significance, 

and correlation (phi, Spearman's rho, and Pearson's r). 

Grade is based on tvo midterm exercises (20%), and a final exam in December (80%). 

HJÚ601G • Psychiatric Nursing and Mental Health • (12e) • Spring 

Supervisor: Jóhanna Bernharðsdóttir Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Páll Biering Senior Lecturer (UK) - Associate Professor (USA) 


In this course different aspects of the concept of mental health are presented and discussed. Common mental diseases and disorders in adults 

and children, their incidence, diagnosis and treatment are introduced. Theories and concepts basic to psychiatric nursing and mental health 

promotion are presented and different approaches in the health care of the mentally ill are addressed. Special focus is on the role of 

psychiatric nurses in mental health preventive measures, interventions and rehabilitation of people with mental health disorders or mental 

illness. During clinical studies students will apply theoretical knowledge in mental health assessment and nursing interventions for people 

with mental disorders or mental illnesses under supervision of specialists in the field. 

Required preparation: Hjúkrun aðgerðasjúklinga (HJÚ402G), Hjúkrun langveikra fullorðinna (HJÚ501G) 

HJÚ602G • Gerontological Nursing • (10e) • Spring 

Supervisory teacher: Margrét Gústafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


The course focuses on the experience of aging, status and role of the elderly, ageism, changes of aging, health and wellness in advanced age. 

During their clinical studies the students get the opportunity to become acquainted with and work with elderly people in different service 

setting like daycare, in centers of social and church services and at the geriatric site of the university hospital. As issues in care of the elderly 

are addressed emphasis is placed on the role RNs play in providing servies to the elderly and their families and the inherent possibilites in 

that role. 

Written examination in April (60%), clinical papers (40%) and clinical performance (passed/failed). 

HJÚ603G • Resuscitation • (0e) • Spring • 4v 


This course is for everybody who wants to learn resuscitation and how to use automated external defibrillator. The program is designed to 

give participants the confidence to respond in an emergnecy situation with skills that can save life. Course content: CPR/BLS for health care 

workers. Course evaluation: Test and constant evaluation thru courses, both in lectures and in practice. Course duration: 4 hours, language: 

Icelandic 

Written examintion and practice. 

HJÚ604G • Nursing Management • (8e) • Spring 

Supervisory teacher: Birna Guðrún Flygenring Lecturer (UK) - Assistant Professor (USA) 

The aim of this course is to introduce students to the concepts and theories in nursing administration and their usefulness in nursing practice. 

Emphasis is placed on understanding the structure of health care organization. Clinical studies are planned within health care organizations 

and it will give the students opportunity to learn how to utilize theory in nursing administration in the planning and distribution of nursing 

care. Students are required to do clinical projects and participate in discussion groups. 

Required preparation: Hjúkrun aðgerðasjúklinga (HJÚ402G), Hjúkrun langveikra fullorðinna (HJÚ501G) 

Clinical practice (passed/failed), assignments and written exam. 

HJÚ605G • Statistics exercises (SPSS) • (0e) • Spring 


Teacher: Guðlaug Júlía Sturludóttir Project Manager 

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Undergraduate 

Students attend 8 hours of statistical (SPSS) 

exercises in a computer lab. 

Exam 

HJÚ701G • The childbearing family • (8e) • Fall 

Supervisory teacher: Hildur Sigurðardóttir Lecturer (UK) - Assistant Professor (USA) 



This course is about Maternal and Newborn Care. It focuses mainly on the postpartum period. There will be emphasis on the family and 

women's health in relation to childbearing. Students get to know theories about parenting and the adaptation of the family to a new family 

member. Psychosocial and physical changes are emphasized regarding the mother and the newborn. Students do two weeks of practical 

experience in a hospital. 


The student will: 

- continue to develop skills and knowledge in assessing the developmental, physical and psychosocial well being of persons and families, 

skills in communication, information gathering and client education 

- have a fundamental knowledge of the childbearing process and normal reactions of family members and the family to the change involved 

in the childbearing family adaptation process. 

- will know and be able to recognize signs and symptoms of potentially life-threatening conditions of mothers postpartum 

- have a fundamental knowledge and skills in assessing the health condition and nursing needs of the childbearing family 

- show knowledge and ability to assess the physical well being and adaptation of women and babies postpartum. Will have the skill to 

perform physical assessment of babies and mothers postpartum and will know and be able to identify signs and symptoms of common health 

problems seen in babies and mothers postpartum. 

- know and be able to recognize risk factors in the women's health history or signs of possible psychological problems in the postpartum 

period, like depression, panic disorder or psychosis 

- will be responsible in the teaching and learning process by participating in Inquiry based learning assignments. 

Required preparation: Vöxtur og þroski yfir æviskeiðið (HJÚ503G) 

Evaluation of the course is based on projects (30%), and an examination (70%). 

HJÚ701G • The childbearing family • (8e) • Spring 




This course is about Maternal and Newborn Care. It focuses mainly on the postpartum period. There will be emphasis on the family and 

women's health in relation to childbearing. Students get to know theories about parenting and the adaptation of the family to a new family 

member. Psychosocial and physical changes are emphasized regarding the mother and the newborn. Students do two weeks of practical 

experience in a hospital. 


The student will: 

- continue to develop skills and knowledge in assessing the developmental, physical and psychosocial well being of persons and families, 

skills in communication, information gathering and client education 

- have a fundamental knowledge of the childbearing process and normal reactions of family members and the family to the change involved 

in the childbearing family adaptation process. 

- will know and be able to recognize signs and symptoms of potentially life-threatening conditions of mothers postpartum 

- have a fundamental knowledge and skills in assessing the health condition and nursing needs of the childbearing family 

- show knowledge and ability to assess the physical well being and adaptation of women and babies postpartum. Will have the skill to 

perform physical assessment of babies and mothers postpartum and will know and be able to identify signs and symptoms of common health 

problems seen in babies and mothers postpartum. 

- know and be able to recognize risk factors in the women's health history or signs of possible psychological problems in the postpartum 

period, like depression, panic disorder or psychosis 

- will be responsible in the teaching and learning process by participating in Inquiry based learning assignments. 

Required preparation: Vöxtur og þroski yfir æviskeiðið (HJÚ503G) 

Evaluation of the course is based on projects (30%), and an examination (70%). 

HJÚ702G • Nursing Care of Children and their families • (8e) • Fall 

Supervisory teacher: Helga Lára Helgadóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Elínrós Erlingsdóttir 

Teacher: Guðrún Jónsdóttir Adjunct Lecturer 

Teacher: Guðrún Kristjánsdóttir Professor 

An overview of basic concepts, theory and methods applicable to the nursing care of children and their families. pediatric nursing. The 

course emphasizes the following contents: basic needs of children; the assessment of children's heath; children's response to and perception 

of illness and hospitalization; how to communicate with children; parent - child interactions; the role of parents; and the role of the nurse in 

the care of children with various health deviation and alterations and their families. Students have the opportunity to experience the 

responsibilities of the professional nurse in a children's hospital setting. During the clinical studies the student adapts and integrates theory to 

practice with the use of the nursing process as a guide in the care of the child and his parents. 

Required preparation: Aðferðafræði (HJÚ504G), Vöxtur og þroski yfir æviskeiðið (HJÚ503G), Hjúkrun langveikra fullorðinna (HJÚ501G), 

Hjúkrun krabbameinssjúklinga (HJÚ502G) 

Written examination (60%) and clinical papers (40%). 

HJÚ702G • Nursing Care of Children and their families • (8e) • Spring 

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Undergraduate 





An overview of basic concepts, theory and methods applicable to the nursing care of children and their families. pediatric nursing. The 

course emphasizes the following contents: basic needs of children; the assessment of children's heath; children's response to and perception 

of illness and hospitalization; how to communicate with children; parent - child interactions; the role of parents; and the role of the nurse in 

the care of children with various health deviation and alterations and their families. Students have the opportunity to experience the 

responsibilities of the professional nurse in a children's hospital setting. During the clinical studies the student adapts and integrates theory to 

practice with the use of the nursing process as a guide in the care of the child and his parents. 

Required preparation: Aðferðafræði (HJÚ504G), Vöxtur og þroski yfir æviskeiðið (HJÚ503G), Hjúkrun langveikra fullorðinna (HJÚ501G), 

Hjúkrun krabbameinssjúklinga (HJÚ502G) 

Written examination (60%) and clinical papers (40%). 

HJÚ703G • Pediatrics • (4e) • Fall 


Teacher: Rakel Björg Jónsdóttir 


The nature, diagnosis and treatment of childhood diseases. The main emphasis is on the clinical signs and symptoms and the prevalence of 

childhood disease in the populations and the most common medical and surgical treatments of these diseases. 

Written examination. 

HJÚ704G • Public and Community Health Care Nursing • (8e) • Fall 

Supervisory teacher: Erla Kolbrún Svavarsdóttir Professor 

Supervisory teacher: Brynja Örlygsdóttir Lecturer (UK) - Assistant Professor (USA) 



Teacher: Sólfríður Guðmundsdóttir Project Manager 

The course is expected to give students a deeper understanding in community- and family nursing where the main focus in the course is on 

health promotion in the community, prevention and health education. Concepts and theories related to health promotion and family nursing 

will be discussed. Methods to maintain family health and health of aggregates in the community will be discussed and health behavior in 

different cultures will be evaluated. In addition, how nurses can use theoretical frameworks in community nursing practice and in research 

will be discussed. Discussions hours and clinical experience at the community centers will give students insight into health promotion at the 

work place, newborn well-health services, school nursing, and how clinical experiences can be connected to theoretical discussion. 

Organization of the course: Lectures, seminars, 3 weeks clinical experience at community health centers and individual projects related to the 

clinical experience. 

Required preparation: Hjúkrun langveikra fullorðinna (HJÚ501G) 

Examination in December 60%; assignments 40%; and Clinical performance (passed/failed). 

HJÚ705G • Home nursing care • (4e) • Fall 

Supervisory teacher: Kristín Björnsdóttir Professor 


The focus of this course is the home as a place of health care. The meaning and value of the home for people will be addressed as well as the 

impact of increased use of technology in the organization and provision of care and treatment. The course will explore the relationship 

between the environment of the home and health and well being of the members of the household. Furthermore, it will address a number of 

issues related to being a carer and their collaboration with the formal health- and social care system. The organization of different services 

will be described and discussed. The focus of this course is the home as a place of health care. The meaning and value of the home for people 

will be addressed as well as the impact of increased use of technology in the organization and provision of care and treatment. The course 

will explore the relationship between the environment of the home and health and well being of the members of the household. Furthermore, 

it will address a number of issues related to being a carer and their collaboration with the formal health- and social care system. The 

organization of different services will be described and discussed. 

Required preparation: Hjúkrun krabbameinssjúklinga (HJÚ502G), Hjúkrun langveikra fullorðinna (HJÚ501G), Öldrunarhjúkrun (HJÚ602G) 

Assignment. 

HJÚ801G • Acute Care Nursing • (6e) • Spring 



This course consists of lectures regarding nurses' first response on the scene of an accident, first treatment, transport and admission of trauma 

and critical care patients. The nursing care of patients at the critical care unit and emergency department, along with its ideology and daily 

routine. The nurse's role within the Icelandic National Civil Defence in addition to an introduction about this organization. Furthermore, the 

students will learn about nursing and providing psychological support to victims of violence. 

Required preparation: Hjúkrun krabbameinssjúklinga (HJÚ502G), Hjúkrun langveikra fullorðinna (HJÚ501G), Geðhjúkrun og geðheilbrigði 

(HJÚ601G) 

Written examination and clinical performance (passed/failed). 

HJÚ802G • Elective Course in Clinical Nursing • (4e) • Spring 



Students select their own clinical field of study within nursing. Students are required to spend 40 hours in the field and gather information 

according to their interest. 

Required preparation: Aðferðafræði (HJÚ504G), Vöxtur og þroski yfir æviskeiðið (HJÚ503G), Tölfræði (HJÚ505G), Hjúkrun 

krabbameinssjúklinga (HJÚ502G), Geðhjúkrun og geðheilbrigði (HJÚ601G), Öldrunarhjúkrun (HJÚ602G), Hjúkrunarstjórnun (HJÚ604G) 

126


Undergraduate 

Written assignment. 

HJÚ803G • Final Project • (16e) • Fall 


By completing the Final Assignment the students get an opportunity to widen their knowledge on a chosen nursing topic. The assignment 

aims at improving methodological knowledge and training the students in independent scholarly skills such as literature review, theory 

critique, and data collection and analysis. In addition to theoretical thesis and literature review the assignments involves collection and 

analysis of research data. In the fall semester the focus of lectures is on academic skills but in spring the main emphasis is on practical issues 

concerning thesis writing. The students do their projects under the supervision of the teachers at the Faculty of Nursing. They present their 

projects on the Research Day of the Faculty of Nursing which is held in May. Prerequisites are the courses 11.12.25 Statistics and 11.13.14 

Methodology. 

Required preparation: Tölfræði (HJÚ505G), Aðferðafræði (HJÚ504G) 

Recommended preparation: Tölfræðiæfingar (SPSS) (HJÚ605G) 

Work process(20%) Final project(70%) Presentation(10%). 

HJÚ803G • Final Project • (16e) • Spring 


Assistant teacher: Erla Kolbrún Svavarsdóttir Professor 

Assistant teacher: Helga Sif Friðjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Sóley Sesselja Bender Professor 

Assistant teacher: Helga Lára Helgadóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Ásta Steinunn Thoroddsen Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Sigríður Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 


Assistant teacher: Elín Björg Héðinsdóttir 


Assistant teacher: Helga Jónsdóttir Professor 

Assistant teacher: Helga Bragadóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Marga Ingeborg Thome Professor 

Assistant teacher: Sigrún Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Hildur Sigurðardóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Rúnar Vilhjálmsson Professor 

Assistant teacher: Margrét Gústafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Þorsteinn Jónsson Adjunct Lecturer 

Assistant teacher: Jóhanna Bernharðsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Dagmar Rósa Guðjónsdóttir Adjunct Lecturer 

Assistant teacher: Birna Guðrún Flygenring Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Páll Biering Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Herdís Sveinsdóttir Professor 

By completing the Final Assignment the students get an opportunity to widen their knowledge on a chosen nursing topic. The assignment 

aims at improving methodological knowledge and training the students in independent scholarly skills such as literature review, theory 

critique, and data collection and analysis. In addition to theoretical thesis and literature review the assignments involves collection and 

analysis of research data. In the fall semester the focus of lectures is on academic skills but in spring the main emphasis is on practical issues 

concerning thesis writing. The students do their projects under the supervision of the teachers at the Faculty of Nursing. They present their 

projects on the Research Day of the Faculty of Nursing which is held in May. Prerequisites are the courses 11.12.25 Statistics and 11.13.14 

Methodology. 



Work process(20%) Final project(70%) Presentation(10%). 

HJÚ804G • Final Project • (12e) • Fall 


By completing the Final Assignment the students get an opportunity widen their knowledge on a chosen nursing topic. The assignment aims 

at training the students in independent scholarly work such as literature review and theory critique. The projects can be literature reviews, 

developmental projects, or smaller research projects (descriptive analysis). In the fall semester the focus of lectures is on academic skills but 

in spring the main emphasis is on practical issues concerning thesis writing. The students do their projects under the supervision of the 

teachers at the Faculty of Nursing. They present their projects on the Research Day of the Faculty of Nursing which is held in May. 

Prerequisites are the courses 11.12.25 Statistics and 11.13.14 Methodology. 



Work process(20%) Final project(70%) Presentation of Final project(10%). 

HJÚ804G • Final Project • (12e) • Spring 



Assistant teacher: Helga Sif Friðjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Sóley Sesselja Bender Professor 

Assistant teacher: Helga Lára Helgadóttir Lecturer (UK) - Assistant Professor (USA) 





127


Undergraduate 



Assistant teacher: Helga Bragadóttir Lecturer (UK) - Assistant Professor (USA) 


Assistant teacher: Sigrún Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Hildur Sigurðardóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Rúnar Vilhjálmsson Professor 

Assistant teacher: Margrét Gústafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


Assistant teacher: Jóhanna Bernharðsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Dagmar Rósa Guðjónsdóttir Adjunct Lecturer 

Assistant teacher: Birna Guðrún Flygenring Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Páll Biering Senior Lecturer (UK) - Associate Professor (USA) 


By completing the Final Assignment the students get an opportunity widen their knowledge on a chosen nursing topic. The assignment aims 

at training the students in independent scholarly work such as literature review and theory critique. The projects can be literature reviews, 

developmental projects, or smaller research projects (descriptive analysis). In the fall semester the focus of lectures is on academic skills but 

in spring the main emphasis is on practical issues concerning thesis writing. The students do their projects under the supervision of the 

teachers at the Faculty of Nursing. They present their projects on the Research Day of the Faculty of Nursing which is held in May. 

Prerequisites are the courses 11.12.25 Statistics and 11.13.14 Methodology. 



Work process(20%) Final project(70%) Presentation of Final project(10%). 

HJÚ807G • The profession and discipline of nursing • (6e) • Spring 

Supervisory teacher: Sigrún Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Laura Scheving Thorsteinsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Kristín Björnsdóttir Professor 

Teacher: Vilhjálmur Árnason 


This course aims at addressing issues that relate to the nursing profession and the discipline of nursing. This involves the enhancement of 

professionalism, fostering of collaboration among nurses and nurses and other occupational groups and the participation of nurses in policy 

making. Policies in health care are introduced and leagal issues. Key points in the history of the profession and the discipline will be 

introduced. Professional development in nursing is discussed and reflected on. Student write their on professional development plans. Ethical 

issues in nursing are presented and reflected on. 

Written assignments (90%)and participation in seminars (10%) 

128


Graduate 

HJÚ019F • Practicum in Critical Care Nursing • (20e) • Fall 

Supervisory teacher: Guðrún Jónsdóttir Adjunct Lecturer 

A specialized clinical practicum in critical care nursing is an integral component of the Diploma Program in Critical Care Nursing. The 

practicum focuses on specialized critical care nursing interventions and practices. Students are expected to arrange for an 8 to 10 month 

advanced internship position in the Critical Care Department of Landspitali University Hospital and selected other critical care departments 

that have been approved by the Diploma Program Council. Varied clinical experience is an integral component in the education of critical 

care nurses. It is expected that students will develop skills in assessing and providing interventions to patients presenting varied and unstable 

symptoms. A portion of the practicum could be obtained abroad if available. A detailed outline of required skills is found in the Practicum 

Handbook. The Practicum Handbook is based on recommendations of the Intensive Care and Emergency Nursing Association's in Europe for 

critical care nursing education and training as well as recommendations of the Critical Care Specialty Assembly of the Icelandic Nurses 

Association. 

Eight written projects and clinical presentations on site. 

HJÚ030F • Practicum in Nurse Anesthesia • (20e) • Fall & Spring 

Supervisory teacher: Lára Borg Ásmundsdóttir 

Practicum 

Clinical training in Diploma program in Nurse Anesthesia is 10 units and is 1700 hours. Clinical methods are tought and trained. Students are 

hired to the anesthetic departments in special student positions. In connection to the program, a training manual will be prepared providing 

information on the practicum. The clinical training will mostly be in anesthetic departments of the hospitals but also in a simulator. The 

University of Iceland provides a diploma declaring that the student has fulfilled the demands. Earlier experience in the field of anesthesia is 

evaluated in each case. Nurses with 2 years experience or more in the field of ICU nursing will have to take 1600 hours in practicum 

Six written projects and clinical presentations on site. The clinical practicum concludes with oral and clinical examinations 

HJÚ044F • Clinical learning and teaching • (6e) • Fall 

Supervisor: Ragna Haraldsdóttir Project Manager 

Supervisory teacher: Hrund Scheving Thorsteinsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Laura Scheving Thorsteinsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Helga Jónsdóttir Professor 

Teacher: Hildur Sigurðardóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Hólmfríður S Kristjánsdóttir 

Teacher: Erla Kristjánsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Hróbjartur Árnason Lecturer (UK) - Assistant Professor (USA) 


Main objectives are: To increase the knowledge and skillls of clinical preceptors/teachers regarding: 1. key concepts, theories and research 

on clinical education 2. different teaching methods and tools for teaching 3. ways to integrate theory and practice 4. performance evaluation 

Main topics include: Learning in the clinical area, key factors related to learning and teaching, interacting and communicating with students, 

teaching methods, the learning environment, culture, evidence based practice and the health care student, evaluating performance. 

Assignment 1 (35%) and assignment 2 (65%). 

HJÚ057F • Klinical Skills in Inmergency Nursing • (20e) • Fall & Spring 

Supervisor: Guðbjörg Pálsdóttir 

A specialized clinical practicum in inmergency care nursing is an integral component of the Diploma Program in Inmergency Care Nursing. 

The practicum focuses on specialized critical care nursing interventions and practices. Students are expected to arrange for an 8 to 10 month 

advanced internship position. Varied clinical experience is an integral component in the education of imergency care nurses. It is expected 

that students will develop skills in assessing and providing interventions to patients presenting varied and unstable symptoms. 

Written projects and clinical presentations on site. 

HJÚ067M • Clinical Practice • (30e) • Spring 


HJÚ068F • Practicum in OR Nursing • (20e) • Fall 

Supervisor: Erlín Óskarsdóttir Adjunct Lecturer 

Supervisory teacher: Herdís Alfreðsdóttir 

A specialized clinical practicum in perioperative nursing is an integral component of the Diploma Program in Perioperative Nursing. The 

practicum focuses on specialized perioperative nursing interventions and practices. Students are expected to arrange for an 1700 hours 

advanced internship position in the Operating Rooms of Landspitali University Hospital and FSA University Hospital - Regional Hospital. A 

detailed outline of required skills is found in the Practicum Handbook. 

Learning outcomes: Is knowledge of design and the workflow of the operating department. And knowledge of specialized perioperative 

nursing interventions and practices. That the students will be able to work independently as a perioperative nurse in operating department. 

Additionally, two independent courses in ILS and BTLS (11.10.05) belong to this course and the students are required to finish these courses 

before graduation. The courses are taught by the Center for Emergency Medical Service Education and LSH. Students receive certification 

for these courses. The ILS Provider Course provides The course is designed to provide the knowledge and skills that are needed for providers 

who are first to evaluate and stabilize heart failure and cardiac arrest until more help arrives. The ILS course combines classroom learning 

and hands-on skills stations. Course length: >10 hours. Evaluation: The student's skills are evaluated during and along the course. BTLS 

(Basic Trauma Life Support) BTLS gives providers knowledge and hands-on skills which they need for rapid assessment, resuscitation, 

stabilization and transportation of trauma patients. The course is designed for providers who are first to evaluate and stabilize the trauma 

patient. Hands-on stations include: basic airway, spine management - / rapid extrication, short back board, helmet management, log roll and 

long back board, traction splints, patient assessment and management. The BTLS course combines classroom learning and hands-on skills 

stations. It also challenges the provider with scenario assessment stations where learning is put to work in simulated trauma situations. 

129


Graduate 

Course length: 16 hours Evaluation: Multiple choice questions and skill stations Textbooks: Campbell, J.E. (2004). Basic Trauma Life 

Support. (5. ed.). Brady 

Six written projects and clinical presentations on site. The clinical practicum concludes with oral and clinical examinations. 

HJÚ068M • Clinical Practice • (30e) • Fall 


HJÚ105F • Health Assessment • (4e) • Fall 




Teacher: Gísli Níls Einarsson 



Teaching and training lectures/clinic in health assessment. 

Written assignments and exam. 

HJÚ106F • Pathophysiology and Treatment • (8e) • Fall 


Assistant teacher: Vilborg Ingólfsdóttir 

Lectures on Pathophysiology and Treatment; Teachers are mainly medical doctors. 

exam 

HJÚ112F • Methods • (4e) • Fall • 3f 

Supervisory teacher: Helga Bragadóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Auðna Ágústsdóttir 



The content of this course is nursing knowledge, knowledge development and utilization. Empirical knowledge is emphasized, although 

other types of knowledge are also discussed. The aim of the course is for students to gain practice in literature search, analysis, and use. In 

written assignments students practice synthesizing the knowledge from the different literature sources. Students are also introduces to multidisciplinary 

revision of clinical practice, evidence-based practice, and clinical guidelines in health care. 

Two individual assignments, 2 ECTS each. 

HJÚ113F • Theoretical Thinking in Nursing • (10e) • Fall 


Teacher: Ásta Steinunn Thoroddsen Senior Lecturer (UK) - Associate Professor (USA) 





Assistant teacher: Hrund Scheving Thorsteinsson Lecturer (UK) - Assistant Professor (USA) 


The course addresses a variety of trends and issues that have become influential in the understanding of the nature of knowledge in nursing 

and how it develops. Knowledge development is explored from a historical perspective with a close reading of original texts by key authors 

such as Nightingale and Henderson. A number of much quoted contemporary scholars are introduced. The influence and use of feminist and 

post-structural ideas within nursing are explored. Emphasis is placed on developing skills in the analysis and evaluation of texts. Minimum 

number of students: 15. 

Papers. 

HJÚ115F • Advanced Nursing Practice I (Clinical inquiry and specialization I • (8e) • Fall 

Supervisory teacher: Guðrún Kristjánsdóttir Professor 




The course aims to promote knowledge and skills in the basic elements of advanced clinical methods in gathering relevant information about 

the health and wellbeing of the client. A special emphasis is on critically evaluating the relevance of each method in the light of nursing as an 

interactive profession. Finally methods of information synthesis are reviewed as the basis for clinical decision-making in nursing and 

practiced by the students individually in clinical settings in their area of specialization. 

Required preparation: Þekkingarþróun í hjúkrunarfræði (HJÚ113F), Megindleg aðferðafræði í hjúkrun (HJÚ419F), Eigindleg aðferðafræði í 

hjúkrun og hagnýting rannsókna (HJÚ221F) 

Journal,open discussion on five cases,written assignments and participation in seminar discussions. 

HJÚ119F • Advanced statistical methods • (10e) • Fall 



Assistant teacher: Andrea Gerður Dofradóttir Project Manager 


This is an advanced course in applied multivariate statistics. Topics include simple and multiple regression analysis, multivariate analysis of 

variance (ANOVA), logistic regression, and factor analysis. The student should understand the concepts, formulas, and assumptions behind 

the statistical procedures, and be able to apply each procedure to address particular research questions. 

130


Graduate 

Grade is based on three take-home exercises (30%), a short research project (10%), a computer (SPSS) exam (10%), and a final exam in 

December (50%). 

HJÚ120F • Theoretical thinking in nursing II • (5e) • Fall 


This course was designed for midwifes enrolled in a masters program. Although it was designed around the discipline of nursing midwifes 

are able to address issues of importance to midwifery studies. 

The course is about the nature and development of knowledge in nursing. Important ideas that have influenced nursing are introduced and 

their impact on the content of the work and the discipline are discussed. Nursing theories are introduced and discussed. Finally, different 

trends in knowledge development are discussed. Methods designed to analyse and evaluate texts are introduced which the student uses in the 

assignments in the course. The analysis of concepts and their interrelationship in research studies is of particular importance. 

Written assignments 

HJÚ122F • Physical and mental assessment • (10e) • Fall 

Supervisor: Ingibjörg Hjaltadóttir Lecturer (UK) - Assistant Professor (USA) 


The purpose of the course is to incresea the students knowledge of and efficiency in assessing mental and physical healt. Empahsis will be on 

assessing abnormality with emphasis on symptoms, causes, consequences as well as issues related to health education, promotion and 

prevention. 

Teaching methods: Lectures, simulation and teaching at the bedside. 

3-4clinical assignments and test. 

HJÚ123F • Practicum in OR Nursing • (20e) • Fall & Spring 


Supervisory teacher: Herdís Alfreðsdóttir 

A specialized clinical practicum in perioperative nursing is an integral component of the Diploma Program in Perioperative Nursing. The 

practicum focuses on specialized perioperative nursing interventions and practices. Students are expected to arrange for an 1700 hours 

advanced internship position in the Operating Rooms of Landspitali University Hospital and FSA University Hospital - Regional Hospital. A 

detailed outline of required skills is found in the Practicum Handbook. 

Learning outcomes: Is knowledge of design and the workflow of the operating department. And knowledge of specialized perioperative 

nursing interventions and practices. 

Additionally, one independent courses in ILS belong to this course and the students are required to finish this course before graduation. 

Four written projects, casestudy, nursing in operation, dialog and essay. The clinical practicum concludes with oral and clinical 

examinations. 

HJÚ214F • Leadership, education and instruction • (10e) • Spring 

Supervisory teacher: Helga Bragadóttir Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Hrund Scheving Thorsteinsson Lecturer (UK) - Assistant Professor (USA) 

This course enhances the knowledge, understanding and skills of the student in leadership roles within health care, whether practicing in 

clinical roles, administration or teaching. Key issues in leadership in health care, clinical teaching, and adult education are covered. Student 

projects are to strengthen their theoretical and practical skills within the area. 

Objectives: The student gets knowledgeable and skilled in the role of health care professionals as leaders, teachers and instructors. 


HJÚ220F • Quantitative methodology and statistics • (10e) • Fall 

Supervisory teacher: Erla Kolbrún Svavarsdóttir Professor 



Teacher: Helga Lára Helgadóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Ólöf Ásta Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Helga Jónsdóttir Professor 

Teacher: Helga Bragadóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Marga Ingeborg Thome Professor 

Teacher: Hrund Scheving Thorsteinsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Sigrún Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Ingibjörg Hjaltadóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Páll Biering Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Kristjana Stella Blöndal Lecturer (UK) - Assistant Professor (USA) 


Assistant teacher: Andrea Gerður Dofradóttir Project Manager 

Assistant teacher: Ágústa Edda Björnsdóttir 

Assistant teacher: Hrefna Guðmundsdóttir 



The course aims to advance knowledge in quantitative methodology and statistics. The methodological part introduces the scientific 

approach to study design and data gathering and presents the major designs and procedures used in health science research, such as crosssectional 

and longitudinal designs, instrument development, and experimental and quasi-experimental designs. The statistical part is intended 

to enhance understanding of key statistical concepts and methods. Topics reviewed include independent- and dependent-group t-tests, 

regression analysis, analysis of variance, and the statistical assessment of instrument reliability and validity. An emphasis is placed on 

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combining methods of data gathering and data analysis, as students work with real clinically relevant data. 

Course assessments: Two project papers, each applying a specific research design (50%), two home assignments in statistics (20%), lab 

exam in the use of the SPSS statistical package, seminar participation (10%), and final written exam (20%). 

HJÚ221F • Qualitative Methodology in Nursing • (10e) • Spring 

Supervisory teacher: Helga Jónsdóttir Professor 

Various qualitative methods used in nursing and midwifery research are explored, in relation to their philosophical foundations, 

characteristics and use in clinical practice. Students get hands on training in conducting a quantitative research. Special emphasie is plased on 

research utilization in practice. Minimum number of students: 15. 

Required preparation: Þekkingarþróun í hjúkrunarfræði (HJÚ113F) 

Two individual papers 5 credits each. 

HJÚ222F • Informatics in Nursing and Health Care • (6e) • Spring 


Teacher: Brynja Örlygsdóttir Lecturer (UK) - Assistant Professor (USA) 

This course focuses on providing a foundation on information management and processing principles used to support the data, information, 

and knowledge needs in the provision and delivery of nursing and health care. Topics include the informatics framework, information 

systems in health care, legal and ethical principles, computer-based patient record, data, data warehouses, healthcare and nursing languages, 

minimum data sets, and computer-mediated decision support, education, and research. Minimum number of students: 15 

On-line pariticipation, six smaller assignments (10%), and a final presentation (20%). 

HJÚ224F • Advanced Nursing Practice II • (8e) • Spring 



Students comprehend and apply knowledge in and about nursing as a practice discipline and utilize that knowledge in developing practice/a 

unit of interventions that meets complex needs of a pre-selected group of clients. Students practice decision making, implementation and 

evaluation of a pre-selected practice/unit of nursing interventions. 

Required preparation: Þekkingarþróun í hjúkrunarfræði (HJÚ113F), Megindleg aðferðafræði í hjúkrun (HJÚ419F), Hjúkrun á sérsviði I 

(HJÚ115F), Eigindleg aðferðafræði í hjúkrun og hagnýting rannsókna (HJÚ221F) 

Two clinical papers (20% and 60%) and participation in seminars (20%). A minimum grade of 6.0 is necessary for each. 

HJÚ227F • Clinical graduate course in psychiatric nursing I • (10e) • Spring 

4 credits: 

This part of the course focuses of the psychological theories on which the most common psychotherapies are founded. Teaching will take 

place in lectures and discussion groups. 

2 credits: 

This part of the course deals with theories and research on which the therapeutic method the student will be trained in is bases. Teaching will 

take place discussion groups. 

4 credits: 

After seeking advice from her or his supervisor, each student chooses between training in individual therapy, group therapy, or mental health 

nursing for a group at risk. 

Participation in clinical training and discussion groups; written assignments; and final paper. 

HJÚ228F • Advanced psychology, sociology and physiology • (10e) • Spring 

The course will address major bio-psycho-social issues and changes that occur as consequences of severe illness or accident. Special 

emphasis will be on causes of symptoms, symptom assessment as well as on usefulness and/or side-effects of treatment. Innovations 

regarding diagnosis, assessment, surveillance and treatment will be introduced. 

Tvo assignments and writtent test 

HJÚ229F • Quantitative Methodology in Nursing • (8e) • Fall 

Supervisory teacher: Marga Ingeborg Thome Professor 

Teacher: Erla Kolbrún Svavarsdóttir Professor 




Various quantitative nursing research designs will be introduced, particularly in relation to their use in studying change processes and 

evaluation of nursing outcomes. Emphasis is placed on research critique in the light of knowledge development in practice. Minimum 

number of students: 15 

a) Research critique. Two or three students will work together on the critique and introduce the paper in the seminar (5%). b) Evaluation on 

one research design that each student chooses. Individual paper (30%). c) Systematic literature review. Independent paper (60%). d) 

Participation in discussions in the seminar (5%). 

HJÚ306F • EmergencyCare Nursing III • (4e) • Fall 

Supervisory teacher: Anna María Þórðardóttir 

Supervisory teacher: Guðbjörg Pálsdóttir 



This course focuses on complex problems presented by patients in emergency and urgent care units. Specific aspects of emergency nursing 

are examined, such as sexual assault victims, debriefing, mass trauma, poisoning, field triaging and first responding, and nursing care for 

victims' family members 

Research methods and findings are discussed as they relate to the topics under consideration. Students select a specific topic within 

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emergency care nursing for a scholarly presentation in seminars. 

Recommended preparation: Bráðahjúkrun I (HJÚ208F) or Bráðahjúkrun II (HJÚ209F) 

Three written assignments and presentation in class. 

HJÚ319F • OR Nursing III • (6e) • Fall 



This course is a continuation of Perioperative Nursing II. Management issues that relate to the efficient utilization of human resources, 

technology and finances in high technology health care settings are explored. The leadership role and risk factors in the work environment 

are analyzed as well as institutional and individual responsibility. Ethical and legal environment will also be discussed. Relevant research is 

critiqued and research utilization in the practice setting examined. Students select a relevant topic within perioperative nursing for written 

assignment and scholarly class presentation. 


HJÚ320F • Anesthesia and Nurse Anesthesia III • (6e) • Fall 

The course is a continuation of Anesthesia and Nurse Anesthesia II. A systemic approach will be employed to discuss anesthesia and 

analgesia to a various types of surgical patients. The characteristics of these populations and the problems that may arise during the operation 

process will be addressed. We will discuss patients with special health problems and co-existing diseases that may challenge their care. 

Teaching method: Lectures, seminars and assignment. A clinical practice in an anesthesia simulator laboratory. 

Required preparation: Svæfingafræði og svæfingahjúkrun II (HJÚ219F) 

Recommended preparation: Svæfingafræði og svæfingahjúkrun I (HJÚ101F) 

HJÚ321F • Critical Care Nursing III • (6e) • Fall 


Supervisory teacher: Lovísa Baldursdóttir 


Teacher: Ásdís Guðmundsdóttir 

Critical Care Nursing III 

This course is for the critical care specialists with focus on principles of caring for critically ill patients, family care and critical thinking. 

Written assignment 

HJÚ324F • Anesthesia and Nurse Anesthesia III • (6e) • Fall 

Supervisory teacher: Ásgeir Valur Snorrason 

Supervisory teacher: Þórunn Scheving Elíasdóttir 

The course is a continuation of Anesthesia and Nurse Anesthesia II. A systemic approach will be employed to discuss anesthesia and 

analgesia to a various types of surgical patients. The characteristics of these populations and the problems that may arise during the operation 

process will be addressed. We will discuss patients with special health problems and co-existing diseases that may challenge their care. 

Teaching method: Lectures, seminars and assignment. A clinical practice in an anesthesia simulator laboratory. 

Required preparation: Svæfingafræði og svæfingahjúkrun II (HJÚ219F) 

Recommended preparation: Svæfingafræði og svæfingahjúkrun I (HJÚ101F) 

HJÚ412F • MS-Thesis • (30e) • Fall 

Students can choose between 15 credit hour research projects and a 30 credit hour research projects. Students enroll for 15 credit hours per 

semester. 

1-2 examiners grade the researh project along with the advisor. 

HJÚ412F • MS-Thesis • (30e) • Spring 


semester. 


HJÚ412F • MS-Thesis • (30e) • Summer 


semester. 


HJÚ418F • Palliative Care • (10e) • Spring 

Supervisory teacher: Sigríður Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Nanna Friðriksdóttir Adjunct Lecturer 

Teacher: Sigrún Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Bryndís Gestsdóttir 

Teacher: Haukur Ingi Jónasson 

The focus of this course is palliative care to improve the quality of life of patients with life threatening or chronic diseases and their family 

members. The focus is on palliative care both as a theoretical framework as well as specialized treatment. The aim of the course is to 

increase understanding and knowledge on the ideology of palliative care and the methods used in palliative care. The assumption is that all 

health care professionals provide palliative care as part of their care and that the emphasis on palliative care increases as the disease 

progresses and symptoms become more prominent. In the course there is an emphasis on assessing and treating symptoms, the experience of 

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patients and their family members, interdisciplinary collaboration, communication with patients and their family members and witching the 

interdisciplinary team. Ethical issues will be discussed as well as bereavement and grief. In addition the last stage of palliative care-end of 

life care will be discussed. The course is aimed at health care professionals who care for patients with life threatening or chronic 

diseases. The course reading will be a textbook on palliative care, journal articles, research articles and clinical practice guidelines. A special 

emphasis will be on training students in using research and clinical practice guidelines to provide evidence based care. 

Course structure: the class will meet four times over the semester for three days at a time. Students are expected to attend classes and 

participate. The course will be a mixture of lectures, discussions and group work including work on clinical cases. 

is based on individual and group projects, participation in classes, presentations and individual papers. 

HJÚ420F • MS-Thesis • (5e) • Spring 


semester. 


HJÚ506F • Concept development in Health Care • (10e) • Fall & Spring 



Theory Development in Nursing and Health Care 

The focus of this course will be on the development of a conceptual framework based on knowledge synthesized from empirical evidence. 

Upon completion of this course the student will be able to: 

1. Trace the history of theory development in the health sciences and discuss trends and controversies in current theoretical efforts; 

2. Discuss epistemological issues in knowledge development; 

3. Identify key concepts and subconcepts related to the student's research area; 

4. Analyze a key concept related to the proposed area of research; 

5. Synthesize and write a summary of the literature related to the student's proposed research topic using techniques such as 

integrative literature review to identify relationships between concepts; 

6. Create a beginning conceptual framework to guide the research based on empirical data or systematically evaluate and adapt an 

established conceptual framework. 

Course Methods 

This will be a shared learning experience between the students and faculty. Classes will consist of both lecture and 

discussion including a review of the assigned readings. The student poses questions which stimulate discussion among 

class participants and which demonstrate integration of readings and personal research goals. As you read each reading 

assignment, write questions or comments about the reading. These questions might be about something in the reading 

you would like explained or a question about how you might use the ideas in the reading for your own scholarly work. 

We will use some of these questions for class discussion each day. Each day will include time to discuss students' own 

work on concept development. 

Course assignments: 1.Readings and questions/comments related to each reading before class. 2. Knowledge representation paper (to be 

submitted at a date to be determined between the two week-long class sessions) Review the research literature for one of the concepts related 

to your phenomenon of interest. Develop an evidence table/matrix table pertinent to this concept and complete the table for each article you 

have identified. Write a 2-3 page summary of the state of the science for this concept. The literature and summary in this paper will be 

incorporated into your final paper. - identify a key concept and its significance to the phenomenon of interest - present theoretical 

definitions/domains - justify selection of the concept based on evidence from the literature - critique concept development to date (ie., 

critique literature relevant to concept). What is known about this concept? - propose use of the concept to your phenomenon of interest Final 

presentation (the second week of the course in the spring): Final oral presentation will include the elements of the final paper described 

below. Students should prepare an outline for the class (Power Point slides may be used). Students in the class and the faculty will provide 

critique and feedback that will provide direction for preparation of the final paper. The presentation is an opportunity to engage in scholarly 

dialogue with other members of the class in order to improve your final paper. The final presentation will be scheduled in the spring. Final 

paper (due 6-8 weeks after presentations-date to be determined): Conceptual Framework and Review of Literature Manuscript The purpose 

of the literature review is to assist the student with synthesis of available science and with development of a conceptual orientation to the 

phenomenon of interest. Definitions of concepts, statements of relationships, evidence of relationships between concepts and a schematic 

representation of the framework should be included in the final pa 

HJÚ507F • Doctoral seminar • (6e) • Fall 


The Doctoral seminar will be held 4 times each semester. The seminar will include both lectures on issues from the doctoral research at the 

Faculty of Nursing as well as discussion on methodology in Nursing from faculty. 

Students are required to attend the seminar and are graded according to that and active descussion in the seminar. 

HJÚ507F • Doctoral seminar • (6e) • Spring 





HJÚ507F • Doctoral seminar • (6e) • Summer 





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HJÚ510F • Ph.D.-Thesis • (30e) • Fall 

The objective of the Ph.D.-Programme in the Faculty of Nursing is to provide the student with training and insight into the methodology of 

Nursing research and a comprehensive knowledge of the field of his/her Ph.D.-Thesis. 

HJÚ510F • Ph.D.-Thesis • (30e) • Spring 



HJÚ510F • Ph.D.-Thesis • (30e) • Summer 



LJÓ101F • Introduction to Midwifery • (8e) • Fall 

Supervisory teacher: Ólöf Ásta Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Elva Björg Einarsdóttir Project Manager 

Teacher: Valgerður L Sigurðardóttir 

Teacher: Elín Björg Héðinsdóttir 

Teacher: Árdís Ólafsdóttir Adjunct Lecturer 

Teacher: Helga Gottfreðsdóttir Lecturer (UK) - Assistant Professor (USA) 


The history of midwifery will be introduced. The conceptual framework of the curriculum and midwifery will be discussed as well as 

concepts of health, independence, continuity of care, relationship between the woman and the midwife, safety, individual needs and wishes 

of the family. Emphasis is on theoretical skills development, research critique and different theoretical backgrounds in relation to childbirth. 

Midwifery research will be introduced, a critique will be given and utilization in clinical practice discussed. The role of the midwife, 

professionalism, legislations and midwifery ethics will also be explored. 

Written assignment, seminar project(s). 

LJÓ102F • Women's Health • (4e) • Fall 

Supervisory teacher: Herdís Sveinsdóttir Professor 

This course examines concepts related to physical, psycho-social and environmental elements, which influence women's health, as well as 

political influence. The focus is on women's participation in bio-medical research, women's reproductive life, violence against women, drug 

abuse, psychiatric health, gynecology, social rights, health of older women and women's health in an international perspective. 

Written assignment, seminar project(s). 

LJÓ103F • Anatomy and Child Birth • (4e) • Fall • 4f + 3u 


Teacher: Sigfríður Inga Karlsdóttir 

Teacher: Kristbjörg Magnúsdóttir 

A systemic approach and self-directed learning is used to study the anatomy of women related to childbirth as a necessary background for the 

midwife in clinical assessment and decision making. Focus is on the pelvis and muscles, the reproductive systems and related cardiovascular, 

the nervous and the digestive, urinary and reproductive systems. 


LJÓ104F • Health Care in Pregnancy • (8e) • Fall • 6f + 8u 

Supervisory teacher: Helga Gottfreðsdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Hildur Kristjánsdóttir 

Teacher: Sigríður Sía Jónsdóttir Adjunct Lecturer 

Health care during pregnancy is discussed from a holistic viewpoint. The student learns to conduct abdominal examination and provide 

antenatal care. Complications of growth and development of the fetus are explored as well as causes for abnormalities, stillbirth and chronic 

diseases of the child. Counselling in midwifery as a whole, the history and theory development in parent education is explored. 

Clinical assignments and seminar projects. 

LJÓ105F • Health Care of the Mother and the Newborn • (8e) • Fall 




This course focuses on the postnatal period from a holistic point of view. Issues related to the postnatal period will be discussed such as 

breastfeeding, rooming-in, puerperium at home, educational needs, the role of parenting and bonding theories. Maternal adaptation and 

changes in the familiy as well as mental health will be discussed. The student will learn to provide postnatal examination and care of the 

mother and the newborn. The student receives a sound physiological knowledge base of the mother and the healthy newborn and the 

problems that can occur in the first week. 

Clinical assignment and seminar project and problem based learning assignments 

LJÓ201F • Midwifery I • (8e) • Spring 


Supervisory teacher: Árdís Ólafsdóttir Adjunct Lecturer 


Teacher: Anna Sigríður Vernharðsdóttir 


Teacher: Marga Ingeborg Thome Professor 

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Graduate 

The goal is for the student to gain experience in midwifery practice and learn to assist mothers at birth. Focus is on continuity of care and 

informed choice and the student gains training in prenatal, intapartum and postpartum care. The student learns about the four phases of 

labour and how to assess for risk factors. A sound knowledge base in physiological and psychosocial changes during pregnancy and 

childbirth is provided. Choices of place of births, home births, pain and pain management will be discussed, as well as the midwife's role in 

giving advice and meeting the individual needs of the woman and her family. 

Required preparation: Inngangur að ljósmóðurfræði (LJÓ101F), Umönnun sængurkvenna og nýbura (LJÓ105F) 

Written assignment, seminar project; evaluation of clinical skills. 

LJÓ202F • Midwifery II • (20e) • Spring 

Supervisory teacher: Sigríður Sía Jónsdóttir Adjunct Lecturer 

Teacher: Hulda Hjartardóttir 


Teacher: Ingibjörg Eiríksdóttir Adjunct Lecturer 

Teacher: Guðrún Sigríður Ólafsdóttir 


Teacher: Sigfríður Inga Karlsdóttir 

Teacher: Stefanía Arnardóttir 

Teacher: Elín Ögmundsdóttir 

Teacher: Þórður Þórkelsson Adjunct Lecturer 

The course is an independent continuation of Midwifery I. During this course the emphasis is shifted to pathology and the difference between 

pathology and physiology of pregnancy and childbirth. The student learns about: Risks in pregnancy, deviations of the intrapartum period, 

neonatology and the intensive care of the newborn, obstetric analgesia and anesthesia. Loss and grief in midwifery practice will be discussed 

as well as ethical questions about technical advances related to childbirth. 

Required preparation: Ljósmóðurfræði I (LJÓ201F) 

Participation in lectures(verbal or written) and participation on the web,self assessment, assignment in seminars and clinical skills. 

LJÓ301F • Clinical Practice in Midwifery I • (26e) • Fall 





Teacher: Guðrún Sigríður Ólafsdóttir 


Teacher: Vilborg Ingólfsdóttir 

The courses Clinical Practice in Midwifery I and II aim to advance the student's clinical and theoretical skills. The students are employed to 

practice in the maternity services and to work all shifts in order to meet the directives of the Council of the European Union. They also do 

clinical projects in reproductive health and family planning. The focus is on self-directed learning through clinical practice. The student is to 

learn from her experience as well as from discussions with fellow students and clinical teachers in midwifery. Students train to become 

advanced practitioners by writing diaries using reflective evidence based learning and they present examples in the classroom and practice 

placement. 

Clinical projects, discussion groups and assessment of clinical skills. 

LJÓ303F • Sexual and reproductive health • (4e) • Fall 

Supervisory teacher: Sóley Sesselja Bender Professor 

The development of the theoretical ideas of sexual and reproductive health (SRH) in an international and national context are presented. The 

right to SRH, choices and gender issues are emphasized. Repoductive health issues on one hand regarding fertility control and use of 

contaception but sexual health issues on the other hand regarding attitudes, knowledge and communication between the genders will be 

explored. Influential factors on SRH are explored. 

Students in the midwifery program have clinical practice regarding information and counseling about contraceptive methods and do a special 

project about that. Other students do one project of a chosen SRH topic. 

The aims of the study for the students are: 

• Obtaining knowledge of the conceptual framework of sexual and reproductive health (SRH) by studying the historical 

development but also the right to SRH, choices and gender status 

• Have knowledge of unplanned pregnancy, explanatory factors and choices 

• Explore sexual health regarding attitudes, knowledge, communication and sexual behaviour 

• Explore and assess own attitudes towards sexuality 

• Obtain knowledge about sexuality during pregnancy and post-partum 

• Know about the attitudes of young people towards SRH services 

Also midwifery students will: 

• Obtain knowledge about conceptual frameworks of contraceptive counseling 

• Know main contraceptive methods and what factors affect professional advice of method choice 

• Observe interviews with people having contraceptive counseling and participate in activities regarding the counseling service 

• Interview one person about contraceptive use, base it on communication skills and introduce it to the other midwifery students 

Students in the midwifery program take special lectures about contraceptive counseling, have clinical practice along with those lectures and 

do a special project about that. Other students do one project of a chosen SRH topic. Minimal grade is 6,0. 

LJÓ401F • Clinical Practice in Midwifery II • (18e) • Spring 




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This course is a continuation of Clincial Practice in Midwifery I. Clinical procedures and different subjects are discussed regularly during 

Education Days, such as ethics, different forms of services and parent teaching. Emphasis is placed on the evaluation of clinical skills and 

competence to practice as a midwife. 

Evaluation: Oral examination and assessment of clinical skills. 

LJÓ402F • Final Thesis in Midwifery • (12e) • Fall 



The final thesis is a literature review on different clinical situations in Midwifery. The purpose is to create discussions in midwifery practice 

and promote further research and have influence on clinical guidelines. The project could also be a survey, educational project, a research 

plan or a pilot study. The student gives a presentation at a graduation seminar in May. 

LJÓ402F • Final Thesis in Midwifery • (12e) • Spring 






LJÓ402F • Final Thesis in Midwifery • (12e) • Summer 






UTH001F • Health Informatics I • (8e) • Fall 


This interdisciplinary healthcare course is designed to explore decision-making processes and technological tools to support health care 

administration, management, and practice.Course Objectives: (1)Examine the health care environment, including human factors and the 

strategic importance of information and information systems. (2)Examine telemedicine and its impact on health care. (3)Explore models and 

methods used for retrieving information supporting health care activities. (4)Discuss the challenges and opportunities of deploying systems, 

e.g. the systems using electronic health records. (5)Analyze the interrelationship of the CPR and standardized healthcare languages. 

(6)Examine artificial intelligence tools for supporting healthcare decision-making. (7)Study the value of outcome indicators in health care. 

(8)Analyze legal and business ramifications of decision support tools. 

Students are expected to attend and participate in discussion and class activities. A final grade will be based on the student's participation 

[20%]and two to three written assignments. This includes active participation in class and online discussions. 

UTH002F • Health informatics II • (8e) • Spring 


Course Overview: This course provides an in-depth examination of select health informatics initiatives, including computer-based patient 

record, geographic information systems applications in public health, text mining and information extraction from research documents. 

Participation in an interdisciplinary project team focused on an informatics innovation is a major component of the course. Application and 

research-focused seminars are emphasized. Course Objectives: Upon completion of this course, the student will be able to: 1. analyze 

selected health informatics initiatives within an informatics model; 2. participate in a specific health informatics innovation within an 

interdisciplinary team; and 3. compare the research foci, methods, and international implications of selected health informatics programs of 

research. 

Required preparation: Upplýsingatækni á heilbrigðissviði I (UTH001F) 

Class participation, a research based project and a paper based on the project. 

UTH003F • Coding and classification systems in health care • (6e) • Fall 


Teacher: María Heimisdóttir 

In this course health care coding and classification systems their generations and structure, will be addressed. The importance of these 

systems for clinical practice, research, clinical guidelines and management will be discussed as well as data management, international data 

standards, and metadata. 

Written assignments. 

UTH004F • Research seminar • (2e) • Fall 

Supervisor: Ásta Steinunn Thoroddsen Senior Lecturer (UK) - Associate Professor (USA) 

The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions 

about the relevance, methods and other aspects of the research process. 

Passed/failed. 

UTH004F • Research seminar • (2e) • Spring 


The main emphasis is on providing the students with the opportunity to present their research proposals and participate in critical discussions 

about the relevance, methods and other aspects of the research process. 

Passed/failed. 

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UTH006F • MHI-Thesis • (30e) • Fall 


semester. 

2 examiners grade the researh project along with the advisor. 

UTH006F • MHI-Thesis • (30e) • Spring 


semester. 


UTH006F • MHI-Thesis • (30e) • Summer 


semester. 


UTH009F • MHI-Thesis • (60e) • Fall 

Students can choose between 30 ECTS research projects and a 60 ECTS research projects. Students enroll for 30 ECTS per semester. 

Two examiners grade the researh project along with the advisor. 

UTH009F • MHI-Thesis • (60e) • Spring 


Two examiners grade the researh project along with the advisor. 

UTH009F • MHI-Thesis • (60e) • Summer 


Two examiners grade the researh project along with the advisor 

138

Faculty of Pharmaceutical Sciences 

Undergraduate 


LYF001M • Exchange Student's Research Project • (20e) • Spring 

Research project, supervised by faculty teacher, solely intended for exchange students. The student presents his research and results in a 

written thesis as well as in an oral presentation. 

Thesis and oral presentation. 

LYF002M • Exchange Student's Research Project • (20e) • Fall 






written thesis as well as in an oral presentation.. 

Thesis and orla presentation. 





LYF101G • Study, practice and safety in pharmacy • (4e) • Fall 

Supervisory teacher: Anna Birna Almarsdóttir Professor 

Teacher: Þórunn Kristín Guðmundsdóttir 

Teacher: Már Másson Professor 

Teacher: Sveinbjörn Gizurarson Professor 

Teacher: Hákon Hrafn Sigurðsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Sesselja Sigurborg Ómarsdóttir 

Teacher: Skúli Skúlason 

An interdisciplinary introduction to the main subject areas in pharmacy. Students work in groups with guidance from the faculty in charge. 

Visits to community pharmacies, wholesalers, and pharmaceutical manufacturers. Introduction to the university library. Special attention is 

given to safety issues in laboratories. 

Exam in literature registration. Two individual assignments. One group project with Problem Based Learning. Site visit reports. Attendance 

percentage. 

LYF102G • Cell physiology • (6e) • Fall • 4f 



Teacher: Guðrún Valgerður Skúladóttir Research Scholar/Scientist 


Lectures: The following topics will be covered: Structure and function of cells and cell organelles,biomolecules and cellular metabolism, 

physiology of the neuromuscular and hormonal systems. A brief description of the tissues of the human body. 

Laboratory exercises: Dose - response and muscle physiology. Both laboratory exercises are obligatory and lab reports must be submitted 

Final mark consists of written examination (85%) and lab reports (15%). Students must pass minimum grade in both parts. Should there be a 

change in assessment students will be informed at the beginning of the course. 

LYF201G • Physiology • (8e) • Spring • 4f 



Lectures: Sensory, cardiovascular-, respiratory-, renal- and gastrointestinal physiology. Energy balance ond control of metabolism and 

physiology of reproduction. 

Laboratory exercises: ECG, Control of blood pressure, renal function and ergometry. Laboratory exercises are obligatory and lab reports 

must be submitted. 

Required preparation: Frumulífeðlisfræði (LYF102G) 

Final mark consists of written examination (80%) and lab reports (20%). Students must pass minimum grade in both parts. Should there be a 

change in assessment students will be informed at the beginning of the course. 

LYF301G • Microbiology and Virology • (8e) • Fall • 4f 

Supervisory teacher: Martha Ásdís Hjálmarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Arthur Löve Professor 

Teacher: Guðrún Sigmundsdóttir 

Teacher: Hörður Snævar Harðarson 

Teacher: Hjördís Harðardóttir 

Teacher: Þorgerður Árnadóttir 

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Undergraduate 

Teacher: Karl Skírnisson 

Teacher: Ástríður Pálsdóttir 

Microbiology:"Introduction to bacteria, fungi and parasites that are pathogenic to humans and the diseases they cause: Sources and routes of 

infections, symptoms, diagnosis, treatment, prognosis and prevention. Epidemiology of infectious diseases. Pathogenesis and the hostmicrobe 

interaction. Applications, methods and interpretation of a) sensitivity testing of bacteria and b) determination of the concentration 

and activity of antibiotics in patient blood". Virology: Basic aspects of viral structure, taxonomy, virus multiplication and interaction with 

host cells. Common virus infections of man, epidemiology, laboratory diagnosis, antivirals and vaccinations. Prions and prion diseases. 

Laboratory: Introduction to laboratory diagnosis of viral infections. 

LYF303G • Physical Pharmacy I • (8e) • Fall • 4f 

Supervisory teacher: Hákon Hrafn Sigurðsson Senior Lecturer (UK) - Associate Professor (USA) 

Properties of the solid state. Gases and volatile agents. Vapor pressure. Raoult's law, Clausius-Clapeyron equation. Phase 

equilibrium.Solubility of gases in liquids. Concentration units. Thermodynamics. Activity and chemical potential. Osmotic properties. 

Ionization of drugs in solution. Buffers. Aqueous solubility of drugs. Factors influencing solubility. Solubility determinations. Solubility in 

mixed solvents. Cyclodextrins. Solubilization. Partition coefficient. 

LYF402G • Physical Pharmacy II • (8e) • Spring • 4f 

Supervisory teacher: Þorsteinn Loftsson Professor 

Teacher: Fífa Konráðsdóttir Doctoral Graduate Student 

Teacher: Martin Messner Doctoral Graduate Student 


Drug stability and shelf-life. Factors affecting stability of drugs during production and storing. Order of reaction. Hydrolysis, oxidation, 

isomerization, photochemical decomposition, polymerization and other degradation pathways. Physical degradation. Decomposition in solid 

dosage forms. Stability testing of drugs. Decomposition of proteins and peptides. Complexation. Drug permeation through biological 

membranes. Polymers and macromolecules. Colloids. Laboratory: HPLC, UV, determination of pKa, oxidation, hydrolysis, dissolution and 

partition. 

Requirement: The student has to be able to perform linear regression and statistical calculations using pocket calculator. 

LYF403G • Pharmaceutical Analysis • (8e) • Spring • 4f 

Teacher: Margrét Þorsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Special analytical methods for pharmaceutical analysis will be introduced. Analytical methods used for qualitative and quantitative analysis 

of drugs. Electronic spectra in the visible and ultraviolet region, titrations, extractions, thin layer chromatography (TLC), gas 

chromatography (GC), liquid chromatography (LC) and capillary electrophoresis (CE). Mass spectrometry and tandem mass spectrometry. 

Detailed information about the course description, calculation sessions and laboratory work will be announced later. 

To be announced. 

LYF501G • Pharmaceutics I • (8e) • Fall • 4f 

Supervisory teacher: Þórdís Kristmundsdóttir Professor 

Teacher: Sveinbjörn Gizurarson Professor 



Principles of dosage form design. Pharmacopoeias. Biopharmaceutical aspects of dosage forms design. Bioavailability; physicochemical and 

dosage form factors. Assessment of biopharmaceutical properties. Parmaceutical preformulation. Basic principles of dosage form design. 

Excipients. Rheology. Properties of solutions. Surface and interfacial phenomena; disperse systems. Suspensions and emulsions. Pulmonary 

drug delivery. Transdermal drug delivery. Laboratory: Procedures in formulation and production of pharmaceutical dosage forms. 

LYF502G • Physical Pharmacy II • (8e) • Fall • 4f 


Teacher: Maria Dolores Moya Ortega Doctoral Graduate Student 

Teacher: Martin Messner Doctoral Graduate Student 


Drug stability and shelf-life. Factors affecting stability of drugs during production and storing. Order of reaction. Hydrolysis, oxidation, 

isomerization, photochemical decomposition, polymerization and other degradation pathways. Physical degradation. Decomposition in solid 

dosage forms. Stability testing of drugs. Decomposition of proteins and peptides. Complexation. Drug permeation through biological 

membranes. Polymers and macromolecules. Colloids. Laboratory: HPLC, UV, determination of pKa, oxidation, hydrolysis, dissolution and 

partition. 

LYF503G • Pharmacokinetics • (8e) • Fall • 4f 


Teacher: Margrét Þorsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Basic concepts of pharmacokinetics. One compartment model, two compartment model, multicompartment models, pharmacokinetics of 

drug absorption, bioavailability, clearance, metabolism, intravenous infusion, multiple dose regimens and nonlinear pharmacokinetics. 

Clinical applications of pharmacokinetic parameters. Dosage adjustments.Drug metabolism, cytochrome P-450 enzymes and their 

classification, drug transporters. 

LYF505G • Pharmaceutical Analysis • (8e) • Fall • 4f 

Supervisory teacher: Margrét Þorsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Special analytical methods for pharmaceutical analysis will be introduced. Analytical methods used for qualitative and quantitative analysis 

of drugs. Electronic spectra in the visible and ultraviolet region, titrations, extractions, thin layer chromatography (TLC), gas 

chromatography (GC), liquid chromatography (LC) and capillary electrophoresis (CE). Mass spectrometry and tandem mass spectrometry. 

Detailed information about the course description, calculation sessions and laboratory work will be announced later. 

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LYF601G • Pharmaceutics II • (8e) • Spring • 4f 

Supervisory teacher: Sveinbjörn Gizurarson Professor 




Particle science and powder technology. Granulation. Powders and granules. Tablets and compaction. Hard and soft gelatin capsules. Recal 

and vaginal dosage forms. Sterilization and production of sterile dosage forms. Parenterals. Opthalmic dosage forms. Production of dosage 

forms for veterinary application. Assessment of dosage forms in vitro. Good manufacturing practice. Qualty control and quality assurance. 

Packaging of dosage forms. Laboratory: Production of pharmaceuticl dosage forms. Quality control and evaluation of excipents, drugs and 

packing materials. 

Required preparation: Lyfjagerðarfræði I (LYF501G) 

LYF602G • Integrated Pharmacology I • (6e) • Spring • 4f 


The course reviews symptoms, etiology, pathophysiology and management of common diseases with emphasis on drug actions and 

interactions. Diseases in the following subspecialities are discussed: Endocrinology, infectious diseases, oncology, rheumatology, 

gastroenterology and neurology. Case histories are examined and the mechanisms of drug action and side effects dissected to the molecular 

level. 

LYF603G • Preparation for Pharmacy Internship • (2e) • Spring 


The goal of this course is to prepare a three month clinical internship in pharmacies. Students are introduced to issues of importance in the 

internship. Lectures: Most common over-the-counter drugs og herbals sold in community pharmacies in Iceland. Pharmaceutical care og 

interactions with pharmacy customers/patients. Common tasks in the pharmacy. Students will choose a subject for a project conducted during 

the clinical internship under the supervision of a community or hospital pharmacist. 

LYF606G • Medicinal Chemistry I • (8e) • Spring • 4f 

Supervisory teacher: Elín Soffía Ólafsdóttir Professor 

The pharmacology of drugs, structure activity relationship, and medical use will be introduced. Lectures: Anti-infective agents, antimicrobial 

agents, anti-neoplastic agents, histamine and antihistaminic agents, analgesic agents, steroids and eiconsanoids. 

LYF607G • Immunology • (6e) • Spring • 4f 

Teacher: Jóna Freysdóttir 

Teacher: Vala Friðriksdóttir 

Basic concepts in immunology. Innate immunity. Antigen-recognition by T and B cell receptors. Generation of lymphocyte antigen 

receptors. Antigen presentation to T cells. Signalling through immune system receptors. Development of lymphocytes. T cell-mediated 

immunity. Humoral immunity. Dynamics of adaptive immunity. Mucosal immunity. Failure of host defence mechanisms 

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written thesis as well as in an oral presentation.. 

Thesis and orla presentation. 





LYF101F • Seminar in Pharmacy • (3e) • Fall 

Supervisor: Anna Birna Almarsdóttir Professor 

Supervisor: Þorsteinn Loftsson Professor 

Seminars in the Faculty of Pharmaceutical Sciences. 

Weekly seminars where students in post-graduate research training present their projects alternating with guest lectures from teachers and 

invited speakers. Each seminar consists of a 30 minute lecture and 15 minutes of discussion. For each presentation a student discussant is 

selected beforehand. The discussant receives background material a week in advance and leads the discussion. The seminars are open to 

everyone and teachers are encouraged to attend. 

LYF102F • MS-Project • (30e) • Fall 

MS-Project, or part of MS-Project, in Pharmaceutical Sciences. The research project is a substantial part of the MS-programme, and can be 

30, 60 or 90 ECTS-credits, as stipulated in study schedule. 

LYF103F • Ph.D. Project • (30e) • Fall 

Part of a Ph.D. Project. The research project is a substantial part of the three year (180 ECTS credits) Ph.D.-programmes offered at the 

Faculty of Pharmaceutical Sciences. 

LYF104F • Pharmaceutical Natural Product Chemistry I • (6e) • Fall 

Supervisory teacher: Sesselja Sigurborg Ómarsdóttir 

Teacher: Elín Soffía Ólafsdóttir Professor 

Teacher: Einar Olavi Mantyla 

Lectures: Natural products used in the pharmaceutical sciences as active drugs, additives in the formulation of pharmaceuticals, raw 

materials in the synthesis of drugs and models for new synthetic drugs. Emphasis is on the chemistry, biosynthesis, biological activity, 

sources and medicinal uses of these compounds. Large scale production of natural products through biotechnology, cell/tissure culture, 

transgenic plants etc. Carbohydrates; mono-, di-, polysaccharides. Terpenes. Volatile oils. Natural colourants. Basic botany. Anatomy and 

morphology of higher plants. Laboratory: Introduction to microscopical and morphological descriptions in the European Pharmacopoeia. 

Analysis of crude drugs according to the European Pharmacopoeia. . 

LYF105F • Advanced Drug Delivery • (8e) • Fall • 4f 



Basic concepts. Rate-controlled release in drug delivery and targeting. Drug targeting systems. Dosage forms for advanced drug delivery and 

targeting systems. Implantable systems. Oral trans-mucosal drug delivery. New and emerging technologies for: transdermal drug delivery; 

nasal drug delivery; pulmonary drug delivery; vaginal drug delivery; ophthalmic drug delivery. Drug delivery to the central nervous system. 

Plasmid-based gene therapy. Dosage forms for vaccines. Patenting of drugs. Project work: Formulation and evaluation of a dosage form for a 

selected drug. 

LYF106F • Integrated Pharmacology II • (6e) • Fall • 4f 


Supervisory teacher: Hrefna Guðmundsdóttir 

Teacher: Sigurpáll S Scheving 

Teacher: Kjartan Jónas Kjartansson 

Teacher: Brynjar Viðarsson Adjunct Lecturer 

Teacher: Tryggvi Þórir Egilsson 

Teacher: Engilbert Sigurðsson 

The course reviews symptoms, etiology, pathophysiology and management of common diseases with emphasis on drug actions and 

interactions. Diseases in the following subspecialities are discussed: Cardiology, respiratory medicine, nephrology, hematology, geriatrics, 

dermatology and psychiatry. Case histories are examined and the mechanisms of drug action and side effects dissected to the molecular level. 

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LYF107F • Pharmacy internship • (6e) • Fall 


Teacher: Guðrún Þ Kjartansdóttir 

Prerequisite: The course Preparation for Pharmacy Internship. Every pharmacy student is required to complete a three month systematic 

internship following the spring semester of the third year of the curriculum. The student chooses a pharmacy og then a pharmacist who works 

there in consultation with the Faculty of Pharmacy of the University of Iceland. This pharmacist serves as the student's mentor during this 

period. The student and mentor design a project plan in pharmacy practice which has to be accepted by the course leader before starting work 

on it. The plan is used as a basis for the work on the project for 3 months. In addition the student and the mentor meet regularly regarding the 

progress of the internship. An internship diary is kept based on instructions from the course leader. 

LYF108F • Summary of the Pharmacy Internship • (2e) • Fall 


Teacher: Guðrún Þ Kjartansdóttir 

Prerequisite: Pharmacy Internship. The goal of this course is to bring a closure to the three month clinical internship in pharmacies. Students 

use this course to write a report about the experience during course 06.06.72. Discussion sessions will mainly be presentations of student 

projects on pharmaceutical services for the Faculty of Pharmacy and the mentor pharmacists who were chosen during Pharmacy Internshipcourse. 

Discussion sessions will to a lesser extent be used to review the student internship diaries. 

Required preparation: Klínískt nám í apótekum (LYF107F) 

Oral presentation about the project in pharmacy internship (90%) in addition to checklists and diary (10%) 

LYF109F • Medicinal Chemistry II • (8e) • Fall • 4f 

Supervisory teacher: Már Másson Professor 

Teacher: Vivek Sambhaji Gaware Doctoral Graduate Student 

Teacher: Elsa Steinunn Halldórsdóttir Doctoral Graduate Student 

The principles of drug design and development, pharmacology of drugs, structure activity relationship, and medical use will be introduced 

Lectures: Drug chemistry and development, Biotechnology products, agents for diagnostic imaging, adrenergic agents, cholinergic agents, 

cardiovascular agents and CNS drugs. 

The laboratory course will emphasize problem-based approach with independent project. The projects will involve synthesis of derivatives 

of bioactive compounds and investigation of structure activity relationships. Structure determinations will be done by IR and NMR. Teaching 

good laboratory practice (GLP) will be emphasized. 

LYF201F • Seminar in Pharmacy • (3e) • Spring 

Supervisor: Margrét Þorsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Supervisor: Þorsteinn Loftsson Professor 

Seminars in the Faculty of Pharmacy Weekly seminars where students in post-graduate research training present their projects alternating 

with guest lectures from teachers and invited speakers. Each seminar consists of a 30 minute lecture and 15 minutes of discussion. For each 

presentation a student discussant is selected beforehand. The discussant receives background material a week in advance and leads the 

discussion. The seminars are open to everyone and teachers are encouraged to attend. 

LYF202F • MS-Project • (30e) • Spring 



LYF203F • MS-Project • (30e) • Summer 



LYF204F • Ph.D. Project • (30e) • Spring 



LYF205F • Ph.D. Project • (30e) • Summer 



LYF206F • Pharmaceutical Natural Products Chemistry II • (8e) • Spring • 4f 

Supervisory teacher: Elín Soffía Ólafsdóttir Professor 

Teacher: Sesselja Sigurborg Ómarsdóttir 

Chemistry, sources, biological activity and medicinal uses of natural products as important pharmaceuticals. Lipids; fatty acids, oils, waxes, 

prostaglandins. Peptides, proteins, enzymes. Alkaloid amines. Alkaloids. Glycosides. Coumarins, lignans. Tannins. Methods used in the 

isolation and structure elucidation of natural products. Poisonous plants. Laboratory: Isolation and analysis of natural products by 

chromatography (TLC, VLC, SPE, HPLC) and spectroscopy (UV, IR). Nuclear magnetic resonance (NMR) spectroscopy. 

LYF207F • Excursion Abroad • (4e) • Summer 

An excursion abroad organised by the students and members of faculty staff. Visits to pharmaceutical manufacturing plants, hospital 

pharmacies and University departments/faculties. Not obligatory. 

LYF208F • Pharmacy Laws and Regulations • (4e) • Spring • 3f 

Teacher: Jóhann Magnús Lenharðsson 

Laws, regulations, and other policy decisions regarding pharmaceuticals and pharmacists. In addition about toxic substances, dangerous 

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Graduate 

chemicals, health insurance, primary care, and hospitals. The implementation of laws and regulations. The role of pharmacy in the health 

care system. 

Recommended preparation: Samantekt klínísks náms í apótekum (LYF108F) 

Course evaluation written exam. 

LYF209F • Pharmacoepidemiology • (6e) • Spring 


The goal of this course is firstly to introduce the students to the basics of epidemiology and statistics. This knowledge is used to further 

examine research questions within the realm of pharmacoepidemiology. Lectures will prowide basics, but students will simultaneously work 

on assignments related to the subject matter. 

Course evaluation consists of assignments and exam. 

LYF210F • Clinical Therapeutics I • (8e) • Spring • 4f 



Basic concepts in clinical therapeutics. Drug interactions, adverse drug reactions, drug induced diseases and the effect of drugs on clinical 

chemistry. Drugs in pregnancy and lactation. Treatment of infants, children and elderly. A number of diseases will be covered through 

clinical pharmacotherapy, such as lung-, kidney- and heart diseases,pain management etc. Part of the teaching will be carried out at the 

Univesity Hospital and as projects. 

LYF211F • Pharmaceutical Analysis and Quality Control • (4e) • Spring 

Supervisory teacher: Margrét Þorsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Special methods for pharmaceutical analysis and analysis of biological samples will be introduced. Lectures: Pharmacopea titrations, 

extraction, thin layer chromatography (TLC), gas chromatography ( GC), high performance liquid chromatography (HPLC), massspectormetry 

( MS), LC-MS/MS, capillary electorphoresis (CE) and chemometric methods. 

Recommended preparation: Efnagreiningartækni (EFN402G) 

LYF302F • Medicinal Chemistry/Drug Design • (6e) • Fall • 2f 

Supervisory teacher: Már Másson Professor 

Teacher: Kristján S Guðmundsson 

Teacher: Eydís Einarsdóttir Postgraduate Student 

Teacher: Elsa Steinunn Halldórsdóttir Doctoral Graduate Student 

The course will introduce different aspects of drug chemistry and drug development. Lectures: Drug receptors, activity assays, quantitative 

structure activity relationship (QSAR), computer assisted drug design, designing and defining compound libraries, ADMET properties and 

some drug development examples. A project will also be included in this course. 

LYF307F • Clinical Pharmacology II • (8e) • Fall • 4f 


Teacher: Anna Ingibjörg Gunnarsdóttir 


Teacher: Rannveig Alma Einarsdóttir 

The course is a continuation of Clinical Thearapeutics I. Following subjects will be studied:: CNS diseasesinfections, allergy, metabolic 

disorders, cancer treatments, eye disorders, skin disorders etc. Clinical toxicology will be a focus area as well. A part of the teaching will 

occur at the University Hospital hands-on training. 

Required preparation: Klínísk lyfjafræði I (LYF210F) 

LYF308F • Pharmacoeconomics • (6e) • Fall 



Teacher: Ásta Friðriksdóttir 

Teacher: Rúna Hauksdóttir Hvannberg Director 

Teacher: Valgarð Sverrir Valgarðsson 

Prerequisites: Pharmacoepidemiology or equivalent preparation (eg. epidemiology) This course is also suited to masters students in other 

disciplines who wish to learn the basics in health economics. The goal of this course is to introduce the students to the basics of health 

economics with an emphasis on medicines as medical technology. This knowledge will then be used to further examine questions within the 

realm of pharmaceutical policy. Lectures will provide basics, but students will simultaneously work on assignments related to the subject 

matter. 

Recommended preparation: Lyfjafaraldsfræði (LYF209F) 

Course evaluation consists of one written assignment (30%) and an exam (70%). 

LYF309F • Administration and Pharmaceutical Marketing • (6e) • Fall • 4f 


Teacher: Ingunn Björnsdóttir Director 

Students will be introduced to the basics of administration and business, such as, business environment, organizational structure, strategy, 

logistics, NPV, concepts of marketing in the pharmaceutical business environment, personnel management and business plan writing. The 

subjects will be linked to the pharmaceutical business environment. 

LYF310F • Herbal Remedies/Natural Products • (4e) • Fall • 2f 


Supervisory teacher: Sesselja Sigurborg Ómarsdóttir 

The course covers the most commonly used herbal remedies/natural products with the aim of enchancing communication skills of students in 

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Graduate 

conveying reliable information to consumers and other health-care professionals. Aspects covered include constituents claimed benefits, 

scientific research on efficacy, adverse effects, drug interactions, contraindications. Quality control. Laws, executive orders on herbal 

remedies. 

LYF401F • MS-Project • (30e) • Spring 

Supervisor: Már Másson Professor 

Supervisor: Sesselja Sigurborg Ómarsdóttir 

Topics for this project are chosen in consultation with faculty members. After having worked under supervision the student presents his 

project in a written thesis and gives a lecture on his results. 

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Faculty of Medicine 

Undergraduate 


GSL101G • Chemistry • (4e) • Fall 

Supervisory teacher: Díana Óskarsdóttir Adjunct Lecturer 

Review of some basic elements in general chemistry and organic chemistry. 

Chemical Equilibrium. Acids and Bases. Acid-Base Equilibria and Solubility Equilibria. Electrochemistry. Organic Chemistry. Synthetic and 

Natural Organic Polymers. 

Teaching method: Lectures, problem solving and home assignments. 

Evaluation: 3 hour written exam. Students must solve home assignments in order to go to exam. 

GSL102G • Introduction to medical imaging and analysis • (0e) • Fall 


Introduction to the history of medical imaging, from W.C. Röntgen's discoveries to modern technological advancements. The role, activities 

and obligations of Radiographers in the health care system. Field trips to Radiology Departments. 

GSL103G • Radiation Physics • (8e) • Fall 


Teacher: Stefán B Sigurðsson Professor 

Teacher: Garðar Mýrdal 

Teacher: Jónína Guðjónsdóttir 

Medical imaging technology introduction. The X-ray tube, production of x-rays and the energy spectrum of x-rays. Interactions of photons 

and matter within the energy spectrum of x-rays; classic scattering, photoelectric effect, Compton-effect, pair-production and 

photodisintegration. Attenuation of x-rays in matter and attenuation coefficients and their properties. Subject contrast. Attenuation due to 

geometric spreading. Measurements of ionizing radiation. Introduction to radioactive decay. 

GSL201G • Patient care • (8e) • Spring 


Hospitals, their role and function. Concepts of health - illness. Introduction to basic concepts in nursing. Man's basic needs. Maslow's 

Hierarchy of Needs. Personal hygiene. Caring for patient's and their relative. Pre- and post-operative nursing and preparing for examination. 

Preventing and treating postoperative complications. Caring for patients with stroke, hemiplegia, Parkinson's disease, epilepsy, diabetes 

mellitus, coronary heart disease, pneumonia, asthma, cancer, urinary diseases and disturbance of digestive, liver and biliary tract function. 

Children in hospital; their special needs. Correct working positions exercises. Clinical introduction in medical department. 

GSL202G • Practical studies with project I • (6e) • Spring 


The students learn to perform the basics examinations of the skeleton and lungs. 

Recommended preparation: Almennar röntgenrannsóknir (GSL203G) 

GSL203G • Clinical Radiography • (6e) • Spring 


Radiographic positioning and procedures. Daily routines of the medical imaging department. Radiographic anatomy. Positioning of the 

skeleton and lungs. Radiation protection. 

GSL204G • Radiation Protection • (4e) • Spring 


The use of radiation in the beginning of the century, radiation injuries. Methods of radiation detection and measurements. Biological effects 

of radiation. Stochastic and non-stochastic effects of radiation. Carcinogenesis and hereditary effects. The International Commission on 

Radiological Protection (ICRP) and the main rules of radiation protection. Justification, optimisation and limitation principles. ALARA. 

Radiation protection of the workers and patients in diagnostic radiology. Acts and regulations concerning radiation protection, radiation and 

radioactivity. Background radiation, man-made radiation. 

GSL301G • Radiographic Equipment I • (6e) • Fall 

Supervisory teacher: Jónína Guðjónsdóttir 


Teacher: Gísli Georgsson 

Teacher: Haraldur Auðunsson 

Teacher: Þorgeir Pálsson 

Digital images, vector graphics and pixel graphics. Pixels, their size and depth; monochrome and colour images, greyscale and different 

colour models. Tonal and spatial resolutions. Fundamentals of digital image processing: look-up-tables and spatial filtering. Formats of 

image files and compression. Properties of the eye. 

Main parts of radiographic and fluoroscopic equipment, X-ray tubes and generators. Automatic exposure control. Different image receptors 

introduced. X-ray characteristics and factors affecting radiation dose and image quality. The primary X-ray image. Scatter grids and 

compensation filters. Exposure technique factors. 

GSL302G • Bacteriology • (4e) • Fall 

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Undergraduate 


Teacher: Martha Ásdís Hjálmarsdóttir Lecturer (UK) - Assistant Professor (USA) 

The course is designed in two parts, microbiology and infection control. 

I. Microbiology 

Microbiology will be discussed to the extent to describe the structure, function, difference and main characteristics of bacteria, fungi, virus 

and parasites; the most common/known genus/species of pathogen organisms and their relation to disease and used as models of 

development of infectious diseases; diverse other genus/species will be introduced. The basic structure and function of the immune system 

will be introduced; host/parasite relation; and the position of the immunocompromised. 

II. Infection control 

The route of infections will be discussed as well as their interception, isolation and prevention; sterilization and disinfection; treatment 

needles, intravenous catheters, and urethral catheters; infection control in the medical imaging department 

GSL303G • Pharmacology and Contrast Media, CPR • (6e) • Fall 





General pharmacology: Types and storage of medicine. Absorption, distribution, and excretion of medicine. Drug receptors and effect of 

medicine. Allergy against medicine. Value of drug measurements in blood. II. Specific pharmacology: Drugs for peripheral nervous system. 

Drugs for central nervous system. Local anaesthetic. Drugs for pain. Drugs for heart diseases. Antibiotics and disinfection. Laxatives. 

General Pharmacology: Drug formulations. Storage of medicine. Pharmacokinetic, distribution, absorption and elimination. Drug receptors 

and effects of drugs. Allergy for drugs. Side effects of drugs. Specialised pharmacology: Drug with effects on: Autonomic nervous system, 

central nervous system, cardiovascular system, pains. Local analgesics, laxatives, antiseptics, disinfectants and antibiotics. History and 

development of CM. Classification of CM - negative and positive CM. Application of CM. Chemistry of CM. Pharmacology. Terminology. 

Effects on CM on various body systems - cardiovascular-, urinary-, respiratory-, nervous- and gastrointestinal systems. Indications and 

contraindication. Patient risk groups and possible adverse reactions. Classification of adverse reactions and symptoms. Treatment of acute 

reactions, drugs and equipment. Various examinations and use of CM. Acute and allergic reactions. Incubation and respirator treatment. 

Medications and equipment. Local and general anaesthesia and iv. fluid treatment iv. cancellation. Practical assessment of CPR. 

GSL304G • CT technology, procedures and cross sectional anatomy • (10e) • Fall 



Teacher: Jóhann Arnfinnsson Natural Scientist 

Teacher: Guðlaugur Einarsson 

Teacher: Jörgen Albrechtsen 

Basic principles of computed tomography (CT), from x-ray beam attenuation to radiation detection, image reconstruction and display. The 

main factors affecting quality of CT examinations, in data acquisition as well as image reconstruction. Processing and visualization of 

images. CT examination procedures, patient care and parameter selection. Clinical use of CT, indications and pathology in which CT 

examinations are most useful. Basic examinations of head, neck, spine, abdomen and thorax. Radiation protection of patient and personnel 

related to CT examinations, radiation dose measurements and estimation of effective doses. Organs and organ systems in cross section and 

other planes, linked to cross sectional imaging modalities. 

GSL305G • Clinical Radiography 2 • (4e) • Fall 


Teacher: Agnes Þórólfsdóttir 

Students receive training in performing general radiography examination. Students are trained in examining the urinary system and the use of 

contrast media. IV needle set up. The students obtain practical training of CT examinations and work on an assignment concerning the 

vocational training. 

GSL401G • MRI Magnetic Resonance Imagning I • (4e) • Spring 



Teacher: Sigurður Sigurðsson 

Mathematics, chemistry and physics of MRI physics. Physics of NRU, magnetization of the body, measurement of the magnetization and 

how it leads to the imaging process. Signal encoding, spatial encoding, gradients. Pulse sequences, fundamentals of spin echo sequence. Fast 

imaging, gradient echo, fast spin Echo. Pulse sequences and associated contrast in images. How to use Pulse sequences, protocols and 

diagnostic imaging, contrast material. MRI equipment, fundamental components: magnet, shim coils, gradients, RF-coils, computer and 

console. MRI equipment and the environment, how to behave near the magnet, staff and patient safety. Image quality and image time, effects 

of imaging parameters. How to choose associated parameters for quality images. Practical and theoretical aspects of image quality mage 

artefacts, origin, explanation, remedy. Pulse sequences for MR Angiography (MRA). Introduction into MR spectroscopy (MRS). Biological 

effects of MRI. Effects of each technical part of the equipment. Safety aspects. Application and fundamentals of MRI contrast media. 

Relevant pathology will be thought alongside the tecnique. Pathology of head, thorax, abdomen, pelvis, extremities of MRI images. Patient 

care in MRI examinations. 

GSL402G • Pathology • (10e) • Spring 


Cardiology, lung disease, gastroenterology, neptrology, contagiology, endocrinology. Normal apperance in X-ray, deviation, indications and 

contraindications. Diagnostic imaging. 

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Undergraduate 

GSL403G • Pathology • (10e) • Spring 


Teacher: Katrín Sigurðardóttir 


Orthopaedic disease, psychology, deseases of the musculo-skeletal system, psychiatric disease, neurology, otorhinolaryngology. Normal 

apperance in X-ray, deviation, indications and contraindications. Diagnostic imaging. 

GSL404G • Clinical Radiography 3 • (6e) • Spring 


Students are trained in radiographic positioning and procedures. Emphasis is placed on performing CT examinations, pediatric radiography 

and fluoroscopy. 

GSL501G • Radiographic Equipment II - Ath enskt heiti • (6e) • Fall 




Image intesifiers, C-arms. Imaging with specialised x-ray equipment, tomography and mammography. Digital radiography, development, 

basic concepts and advantages. Computed radiography (CR and DR), imaging receptors, material used, principles of construction and 

benefits of use. Digital Subtraction Angiography (DSA), temporal subtraction, dual energy subtraction, hybrid subtraction. Quality assurance 

for medical imaging equipment. Quality control tests. The use of phantoms to evaluate image quality, contrast detail phantoms, ROC. 

This unit will introduce the student to digital imaging fundamentals, instrumentation and usage. The student will be able to describe image 

management in information systems, systems components and departmental workflow. 

GSL502G • Angiography • (6e) • Fall 



Relevant pathology alongside the tecnigue and procedures. Steril preparation for angiographic examinations, equipment and catheters. 

Angiographic examinations: Cerebral-, carotis-, arcacarotids-, coronary-, mesenterial (superior and inferior)-, renal, aortofemoral- and upper 

extremities angiograms. Venograms of the lower and upper extremities and cavograms. Cardiac catheterization and pulmonary angiography. 

Hepatic angiography and splenoportography. Pharmacoangigraphy. Interventional procedures-thrombolysis, embolization, angiplasty and 

stenting. Vascular examinations performed, indications and contraindications. Examination procedures. Phathology. Preparation of patients, 

patient care pre and post examinations. Radiation protection. 

GSL503G • Pediatric X-ray • (4e) • Fall 

Supervisory teacher: Agnes Þórólfsdóttir 



Presentation of pediatric X-ray examination. 

Introduction to Pediatric Radiography. Growth and development in children. Radiographs of the neonate. Health care law and children's 

rights in hospitals. Common pediatric illness. Role of imaging in clinical suspicion of physical abuse (NAI). Immobilization and the role of 

good communication. Pediatric imaging of the bones. Examinations of the chest and upper respiratory tract, gastrointestinal system and the 

genitourinary system. 

Radiation protection and practical ways to improve protection of children. 

GSL504G • Clinical Radiography 4 • (8e) • Fall 


Teacher: Agnes Þórólfsdóttir 

Execute general radiography examination. Emphasis is on training in angiography and MRI examination and procedures. 

GSL505G • Magnetic Resonance Imagin 2 • (6e) • Fall 



MRI course, part II: The aim of the course is to enhance the students knowledge of the basic physics of MRI introduced in part I of the MRI 

course (previous semester) and to associate the physics of MRI to clinical applications. The course consists of the following items: 

• Pulse sequences and image contrast 

• Tissue relaxation properties together with tissue proton density and appearance on images 

• Historical developments in clinical MRI applications 

• Examinations of organs and body-systems based on applications, indications, pathology and diagnosis. Includes central nervous 

system, muscular-skeletal system, thorax, heart and vasculature. 

• Contrast agents in MRI: Types, indications for use and applications 

• MRI safety 

Recommended preparation: Segulómun I (GSL401G) 

GSL601G • Nuclear medicine • (8e) • Spring 



148


Undergraduate 

Teacher: Sigurður Emil Pálsson 

Basic properties of radioactivity, particle and photon radiation. Decay and half life. Radionuclides in medical imaging and therapy, 

production and characteristics. Radiopharmacy and quality control. Important parts of gamma camera, function and use. 

Nuclear medicine examinations for the skeletal system, genitourinary system, gastrointestinal system, pulmonary system, endocrine system, 

cardiac system, central nervous system, infection and oncology. 

Radiation protection in handling of radioactive isotopes. Radiation detection and measurements. Radiation dose estimates for patients and 

personnel. 

GSL602G • Radiotherapy and mammography • (6e) • Spring 

Supervisory teacher: Agnes Þórólfsdóttir 


Radiotherapy and mammography 

Oncology/therapy. Biology of malignant diseases. Cancer symptoms and diagnostic methods. Examinations and staging. Prognostic factors 

and treatment. Radiation therapy, principles and purposes. Effects of radiation on tissue, side effects. Different forms of treatment. Radiation 

treatment planning. CT based dose planning. Target definition. The use of different image modalities in radiation treatment planning and 

delivery. Radiation therapy machines. Radiation biology. Quality control and radiation protection. Patient care programs with respect to both 

physical and psychological aspects. 

Breast cancer symptoms and diagnosis. Treatment and side effects. Screening and testing. 

Clinical introduction. 

GSL603G • Clinical radiography 5 • (16e) • Spring 


Clinical training in medical imaging department. Training in general radiographic examinations procedures. Emphasis is on nuclear medicine 

and MRI examinations. 

LEI101G • Biomedical laboratory science, introduction • (0e) • Fall 

Supervisor: Gerða Sigmarsdóttir Project Manager 


Introduction to biomedical laboratory science and its role in health science and helth service. The basic aspects of the scope and of 

miomedical scientists work and their ideology regarding the work will be discussed. A clinical laboratory will be visited. 

LEI102G • Anatomy • (8e) • Fall • 4f + 2v 


Supervisory teacher: Jóhann Arnfinnsson Natural Scientist 

Anatomical methodology and descriptive terms. Terms of orientation and movements with reference to the anatomical position. Fundamental 

principles of human body structure. Origins of the human body. Structure and function of the cell. Tissues. Locomotor system. Nervous 

system. Central nervous system. Peripheral nervous system. Cardiovascular system. Respiratory system. Lymphatic system. Digestive 

system. Urinary system. Endocrine system. Muscular system. Sensory systems. Reproductive system. Immune system. Temperature 

regulation. Hormonal system. Essentials of body chemistry. 

LEI103G • Chemistry - A • (12e) • Fall 


Teacher: Þór Steinsson Steinarsson 

General Chemistry: Atom, molecule and ions. Chemical formula and reactions formula. Source of the Elements. Heat of Reaction. Gasses. 

Atomic theory. The Periodic System. Chemical binding. Molecules. Liquids and solids. Mixtures. Reactivity. Chemical equilibrium. 

Reactions speed. 

Organic chemistry: Introduction to organic chemistry. IUPAC nomenclature. Isomer and stereochemistry. Typical reactions of alkan, alken, 

dien, alkyn, alcohol, aldehyd, keton and aromatic carbohydrate 

Written 3 hour exam. 

LEI104G • Physiology and physics • (10e) • Fall • 5f + 2v 




Supervisory teacher: Björg Þorleifsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Atli Jósefsson Sessional Teacher (Non tenured Teacher) 


Teacher: Marta Guðjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Þór Eysteinsson 

Physics: Motion. Forces, Newton's law. Work, energy and power. Degree of heat, heat transport and thermodynamics. Hydrodynamics. 

Electrical forces and field. Electricity, voltage and circuit. Magnetic field. Optics. 

Physiology: Essentials of body chemistry. Nervous system. Muscular system. Central nervous system. Peripheral nervous system. Sensory 

systems. Cardiovascular system. Respiratory system. Digestive system. Urinary system. Endocrine system. Reproductive system. Immune 

149


Undergraduate 

system. Temperature regulation. 

LEI201G • Cemistry - B • (6e) • Spring 



General Chemistry: Chemical formula and reactions formula. Heat of Reaction. Gasses. Chemical binding. Molecules. Liquids and solids. 

Mixtures. Reactivity. Chemical equilibrium. Reactions speed. Solubility. Acid-base equilibrium. Redox processes. 

Laboratory exercises in cooperation with 02.08.19 Instrumentation: Spectrometric analyses. pH measurements. Ox-redox analyses. 

Written 3 hour exam 

LEI202G • Instrumentation • (4e) • Spring 



Basic electronics. Electromagnetic fields and their influence on matter. Absorption. Light spectrum. Lambert-Beers rule. Different 

spectrometric analysis. UV, fluorescent, flame analysis, atomic absorption. Different electrical measurements, both voltage and current 

measurements. Liquid- and chromatographic methods. Electrophoreses. Radioactivity. Automatic analysis instrument. 

Laboratory methods: Spectrometric analyses. pH measurements. Ox-redox analyses. 

Written 3 hour exam 

LEI203G • Biochemistry and cell biology • (12e) • Spring 

Supervisor: Martha Ásdís Hjálmarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Eiríkur Steingrímsson Professor 

Supervisory teacher: Ingibjörg Harðardóttir Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Jón Jóhannes Jónsson 

Teacher: Stefán Þórarinn Sigurðsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Guðrún Valdimarsdóttir 

Teacher: Brynja R Guðmundsdóttir 

This course is divided into a cell biology section and a biochemistry section. 

I. Biochemistry 

In the section we discuss the genetic material, genomes, recombination and DNA metabolism, genetic engineering, RNA, gene expression, 

protein synthesis, proteins and protein function, enzymes, metabolic pathways, bioenergetics and oxidative metabolism, metabolisms of 

lipids, amino acids, carbohydrates and nucleotides and their coordination, digestion and uptake of nutrients, macronutrients, vitamins, 

minerals and the effects of nutrition on health and disease. 

II. Cell biology 

In the cell biology section of the course, we discuss the nature of cell biology and the methods used, cell structure and type, the cell 

membrane and membrane transport, energy generation in mitochondria and chloroplasts, cell compartments, transport in and between 

compartments, cell signaling and communication,the cytoskeleton, cell cycle, cell division and death, cell-cell interactions and intracellular 

matrix. 

III. Laboratory practicals 

Enzyme assays, urea in liver, laktat dehydrogenase, electrophoresis, glycolysis in read blood cells, lipid analysis. 

LEI204G • Health services - biomedical science • (2e) • Spring 


Basic factors of the health care system will be discussed and as well; the fundamental structure and role of the Icelandic health care system; 

the fundamentals of management and goals of the health care system; the education, role and responsibilities of different healthcare 

professionals; ethics and health care; ethics in communications with patients; the ethical code of silence. 

LEI205G • Science and teamwork • (6e) • Spring 


Teacher: Lárus Steinþór Guðmundsson 

Teacher: Kristín Jónsdóttir 

The course is divided in three parts: statistics, presentation of scientific data and teamwork. 

I. Statistics 

Definitions of statistical data and variables. Graphical presentation and various nomogrammes, histograms and frequency polygons. Normal 

distribution, population, sample. Confidence intervals, confidence limits for means, significance tests for means, z-tests and t-tests. 

Correlation and regressions. Introduction to Poisson-, binomial-, normal distribution and distribution transformations. Sensitivity, specificity 

and predictive values. Repeated measurements. Study design. Excel and simple statistical software will be used for data management and 

calculations. Statistic, directly or indirectly, useful in the work and studies of radiology and biomedical scientists. 

II. Presentation of scientific data 

The basic methods for writing scientific articles and reports, seeking information and use of references will be discussed and applied. 

150


Undergraduate 

III. Teamwork 

The basic methods and tools of quality management and teamwork will be discussed and applied. 

LEI301G • Hematology - pathology • (6e) • Fall 


Supervisory teacher: Hekla Sigmundsdóttir Lecturer (UK) - Assistant Professor (USA) 

Blood and marrow in healthy human. The formation of blood cells in marrow. The formation and destruction of red blood cells. Vitamin B12 

- folinacid and iron concentration. Classification of white blood cells and different level of formation. Red blood cells. Research of body 

fluids. Analysing diseases and treatment. Coagulation system, platelets and fibrinolysis. Coagulations disorders and treatment. 

LEI302G • Hematology - methodology • (12e) • Fall 



Teacher: Rósa Björk Jónsdóttir 

Teacher: Guðríður Steinunn Oddsdóttir 

The course is in three main parts basic laboratory work, haematology and laboratory methodology. The aim is that the students gain 

knowledge of haematology and laboratory analyses and connections to haematogogical-, coagulation- and renal diseases. 

I. Basic laboratory methods 

Phlebotomy and sampling. Fixing and staining of blood smear and microscope care. Safety rules in the laboratory. First aid. 

The Lectures are a base for the laboratory works in the course. In the lectures the theoretical base for the laboratory practice is discussed, 

together with the structure, working practice and maintenance of special apparatus used in haematology. The lectures also deal with the 

procedure uncertainty, evaluation and estimate of the outcome of the measurements, communication, quality control, specialized sampling 

and treatment and preservation of samples within haematology. 

I. Haematology: 

1. In general haematology microscopic methods for blood counting; manual methods in general haematology for haematological 

status; apparatuses for automatic blood cell counting; make of slides for differential count and morphology of blood cells in health 

and disease will be discussed. 

2. In body fluid analysis cells and elements in urine and body fluids will be discussed; basic routine analyses on urine and feces; and 

connection to diseases will be discussed. 

3. In coagulation the coagulation system and the connection of coagulation tests with coagulation diseases will be discussed. 

II. Practical laboratory work 

Services and function of laboratories in haematology. Basic haematology, tests on blood smears, fluid tests, and coagulation's test. If 

automatic procedures are used then the students also learn manual methods. 

Daily use and treatment of instruments are explained. Results of measurements are shown both in numbers and in figures. Computer 

programs are used for evaluation. 

LEI303G • Immunology • (8e) • Fall 


Teacher: Jóna Freysdóttir 

Teacher: Vala Friðriksdóttir 

Lectures supported by lab demonstrations. Workshops, assignments, independent learning. 

Resume of immunology. Ordinary organs and types of cells in the immunity system. Antibody, antigen and receptors. B and T lymphocytes, 

development and function. Antigen presenting cells. MHC molecules. Cytokines. Immunological recognition. Lymph and cell immunity. 

Immunity disease, immunity deficiency, autoimmunity, vaccination. Immunological methods 

LEI304G • Isotope analysis • (4e) • Fall 




Basic properties of photon- and particle radiation, radioactive decay and half life. Production and characteristics of radionuclides for medical 

imaging and therapy. Radiation detection and image formation. Students will visit nuclear imaging department. Biological effects of ionizing 

radiation, basic concepts in radiation protection, justification and optimization. Radiation dose estimates for patients and personnel. 

LEI401G • Clinical chemistry - pathology • (8e) • Spring 


Supervisory teacher: Gunnlaug Hjaltadóttir 

In lectures emphasis is placed on fundamentals factors in clinical chemistry - patho physiology. The course explores the relationship between 

the structure and function of various body systems and the biochemistry of the human body. Topics includes ions, enzymes, vitamins, salts 

minerals, blood gases, and lipid metabolism; function of kidney, liver, heart, and digestive organs; diseases with regards to clinical chemistry 

tests on body fluids, both with regards to analysis and treatment of diseases; measurements of drugs, toxicology; molecular diagnostics and 

diseases of genetic origin. Students will learn the correlation between chemistry test results and clinical symptoms of diseases. 

Exam in writing (3 hours) 100% 

LEI402G • Clinical chemistry - methodology • (14e) • Spring 


Supervisory teacher: Gunnlaug Hjaltadóttir 

151


Undergraduate 

Teacher: Gyða Hrönn Einarsdóttir 

In lectures emphasis is placed on fundamentals factors in the process of analytical measurements in clinical chemistry. Topics are functions 

and structure of various instruments, calibrations and maintenance of instruments, reference intervals and clinical decision limits of 

laboratory tests, interferences in chemical analysis, interpretation of results in analytical measurements, and evaluation of methods in clinical 

chemistry. Discussed will be communication, management, quality assurance, laboratory information system, and laboratory automation in 

the departments of clinical chemistry. Students will learn about standard procedures of sample collection technique, sample transport, and 

preservation of blood samples in the department of clinical chemistry. 

In the laboratory course emphasis is placed on various methodologies which are used in analytical measurements in clinical chemistry. 

Students perform laboratory practices that are based on different methods of quantitative analysis of chemical constitute of blood and other 

body fluids like enzymes, ions, proteins, drugs, and hormones. Laboratory practices consist for example of photo spectral measurements, 

calibrations of methods, electrochemical measurements, protein electrophoresis, measurements using chromatographic technique, and 

immunochemical measurements. 

Exam in writing (50%). Reports and evaluation of the students performance in clinical laboratory practices (30%). Practical exam in 

laboratory practices (10%). Assy and lecture (10%) 

LEI403G • Clinical physiology • (8e) • Spring 


Supervisory teacher: Hanna Sveinrún Ásvaldsdóttir 

Supervisory teacher: Líney Símonardóttir 

Teacher: Runólfur Pálsson Senior Lecturer (UK) - Associate Professor (USA) 

Main topics are the heart, the lungs and kidneys. In clinical physiology work and communication with the patients is more direct than in 

other disciplines in biomedical science, therefore an emphasis is on patient care and communication. 

The heart: structure and blood circulation ( location, chambers, valves and vessels) 

The cardiac cycle, normal pressure in chambers and the main vessels, cardiac output, diastole and systole and heart sounds; the conductive 

system and arrhythmia; acquired and congenital heart diseases .How different cardiac tests are used to diagnose heart diseases ( EKG, 

pacemaker studies, Holter, stress tests, electrophysiological studies, coronary angiography and echocardiography. 

The students will also be introduced to the most common drugs used in different heart diseases, heart surgery and other treatment resources. 

The lungs: The respiratory system anatomy, and function. Pulmonary ventilation inhalation and exhalation, Lung volume and capacities, 

Oxygen transport, gas exchange, saturation, gas laws, blood gas measurements and interpretation, acidosis and alkalosis. 

Lung diseases how they are diagnosed and treated (tests and drugs) 

The kidneys: the structure and physiology. Glomerular filtration rate, tubular re-absorption and secretion. Hormonal regulation. Fluid 

balance. Electrolyte and acid-base homeostasis. 

Kidney failure, consequence; and treatment resources. 

LEI501G • Histopathology - analysis • (12e) • Fall 


Supervisory teacher: Sigurrós Jónasdóttir 

Teacher: Fjóla Haraldsdóttir 

Teacher: Hrefna Kjartansdóttir 

The lectures are the basis for practical training. They cover the treatment of tissue samples until they are visible in a microscope for specific 

diagnostic of diseases. The lecture topics include purpose of fixation, different work procedures, cutting techniques and the purpose of 

staining. Furthermore immunological staining procedures. 

LEI502G • Histopathology - mecanisms of disease • (6e) • Fall 


Supervisory teacher: Sigurrós Jónasdóttir 

Teacher: Lárus Jónasson 

Introduction to pathology. 

General pathology: Cell injury, adaptation and cell death. Inflammation, including acute inflammation and inflammatory response, chronic 

inflammation and specialized chronic inflammatory response. Tissue repair, including healing of bone fractures. Defencts in tissue growth 

and neoplasia, types and classification of neoplasia. Thrombosis, embolism and infraction. 

Specialised pathology: Diseases of the heart and vessels, respiratory system, gastrointestinal tract, liver, biliary system and pancreas, urinary 

tract and genital organs, breast, endocrine system, lymphatic system, cytogenetics. 

Written exam (3 hours) 

LEI503G • Genetics • (8e) • Fall 


Teacher: Hans Guttormur Þormar Doctoral Graduate Student 

History of genetics. Structure of chromosomes, life cycles, Mendel's laws, sex-linked inheritance. Gene mutations and chromosomal 

variations. Structural and functional analysis of genes and chromosomes. Linkage and recombination in viruses, bacteria and eucaryotic 

organisms; Recombination mechanisms. Extra chromosomal inheritance. Control of gene function. Transposable elements. Recombinant 

DNA technology. 

Laboratory Work: Mitosis in Allium. Meiosis in Lilium and Corthippus. Salivary gland chromosomes of Drosophila. Segregation in Sordaria 

fimicola. Gene mapping in Drosophila. Conjugation and transduction in E. coli. Induction of auxotrophic mutations in E. coli. Laborations in 

Genetics of bacteria and plasmids. 

152


Undergraduate 

LEI504G • Blood banking and Transfusion Medicine • (4e) • Fall 



Overview of blood bank practices; Blood donations, production of blood components, tests on blood components, use of blood components, 

adverse effects of blood transfusion, direct and indirect Coombs test, main blood groups and blood group antibodies, screening and 

identification of blood group antibodies, blood group antibodies in pregnancy, elution and titer of blood group antibodies. Overview og HLA, 

stem cells and studys of stemcells in the Blood Bank in Reykjavík. 

Written examination, written reports during the course and student lecture based on a scientific article. 

LEI601G • Microbiology - methodology • (16e) • Spring 


The course is based on lectures covering two main themes, microbiology and microbiological methodology; in discussion the themes are 

integrated. 

I. Microbiology. Main characteristics and identification of different classes genuses and species of microbes, antimicrobioal agents and their 

function are discussed. 

II. Basic microbiological methods. 

General work processes in general diagnostic analyses are discussed as well as in important special analyses. This includes discussion on preanalytical 

factors a such as a specimen sampling, treatment and storage of samples; indentification of pathogens by culture, immunological 

and molecular biological methods selection of appropriate methods for indentification and susceptibility testing; theorectical background of 

analyses; materials, methods and process of analyses; diagnostic reference values; limits of analyses; quality management safety 

precaultions; interpretation and evaluation of results; documentation and presentation of results; databases and data safety; and 

communications with patients and staff. 

LEI602G • Microbiology - infectious diseases • (6e) • Spring 


The course is in two main parts microbiology and infectious diseases. The aim is that the students gain knowledge of the characteristics of 

microbes and their connections to infectious diseases, their prevantion and treatment. 

I Microbiology 

Discussions on classifications of microbes; epidemiology, etiology, and virulence factors of infectious agents - bacteria, virus, fungi and 

parasites. Disinfection, infectious disease control and antimicrobial agents are discussed. 

II. Infectious diseases 

Infections in different organs and organs systems, symptoms, epidemiology, prevalence and risk factors of diverse infectious agents are 

discussed. 

LEI603G • Molecular biology • (8e) • Spring 


Structure of chromosomes. Organisation of the genetic material. DNA- replication and repair. Recombination. Molecular cloning. 

Transcription and control of gene expression in Prokaryotes and Eukaryotes. Oncogenes. 

Laboratory work: Molecular genetics of plasmids and bacteria 

LÆK101G • Anatomy IIA • (8e) • Spring 

Supervisory teacher: Hannes Petersen Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Pétur Henry Petersen Postdoctoral Researcher 

Anatomy and embryology of head and neck. Neuroanatomy including histology and embryology. 

Practical lab and written examination at the end of the course. 

LÆK102G • Anatomy IA • (6e) • Fall 


Teacher: Þórarinn Guðjónsson Project Manager 

Teacher: Vigdís Pétursdóttir 

General anatomy and embryology. General histology. 14 practical lessons in with microscope, viewing the main tissues of the human body. 

A. Stevens og J. Lowe: Human Histology, 3. ed., ch 1-6, 9, 13 og 18. 

Practical lab examination in histology and combined written examination in general anatomy, embryology and histology. 

LÆK103G • Anatomy IB • (10e) • Fall 

Supervisory teacher: Ella Kolbrún Kristinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Anatomy of extremities and trunk. Systematical and topographical and surface anatomy of extremeties and trunk is covered. 

Written exam. 

LÆK104G • Clinical Approach: Communication - Psychology I • (2e) • Spring 

Supervisory teacher: Jón F Sigurðsson Professor 

Teacher: Helgi Sigurðsson Professor 

Teacher: Bryndís Benediktsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jóhann Ágúst Sigurðsson Professor 

This course is about: 1) what psychology is, what psychologists, especially clinical psychologists, do and how psychology may be applied to 

medicine. Some of the main topics of psychology will be discussed in relation to medicine, 2) cognitive development, learning and 

intelligence, 3) self-esteem, 4) personality, emotions and emotional disorders, 5) communication and cognitive behavioural therapy, 6) 

quality of life and health and 7) coping with illness and disability. 

153


Undergraduate 

LÆK105G • Clinical Approach: Communication - doctor/patient I • (8e) • Spring 

Supervisory teacher: Bryndís Benediktsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jón F Sigurðsson Professor 


Teacher: María Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Jóhann Ágúst Sigurðsson Professor 

First part of a three term course on doctor-patient communication, ethics, psychology, clinical examination and professional development. 

Written examination 70%. Assignments 20%. Clinical 10%. 

LÆK106G • Anatomy Ph. IA • (6e) • Fall 



Teacher: Vigdís Pétursdóttir 

Embryology and general histology. 

LÆK107G • Anatomy Ph. IB • (12e) • Fall 

Supervisory teacher: Ella Kolbrún Kristinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Anatomy of extremities and trunk. Anatomical systems, areas and surface anatomy of extremeties and trunk is covered. 

LÆK108G • Biological Physics • (2e) • Fall 



Supervisory teacher: Brynjar Karlsson Senior Lecturer (UK) - Associate Professor (USA) 



Teacher: Jónína Guðjónsdóttir 


Curricula: 1. Mechanics and elasticity. 2. Medical imaging. 3. Radiation and nuclear physics in medicine. An emphasis is placed on aspects 

useful to students in the study of anatomy. In the section dealing with mechanics bones and muscles are treated as levers and the concepts of 

equilibrium and stability analyzed in detail. The elastic properties of materials and organic tissues are examined. In particular the properties 

of organs like the blood vessels, heart, the bladder are used as examples of the general laws of elasticity. Medical imagery using X-ray, CT, 

MRI and ultrasound is introduced. The application of radiation in radiotherapy and isotopic imagery introduced. Three sessions of practical 

work are planed that consist of visits to the imaging departments. Where possible the students can use the equipment to make examinations 

on themselves or each other. 

Written Examination. 

LÆK109G • Cell physilogy • (5e) • Spring 

Supervisory teacher: Þór Eysteinsson 


Teacher: Brynjar Karlsson Senior Lecturer (UK) - Associate Professor (USA) 

Physics: Electricity, potential, current, resistance. Macroscopic effects of current on the human body, electrical safety issues in a clinical 

setting. General principals of diffusion, osmosis, ionic equilibrium and membrane potential. Connection of the general principles to 

physiology of cell membrane. Cell Physiology: The cell membrane, membrane transport, transport routes, diffusion, structure and function of 

ion channels, electrophysiology of cell membrane, membrane potential, graded and action potentials, synaptic transmission, intracellular 

messenger systems, volume regulation of cells, acid-base balance, physiological role of the epithelium. 

Written examination 

LÆK110G • Cell biology and genetics • (7e) • Spring 

Supervisory teacher: Helga M Ögmundsdóttir Professor 


Teacher: Eiríkur Steingrímsson Professor 


Teacher: Ingibjörg Harðardóttir Senior Lecturer (UK) - Associate Professor (USA) 

Cell biology Spring term 1st year. Teachers: Helga M. Ögmundsdóttir (HMÖ) with teachers from biochemistry and physiology. Lectures 

(46L): Introduction; evolution of life; plasma membrane: biochemistry and cell biology; nucleus: genes and gene expression, chromatin, 

structure of the nucleus, nuclear envelope; endoplasmic reticulum and Golgi apparatus; vesicles and vesicle transport; lysosomes, 

peroxisomes and mitochondria; cytoskeleton and motor proteins; cell division; cell junctions and extracellular matrix (biochemistry and cell 

biology); signal transduction (introduction); maturation and differentiation. Three practical classes: Isolation of cells; cell culture; 

microscopy. Three discussion seminars: Journal articles and clinical cases. Genetics Teacher: Eiríkur Steingrímsson Lectures (12L):This 

introductory course covers the basic concepts and methods of genetics including genes, alleles, genomes, chromosomes, mitosis and meiosis. 

The course explains Mendelian, mitochondrial and polygenic traits in addition to population genetics, DNA cloning, linkage, mapping and 

the genetics of development. Examples of the use of genetics in medicine will be discussed as well as the use of bioinformatics in genetics. 

Cell Biology account for 80% of the final mark and Genetics for 20%. Students have to obtain a pass mark for each part separately. The mark 

for cell biology is composed of marks for reports on pracicals and seminars: 40%, and mark for the written examination: 60% 

LÆK111G • Anatomy IA, for Nutrition students • (6e) • Fall 



Embryology and general histology 

LÆK201G • The Clinical Approach: Behavioural Science - Psychology II • (2e) • Fall & Spring 

154


Undergraduate 

Supervisory teacher: Jón F Sigurðsson Professor 


This course adresses the bacic elements of cognitive behaviour therapy (CBT) and how it can be applied to communication with patients in 

general health care. The main components are: 1) How can CBT be applied to the patient-doctor interview? 2) The cognitive behavioural 

model (CBM). 3) The basic concepts of CBT - the relationship between thoughts, emotions, physical reactions, behaviour and environmental 

factors. 4) Patirent-centered communication with the CBM. 

The course is taught in relationship with the cuorse Doctor-patient communication II. The teacher will introduce the methods of assessment. 

LÆK202G • The Clinical Approach: The doctor, his patient and the illness II • (6e) • Fall & Spring 




Teacher: Ásmundur Jónasson 


Teacher: Hrönn Harðardóttir 

Teacher: Elsa Björk Valsdóttir 

Teacher: Inga Sigurrós Þráinsdóttir 


Teacher: Stefán Hjörleifsson 

Second and third part of a three term course on doctor-patient communication, ethics, psychology, clinical examination and professional 

development. 

OSCE 

LÆK203G • Anatomy IIB • (8e) • Fall • 14f + 4v 



Teacher: Una Strand Viðarsdóttir 

Teacher: Sigríður Rut Franzdóttir 

a) MACROANATOMY II. 40L Anatomy and embryology of internal organs. b) MICROANATOMY II. 16L + 16P Histology of internal 

organs, lectures and microscopy examination 

Practical lab exam in histology. Combined written examination in macro- and micro anatomy at the end of course. 

LÆK204G • The Scientific Approach: Collection and Analysis of data • (2e) • Spring 

Supervisory teacher: Magnús Jóhannsson Professor 


The course will provide an introduction to scientific methodology. Among the subjects are collection and statistical analysis of data, 

descriptive and analytic approaches, and the various associations between exposure and outcome. The link with clinical medicine will be 

emphasized, e.g. by use of clinical examples. 

Written examination in April or May. 

LÆK205G • Pathology • (1e) • Spring 

Supervisory teacher: Jóhannes Ö Björnsson Professor 

Teacher: Bjarni Agnar Agnarsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Kristrún R Benediktsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Lectures: During Spring Term 2010, a general introduction to pathology, will be followed by broad, nonorgan-related topics, including cell 

injury and cell death, inflammation, repair, thrombosis, and neoplasia. 

LÆK206G • Immunology • (5e) • Spring 

Supervisory teacher: Björn Rúnar Lúðvíksson Professor 

Teacher: Kristján Erlendsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ingileif Jónsdóttir Professor 

Plan: 2nd year 28 L + 24 La. 4th year (12 L). In addition there are compulsory seminars where the students work on a specific object under 

the supervision of a tutor. 2nd year Immunity and immunologic disorders, tolerance, hypersensitivity, autoimmunity, immunologic response 

against cancer, use of monoclonal antibodies and the role of the immunologic response in disease in general. 4th year When to send patients 

for special immunological investigation. Immunity and hypersensitivity tests and immunologic interventions. Physicians have to be able to 

read general medical summaries of immunology, be able to follow development of immunology and to know the approach to prevention, 

diagnosis and treatment of immunological diseases. Requirements: Each part followed by a summary of the details on which the student will 

be tested. This is the minimum knowledge required to understand immunology, and sufficient preparation for further studies and 

specialization. 

Written examination for the second year. Practical Immunology is a part of the examination in Medicine. 

LÆK207G • Physiology A • (8e) • Fall 



Teacher: Brynjar Karlsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jón Ólafur Skarphéðinsson 

Teacher: Þórarinn Sveinsson Senior Lecturer (UK) - Associate Professor (USA) 


Physiology: Homeostasis. Function of skeletal and smooth muscle. Organization of the neural system, physiology of neurons, synaptic 

transmission, autonomic nervous system, muscle spindles, control of body movement. The endocrine system (overview). Sensory 

physiology: General sensory physiology, somatic sensation, pain, vision, hearing, vestibular sensation, chemical senses. Learning, memory, 

brain waves, sleep, circadian rythm. 

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Laboratory hours: Muscles, Electromyography (EMG) and reflexes, Electroencephalography (EEG). 

Lectures, seminars and laboratory hours are held according to a time table presented at the beginning of each term. All laboratory exercises 

are compulsory. The grade from each course is combined marks from the theoretical exams (80%) and laboratories/reports (20%). A 

minimum of 50% is required from each part. 

Physics 20F (Part of the physiology module) Curriculum: 1. Feedback systems. 2. Hydrostatics and hydrodynamics.3. Thermodynamics. 

General aspects of feedback control systems are discussed. In hydrodynamics special emphasis is placed on subject that underpin the 

physiology of the circulation. Flow, pressure, resistance and viscosity are treated in detail. The thermodynamics part deals mostly with 

transport to and from the body, metabolism and regulation of body temperature. 

Final grade is 80% physiology and 20% physics. The Physiology part is composed of a written examination 80%, practicals 20%. Minimum 

grade is 5,0 in all parts. 

LÆK208G • Physiology B • (10e) • Spring 

Supervisory teacher: Sighvatur Sævar Árnason 




Spring term: The heart as a pump. Excitation of the heart. Electrocardiogram. The circulation. Function of the arterial and venous systems 

and microcirculation. The kidney and the body fluids compartments. Regulation of blood volume and extracellular fluid volume. Regulation 

of acid-base balance. Pulmonary ventilation. Regulation of respiration. Digestion and absorption. Energetics and metabolic rate. Body 

temperature regulation and fever. The endocrine glands and their hormones. Reproductive and hormonal function of the male and female. 

Sports physiology. 

Laboratory hours: EKG, Blood pressure regulation, ergometry/spirometry, excretion. 

Lectures, seminars and laboratory hours are held according to a time table presented at the beginning of each term. All laboratory exercises 

are compulsory. The grade from each course is combined marks from the theoretical exams (80%) and laboratories/reports (20%). A 

minimum of 50% is required from each part. 

The grade from each part of the course is combined marks from the theoretical exams (80%) and laboratories/reports (20%). A minimum of 

50% is required from each part. 

LÆK209G • Biochemistry and molecularbiology A • (8e) • Fall 




Teacher: Sigurður Ingvarsson 

Teacher: Helga Eyja Hrafnkelsdóttir 


Topics, concepts and methods in biochemistry and molecular biology. Genetic material, genome and genes, DNA replication, DNA 

metabolism, and recombinant DNA technology. RNA, gene expression, transcription and protein translation. Proteins and enzymes. 

Transgenic animals. Bioinformatics. Molecular biology of viruses and gene therapy. The cell cycle, apoptosis, and molecular genetics of 

cancer. Pathobiochemistry and application of biochemistry and molecular biology in medicine. Course consists of lectures, discussions, webbased 

project, problem-based learning, interactive media, and laboratory practicals. 

Written exam: 85%, web-based project: 5%, and laboratory practicals, 10%. 

LÆK210G • Biochemistry and Molecular Biology B • (10e) • Spring 

Supervisory teacher: Ingibjörg Harðardóttir Senior Lecturer (UK) - Associate Professor (USA) 




Subjects covered: 

Structure, function and methods to isolate and examine proteins, carbohydrates and lipids. Bioenergetics and oxidative metabolism. 

Metabolism of lipids, amino acids, carbohydrates and nucleotides. Metabolic interrelationships. Digestion and absorption of nutrients. 

Principles of nutrition with respect to macro- and micronutrients and effects of nutrition on health and diseases. Structure and action of 

hormones. 

Written final exam (85%) Mid term project (5%). Practicals (10%). Passing grade in the exam and for the course in whole is 5.0. All parts of 

the course need to be completed. 

LÆK212G • Physiology I • (8e) • Fall 




The physiology of the body is described with particular reference to the form and function of organs and body systems. Dental students 

attend a special course of lectures, seminars and carry out practical work. 

A separate written examination is held for dental students (50%). The average grade for seminars, practical work, oral reports and short 

exams makes up 50% of the final course mark. Examination in the end of autumn semester. 

LÆK213G • Physiology II • (6e) • Spring 



The physiology of the body is described with particular reference to the form and function of organs and body systems. Dental students 

attend a special course of lectures, seminars and carry out practical work. 

A separate written examination is held for dental students (50%). The average grade for seminars, practical work, oral reports and short 

exams makes up 50% of the final course mark. 

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LÆK214G • Anatomy Ph. IIA • (8e) • Spring • 7f + 3v 


Teacher: Una Strand Viðarsdóttir 

Teacher: Finnbogi Rútur Þormóðsson Research Scholar/Scientist 


Anatomy and embryology of the head and neck. Anatomy, histology and embryology of the nervous system. 

Practical examination at the end og the course. Examination: Written examination. 

LÆK301G • Medical Microbiology • (7e) • Fall 

Supervisory teacher: Karl Gústaf Kristinsson Professor 

Teacher: Ingibjörg Hilmarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Ólafur Steingrímsson Senior Lecturer (UK) - Associate Professor (USA) 

Microbial biology, pathogenesis of infectious disease, bacterial pathogens and associated diseases. Mycology, mycoses and parasitology and 

associated diseases. Additional lectures focus on the epidemiology of infectious diseases and the role of laboratory methods in the diagnosis 

and treatment of infections. Practical microbiology (a short laboratory training course, 11 X 2 hrs.) starts in September with 95% mandatory 

attendance and ends with a practical exam. A short syllabus is provided on the course site in the intranet (Ugla) before the course begins. 

The course includes a laboratory training course (11 X 2 hrs.) with 95% mandatory attendance and finishes with a practical exam. Written 

examination at the end of the course. 

LÆK302G • Virology • (4e) • Fall 

Supervisory teacher: Arthur Löve Professor 


This course covers basic human virology. Structure and classification of human viruses, replication mechanisms, effects on cells and organs, 

distribution and pathogenesis in the host and pathogenetic determinants. The main viral diseases among humans are discussed and their 

modes of transmission, epidemiology, pathogenesis, symptoms and clinical course, complications and methods of laboratory diagnosis. The 

instruction consists of lectures and a laboratory course. 

Written examination in October. 

LÆK303G • Pathology • (13e) • Fall & Spring 

Supervisory teacher: Jóhannes Ö Björnsson Professor 

Teacher: Jón Gunnlaugur Jónasson Professor 

Teacher: Sverrir Harðarson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Bjarni Agnar Agnarsson Senior Lecturer (UK) - Associate Professor (USA) 


In Autumn Term, the pathology of specific organ system will be discussed, including cardiovascular and gastrointestinal disorders. Organspecific 

pathology will be concluded during Spring Term. 

Laboratory exam will be held in February/March 2010. Written examination (multiple choice, short questions, 4 hours)in Februar/March. 

LÆK304G • Research Project • (0e) • Fall 



This part of the curriculum is devoted to research projects under supervision and introduced by a short course on research methods and 

statistics. The aim is to train the student in applying scientific methods in the design of a research project, collection of data, analysis and 

interpretation. The course ends with a two-day conference where each student presents his/her project. A written report is handed in a week 

later. 

A combined evaluation is given on the student's performance in conducting the project (given by the supervisor), the oral presentation and 

the written report. Exam/evaluation is in May 

LÆK304G • Research Project • (18e) • Spring 



This part of the curriculum is devoted to research projects under supervision and introduced by a short course on research methods and 

statistics. The aim is to train the student in applying scientific methods in the design of a research project, collection of data, analysis and 

interpretation. The course ends with a two-day conference where each student presents his/her project. A written report is handed in a week 

later. 

A combined evaluation is given on the student's performance in conducting the project (given by the supervisor), the oral presentation and 

the written report. Exam/evaluation is in May 

LÆK305G • Clinical Method • (4e) • Fall & Spring 

Supervisory teacher: Kristján Erlendsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Runólfur Pálsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Ragnhildur Steinbach Project Manager 

Teacher: Bjarni Þjóðleifsson Professor 


Teacher: Þórarinn Gíslason Professor 

Teacher: Karl Konráð Andersen Senior Lecturer (UK) - Associate Professor (USA) 

3rd year course. Small group teaching (4-6 students) with a tutor where the main aspects of history taking and physical examination is 

emphasized, general examination and examination of certain body organs and function. Each session is about four hours with a tutor and is 

temporarily connected to lectures in each organ system block. Full attendance is compulsory. Written evaluation, no test. 

Full attendance is compulsory. Written evaluation, no test. 

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LÆK306G • Pharmacology and Toxicology • (14e) • Fall & Spring 



Teacher: Karl Gústaf Kristinsson Professor 

Teacher: Guðlaug Þórsdóttir Medical Doctor 

Teacher: Guðmundur Þorgeirsson Professor 


Teacher: Gunnar Guðmundsson 



Teacher: Ólafur Guðlaugsson 

Pharmacodynamics: Pharmacology of endocrine glands, vitamins, iron, osteoporosis, drugs used in gout, nonopiate analgesics, nonsteroidal 

antinflammatory drugs, pharmacology of the peripheral nervous system, pharmacology of the CNS, gastrointestinal drugs, antihypertensive 

drugs, cardiovascular drugs, anticoagulation drugs, diuretics, antimicrobials, cytostatic drugs, immunosuppressive drugs, antihyperlipidemic 

agents, drugs action on the uterus and drugs for obesity. Pharmacokinetics: Drug preparations and dosage forms, absorption, distribution, 

excretion, biotransformation of drugs, assay of drugs in the blood, registration of drugs, side effects of drugs, drug interactions, receptors of 

drugs, drug effects and efficacy, geriatric pharmacology. 

Written examination in Februar/March 2010 

LÆK307G • Pharmacology II • (4e) • Spring 


Teacher: Magnús Gottfreðsson Senior Lecturer (UK) - Associate Professor (USA) 








The course in pharmacology includes basic principles (mainly pharmacokinetics and related subjects and some demonstrations) and 

pharmacodynamics (emphasis on drugs used by dentists). The course is in two parts, 36 lectures each (35 min. lectures) with a 3 hours 

written exam after each part. Textbook: Pharmacology by Rang, Dale, Ritter and Moore. Internet site: www.hi.is/pub/liflyfjafr (in icelandic). 

LÆK308G • Pharmacology I • (4e) • Fall 










Pharmacodynamics: Pharmacology of endocrine glands, vitamins, iron, osteoporosis, drugs used in gout, nonopiate analgesics, nonsteroidal 

antinflammatory drugs, pharmacology of the peripheral nervous system, pharmacology of the CNS, gastrointestinal drugs, antihypertensive 

drugs, cardiovascular drugs, anticoagulation drugs, antimicrobials, cytostatic drugs, immunosuppressive drugs, antihyperlipidemic agents, 

drugs for obesity. Pharmacokinetics: Drug preparations and dosage forms, absorption, distribution, excretion, biotransformation of drugs, 

assay of drugs in the blood, side effects of drugs, drug interactions, receptors of drugs, drug effects and efficacy, geriatric pharmacology. 

Written exam. 

LÆK401G • Otorhinolaryngology • (3e) • Fall & Spring 


Instructor: Hannes Petersen, associate professor and other specialists at the E.N.T. Department, University Hospital. Diagnosis and treatment 

of diseases of the nose, throat, head and neck. Introduction of ear examination, classification of hearing disorders, diseases of external ear, 

eustachian tube and middle ear. Acute chronic otitis media, mastoiditis, otosclerosis, hearing rehabilitation, hearing aids, tinnitus, vertigo, 

vestibular tests and diseases of inner ear. Diseases of salivary glands and oral diseases, facial paralysis, facial trauma, anatomy and function 

of the nose. Diagnosis of nasal disorders, rhinomanometry, allergic disorders of the nose and nasal cavity. Chronic nasal obstruction, 

sinusitis, epistaxis, diseases of the nasopharynx, pharynx and oesophagus. Function of the larynx, hoarseness, inflammations, laryngeal 

paralysis and carcinoma of hypopharynx and larynx, laser surgery, head and neck cancer, diagnosis of lump in the neck, surgery of the head 

and neck. Examination: December Texts: W. Becker and H.H. Naumann; Ear Throat Diseases. tP.D. Bull; Diseases of the Ear, Nose and 

Throat. tSee lectures on the internet www.hi.is/~hne 

Written exam. 

LÆK402G • Internal Medicine, theoretical • (13e) • Fall & Spring • 13f 

Supervisory teacher: Guðmundur Þorgeirsson Professor 

Teacher: Páll Torfi Önundarson Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Gunnar Sigurðsson Professor 


Teacher: Gunnar Þór Gunnarsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Steinn Jónsson Senior Lecturer (UK) - Associate Professor (USA) 



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Teacher: Helgi Jónsson Professor 

Teacher: Pálmi V Jónsson Professor 

Teacher: Þórður Harðarson Professor 

Teacher: Rafn Benediktsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Björn Guðbjörnsson Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Unnur Steina Björnsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


13 weeks in aut or in spring Basic knowledge in Internal Medicine. Clinical examination in medicine, analysis of clinical information, 

diagnosis, differential diagnosis, treatment plan, and follow-up are emphasized. Students write a minimum number of case histories under the 

supervision of a physician. They take turns being on call. There are daily tutorials and clinical rounds. Full attendance is compulsory. 

Students follow their patients closely and discuss their work-up and treatment with their attending physician. In the 4th year lectures an 

emphasis is placed on common diseases and management problems. 

Examination at the end of the course. 

LÆK403G • Internal Medicine, Clinical • (13e) • Fall & Spring • 13f 

Supervisory teacher: Guðmundur Þorgeirsson Professor 

Teacher: Páll Torfi Önundarson Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Gunnar Sigurðsson Professor 


Teacher: Gunnar Þór Gunnarsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Steinn Jónsson Senior Lecturer (UK) - Associate Professor (USA) 



Teacher: Helgi Jónsson Professor 

Teacher: Pálmi V Jónsson Professor 

Teacher: Þórður Harðarson Professor 

Teacher: Rafn Benediktsson Senior Lecturer (UK) - Associate Professor (USA) 



13 weeks in aut or in spring Basic knowledge in Internal Medicine. Clinical examination in medicine, analysis of clinical information, 

diagnosis, differential diagnosis, treatment plan, and follow-up are emphasized. Students write a minimum number of case histories under the 

supervision of a physician. They take turns being on call. There are daily tutorials and clinical rounds. Full attendance is compulsory. 

Students follow their patients closely and discuss their work-up and treatment with their attending physician. In the 4th year lectures an 

emphasis is placed on common diseases and management problems. 


LÆK404G • Diagnostic Imaging - Radiology • (3e) • Fall & Spring 

Supervisory teacher: Ásbjörn Jónsson Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Guðmundur Jón Elíasson Lecturer (UK) - Assistant Professor (USA) 


Clinical aspects of radiation physics and radiation protection. General definitions in clinical radiology and radiological examination of the 

various organ systems. Contrast media and contrast examination. Other methods, i.e. ultrasound, nuclear medicine, computerized 

tomography and magnetic resonance imaging. Intervention. 

Written exam. 

LÆK405G • Clinical Biochemistry • (2e) • Fall 

Supervisory teacher: Jón Jóhannes Jónsson 


Basic applications of chemical, molecular and cellular concepts and techniques to the understanding and evaluation of human health and 

desease. Lectures: General principles and practice of clinical biochemistry as well as specific diseases and organ systems. Practical aspects 

regarding appropriate use of the clinical laboratory in medicine. Frontiers in molecular medicine. Problem-based learning. Visit to a clinical 

laboratory in the 2nd year of medical studies. 

Written examination, evalution of problem-based learning 

LÆK406G • Surgery, theoretical • (13e) • Fall & Spring 

Supervisory teacher: Halldór Jónsson Professor 

Teacher: Bjarni Torfason Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Hannes Petersen Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Guðmundur Geirsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jens Kjartansson 

Teacher: Þorvaldur Jónsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ásbjörn Jónsson Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Þorvaldur Ingvarsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Elín Hanna Laxdal 

Teacher: Brynjólfur Árni Mogensen Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Páll Helgi Möller Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ingvar Hákon Ólafsson 

The theoretical part in surgical sciences is based on lectures in cathedral form at the same time as the medical sciences, during the fall and 

the autumn (total 240L). Emphasis is on basic clinical skills, diagnosis and surgical treatment. Teaching is co-operated with medicine in 

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cases where treatment is both medical and surgical. The teachers are specialists in respective fields at Landspitali and the Central Hospital in 

Akureyri, but are in different positions at the Medical Faculty. The final examination is written with multiple questions at the end of the 

lectures. Students must pass both parts of the course. 

Examination at the end of the course 

LÆK407G • Surgery, clinical • (13e) • Fall & Spring 

Supervisory teacher: Halldór Jónsson Professor 

Teacher: Bjarni Torfason Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Guðmundur Geirsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jens Kjartansson 

Teacher: Þorvaldur Jónsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ásbjörn Jónsson Senior Lecturer (UK) - Associate Professor (USA) 



Teacher: Elín Hanna Laxdal 

Teacher: Brynjólfur Árni Mogensen Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Páll Helgi Möller Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ingvar Hákon Ólafsson 

The practical education is based on clinical courses which are run almost simultaneously as the lectures in the two major hospitals in 

Reykjavík and in Akureyri. The students participate in the daily work of the departments and attend clinical conferences, rounds and other 

teaching activities. Clinical cases are presented and discussed individually on ward rounds and grand rounds.Full attendance is compulsory. 

Examination is according to ESCA at the end of each course in January and in May. The final score is calculated as 75% from the ESCA 

examination and 25% from the students "book-keeping". Students must pass both parts of the course. 

Examination at the end of the course 

LÆK501G • Obstetrics and Gynaecology • (12e) • Fall 

Supervisory teacher: Reynir Tómas Geirsson Professor 

Teacher: Jens A Guðmundsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Hildur Harðardóttir Lecturer (UK) - Assistant Professor (USA) 

Basics obstetrics and gynecology, reproductive medicine, women's health. Theoretical and practical 7 week course allied to pediatrics. 

Exam in October and December. 

LÆK501G • Obstetrics and Gynaecology • (12e) • Spring 

Supervisory teacher: Reynir Tómas Geirsson Professor 

Teacher: Jens A Guðmundsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Hildur Harðardóttir Lecturer (UK) - Assistant Professor (USA) 

Basics obstetrics and gynecology, reproductive medicine, women's health. Theoretical and practical 7 week course allied to pediatrics. 

Exam in March and May. 

LÆK503G • Psychiatry • (14e) • Fall 

Supervisory teacher: Hannes Pétursson Professor 

Supervisory teacher: Engilbert Sigurðsson 


Teacher: Jón Grétar Stefánsson Senior Lecturer (UK) - Associate Professor (USA) 

The objective of the course is to teach students about psychiatric diseases, their prevalence, etiology, course, prognosis, treatment and 

prevention. The teaching is provided in the form of lectures, seminars, problem-based learning and practical training at the Departments of 

Psychiatry of the National University Hospital as described in a detailed curriculum presented to students at the beginning of each course. 

Examinations: December. 

LÆK503G • Psychiatry • (14e) • Spring 

Supervisory teacher: Hannes Pétursson Professor 

Supervisory teacher: Engilbert Sigurðsson 


Teacher: Jón Grétar Stefánsson Senior Lecturer (UK) - Associate Professor (USA) 

The objective of the course is to teach students about psychiatric disorders, their prevalence, etiology, course, prognosis, treatment and 

prevention. The teaching is provided in the form of lectures, seminars, problem-based learning and practical training at the Departments of 

Psychiatry of the National University Hospital as described in a detailed curriculum presented to students at the beginning of each course. 

Examination: In May. 

LÆK505G • Neurology • (10e) • Fall 

Supervisory teacher: Elías Ólafsson Professor 

Teacher: Finnbogi Jakobsson Senior Lecturer (UK) - Associate Professor (USA) 

Lectures: 40 lecturers on the principal symtoms and categories of neurological diseases. Clinical rotations: Five weeks in one of the 

Neurology Departments at the National University Hospital. Practical examinations are held at the end of the clinical rotation. 

Examinations: December. Practical examination at the end of course 25% of total evaluation. 

LÆK505G • Neurology • (10e) • Spring 

Supervisory teacher: Elías Ólafsson Professor 

Teacher: Finnbogi Jakobsson Senior Lecturer (UK) - Associate Professor (USA) 

Lectures: 40 lecturers on the principal symtoms and categories of neurological diseases. Clinical rotations: Five weeks in one of the 

Neurology Departments at the National University Hospital. Practical examinations are held at the end of the clinical rotation. 

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Examination: In May. Practical examination at the end of course 25% of total evaluation. 

LÆK507G • Dermatology and sexually transmitted diseases • (4e) • Fall & Spring 

Supervisory teacher: Jón Hjaltalín Ólafsson Senior Lecturer (UK) - Associate Professor (USA) 


The course begins with an introduction to dermatology and venereology, how to describe skin eruptions and communication with patients 

with skin diseases. The anatomy, biology and physiology of the skin is only briefly touched on. The most common skin diseases are 

discussed in some detail and rare diseases only mentioned. The main lectures are on: papulosquamous diseases, bacterial and viral skin 

diseases, fungal infections, parasites on or in the skin, acne vulgaris, rosacea, eczematous disorders, connective tissue diseases, vascular skin 

diseases and skin allergies, diseases in the hair and nails, the effect of sunlight on the skin and diseases it can cause, naevi, bullous skin 

diseases, benign and malignant tumours of the skin, pustular diseases, sexually transmitted diseases. Clinical demonstrations where cases are 

discussed are held as often as possible, but most diseases are demonstrated with slides. All students are required to visit the Department of 

Dermatology at LSH and the outpatient clinic at LSH where the sexually transmitted diseases clinic and UV clinic is located. All students are 

to be present during interviews and see how the tests for STDs are done. 

Written Exam. 

LÆK508G • Pediatrics • (12e) • Fall • 10f + 40v 

Supervisory teacher: Ásgeir Haraldsson Professor 

Teacher: Atli Dagbjartsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Árni V Þórsson Senior Lecturer (UK) - Associate Professor (USA) 

Medical students are divided into 4 groups for the practical training and participate in clinical work at the Children's Hospital at the 

University Hospital. Lectures are given in pediatrics in each term. The aim of the course is to make the medical student able to obtain 

medical history and carry out physical examination. Furthermore, the students will learn to lay out medical workup and give suggestions 

regarding therapy. The aim of the theoretical part of the course is to give the student a sound knowledge of pediatrics. Further information 

can be found on the Children's Hospital homepage. 

Examinations: Four times every year 

LÆK508G • Pediatrics • (12e) • Spring • 10f + 40v 

Supervisory teacher: Ásgeir Haraldsson Professor 

Teacher: Atli Dagbjartsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Árni V Þórsson Senior Lecturer (UK) - Associate Professor (USA) 

Medical students are divided into 4 groups for the practical training and participate in clinical work at the Children's Hospital at the 

University Hospital. Lectures are given in pediatrics in each term. The aim of the course is to make the medical student able to obtain 

medical history and carry out physical examination. Furthermore, the students will learn to lay out medical workup and give suggestions 

regarding therapy. The aim of the theoretical part of the course is to give the student a sound knowledge of pediatrics. Further information 

can be found on the Children's Hospital homepage. 

Examinations: Four times every year 

LÆK509G • Ophthalmology • (4e) • Fall & Spring • 12f + 8v 

Supervisory teacher: Einar Stefánsson Professor 

Teacher: Friðbert Jónasson Professor 

Introduction, anatomy and physiology of the eye. History taking and examination, common diseases, optics, optical disorders and glasses. 

Lenses and cataracts. Retinal diseases. Diseases of cornea and conjunctiva. Pink eye. Diseases in uvea. Neuro-ophthalmology. Strabismus 

and children's eye diseases. Glaucoma. Trauma and accidents. 

Written exam. 

LÆK510G • Medical Genetics • (4e) • Fall • 20f + 9v 

Supervisory teacher: Reynir Arngrímsson Senior Lecturer (UK) - Associate Professor (USA) 


The aim is of the course is for the students to gain insight into methods of molecular and genomic medicine. The main emphasis is on the 

practical aspects of clinical genetics, genetic diseases, congenital disorders, and genetics of common traits. Lectures and problem based 

learning methods are applied in the teaching. This includes structure and functions of genes. Gene mapping and bioinformatics. Biochemical 

and genetic basis of chosen genetic disorders. Chromosomes and chromosome disorders. Various stages of screening, including prenatal, 

biochemical, phenotype and population based programs for genetic disorders. Basic principles of multi factorial and polygenic traits, with 

emphasis on congenital abnormalities and selected common traits including cardiovascular disorders and cancer. Special interest will be paid 

to genetic disorders and genomic research in Iceland. Use of genomic and clinical databases as a tool in molecular medicine and medical 

genetics. Treatment options for genetic disorders and molecular genomic manipulation in rare and common disorders. Clinical genetic 

counselling approaches, and ethical, social and family implication will be given consideration. 

(http://www.hi.is/nam/lifsam/Sameindadeild/Reynir/namskeid.htm) 


LÆK510G • Medical Genetics • (4e) • Spring • 20f + 9v 

Supervisory teacher: Reynir Arngrímsson Senior Lecturer (UK) - Associate Professor (USA) 


The aim is of the course is for the students to gain insight into methods of molecular and genomic medicine. The main emphasis is on the 

practical aspects of clinical genetics, genetic diseases, congenital disorders, and genetics of common traits. Lectures and problem based 

learning methods are applied in the teaching. This includes structure and functions of genes. Gene mapping and bioinformatics. Biochemical 

and genetic basis of chosen genetic disorders. Chromosomes and chromosome disorders. Various stages of screening, including prenatal, 

biochemical, phenotype and population based programs for genetic disorders. Basic principles of multi factorial and polygenic traits, with 

emphasis on congenital abnormalities and selected common traits including cardiovascular disorders and cancer. Special interest will be paid 

to genetic disorders and genomic research in Iceland. Use of genomic and clinical databases as a tool in molecular medicine and medical 

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genetics. Treatment options for genetic disorders and molecular genomic manipulation in rare and common disorders. Clinical genetic 

counselling approaches, and ethical, social and family implication will be given consideration. 

(http://www.hi.is/nam/lifsam/Sameindadeild/Reynir/namskeid.htm) 


LÆK513G • Anatomy of visceral organs • (4e) • Fall 


Anatomy of visceral organs. 

LÆK601G • Preventive Medicine • (3e) • Fall 

Supervisory teacher: Vilhjálmur Rafnsson Professor 

Teacher: Laufey Tryggvadóttir 

Teacher: Sigurður Thorlacius Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Haraldur Briem Senior Lecturer (UK) - Associate Professor (USA) 

In lectures epidemiology as a scientific discipline is defined, and its position among subjects in the medical curriculum is discussed. Basic 

concepts of descriptive and analytic epidemiology, among these incidence, prevalence, attributable proportions, hypotheses about cause and 

effect are defined and explained by examples. The course also describes preventive medicine as it applies to its ecological aspects. The 

impact of life-style, occupational conditions, nutrition and genetics are discussed, as well as special methods for prevention of infectious 

diseases. 

Written exam. 

LÆK602G • Oncology • (2e) • Fall • 7f + 2v 

Supervisory teacher: Helgi Sigurðsson Professor 

Kemur fljótlega. 

There is no examination. But there is 95% attendance compulsory. 

LÆK603G • Forensic Medicine • (3e) • Fall 

Supervisory teacher: Þóra Steinunn Steffensen 

Supervisory teacher: Magnús Jóhannsson Professor 


The theory and practice of forensic medicine. Major themes: a) The death of humans. b) Assaults and violence. c) Suicide d) The ethics of 

medical practice. e) Icelandic law and medical practice. 


LÆK604G • Toxicology • (2e) • Fall • 7f 

Supervisory teacher: Jakob L Kristinsson Senior Lecturer (UK) - Associate Professor (USA) 

The course is designed to give the students an overwiev of common poisonings presenting to hospitals and health care institutes and their 

treatment. The course will be taught in close connection with and at the same time as the course in emergency medicine. 


LÆK605G • Rehabilitation • (2e) • Fall 

Supervisory teacher: Gísli Einarsson Lecturer (UK) - Assistant Professor (USA) 

Restoring the functional abilities of patients with short- or longterm disabilities and handicaps following accidents, diseases and congenital 

defects. 


LÆK606G • Emergency Medicine / Ambulatory Care • (4e) • Fall 

Supervisor: Ragnhildur Steinbach Project Manager 

Supervisory teacher: Helgi Sigurðsson Professor 

Supervisory teacher: Brynjólfur Árni Mogensen Senior Lecturer (UK) - Associate Professor (USA) 

Three weeks of intensive education in emergency medicine and ambulatory care. Emphasis on emergency medicine with a special 

connection to toxicology. After the course students should be able to respond to an emergency in the field and within hospitals and 

institutions. In addition there is an organised attendance in outpatient departments and physician's offices. 

Examination in toxicology and emergency medicine but otherwise individual evaluation and full attendance record. 

LÆK607G • Management and quality issues • (2e) • Fall 



Three weeks of specialised teaching as a final emphasis dealing with certain practical problems, problem solving and a course medical 

practice in general. In that period there is a special time segment for physiotherapy and oncology. In addition the course deals with drugs 

descriptions, incident reports and there will be special course on quality management, general management and team work 

There is a special exam in physiotherapy but other wise OSCE at the end of the course. 

LÆK608G • Elective period • (24e) • Spring 

Supervisor: Tómas Guðbjartsson Professor 

Elective period - Final clinical examination (MCQs) Elective period for total of 12 weeks is held on spring semester in 6. year. The period 

can be divided in 4, 8 or 3 x 4 week periods. A combination of clinical or research experience can be organized. Each period is supervised by 

a tutor. The final 4 weeks of the semester is dedicated to final preparation for final clinical examination (CCSE). The elective period is 

planned so students can expand their studies depending on their special interest or as a opportunity to add to their core experience. The 

elective time is not restricted to clinical studies; research or studies at other Faculties an University of Iceland or abroad will olso be 

considered. Tutors prepare with students description of goals to be reached in the elective period. This document has to be accepted by the 

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Faculty of Medicine. Shorter rotation than 4 weeks will not be accepted. Placement and final organization will take place in the early fall. 

Student's initiative is encouraged but the Faculty of Medicine will also submit a list of available electives. Such lists will be available in the 

end of the previous spring semester. There is not a special test in the end of each elective period but the period ends with the tutor's evluation; 

incomplete (fail), good or excellent. The elective period counts towards regular medical studies. 6 units (6 ECTS) are allocated to each 4 

weeks period or a total of 24 units. 6 units are similarly allocated to the last 4 weeks of the semester (final examination preparation). The 

semester is 30 units (30 ECTS) and 360 units (360 ECTS) i srequired for completion of medical studies. Elective period supervisor: Tómas 

Guðbjartsson MD, PhD 

There is not a special test in the end of each elective period but the period ends with the tutor's evluation; incomplete (fail), good or excellent. 

LÆK609G • Comprehensive Clinical Science Examination • (6e) • Spring 

Supervisor: Kristján Erlendsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisor: Tómas Guðbjartsson Professor 

The final 4 weeks of the semester is dedicated to final preparation for final clinical examination (Comprehensive Clinical Science 

Examination). 

LÆK610G • Legal Aspects of Medicine • (0e) • Fall • 15f 

Instructors: Lawyers, physicians and others. One week of lectures in law and ethics. Also for foreign medical graduates. 

Examination: A part of the examination in Forensic Medicine. 

LÆK611G • Anaesthesia and Intensive Care Medicine • (4e) • Fall 

Supervisor: Þuríður Pálsdóttir Project Manager 

Supervisory teacher: Gísli Heimir Sigurðsson Professor 

Teacher: Sigurbergur Kárason Senior Lecturer (UK) - Associate Professor (USA) 

Lectures: Main drugs and techniques used in anaesthesia. Management of patients before and after surgery/anaesthesia - i.v. fluids and 

electrolyte disturbances, postop pain. Diagnosis and management of respiratory failure, shock and CPR. In the practical part the basic 

principles of anaesthesia and intensive care medicine are emphasized such as clinical evaluation of patients scheduled for elective or 

emergency surgery (risk management), training in airway management and inserting i.v. lines. Evaluation of fluid and blood loss during and 

after surgery - therapy. Initial management of critically ill and injured patients in the ICU under quidance of the departmental doctors. 

Problem based oral examination is conducted at the end of the practical part. Final course evaluation is based on results from the examination 

60% and from the practical part (evaluation by the personal tutor and the course leader) 40%. 

LÆK612G • Family Medicine • (8e) • Fall 

Supervisory teacher: Jóhann Ágúst Sigurðsson Professor 

Teacher: Emil Lárus Sigurðsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jón Steinar Jónsson 

Aims and learning outcomes have not yet been translated from Icelandic to English 

Instruction plan: a) Practical part: Students are divided in to four groups. Each group works one week at district health medical centres in the 

capital of Iceland and three weeks in a rural health centre. Night duties are compulsory. b) Theoretical part: Most apparent topics in primary 

health care and methodology. Basics in clinical examination, writing case reports, methodology at diagnosis and problem solving, primary 

health care and group work. Students talk to and examine patients, and present the diagnosis and treatment plan. They take part in preventive 

measures such as school health care, maternity welfare, child welfare together with nurses and medical doctors. 

Written exam 50% and practical 50%. 

SJÚ101G • Introduction to Physiotherapy and Ethics • (4e) • Fall 

Supervisory teacher: Þjóðbjörg Guðjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Supervision : Björg Guðjónsdóttir 

Course Description 

The course comprises two main topics. One is introduction to physiotherapy and the other is ethics. 

The profession of physiotherapy and its history is introduced, the roles and specialization of physiotherapists are explained, and different 

employment settings are presented. The students will learn the elements of client management, theoretical models that influence the 

physiotherapy practice and what types of intervention service physiotherapists provide. Methods to foster professional behaviour and ethical 

concepts affecting physiotherapy practice will be presented and discussed. The status of physiotherapy today and in the future will be 

discussed. 

Lecturer: Björg Guðjónsdóttir 

The lectures on ethics aim at encouraging the students to reflect on their views and values. Critical and independent evaluation is emphasized 

as values are key elements of decision making in daily life, school and clinical practice. The students will gain insight into the main theories 

of ethics and the logic behind them as well as into the critical evaluation of the theories. The aim is to strengthen their awareness of moral 

laws which are the basis of human behaviour and communication. 

Lecturer: Bryndís Valsdóttir 

Class sessions 

The format for the class meetings will be lectures, in class discussions, demonstrations and students presentation of projects. 

Evaluation of performance in this course will be based on the following: 1. Ethics: Written examination (40%) 2. Introduction to 

physiotherapy: Written examination (45%) and a project (15%) To pass the whole course, the students must get minimum grade of 5,0 in 

each part of the examination. 

SJÚ102G • Cell Physiology • (6e) • Fall 



Supervisory teacher: Þórarinn Sveinsson Senior Lecturer (UK) - Associate Professor (USA) 



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General principles in chemistry, biochemistry and genetics for further understanding in physiology and physiotherapy are covered. Also, cell 

structure and function are taught as well as mechanisms of communication between cells. 

Grades are given for participation in discussion groups (30%) and a grade for a written exam (70%). Minimum grade of 5.0 required for each 

part. 

SJÚ201G • Kinesiology • (12e) • Spring 

Supervisor: Kristín Briem Lecturer (UK) - Assistant Professor (USA) 

This course consists of two parts; biomechanics (50%) and functional anatomy (50%). 

• The basic concepts of biomechanics and the biomechanical properties of tissues are introduced. The student will learn about the 

effects of gravity, forces and torques on the body/segments as rigid bodies. Coursework will further focus on human movement 

with respect to forces from muscles and external forces. 

• Functional anatomy coursework revolves around joint motion and muscle action during discrete joint movement as well as 

combined motion across multiple joints during functional tasks. Basic concepts regarding body awareness and posture are 

introduced. 

Prerequisite for this course is basic anatomy. 

The examination is divided in biomechanic and functional anatomy. Students must pass both parts. 

SJÚ202G • Manual Skills • (4e) • Spring 

Supervisory teacher: Sigrún Vala Björnsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Svava Sigurðardóttir 

Teacher: Anna Sylvía Sigmundsdóttir 

The theoretical background for soft tissue treatment due to medical purposes will be introduced in class. Tissue differences and various 

conditions are introduced as well as examination and assessment. Further, the basics for choices of soft tissue treatment are taught. During 

practical sessions, manual skills for the fundamental soft tissue handling is trained including therapeutic massage, trigger point treatment, and 

myofascial release techniques. Important anatomical landmarks are identified, found and palpated. Particular instruction is on ergonomics for 

the working physical therapist and emphasis is on the students to use proper body mechanics during practical sessions. 

Evaluation of performance in this course will be based on a 100% practical and oral examination devided into manual skills (75%) and 

theoretical background (25%). 

SJÚ203G • Neurophysiology and Muscle Physiology • (8e) • Spring 





Neurophysiology, muscle physiology, physiology and bone and other connective tissues and the effects of disuse, exercise and training on 

these tissues. Sensory physiology emphasizing balance control, pain, reflexes, control of body movement and EMG. 

Grades are given for reports and participation in laboratory exercises (30%) and a grade for written exam (70%). Minimum grade of 5.0 

required for each part. 

SJÚ301G • Motor Control and Movement Analysis • (10e) • Fall 

Supervisory teacher: María Þorsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Þjóðbjörg Guðjónsdóttir Lecturer (UK) - Assistant Professor (USA) 

The aim of the course: 

Students will develop knowledge and understanding of movement science in relation to physiotherapy. The main theories of motor control 

and motor learning are introduced as well as how those theories influence the assessment and treatment approach in physiotherapy. The focus 

is on systems theory and a task-oriented approach and the use of scientific knowledge of movement science as a basis for evidence-based 

practice in physiotherapy. 

The main emphasis is on functional, daily movements such as locomotion, balance control and reaching and grasping. The students will gain 

knowledge of the normal temporal and spatial characteristics of functional movements, the kinematic and kinetic factors involved and the 

specific demands made by each task and environmental condition. Developmental and age-related changes and examples of pathological 

changes of motor control will also be analysed. Also, the main characteristics of a skilled, efficient movement versus an unskilled one and 

possible changes seen with practice. The students will develop basic skills in analysing motor skills by observation and by using 

measurement tools. The most common measurement tools are introduced, including disability scales, measurements of functional 

performance and strategy, and tools for impairment level measurements. Finally, the stages of motor learning and factors that influence 

learning are discussed. 

Written exam 40%, written papers 20%, projects 40%. 

SJÚ302G • Theory and Practice of Training and Exercise • (6e) • Fall 

Supervisory teacher: Árni Árnason Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jón Þór Brandsson 

Aim: The purpose is to increase the students' knowledge on methods of training, as well as teach methods of basic assessment and tests 

related to training. 

Course content: The course contains theory of training and basic assessment. In the theoretical part, the main principles of training are 

introduced such as goal settings for individuals and groups, training strategies with regard to goals, structure and application of training 

programs, progression in training etc. Methods of training strength, flexibility and endurance are covered. Also methods of training power, 

speed, technique etc. are introduced, including hydrotherapy. Overtraining will also be discussed. In the assessment part, methods of 

measurements and evaluation of strength, flexibility, end-feel, reflexes etc. will be introduced and practised. 

Teaching methods: Lectures, practical teaching, and assignments. 

The examination is divided into written examination (40%) and practical examination (30%). Assignments are also 30% of the final mark. 

Students must pass all three parts of the course. 

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SJÚ303G • Electrotherapy • (8e) • Fall 

Supervisor: Sigrún Vala Björnsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Baldur Þorgilsson 

Teacher: Axel Örn Bragason 

The course contains two components. The basics on the physics of electricity are taught in one part of the course. The main issues are the 

structure of material, waves, sound, electrical field, magnetic field, power, voltage, and currents. Also, there is a discussion on radiance and 

thermal conductivity. Special attention is on the physics behind the electrical agents used within the field of physical therapy as well as the 

principal safety issues using electricity. 

In the other part of the course the syllabus is on theoretical background of the electrical devices used in the field of physical therapy and the 

physiological effects on human tissues. Further, the physiological effects of thermogenic and cryotherapy will be discussed. Students will be 

trained to utilize various therapeutic electrical appliances in order to minimize symptoms influencing the individual's daily functional 

capabilities. Indications and contraindications for applying electrotherapy, thermogenic, cryotherapy and contrast baths will be taught. 

Specific notice will be on positive and negative reactions from the treatment. Electrical stimulation and the utilization of SD-curves will be 

lectured and trained. Evidence based practice and critical decision making will be emphasized. 

Evaluation of performance in this course will be based on the following: Written examination in physics (25%), written examination in 

electrotherapy (37.5%) and, practical and oral examination in electrotherapy (37.5%). To pass the whole course a minimal grade (5.0) is 

required for each of the three parts. 

SJÚ304G • Measurements and Statistics in Physiotherapy • (4e) • Fall 




Assistant teacher: Gunnar Axel Davíðsson 

Assistant teacher: Andrés Þórarinn Eyjólfsson 

General principles for outcome measures and descriptive statistical analysis are taught. Inferential statistics are introduced with emphasis on 

estimates of reliability and validity. 

Grades are given for computer lab assays (40%), grades for independent assays (30%) and written exam (30%). 

SJÚ401G • Principles of Physiotherapy • (4e) • Spring 


Course Description 

The elements of patient/client management with emphasis on clinical reasoning as a critical skill in physiotherapy will be introduced to the 

student. Patient history, physical assessment, and evaluation of the data will be discussed. Setting patient-centered functional goals for 

treatment will be taught. The importance of reexamination to evaluate progress and to modify/redirect internvetion will be discussed. 

Documentation in physiotherapy and SOAP format for documenting daily notes will be introduced. 


The format for the class meetings will be lectures, in class discussions and presentation of projects/assignments. 

Evaluation of performance on this course will be based on the following: 1) A project/paper (50%) 2) A written examination (50%). To pass 

the whole course, the students must get minimum grade of 5,0 in each part. 

SJÚ402G • Musculoskeletal Physiotherapy and Pathology • (14e) • Spring 

Supervisory teacher: Kristín Briem Lecturer (UK) - Assistant Professor (USA) 

Teacher: Gunnhildur Ottósdóttir 




Teacher: Harpa Hrönn Sigurðardóttir 

The students will deepen their understanding of the science and theory behind management of patients with muskuloskeletal injuries/disease. 

The course involves lectures in orthopaedic pathology (including amputations and joint replacement), rheumatology and clinical medicine, 

including radiology. Aetiology, diagnosis and prognosis, surgical and non-surgical treatment are introduced, with particular emphasis on 

implications for physical therapy intervention. Lectures and clinical laboratory instruction feature evaluation, assessment and physical 

therapy diagnosis and treatment for these patient groups. Students will enhance their manual skills based on arthro- and osteokinematics and 

be able to incorporate these into evaluation and treatment. Assessment, analysis of movement disorders and different approaches of 

physiotherapy in habilitation and rehabilitation will be taught in theory and practice (i.a. mobilization). Thereby, students will be trained in 

clinical reasoning through the assessment and treatment process. The ICF model will be used as a reference along with a holistic approach. 

Examination is divided in: a) Written examination in orthopedic and rheumatoid physiotherapy and pathology (31%). Practical and written 

examination in physiotherapy of the extremities (35%). c) Practical examination in physiotherapy of the spine (30%). Students must pass all 

three parts of the course. 

SJÚ403G • Neurological Physiotherapy and Pathology • (10e) • Spring 


Teacher: María Þorsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Course description 

Characteristics and effects of the most common diseases and injuries of the nervous system in children and adults will be described. 

Neuroplasticity and factors that influence the reorganization and growth in the nervous system after damage will be discussed. Different 

approaches of physiotherapy will be introduced. Methods of assessment, analysis and treatment will be taught in theory and practice. 

Methods will be based upon current evidence in movement science, a holistic approach and the ICF model. 


The format for the class meetings will be lectures, in class discussions, demonstrations and presentation of projects/assignments. 

Evaluation of performance in this course will be based in the following: 1. Projects/papers (25%). The projects in the pedatric part:15% and 

in the adult part:10% To pass the students must get minimum grade of 5,0 in each part 2. Written examination which is divided in three parts: 

- Neurologic pathology - adults 20% - Neurologic physiotherapy - adults 30% - Pediatric neurologic pathology and physiotherapy 25% To 

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pass the exam, the students must get minimum grade of 5,0 in each part of the test 

SJÚ404G • Pathology • (4e) • Spring 

Supervisor: Svandís J Sigurðardóttir Lecturer (UK) - Assistant Professor (USA) 


Pathological changes in tissues, infections and their prevention are covered. 

A written exam (100%) 

SJÚ501G • Introduction to clinical education • (4e) • Fall 

Supervisory teacher: Sigrún Vala Björnsdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Steinunn Unnsteinsdóttir 

Teacher: Guðný Jónsdóttir 

Teacher: Atli Ágústsson 

- Problem based learning is used to practice clinical reasoning skills associating theoretical background and methods used in physical therapy 

while treating patients. Weight is on the treatment procedure and documentation. Using evidence based physical therapy is trained and 

applying patient-centred functional goals is mandatory. The ICF model is used as foundation. 

- The student's role in the clinical setting is discussed as well as communication with the clinical instructor, other physical therapists, health 

professionals and patients. The role of the physical therapist in a multiprofessional team is discussed. Students are trained as patient 

educators and communication skills are guided. Body awareness and body mechanics is taught and trained. Basics in first aid are taught 

including CPR, theory and practice. Principles on the utilization of disabled equipment are taught including national procedure for choosing 

and ordering such equipment. 

- Professionalism and ethical issues are discussed and emphasized. 

Evaluation of performance in this course is based on the following: Project on disabled equipment (15%). Problem based learning project 

covering most issues in the course (70%). Individual report and peer review (15%). To pass the whole course a minimal grade (5.0) is 

required for each of the three parts. 

SJÚ502G • Physiology of visceral organs • (6e) • Fall 






Physiology of the cardiovascular system, respiration, excretion, digestion, metabolism and reproduction are taught, with emphasis on 

exercise and training adaptation. 

Grades are given for the lab hours (30%) and written exam (70%). Minimum grade of 5.0 required for each part. 

SJÚ503G • Physiotherapy and Pathology of Visceral Organs • (8e) • Fall 

Supervisor: Þórarinn Sveinsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Ólöf Ragna Ámundadóttir 

The objective is that the student lears to know the structure and function of the cardiovascular system, respiratory system and other visceral 

organs. He will learn to recognize most common causes of dysfunction of these organ systems. Also, he will learn examination and treatment 

of such patients and to recognize various option of physiotherapy for both acute and rehabilitation stages. 

SJÚ504G • Clinical Education I • (6e) • Fall 


Clinical education I is taught during the first half of fall term. 

Clinical Education takes place at various health care institutions and clinics. Students are supervised by clinical instructors who are 

experienced senior physical therapists. Clinical instructors assist the students to develop clinical reasoning, adopt holistic procedures using 

models such as the ICF on health and function, and to apply theoretical knowledge while working in the clinical setting. The emphasis is on 

the students' improvement as they practice their skills on assessment, evaluation and treatment of patients with various diseases and 

symptoms. Further, communication skills are practiced. Students view the health care system in Iceland as well as the status and role of the 

physical therapist therein. 

"Student's evaluation on clinical skills in physical therapy" is used in the middle and by the end of the placement. The clinical instructor 

awards the final grade based on the results of the final student's evaluation or gives a grade which for some reason describes the student's 

skills better. 

SJÚ601G • Psychology • (8e) • Spring 

Supervisory teacher: Svandís J Sigurðardóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Eiríkur Jón Líndal 

General psychology, health psychology and abnormal psychology. 

Written exam and written projects. 

SJÚ602G • Clinical Education II • (12e) • Spring 


Clinical education II is taught during the first half of spring term. 






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SJÚ603G • Sociology and Ethics • (4e) • Spring 


Teacher: Bryndís Valsdóttir 


Teacher: Magnús Einarsson 

Main issues in health sociology are introduced as well as the Icelandic health system. Patients' rights, including social insurance, access and 

other matters of the disabled are covered. Ethical issues of the health services are discussed. 

A written project based on an interview with an individual who is disabled or has a disease and needs physiotherapy. The project is also 

presented by the authors to the teachers and classmates. 

SJÚ604G • Physiotherapy • (8e) • Spring 

Supervisory teacher: María Þorsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The aim of the course: 

The students will develop further knowledge of the role of physiotherapy in the treatment of various conditions as well as improve their 

therapeutic skills. In continuation of 2nd year's courses in musculoskeletal and neurologial physiotherapy, they will gain further 

knowledge of the examination process of back pain and, the examination and treatment of pelvic pain and problems related to 

pregnancy. They will also learn about treatment for head and spinal injuries. The students will get an insight into the consequences of 

disabilities, caused by congenital as well as acquired diseases or injuries. The students will gain knowledge and understanding of the ageing 

process, age-related changes and the role of physiotherapy in maintaining and improving motor control and activity of the elderly. The 

students will gain understanding of cancer, the main treatment for cancer, indications for physiotherapy and methods used in rehabilitation 

after cancer. Finally, they will understand the characteristics of chronic pain and be familiar with feasable treatment methods and the role of 

physiotherapy. 

The course is divided into four parts: 1. treatment of the spine and pelvis (30%), 2. neurologic physiotherapy and living with a disability 

(30%), 3. ageing (25%) and, 4. cancer and chronic pain (15%). 

Part 1: practical/oral exam (30%) Part 2: project (10%) Part 3: project (20%) Written exam in parts 2-4 35% 

SJÚ702G • Research methods • (4e) • Fall 

Supervisory teacher: Kristín Briem Lecturer (UK) - Assistant Professor (USA) 


General research methods are taught and students prepared for their BS research projects. 

Grades are given for participation and exams in discussion groups (50%) and a grade for the BS research proposal. 

SJÚ703G • Clinical Education III • (12e) • Fall 


Clinical education III is taught during the second half of fall term. 










SJÚ704G • Sport Physiotherapy • (4e) • Fall 


Teacher: Elís Þór Rafnsson 

Aim: The purpose is to introduce sport physiotherapy for the students and which basic knowledge physiotherapists must have to work with 

athletes. 

Course content: During the course usual acute and overuse injuries will be discussed. Acute treatment will be introduced as well as what 

first-aid kit for sports injuries should contain. Rehabilitation of sports injuries will be discussed and examples taken from specific injury 

types. Risk factors for injuries and inciting events leading up to injuries will also been discussed, as well as preventive measures. Some usual 

methods of taping will also be introduced including Kinesiotaping. 

Teaching methods: Lectures, practical teaching, problem based learning and assignments. 

The examination is divided in written examination (50%) and problem based learning (50%). Students must pass both parts. 

SJÚ705G • BSc-Thesis • (16e) • Fall 

Supervisor: Árni Árnason Senior Lecturer (UK) - Associate Professor (USA) 

Aim: To increase the students' ability to work independently and provide them with the opportunity to increase their skill in collecting data, 

applying different methodology, critical review of prior studies or theories and in reporting of new knowledge. 

Content: The thesis can be based upon a literature review, or a research project performed by the students or other form of project. The 

students can select a topic from a list of topics suggested by the teachers or propose their own. At the end of the third year of the study, 

students must present a proposal of their theses topics, and a request of a supervisor, both of which have to be approved by the teachers. The 

thesis should be completed and handed in to the main supervisor no later than 5 weeks before graduating. Students must also conduct an oral 

presentation of their theses for the teachers and students at the department. The presentation is also open to the public. 

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The total grade is composed of: The supervisor's grade for research work and the thesis (40%), a sensor's grade for the thesis (40%), and the 

teachers' grade for the oral presentation (20%). 

SJÚ706G • Physiotherapy and health promotion • (8e) • Fall • 6f 


Teacher: Berglind Helgadóttir 

Teacher: Magnús Karl Magnússon Professor 

Teacher: Alfons Ramel 

Teacher: Valgeir Sigurðsson 

Prevention and health promotion will be dealt with, i.a. in work places and in schools. Physiotherapy due to long-term illnesses, diabetes, 

obesity etc. Main points in nutrition and pharmacology will be introduced. 

Written exam and written projects. 

SJÚ803G • BS-Thesis • (16e) • Spring 

Supervisor: Árni Árnason Senior Lecturer (UK) - Associate Professor (USA) 

Aim: To increase the students' ability to work independently and provide them with the opportunity to increase their skill in collecting data, 

applying different methodology, critical review of prior studies or theories and in reporting of new knowledge. 

Content: The thesis can be based upon a literature review, or a research project performed by the students or other form of project. The 

students can select a topic from a list of topics suggested by the teachers or propose their own. At the end of the third year of the study, 

students must present a proposal of their theses topics, and a request of a supervisor, both of which have to be approved by the teachers. The 

thesis should be completed and handed in to the main supervisor no later than 5 weeks before graduating. Students must also conduct an oral 

presentation of their theses for the teachers and students at the department. The presentation is also open to the public. 

The total grade is composed of: The supervisor's grade for research work and the thesis (40%), a sensor's grade for the thesis (40%), and the 

teachers' grade for the oral presentation (20%). 

SJÚ805G • Clinical Education IV • (12e) • Spring 


Clinical education IV is taught during the second half of spring term. 








awards 35% of the final grade based on the results of the final student's evaluation or gives a grade which for some reason describes the 

student's skills better. The results of a final clinic gives 65% of the final mark. A minimal grade (5,0) is required for each part for the student 

to pass the course. 

SJÚ806G • Statistics • (4e) • Spring • 4d 



Inferential statistics are taught as a continuation of the 2. year course "Measurement and statistics in physiotherapy". Emphasis is on the use 

of computer programs in independance in solving examples and project. 

Grades are given for 6 essays which are conducted in the computer lab. 

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GSL205F • Specialised radiography B • (14e) • Spring 


The purpose of the final project is to improve methodoligical knowledge of students and train them in independent scholarly skills such as 

data collection, literature review and theory critique in order to create new knowledge. 

GSL206F • Specialised radiography A • (14e) • Spring 


Students select their own field of study in radiography and supply their knowledge in the field. Students work on an assignment according to 

their interest. 

Project 

LEI105F • Management in biomedical science • (8e) • Fall 



Teacher: Kristín Jónsdóttir 

Items for discussions are: 

Quality management in health services, including concepts like accreditation, certification, quality standards and quality manuals. 

Safety management, including safety of the work environment, and data safety 

Environmental management according to ISO 14000 

Knowledge management and information systems 

Change management 

Project management 

Financial management 

Human resource management 

LEI106F • Practical bioinformatics • (8e) • Fall 



Teacher: Hans Guttormur Þormar Doctoral Graduate Student 

Teacher: Jón Hallsteinn Hallsson Natural Scientist 

Main methods in bioinformaticis will be discussed. 

LEI107F • . • (8e) • Fall 


. 

LEI108F • Seminar in Biomedical Science and Radiography • (2e) • Fall 


Teacher: Helga Erlendsdóttir 

Assistant teacher: Gerða Sigmarsdóttir Project Manager 

Students and teachers lecture on and discuss interesting researches. 

Lectures are given by students and teachers. 

Attendance is obligatory and evaluation of the student's results is dependent on completion of attendance. 

LEI206F • Seminar in Biomedical Science and Radiography • (2e) • Spring 


Students and teachers lecture on and discuss interesting researches. 

LEI207F • Specialized biomedical science A • (12e) • Spring 


The course is held in laboratories in biomedical sciences where the students specialise in a field of biomedical science by performing a 

research project. It depends on how many chose the same field and of the availability of student places at the laboratories whether all wishes 

can be met. 

Methodology and background of specialised analyses in the relevant field will be discussed and the student will apply those to the research. 

The courses specialised biomedical science A and B are integrated as the same research project is the base of both. In specialised biomedical 

science A the subject is the methodology and performance of analyses. 

The work is mainly in setting up and performing the analyses needed for the research, data handling and documenting, and reading. 

LEI208F • Specialized biomedical science - B • (12e) • Spring 


The course is held in laboratories in biomedical sciences where the students specialise in a field of biomedical science by performing a 

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research project. It depends on how many chose the same field and of the availability of student places at the laboratories whether all wishes 

can be met. 

Methodology and background of specialised analyses in the relevant field will be discussed and the student will apply those to the research. 

The courses specialised biomedical science A and B are integrated as the same research project is the base of both. In specialised biomedical 

science B the subjects are theoretical background, data handling, and scientific presentation. 

LEI209F • . • (6e) • Spring 


. 

LÝÐ001F • Public Health: Science, Politics, Prevention • (6e) • Fall • 4f 

Supervisory teacher: Unnur Anna Valdimarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Helga Sól Ólafsdóttir 

Teacher: Matthías Halldórsson 


Teacher: Haraldur Briem Senior Lecturer (UK) - Associate Professor (USA) 

The course provides an overview of definitions, history, aims, legislation, methods and ethical considerations in public health and public 

health sciences. The course lays emphasis on global public health as well as on the Icelandic health care system, its administration and 

funding in comparison with health care systems in other nations. An overview is provided on Icelandic and international databases on health 

and disease and possibilities for their utilization in research and policy making for health promotion. 

Reflection papers and final assignment. 

LÝÐ002F • Epidemiology - a quantitative methodology • (6e) • Fall • 4f 

Supervisory teacher: Unnur Anna Valdimarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Vilhjálmur Rafnsson Professor 

Teacher: Laufey Tryggvadóttir 

Assistant teacher: Ragnhildur Guðmundsdóttir 

Assistant teacher: Edda Björk Þórðardóttir 

Assistant teacher: Lára Guðrún Sigurðardóttir 

Assistant teacher: Elínborg Jóna Ólafsdóttir 

The course is an introduction to epidemiological research methods and causal inference. An overview is provided on measure of disease 

occurrence, measures of outcome (relative risks), and study design (experiments, intervention studies, cohort studies and case-control 

studies). Emphasis is on systematic errors and on methods to avoid such errors in planning (study design) and in data analyses. Students get 

training in reviewing epidemiological studies. 

Assignments and final exam. 

LÝÐ003F • The Scientific Process: Ethics, Communication and Practicalities • (4e) • Spring • 2f 

Supervisor: Unnur Anna Valdimarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The course constitutes a practical guide to the preparation of a health-related research study. Modules include: reference search and handling, 

development of hypotheses, creation of a systematic critical review within chosen field of research, development and presentation of research 

proposals. 

The course is for graduate students who have chosen a field/research question for their dissertation project. 

Assignments: systematic critical review, presentation of study proposal. 

LÝÐ004F • Determinants of Health - Prevention • (6e) • Spring • 4f 


Teacher: Vilhjálmur Rafnsson Professor 

The course provides an overview of the main determinants of health in a westernized society (such as Iceland) and preventive interventions 

at different levels of such societies. With main emphasis on planning, implementing and documentation of the effectiveness of interventions 

aiming at general health promotion and primary prevention, the course also covers examples of secondary and tertiary prevention. The 

students get training in planning their own preventive interventions. 

Reflection papers and final assignment. 

LÝÐ005F • Abnormal Psychology and Cognitive Behaviour Therapy • (6e) • Fall 

Teacher: Eiríkur Örn Arnarson Senior Lecturer (UK) - Associate Professor (USA) 

Description: The course gives an overview of various models for defining mental disorders. Students are introduced to methods of current 

interventions and the results of outcome research. In addition, health will be defined and how thoughts are believed to influence health and 

health behaviour. The basic theory of Cognitive Behaviour Therapy (CBT) will be introduced and a theoretical overview of CBT, models, 

concepts and methods presented. 

LÝÐ007F • DrPH Seminars • (1e) • Fall 


The seminars are a forum for academic debate and discussions for students in post-graduate research training in Public Health Sciences. They 

also provide an opportunity for the students to discuss the various aspects of their research. Topics can range from critical reading of a 

published study or article, to a training session of an upcoming lecture. Each student is responsible for choosing a topic and distributing 

materials for one seminar per academic year. Full and active participation of all is expected.Students also present their research and/or latest 

conclusions at one open and advertised seminar yearly. 

The DrPH seminars are intended to provide students with training in presenting their project, respond to open questions, and participate in 

academic discussions. Registration in this course is strongly advised during DrPH studies. 

Attendance (75%), participation, coordination of one seminar, and yearly presentation of student's own research. 

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LÝÐ009F • DrPH Seminars • (1e) • Spring 


The seminars are a forum for academic debate and discussions for students in post-graduate research training in Public Health Sciences. They 

also provide an opportunity for the students to discuss the various aspects of their research. Topics can range from critical reading of a 

published study or article, to a training session of an upcoming lecture. Each student is responsible for choosing a topic and distributing 

materials for one seminar per academic year. Full and active participation of all is expected.Students also present their research and/or latest 

conclusions at one open and advertised seminar yearly. 

The DrPH seminars are intended to provide students with training in presenting their project, respond to open questions, and participate in 

academic discussions. Registration in this course is strongly advised during DrPH studies. 

Attendance (75%), participation, coordination of one seminar, and yearly presentation of student's own research. 

LÝÐ010F • MPH Thesis • (30e) • Fall 

30 credits of total credits required for the MPH thesis. 

The MPH program is a 120 credit post-graduate and cross-disciplinary program in Public Health Sciences, including a 30-60 credit research 

thesis. Projects that have been submitted for publication can be awarded 60 credits. During the first semester students develop their research 

questions and choose a thesis advisor. A complete research proposal is presented at the end of the second semester. Departmental registration 

is determined by the students' area of interest and host faculty of their main advisor. 

The objective of the MPH thesis is to provide training in constructing, organising, developing and conducting a research or developmental 

project in the public health sciences and an understanding of the technical limits, regulations, ethics and laws that must be observed in such 

work. Students should be able to define and present research questions and propose original hypotheses. 

LÝÐ011F • MPH Thesis • (30e) • Spring 


The MPH program is a 120credit post-graduate and cross-disciplinary program in Public Health Sciences, including a 30-60 credit research 



is determined by the students' area of interest and host faculty of their main advisor. The objective of the MPH thesis is to provide training in 

constructing, organising, developing and conducting a research or developmental project in the public health sciences and an understanding 

of the technical limits, regulations, ethics and laws that must be observed in such work. Students should be able to define and present 

research questions and propose original hypotheses. 

LÝÐ012F • MPH Thesis • (10e) • Fall 


The MPH program is a 120 credit post-graduate and cross-disciplinary program in Public Health Sciences, including a 30-60 credit research 



is determined by the students' area of interest and host faculty of their main advisor. 

The objective of the MPH thesis is to provide training in constructing, organising, developing and conducting a research or developmental 

project in the public health sciences and an understanding of the technical limits, regulations, ethics and laws that must be observed in such 

work. Students should be able to define and present research questions and propose original hypotheses. 

LÝÐ020F • DrPH Thesis • (30e) • Fall 

30 credits of total credits required in the DrPH thesis. 

Doctoral studies in Public Health Sciences is a 180 credit post-graduate and cross-disciplinary program, that can be divided into a 150 credit 

research thesis and 30 credits of elective courses, with the addition of compulsory courses in the MPH program should the students not hold 

a MPH Degree. Departmental registration is determined by the students' research question and host faculty of their main tutor. The objective 

of the DrPH program is to provide the student with training and insight into methodology and research in public health sciences and a 

comprehensive knowledge of the field of his/her thesis. Furthermore to provide training in presentation and discussions of his/her research, 

preparing and conducting research projects and publishing the results in internationally recognized journals as well as in a doctoral thesis of 

such a high standard. 

LÝÐ021F • DrPH Thesis • (30e) • Spring 

30 credits of total credits required in the DrPH thesis. 

Doctoral studies in Public Health Sciences is a 180 credit post-graduate and cross-disciplinary program, that can be divided into a 150 credit 

research thesis and 30 credits of elective courses, with the addition of compulsory courses in the MPH program should the students not hold 

a MPH Degree. Departmental registration is determined by the students' research question and host faculty of their main tutor. The objective 

of the DrPH program is to provide the student with training and insight into methodology and research in public health sciences and a 

comprehensive knowledge of the field of his/her thesis. Furthermore to provide training in presentation and discussions of his/her research, 

preparing and conducting research projects and publishing the results in internationally recognized journals as well as in a doctoral thesis of 

such a high standard. 

LÝÐ201F • Biostatistics I • (6e) • Spring • 4f + 2d 

Teacher: Birgir Hrafnkelsson Lecturer (UK) - Assistant Professor (USA) 

This course is an introduction to statistics in public health research. The course covers the following topics. Types of data: categorical data, 

count data, data on continuous variables. Descriptive statistics; numerical statistics and statistical graphs. Probability distributions, the 

binomial distribution, the Poisson distribution and the normal distribution. The definitions of a random sample and of a population. Sampling 

distributions. Confidence intervals and hypothesis testing. Comparison of means between groups. Statistical tests for frequency tables. The 

course is based on lectures and practical sessions in computer labs. In the practical sessions exercises are solved with the statistical software 

package SPSS. 

Homework and a final exam. 

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LÝÐ301F • Biostatistics II • (6e) • Fall • 4f + 2d 

Assistant teacher: Halldóra Viðarsdóttir 

Assistant teacher: Jóhanna Eyrún Torfadóttir 

This course is a continuation of Biostatistics I and constitutes a practical guide to statistical analyses of student's own research projects. The 

course covers the following topics. Estimation of relative risk/odds ratios and adjusted estimation of relative risk/odds ratios, correlation and 

simple linear regression, multiple linear regression, logistic regression and Poisson regression. The course is based on lectures and practical 

sessions using SPSS for statistical analyses. 

Home assingments, presentation of final project. 

LÆK003F • Master of Science • (30e) • Fall 

MS Programme in the Faculty of Medicine The Faculty of Medicine offers instruction and training for an MS degree in the health sciences. 

The MS degree is granted for 120 credits of postgraduate studies following the required university degree. The MS programme is open to 

graduates having completed a Cand. Med. degree or in medicine the first 4 years of the course in medicine or a BS degree in biology, 

medicine, nursing, physiotherapy or Cand. Pharm. degree in pharmacy from the University of Iceland or another university which the Faculty 

deems to constitute satisfactory preparation for the programme. Applications should be submitted from the applicant and his/her tutor, who 

should be a teacher of the Medical Faculty, to the Postgraduate committee. For further information contact the office of the Faculty of 

Medicine. 

Masters thesis. Oral examination 

LÆK004F • Master of Science • (30e) • Spring 







Medicine. 


LÆK005F • Master of Science • (30e) • Summer 







Medicine. 


LÆK006F • PhD Programme • (30e) • Fall 

PhD Programme in the Faculty of Medicine Director: Postgraduate Committee, Helga Ögmundsdóttir, professor. The objective of the PhD 

programme in the Faculty of Medicine is to provide the PhD student with training and insight into the methodology of medical research and a 

comprehensive knowledge of the field of his/her PhD thesis. Furthermore to provide training for preparing and conducting research and 

publishing its results so as to be able to submit a doctoral thesis of such quality as required by the Faculty. Applications should be submitted 

from the applicant and his/her tutor, who should be a teacher of the Medical Faculty, to the Dean of the Faculty of Medicine. For further 

information contact the office of the Faculty of Medicine. The objective of the PhD Programme is to provide PhD students with training and 

insight into the methodology of medical research and a comprehensive knowledge in the field of their PhD thesis. Furthermore, PhD students 

are to have training in the preparation and conduct of academic research as well as the publication of research findings so that they will be 

well prepared to pursue scientific work on an independent basis. Admission Requirements Students who are admitted to the PhD programme 

must have competed a BS degree from the University of Iceland, the fourth-year course of the Faculty of Medicine of the University of 

Iceland or an equivalent degree or examination. The average mark required for a BS degree or equivalent should generally not be under 7,25 

(on a scale of 0-10). It is permitted to disregard the minimum mark rule if a student has, e.g., demonstrated his/her academic aptitude and/or 

qualifications in independent research. PhD candidates with substantial experience in research methodology, who have already completed 

significant research projects, published scientific papers. or who submit a finished thesis to the faculty are subject to the same rules as other 

doctoral candidates. A supervisor and a PhD Committee is appointed. The PhD Committee evaluates the experience, research work and 

published writings of the PhD candidate as partial or even full credit towards a PhD degree. In such an event, the thesis will be treated in 

accordance with Art. 69 of the Regulations of the University of Iceland. 

Doctoral thesis and dissertation 

LÆK007F • PhD Programme • (30e) • Spring 













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LÆK008F • PhD Programme • (30e) • Summer 



















LÆK009F • Physiological fitness assessments and training • (10e) • Spring 


In this course, students will work on prescribed projects on physiological assessments and training, covering performance of elite athletes, 

health related fitness of the general public and rehabilitation. The course consists of seminars, written assays and on-line discussion groups. 

Students either choose or are assigned projects, individually or in groups. Emphasis will be on searching for and critical reading of original 

research papers. 

LÆK010F • Sport, diseases and drugs • (8e) • Spring 


Course objective: To increase the students' knowledge about some diseases and infections that can affect athlete performance. Also, to 

increase their understanding of the effects of drugs, nutrition supplements, communication and traveling with group of athletes, as well as 

increasing their skill of reviewing scientific articles. 

Course content: Some diseases and infections that can affect athletes' performance or their ability to participate in sport will be reviewed. 

Also, psychological and social factors in relation to injuries will be discussed. Use of pharmacologic agents by athletes will be introduced, 

e.g. effects of illegal drug use, drug testing and the role of team physicians/physiotherapists will be covered. Also, the effects and uses of 

anti-inflammatory drugs will be covered. Use of legal sports drinks and substances will be discussed as well as nutrition preparation before 

competition. The role of physicians and physiotherapists during traveling with athletes and teams will be discussed, as well as 

communication with other health professionals, athletes, sport clubs and the media. The role of physicians and physiotherapists in teams will 

be discussed as well as insurance issues. Reviewing of scientific articles will be discussed and the students will review articles and evaluate 

their strengths and weaknesses. 

Teaching: Lectures, assignments, reading and discussing papers. 


Students understand the effect of common diseases and infections on athlete performance and training. 

Students know the effects of illegal drug use on athletes, drug testing and the role of team physicians/physiotherapists in drug testing. 

Students understand the effect of non steroid anti inflammatory drugs (NSAID), and how they should be used. 

Students know possible effects and use of legal sports drinks and supplements, as well as nutrition preparation before competition. 

Students are familiar with methods regarding athletes' health before and during traveling. 

Students are aware of the importance of communication within the medical team and sports team, as well as with the media. 

Students have adopted critical thinking when reading scientific articles. 

Written exam, assignments. 

LÆK011F • Seminar • (2e) • Spring 


Compulsory course:Monthly seminars where students in post-graduate research training present their projects and teachers and invited 

speakers give guest lectures. The seminars take place between 16:00 and 18:00, usually on the first Thursday of each month from September 

till May. Each seminar consists of a lecture from a guest speaker, who also chairs that seminar. This is followed by two to three student 

presentations of about 20 minutes. Each presentation is followed by discussions and the seminar ends with a panel discussion. For each 


discussion. The seminars are intended to give the students training in the following: 1. Lecture presentation of their own project. 2. Response 

to open questions during discussion. 3. Preparation of material for discussion. 4. Participation in general academic discussion. The seminars 

are open to everyone and teachers are encouraged to attend 

The course gives 6 credit units for full participation, including presentation of one lecture, acting once as discussant and 75% attendance. 

LÆK012F • Seminar • (4e) • Fall 


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are open to everyone and teachers are encouraged to attend. 


LÆK013F • Seminar • (4e) • Spring 











LÆK014F • Seminar • (2e) • Fall 











LÆK015F • The Biology and Mechanisms of Disease, Interactions of Genetics and the Environment • (4e) • Fall • 1f + 1æ 


Teacher: Jón Gunnlaugur Jónasson Professor 

This course deals with the biological changes that are the basis of disease processes and the role played by genes and/or environment. The 

course is particularly intended for postgraduate students in the Faculty of Medicine who do not have a medical background. The following 

topics will be covered: Haematological diseases, cancer, infections, endocrine disorders, lung diseases, gastro-intestinal diseases, cardiovascular 

diseases, rheumatological diseases and kidney diseases. Each topic will be introduced by a lecture on a selected theme, A recent 

research paper for discussion will be distributed a week in advance and it is expected that the whole group will be prepared to participate in 

the discussion. 

Ten double sessions. 

Ability to present and discuss papers. Participation in discussion. A week after the last session the students hand in a short essay. 

LÆK016F • MHI-Thesis • (30e) • Spring 


semester. 


LÆK017F • MHI-Thesis • (30e) • Summer 


semester. 


LÆK018F • MHI-Thesis • (30e) • Fall 


semester. 


LÆK019F • Endothelial Cell Biology • (4e) • Fall • 2f 

Supervisory teacher: Haraldur Halldórsson Project Manager 

Supervisory teacher: Þórarinn Guðjónsson Project Manager 

Topics will include endothelial progenitor cells and angiogenesis and vasculogenesis during development. The cell biological properties of 

the endothelium will be described as well as the functional properties of blood vessels, including the control of blood pressure, tumor 

angiogenesis and coagulation. Several diseases where endothelial dysfunction is important, including atherosclerosis, hypertension and 

diabetes, will be discussed. Organization: In each lecture a senior scientist will present one special topic. This will be followed by an analysis 

of a research article connected to the particular topic. Each time one student will be responsible for analyzing and presenting the research 

article. The student presentations should include 1) brief introduction of the research study, 2) aim of the study, 3) discussion of methods, 4) 

main results and conclusions, 5) critical evaluation and future studies. All students are strongly encouraged to participate in discussion after 

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the lecture. 

LÆK020F • Reading Course in Movement Science • (6e) • Spring 

Tutor and student will together choose a subject in movement science that is connected to the research project of the student but is not part of 

it. Tutor and student will choose scientific papers (research papers, review papers and book chapters) on the subject. Student and tutor will 

meet at least once every 2 weeks and discuss the papers that have been read. The course will complete with an assay and an oral exam where 

one of the faculty member of Department of physiotherapy will be censor. Faculty members at the Department of Physiotherapy are advisors 

for this course. 

Assay and an oral exam. 

LÆK021F • Reading Course in Movement Science • (6e) • Fall 

Tutor and student will together choose a subject in movement science that is connected to the research project of the student but is not part of 

it. Tutor and student will choose scientific papers (research papers, review papers and book chapters) on the subject. Student and tutor will 

meet at least once every 2 weeks and discuss the papers that have been read. The course will complete with an assay and an oral exam where 

one of the faculty member of Department of physiotherapy will be censor. Faculty members at the Department of Physiotherapy are advisors 

for this course. 

Assay and an oral exam. 

LÆK022F • Statistical analysis using computers • (4e) • Spring 


Teacher: Nanna Ýr Arnardóttir 

The course is intended for post-graduate students. Main emphasis will be on the structure and possibilities for statistical analysis in the SPSS 

program. Importing and structure of databases will be covered, e.g. how to transport data from other softwares like Excel. Most common 

descriptive statistical analyses will be covered including graphs. Furthermore, how to run common inferential statistical procedure will be 

taught, e.g. Students' t-test, Chi-square, regression, ANOVA, multifactorial ANOVA, ANOVA for repeated measures and may be others if 

students interests and time allow. Each student has to return solution to given examples at the end of each session. All session will be in a 

computer room, 28 class-hours total (7 session, 4 class-hours each). Prerequisite: Students has to take introductory course in statistics at the 

graduate level before this course. 

Required preparation: Almenn tölfræði fyrir meistara- og doktorsnema (LÆK101F) 

Achivement in classes. 

LÆK028F • Stem cells and differentiation • (6e) • Spring • 2f 



Teacher: Alexander Schepsky Natural Scientist 


Teacher: Magnús Karl Magnússon Professor 

Teacher: Valgarður Sigurðsson 

Teacher: Guðrún Valdimarsdóttir 

Teacher: Ólafur Baldursson Lecturer (UK) - Assistant Professor (USA) 


Teacher: Hekla Sigmundsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Guðmundur H Guðmundsson Professor 

Objective: To introduce stem cell research to graduate students in the biomedical sciences, provide an overview over how stem cells can be 

applied for therapeutic use and to advance our understanding of tissue architecture and disease progression. 

Context: In this course we will discuss different stem cell systems and dissect the current knowledge of how these cells maintain self-renewal 

and/or proceed to differentiation. During the course students will gain insight into both embryonic and somatic stem cell research including 

hematopoietic, neural and various epithelial stem cell populations. Furthermore, we will discuss the therapeutic importance of various stem 

cells and discuss the link between stem cells and diseases such as cancer. 

Study material: Recent research articles in high impact journals. 

Description: In each lecture one principal investigator (PI) will introduce a particular aspect of the stem cell field (35 min). Afterwards, one 

student will present a research article related to that field and discuss how that particular study was conducted. In their presentations, the 

students need to: 1) Introduce the background of the research article and the history of the concept being investigated. The key here is to 

understand the reason for why the work was done and why it is important. 2) Describe the aim of study and the experimental design 

(methods and material). 3) Discuss the major results/findings (figures and tables). 4) Summarize the context of the work and discuss major 

conclusion made by the authors. Present your own view, what is good and what is bad in the experimental design and results. Finally discuss 

future experiments that need to be or should be conducted. After the presentation all students will participate in active discussion. In addition 

to this, the students must select a couple of articles on a stem cell topic of their immediate interest and write a short report in English (4-6 

pages). At the end of the course a short seminar is scheduled where each student presents his/her report in short talk (7-10 minutes). 

Duration and prerequisite: The course is 30 hours (15 double lectures) and will be conducted weekly from January 2010 to May 2010. 

Students must have completed courses in Developmental Biology, Cell Biology, Molecular Biology or comparable courses. 

It is necessary to attend at least 80% of all seminars and take active part in discussion during the course period. To pass this course it is also 

necessary to deliver a report (see above) of high quality and present it orally and the end of the course. 

LÆK052F • Epidemiology and statistics (as basis) for clinical decision support • (8e) • Spring 




x 


LÆK060F • Biomechanics • (8e) • Fall 

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To be added later 

LÆK061F • Motor Control • (8e) • Spring 


LÆK062F • Writing research proposal • (4e) • Spring 


Required preparation: Almenn aðferðafræði í rannsóknum fyrir meistara- og doktorsnema (LÆK102F) 

LÆK066F • Sports Physiotherapy • (10e) • Spring 


Course objective: Increase the students' knowledge of incidence, risk factors, injury mechanisms, diagnosis, medical treatment, rehabilitation 

and prevention of sports injuries. Teaching: Lectures, assignments, reading and discussing scientific articles. Course content: Basic questions 

regarding research in sports medicine will be discussed, as well as common research methods of incidence, risk factors, injury mechanisms, 

rehabilitation and prevention. Common types of injures in different fields of sports and age groups will be reviewed, as well as risk factors, 

injury mechanisms, and medical treatment included operations. Students write assignments regarding rehabilitation and prevention of injuries 

based on evidence based practice. Some imaging methods and their use will be reviewed. Each student reviews at least one scientific article. 

Learning outcomes: Students know common research methods in sports medicine. Students understand the meaning of the concept "evidence 

based" and can clarify whether rehabilitation and prevention methods are evidence based or not. Students are familiar with the incidence, 

common risk factors and injury mechanisms in different types of sport. Students are familiar with research in rehabilitation and treatment of 

sports injuries. Students know frequently used methods and understand the usefulness of medical imaging in diagnosing of sport injuries. 

Students have adopted critical thinking when reading scientific articles. 

Assignments: a) Imaging methods. b) Rehabilitation and prevention. c) Reviewing scientific articles. Min. grade: 5.0. Students must pass all 

parts. 

LÆK101F • General statistics, course for M.Sc. and Ph.D. students • (6e) • Fall 

Supervisor: Gunnsteinn Ægir Haraldsson Head of Section 



Teacher: Helga M Ögmundsdóttir Professor 


Compulsory course. The aim of the course is to provide post graduate students with practical and generic skills required in research. Content: 

Statistics: descriptive and analytical statistics, common statistical tests, practical computer classes, measurements and validity. 

LÆK101F • General statistics, course for M.Sc. and Ph.D. students • (6e) • Spring 

Supervisor: Gunnsteinn Ægir Haraldsson Head of Section 






Statistics: descriptive and analytical statistics, common statistical tests, practical computer classes, measurements and validity. 

LÆK102F • General research methods, course for M.Sc. and Ph.D. students • (6e) • Fall 


Supervisory teacher: Gunnsteinn Ægir Haraldsson Head of Section 


Teacher: Unnur Anna Valdimarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 




Scientific method: philosophy of science, the research project, qualitative and quantitative methods. Ethics of science: the Helsinki 

Agreement, ethical conduct. Research methods: collecting data, references, information, websites, data management. Grants and permissions: 

Bioethics Committee, Data Protection Authority, Committee for Experimental Animals. Publication of results, written and spoken. Quality 

standards (GLP, GCP). 

LÆK102F • General research methods, course for M.Sc. and Ph.D. students • (6e) • Spring 


Supervisory teacher: Gunnsteinn Ægir Haraldsson Head of Section 


Teacher: Unnur Anna Valdimarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 




Scientific method: philosophy of science, the research project, qualitative and quantitative methods. Ethics of science: the Helsinki 

Agreement, ethical conduct. Research methods: collecting data, references, information, websites, data management. Grants and permissions: 

Bioethics Committee, Data Protection Authority, Committee for Experimental Animals. Publication of results, written and spoken. Quality 

standards (GLP, GCP). 

176

Faculty of Food Science and Nutrition 

Undergraduate 


MAT001G • Internship 1 • (2e) • Fall 

The student will work at a variety of tasks within a company or an institute for a total period of one week. The work may be distributed 

throughout the semester. The student will keep a record of all activities performed. The work will be completed with a signed statement from 

the company or institute and valued as credits without a grade towards the final degree. 

MAT002G • Internship 1 • (2e) • Spring 

The student will work at a variety of tasks within a company or an institute for one week. The work may be distributed throughout the 

semester. The student will keep a record of all activities performed. The work will be completed with a signed statement from the company 

or institute and valued as credits without a grade towards the final degree. 

MAT003G • Internship 1 • (2e) • Summer 

The student will work at a variety of tasks within a company or an institute for a total period of one week. The work may be distributed 




The student will work at a variety of tasks within a company or an institute for a total period of two weeks. The work may be distributed 












The student will work at a specific project within a company or an institute for a total period of four weeks. The work may be distributed 

throughout one semester. The work will be completed with a signed statement from the company or institute and a short thesis on the project. 







MAT010G • Food production and food security • (6e) • Fall 

Identification & evaluation of food resources: sources, varieties, & qualities of the most commonly consumed food, beverages, & ingredients 

MAT011G • Food Engineering I • (6e) • Fall 

. 

MAT012G • Food Microbiology • (6e) • Fall 

. 

MAT013G • Applied food chemistry I • (6e) • Fall 

A detailed introduction will be presented on the structure, function and characteristics of the various nutrients and other constituents of foods. 

The course will focus on how the knowledge gathered can benefit consumers and the food industry. Water, ice, water activity as well as the 

chemical- and physical behavior of carbohydrates, fats and proteins in foods will be discussed. Browning reactions, oxidation, the kinetics of 

food enzymes and their effects in foods are discussed in addition to food additives, toxic substances and pollutants. Emphasis will be placed 

on the importance of knowledge in food chemistry for the production of nutritious and wholesome foods in benefit of consumers and the 

food industry. 

In order to ensure knowledge transfer between food components and nutrition, specialists in food chemistry and nutrition will teach the class. 

Teaching will be in the form of lectures as well as discussions of textbook material and information on the Internet with active participation 

by students.   Practical training and student research projects: Review, summary and presentations of scientific articles from peer-reviewed 

journals on subjects connected to the lecture material. 

MAT014G • Quality control in the food industry • (6e) • Fall 

. 

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Undergraduate 

MAT015G • Creation of food companies • (6e) • Spring 

. 

MAT016G • Food processing I • (6e) • Spring 

. 

MAT017G • Consumers and market • (6e) • Spring 

. 

MAT018G • Applied food chemistry II • (6e) • Spring 

The effects of nutrient structure on their uptake and bioavailability in the human body will be discussed. Also, how the cross-reactivity of 

nutrients with other components in foods may affect their adsorption from the digestive system and breakdown. The composition and the 

interaction of chemical components in milk, meat, fish, eggs and cereals will be discussed. The means by which the knowledge in food- and 

nutritional chemistry can be used to benefit food production to preserve the quality and shelf life of foods will be mentioned. The 

methodology used for food and nutrient analysis as well as studies on the bioavailability of food components will be discussed. Knowledge 

building by the students in benefit of consumers and the food industry will be emphasized 

In order to ensure knowledge transfer between food components and nutrition, specialists in food chemistry and nutrition will teach the class. 

Teaching will be in the form of lectures as well as discussions of textbook material and information on the Internet with active participation 

by students.   Practical training and student research projects: Review, summary and presentations of scientific articles from peer-reviewed 

journals on subjects connected to the lecture material. 

MAT019G • Biotechnology • (6e) • Fall 

The goal of the class is to increase the awareness of students on the possibilities of using biotechnology in the food industry. Biotechnology 

can for example be applied to increase the value of by-products from the food industry. The advancement in biotechnology and gene 

technology leading to the practical use of traditional, genetically modified and cloned organisms for the production of foods, feed, 

pharmaceuticals as well as functional foods is discussed. The basic knowledge underlying techniques developed for the practical use of 

organisms, by-products and bio-molecules in foods, pharmaceuticals and cosmetics. Modification of plants, animals and microorganisms for 

the production of foods, including functional foods, food additives and supplements, pharmaceuticals and animal feed will also be discussed. 

Lecturers and students participate in the class. The lectures are available on the Internet. Material from recent scientific journals is used in 

addition to general textbooks on molecular biology and genetic engineering. Students give seminars based on recent research articles from 

peer reviewed scientific journals. 

MAT020G • Food safety • (6e) • Fall 

. 

MAT021G • Food analysis • (6e) • Fall 

. 

MAT022G • . • (6e) • Fall 

. 

MAT023G • Functionals foods • (6e) • Fall 

. 

MAT024G • Marketing of food • (6e) • Spring 

. 

MAT025G • Product development and food design • (6e) • Spring 

. 

MAT025M • Unit Operations • (6e) • Spring 

Supervisory teacher: Sigurjón Arason Senior Lecturer (UK) - Associate Professor (USA) 

The following subjects will be discussed: 

This course includes the principles of elementary mechanics, physical properties of food and processing materials, heat transfer, fluid 

mechanics, psychrometrics, refrigeration and dehydration for design of food processing systems. Basic principles and physico-chemical 

properties of foods including; Properties of liquids, solids and gases. Density, rheology, texture. Use of heat and mass transfer to describe 

temperature and water activity distribution histories within foods during typical preservation processes. Steady and unsteady-state heat 

transfer problems. Effect of processing on food quality, food storage. Diffusions in solids, liquids, vapors, polymer films, and diffusions 

coupled with heat transfer and/ or chemical reactions. Integration of kinetic models and temperature/ water activity distributions into models 

for prediction of microbial safety and product quality as function of process conditions and/ or storage environment. To analyze the different 

aspects of a food system from the engineering view point. 

Conversion Operations including; 

Filtration and membrane technology, centrifugation, concentration, extraction, extrusion technology. Preservation Operations including: 

Drying, refrigeration, freezing, heat processing, pasteurization, canning, emerging technologies (non thermal processing) high pressure, 

magnetic field pulses, ohmnic heating, light pulses, microwave heating, irradiation, dielectric heating. 

Food Processing Operations, including: 

Food processing, seafood and fish processing, fats and oil processing, process modeling and control, traceability, processing affecting food 

stability, shelf-life optimization and food chain management. 

Class presentation and a term paper are required. 

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MAT026G • Food engineering 2 • (6e) • Spring 

. 

MAT027G • Food law • (6e) • Spring 

Overview of legal issues affecting food service management: laws, contracts, taxes, & relations with administrative & regulatory agencies, 

both domestic & international. 

- Food Safety Law 

- Food Consumer Protection Law 

- Food Marketing Law 

- Project (maximum 20,000 words - compulsory in Year Two). 

- Food Sources Protection 

- Law of Food and Agricultural Innovation 

- Animal Welfare Law 

This module examines the way in which food policy and associated legislation are generated and regulated within the EU, its affects on the 

food industry and how it protects the consumer. It will also compare EU activities with world-wide legislation. 

MAT028G • Practical training in biotechnology and engineering • (6e) • Fall 

. 

MAT028M • Bioprocessing and Biotechnology • (6e) • Fall 

Supervisory teacher: Guðjón Þorkelsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Kristberg Kristbergsson Professor 

Supervisory teacher: Ágústa Guðmundsdóttir Professor 

The possibilities involved in the bioprocessing of affall and byproducts from the food industry for the production of valuable biochemicals 

such as proteins, lipids and bioactive compounds are under discussion. The class will be tought in three one week time periods where the first 

two weeks will be devoted to introduction to the class material by the lecturers followed by student presentations. The main part of the first 

two weeks will be focused on student presentations of scientific publications on bioprocessing of raw materials, isolation, and 

characterization of biochemicals from food affall and byproducts. The third week will consist of practical student projects where most of the 

steps of bioprocessing from raw materials to the isolation and characterization of valuable biochemicals will be studied. Proteins and lipids 

will be characterized by various methods includig those of chromatography and other biochemical- as well as biological methods. Proteomics 

will also be used to identify proteins. The main purpose of the class is to inform, excite and increase students interests in the field of 

increasing the value of affall and by products from the food industry. The class material will be in the form of lectures from teachers and 

scientific publications, all available on the internet. Various foreign text books will also be used. 

Required preparation: Lífræn efnafræði 2 (EFN401G), Lífefnafræði 2 (LEF406G) 

MAT029G • Process design and information technology • (6e) • Fall 

. 

MAT029M • Innovation and entrepreneurs • (6e) • Spring 




Seminar on innovation and entrepreneurship in the food industry (6) 

The seminar involves lectures on innovation and entrepreneurship by leaders from the industry, faculty members and graduate students. The 

lectures will in part be based on case studies and experience in entrepreneurship. Methods for consumer driven product development will 

also be discussed including product and process optimization. 

MAT030G • Operations Management • (6e) • Fall 

. 

MAT031G • Project Management • (6e) • Fall 

. 

MAT032G • Final project towards BS-degree • (30e) • Spring 

Final project 

MAT033G • Course of choice • (6e) • Fall 

Food science course by own choice 

MAT102M • Food Production and Industries • (6e) • Fall • Time slot: H6 • 3f + 5v 


Teacher: Guðjón Þorkelsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Gústaf Helgi Hjálmarsson 

Teacher: Halldór Sverrisson 

An introductory course on the nature, diversity, production and harvesting of raw materials for the food industry and on how Icelandic food 

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industry processes the raw materials into different food products. The course is divided into four parts: 1. Production and harvesting of 

cereals, beans, vegetables, spices and drinks. 2. Fish stocks, fisheries, wild mammals and birds and pests. 3. Milk and meat production 

including fish farming. 4. The Icelandic food industry. Construction and organization. Practical work: Laboratory work, field trips and essay 

writings. 

MAT301G • Food Processing 1 • (8e) • Fall • Time slot: V6 • 4f + 5v 




The objective is to familiarize the student with techniques used in commercial food processing, distribution and storage. The lectures cover 

an introduction to the main processing techniques including; cooling, freezing, blanching, pasteurization, canning, drying, concentration and 

fermentation. This introduction is followed by an in-depth coverage of each of the major food groups in terms of composition, processing 

and commercial production. Food groups covered are: Fruits and vegetables, meat and meat products, milk and milk products and fish and 

fish products. Other food groups are covered in food processing 2, which is a direct continuation of food processing 1. Lab: Field trips to 

food processing plants and laboratory exercises. 

MAT302M • Advanced Food Microbiology • (8e) • Fall • Time slot: V1 • 4f + 5v 

Supervisory teacher: Franklín Georgsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Eggert Gunnarsson Senior Lecturer (UK) - Associate Professor (USA) 

The content of lectures is divided into four parts: 

(1) Introduction. Developments in Microbiology. Eukaryotic and prokaryotic cell forms. Structure and characteristics of microorganisms - 

bacteria, fungi, viruses, parasites. Classification of important microorganisms in foods. Microbial growth and metabolism. Indicator 

microorganisms in foods. Traditional and novel methods for cultivation, isolation and enumeration of microorganisms in foods. Origin of 

microorganisms in foods. 

(2) Intrinsic and extrinsic factors affecting microorganisms in foods - temperature, water activity, pH, atmosphere, radiation and other 

factors. Use of preservatives and methods to improve storage stability of foods. Fermentation and other profitable uses of microorganisms in 

food production. 

(3) Food-borne illness caused by microorganisms. Most important causes of food-borne illness. Food intoxications and infections. 

Salmonella, Campylobacter, Listeria, Clostridium, Bacillus, Staphylococcus and other pathogens in foods. 

(4) Microbiology of primary food commodities. Microbiology of sea-foods, meat products, milk products, drinking water, vegetables and 

fruits. Sources of microorganisms found in primary food commodities, micro-flora of different foods, influence of processing and handling 

on survival of microorganisms and spoilage of foods by microorganisms. Laboratory classes cover basic principles in handling, cultivation 

and isolation of microorganisms. Cultural methods for isolation and enumeration of most important microorganisms in foods. Each student 

writes an essay about new topics in food microbiology and gives a short lecture. 

MAT401G • Food- and nutritional chemistry • (8e) • Spring • Time slot: V4 • 4f + 5v 


A detailed introduction will be presented on the structure, function and characteristics of the various nutrients and other constituents of foods. 

These involve water, ice, water activity as well as the chemical- and physical behavior of carbohydrates, fats and proteins in foods. Browning 

reactions, oxidation, the kinetics of food enzymes and their effects in foods are discussed in addition to food additives, toxic substances and 

pollutants. We discuss the effects of nutrient structure on their uptake and bioavailability in the human body. Also, how the cross-reactivity 

of nutrients with other components in foods may affect their adsorption from the digestive system and breakdown. The means by which the 

knowledge in food- and nutritional chemistry can be used to benefit food production to preserve the quality and shelf life of foods will be 

mentioned. The methodology used for food and nutrient analysis as well as studies on the bioavailability of food components will be 

discussed. In order to ensure knowledge transfer between food components and nutrition, specialists in food chemistry and nutrition will 

teach the class. Teaching will be in the form of lectures as well as discussions of textbook material and information on the Internet with 

active participation by students. 

Practical training and student research projects: Review, summary and presentations of scientific articles from peer-reviewed journals on 

subjects connected to the lecture material. 

MAT403G • Food Processing 2 • (6e) • Spring • Time slot: H7 • 3f + 4v 

Supervisor: Guðjón Þorkelsson Senior Lecturer (UK) - Associate Professor (USA) 



The lectures are in direct continuation of course 09.81.31 Food Processing 1. Properties of packing materials with emphasis on flexibles. 

Followed by a continued coverage of the major food groups in terms of composition, processing and commercial production. Food groups 

covered are: Eggs, confectionery and confectionery products, milk and milk products, fats and oils, emulsions, alcoholic and non-alcoholic 

beverages. Recent developments in fodd processing. Lab: Field trips to food processing plants and laboratory exercises. 

MAT403M • Food Microbiology-E • (8e) • Spring • Time slot: V1 • 4f + 5v 



The content of lectures is divided into four parts: (1) Origin, classification and cultivation of microorganisms in foods. History of food 

microbiology. Traditional and novel methods for cultivation, isolation and enumeration of microorganisms in foods. Origin and most 

important groups of microorganisms, including indicator microorganisms. (2) Intrinsic and extrinsic factors affecting microorganisms in 

foods. Influence of temperature, water activity, pH and more intrinsic and extrinsic factors on survival of microorganisms in foods. Use of 

preservatives and methods to improve storage stability of foods. Fermentation and other profitable uses of microorganisms in food 

production. (3) Foodborne illness caused by microorganisms. Most important causes of foodborne illness. Food intoxications and infections. 

Salmonella, Campylobacter, Listeria, Clostridium, Bacillus, Staphylococcus and other pathogens in foods. Sampling, criteria, evaluation and 

use of HACCP. (4) Microbiology of primary food commodities. Microbiology of seafoods, meat products, milk products, drinking water, 

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vegetables and fruits. Sources of microorganisms found in primary food commodities, microflora of different foods, influence of processing 

and handling on survival of microorganisms and spoilage of foods by microorganisms. Laboratory classes cover most important cultural 

methods for isolation and enumeration of microorganisms in foods. Each student writes an essay about new topics in food microbiology and 

gives a short lecture. 

Required preparation: Örverufræði I (LÍF201G) 

MAT501G • Food Engineering 1 • (6e) • Fall • Time slot: H2 • 3f + 4v 


Fundamentals of food engineering. Unit operations of food processing. Material and energy balances. Thermodynamics. Mass transfer. 

Pumps. Flow of fluids. Pressure drop and friction in flow. Heat transfer. Practical work: Unit operations of food processing. 

MAT502G • Food Analysis • (8e) • Fall • Time slot: H3 • 4f + 5v 

Supervisor: Magnús Már Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Heiða Pálmadóttir 

Teacher: Sigríður Jónsdóttir Research Scholar/Scientist 

Methods of food analysis, their use and limitations. Procedures and instruments for the analysis of specific chemicals and food components 

are described. Practical work: Students are trained in food analysis with emphasis on a variety of techniques. Some training is given in the 

use of books with official methodology for the analysis of foods. Food from various food groups will be analyzed for their major and minor 

components as well as for additives. 

MAT503G • Special Topic in Food Science • (6e) • Fall 

Students are given the opportunity to work on a special topic in food science under the guidance of a faculty member. The project is 

governed by rules issued by the department on such special topics. The work is completed with a short thesis which is graded by the faculty 

member in charge and an additional faculty member. 

MAT504G • Special Topic in Food Science • (10e) • Fall 




MAT601G • Special Topic in Food Science • (6e) • Spring 




MAT601M • Food Engineering 2 • (8e) • Spring • Time slot: V3 • 4f + 5v 


Drying. Psychrometry. Freeze-drying. Chilling. Refrigeration. Thawing. Evaporation. Distillation. Extraction. Filtration. Absorption. Size 

reduction. Mixing. Separation processes. Thermal processes (F, Z and D-values). Lay-out and processing plan for food plant. Management in 

food processing. Practical work: A project on food processing taking 1 1/2 weeks. 

MAT602G • Special Topic in Food Science • (6e) • Summer 




MAT603G • Special Topic in Food Science • (10e) • Spring 




MAT604G • Special Topic in Food Science • (10e) • Summer 




MAT604M • Applied gene technology • (6e) • Spring • Time slot: V2 • 4f + 2u 


The advancement in gene technology and biotechnology leading to the practical use of genetically modified and cloned organisms for the 

production of foods, feed, pharmaceuticals and functional foods is discussed. The basic knowledge underlying techniques developed for gene 

modification of plants, animals and microorganisms for the production of foods, including functional foods, food additives and supplements, 

pharmaceuticals and animal feed is discussed. Rules and regulations in Europe and elsewhere regarding labeling and marketing of products 

from genetically modified organisms and functional foods are debated as well as the consumer acceptance of these products. The possible 

health benefits or risks of consuming genetically modified products and functional foods as well as the possible environmental risk involved 

in growing and farming genetically modified organisms are discussed. 

Lectures are given by teachers but student participation in the class is demanded. The lectures are available on the Internet. Material from 

recent scientific journals is used in addition to general textbooks on molecular biology and genetic engineering. Students give seminars based 

on recent research articles from peer reviewed scientific journals. 

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MAT605G • Special Topic in nutrition • (10e) • Spring 




MAT606G • Product Development • (8e) • Spring • Time slot: V7 • 4f + 5v 



The objectives of the course are to introduce the principles of new food product development including idea generation, idea screening, 

concept development and testing, marketing strategy development, business analysis, product development, market testing and 

commercialization. Formulations and development of food product formulas. Introduction to consumer surveys and testing. Experimental 

designs used in product development for screening and optimizing products. In dept coverage of selected food additives and ingredients. Lab: 

One product will be developed from idea to/through market testing. 

MAT607M • Food Safety and inspection • (8e) • Spring 


Biological, chemical and physical hazards related to foods. Development in food-borne diseases. Emerging food-borne hazards - causes and 

cocsequences. Epidemiology and food-borne investigations. Methods and tools to ensure the safety of foods from production, harvesting, 

processing and distribution. Quality Assurance Management. Risk analysis. Hazard Analysis Critical Control Points (HACCP). Cleaning, 

disinfection, personal hygiene and safe handling of food. International, regional and national regulatory framework aimed at ensuring food 

safety. Food Control Authorities and Food Safety. Accreditation of testing laboratories. Traceability and Food Safety. Sampling, monitoring, 

surveilance, analytical criteria and limits - evaluation of food safety results. 

Laboratory classes cover (1) both qualitative and quantitative analytical methods including rapid metods for both microbial and chemical 

hazards, (2) exercises in risk assessment for certain hazards and food matrixes, (3) installation of HACCP systems and validation of the 

systems, (4) epidemiological methods used in food outbreak investigations. 

MAT803M • Consumer Reasearch and Sensory Analysis • (6e) • Fall • Time slot: H5 • 2f + 5v 

Teacher: Emilía Martinsdóttir 

Teacher: Kolbrún Sveinsdóttir 

Teacher: Kristberg Kristbergsson Professor 

Principles of sensory evaluation and methods in sensory evaluation of foods. Sensory attributes and factors influencing sensory evaluation. 

Selection and training of panel members. Main sensory evaluation methods: Overall difference tests, descriptive analysis techniques and 

consumer testing. Sensory evaluation in product development and quality control. Introduction to inner control systems for food production 

companies. Icelandic food laws and regulations and introduction to international food legislation. Lab: Laboratory exercises in sensory 

evaluation. 

NÆR001G • Basic Anatomy and embryology • (6e) • Fall 



General: 

This course is a general introduction into basic anatomy and embryology of the human body. It includes general discussion on important 

concepts in cell biology and histology such as cell-cell and cell-extracellular matrix contacts, basic composition of various tissues such as 

epithelial, nerve, muscle, fat, blood and connective tissue. General concept in developmental and embryology will be introduced and 

mechanisms during tissue and organogenesis will be discussed. 

NÆR001M • Food and Culture • (10e) • Spring 

Teacher: Inga Þórsdóttir Professor 

Teacher: Ingibjörg Gunnarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


Not only is food the source of life, it is also a source of meaning. Our foodways afford an insight into our worldview, outlook on life and 

artistic sensibilities, and food gives shape to our existence, body, society, economy, mentality and morality. Our identities and memories are 

intertwined with food and it is among the most important mediums for our interaction with other people. Holidays and feasts would be a 

mere shadow of themselves if in celebrating them we did not cook, serve, and share festive meals. By studying what people eat, how, when, 

with whom, and why, we gain invaluable knowledge about gender and generations, class and cultural diversity, the senses and aesthetics, 

friendship, family, and love. 

In this course we train our eyes on the interface between food and culture, in the past as well as the present, with particular emphasis on 

historical and contemporary foodways in Iceland. This knowledge also has practical significance: despite all the information available about 

nutrition and health, people continue to eat unhealthy foods void of nutritive value, and in order to understand the reasons for this it is 

necessary to study the cultural aspects of food and foodways. Moreover, food plays an increasingly prominent role in tourism, art, and 

design, and we consider these as well in the course. 

Food and culture is an interdisciplinary topic. Accordingly, this course is offered jointly by the departments of folklore and nutrition. 

Moreover, it draws on materials and insights from food science, anthropology, gender studies, history, literature, tourism studies, sociology, 

industrial design, public health, and education. 

NÆR002G • Macro and microscopic anatomy of organs involved in digestion, uptake and processing of food • (4e) • Fall 



General: 

This course focuses on organs involved in digestion, uptake and processing of food including the gastrointestinal tract, pancreas, liver and the 

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urinary system. The topics will be covered by visualization of macroscopic structures of organs and by imaging tissues under the microscope. 

It is expected that after this course students have comprehensive understanding of form and function of those organs involved in processing 

of food. 

NÆR101G • Introduction to human nutrition • (8e) • Fall • 4f + 4v 

Supervisory teacher: Alfons Ramel 

Teacher: Laufey Steingrímsdóttir 


Teacher: Þórhallur Ingi Halldórsson 

Introduction to methodology, assessement of food consumption and overview of the principles of nutritional epidemiology. Public nutrition 

recommendations. Nutritional problems in developing and developed countries. Food labelling. 

Written exam and reports. 

NÆR102G • Anatomy • (8e) • Fall 




The main topics of this course are general anatomy and embryology, anatomy of visceral organs and the main tissues of the human body. The 

course focuses on organs important for the digestion, absorption and metabolism of nutrients. The course also shows the most important 

methods in histology and explains the structur of the most important types of tissue in the human body. 

NÆR201G • Human nutrition • (8e) • Spring 

Supervisory teacher: Ingibjörg Gunnarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 



Aim: Understanding nutrition and its significance for health. Fundamental concepts of nutrition, such as essentiality, bioavailability, 

requirements and recommended dietary allowances. Energy and nutrients (carbohydrates, lipids, proteins, water, mineral and vitamins) and 

their role in metabolism and body function. Digestion, absorption and transport. Alcohol, non-nutritive components, functional foods, 

supplements. 

Practical work: Energy balance. Body composition. Short presentations, projects and presentations. Literature work. 

Recommended preparation: Inngangur að næringarfræði (NÆR101G) 

Reports from practical lessons (20%), written final exam (80%). 

NÆR401G • Introduction to psychology and consumer science • (8e) • Spring • 4f 

The main topics of psychology are discussed. Specifically, subjects on sensation, cognitive processes, development, learning and behavior 

modification, individual differences, social perception, motivation, health and psychopathology including eating disorders. Different 

explanations of human conduct in different circumstances are also examined and theoretical, every-day and pseudo explanations compared. 

Main determinants of food choice will be discussed and how consumer research, consumer psychology and sensory analysis can be used to 

influence consumer behavior and consumers choices. 

NÆR501M • Clinical Nutrition and pathology I • (8e) • Fall 

Evaluation of nutritional needs. Nutritional treatment of heart diseases, diabetes (type I and II), cancer, obesity and eating disorders. Close 

collaboration with the Unit of Clinical Nutrition at the University Hospital. 

Practical work: Treatment and evaluation of results from a nutritional study. Clinical experiments on test meals or diets of varying nutritional 

composition. 

NÆR502M • Life Cycle Nutrition • (6e) • Fall 

The course covers the nutritional needs of women during childbearing years, infants, children, and adolescents, as well as the elderly. The 

course will describe major health risks and disorders arising during each period of life, and review the etiology and prevention of these 

conditions. 

NÆR601M • Nutrition 2 • (8e) • Spring 




The course is divided into two categories, methodolody in nutrition research and clinical nutrition. Methodology: Methods used in nutrition 

research, assessment of dietary intake, nutritional epidemiology, nutrition interventions, data management and statistics. Clinical nutrition: 

Evaluation of nutritional needs. Nutritional treatment of heart diseases, diabetes (type I and II), cancer, obesity and eating disorders, diseases 

in the digestive tract, PKU, food allergy and intolerance. Close collaboration with the Unit of Clinical Nutrition at the University Hospital. 

Practical work: Report and seminar on original scientific papers in nutrition. Design and planning of a research in the field of human 

nutrition, funding applications. Treatment and evaluation of results from a nutritional study. Clinical experiments on test meals or diets of 

varying nutritional composition. 

Required preparation: Inngangur að næringarfræði (NÆR101G) or Næringarfræði mannsins (NÆR201G) 

Project protocol and funding application (15%), other practical lessons, short reports (10%), class participation (5%), written final exam 

(70%) 

NÆR602M • Public Health Nutrition • (8e) • Spring • 4f + 2v 


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Undergraduate 



The course provides an introduction to research and practice of public health nutrition in both Iceland and abroad by presenting conceptual 

and methodological perspectives on topics ranging from existing nutrition programs and policies to planning and evaluation, to nutritional 

surveillance. After the course the students will have the ability to translate nutrition and public health research to practical applications on the 

community and population level, and linking nutrition research to action in Icelandic and international settings. Biologic bases for nutrient 

requirements and dietary recommendations as they vary throughout the life cycle will be discussed. The course covers the nutritional needs 

of women during childbearing years, infants, children, and adolescents, as well as the elderly. The course will describe major health risks and 

disorders arising during each period of life, and review the etiology and prevention of these conditions. 

Practical work: Project in collaboration with the Icelandic Public Health Institute and Unit for Nutrition Research. 

Recommended preparation: Inngangur að næringarfræði (NÆR101G) or Næringarfræði mannsins (NÆR201G) 

Project in the field of public health nutrition (group work), presentation and report (25%), visits to organisations and institutions, class 

participation (5%), written final exam (70%). 

NÆR801M • Clinical Nutrition and pathology II • (8e) • Spring 

Evaluation of nutritional needs. Nutritional treatment of iseases in the digestive tract, PKU, food allergy and intolerance. Nutritional status, 

waterbalance, enteral- and parenteral nutrition, nutritional treatment. Close collaboration with the Unit of Clinical Nutrition at the University 

Hospital. 


composition. 

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Graduate 

MAT001F • MS-Research Project in Food Science • (30e) • Fall 

A research project supposed to take about 15 weeks of work. 

MAT002F • MS-Research Project in Food Science • (30e) • Spring 


MAT003F • MS-Research Project in Food Science • (30e) • Summer 


MAT004F • Fourth Year Research Project • (30e) • Fall 


MAT005F • Fourth Year Research Project • (30e) • Spring 


MAT006F • Fourth Year Research Project • (30e) • Summer 


MAT007F • Ph.D.-Thesis in Food Science • (30e) • Fall 


MAT008F • Literature Study for the Master's Degree in Food Science • (10e) • Fall 

The supervising committee and the MS-student meet during one semester on a weekly basis to discuss research articles, review articles, and 

parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but without 

overlapping with it, so as to broaden the horizon of the student. The course is completed with a short thesis on the subject and an oral 

examination. 

MAT009F • Literature Study for the Master's Degree in Food Science • (10e) • Spring 




examination. 

MAT010F • Literature Study for the Master's Degree in Food Science • (10e) • Summer 




examination. 

MAT011F • Literature Study for the Master's Degree in Food Science • (12e) • Fall 




examination. 

MAT012F • Literature Study for the Master's Degree in Food Science • (12e) • Spring 




examination. 

MAT013F • Literature Study for the Master's Degree in Food Science • (12e) • Summer 




examination. 

MAT014F • Ph.D.-Thesis in Food Science • (30e) • Spring 


MAT015F • Ph.D.-Thesis in Food Science • (30e) • Summer 


MAT016F • MS-Research Project • (30e) • Fall 


MAT017F • MS-Research Project • (30e) • Spring 

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Graduate 


MAT018F • MS-Research Project • (30e) • Summer 


MAT019F • Funding applications and scientific writing • (6e) • Fall 

Introduction of major research funds and funding applications. Scientific writing. 

MAT024F • Advanced Food Chemistry • (6e) • Fall 



The following subjects are under discussion: Chemical and physical characteristics of energy sources in foods (carbohydrates, lipids and 

proteins). The effects of water and water activity on shelf life and food characteristics. Enzyme kinetics, enzyme reactions in foods, 

applications of enzymes in foods, means of limiting undesirable enzyme reactions in foods. Food proteins, protein digestion and chemical 

reactions of protein breakdown products. Protection of bioactive compounds against undesirable chemical reactions. Methods to incorporate 

bioactive compounds into food systems. Chemistry and modification of food carbohydrates (starches and gums) and their use in processed 

foods. Chemical and physical characteristics of lipids (fats and oils) in foods and their protection against oxidation. Chemistry of colorants, 

preservatives and antioxidants and methods used to measure these food additives in foods. Effects of the molecular structure of nutrients on 

their interactions with other food components. Application of knowledge in food chemistry and nutrition in benefit of the consumers and the 

food industry. Maintenance of quality, shelf life and bioavailability of nutrients in foods. Main methods used in food research and for 

measuring the bioactivity of certain food components. 

Course plan: Lectures, discussions and other practical work on subjects related to the course material. Active participation of students is 

required. Student projects: Reading and presentation of scientific papers from international journals and material connected to the lectures. 

MAT025M • Unit Operations • (6e) • Spring 


The following subjects will be discussed: 

This course includes the principles of elementary mechanics, physical properties of food and processing materials, heat transfer, fluid 

mechanics, psychrometrics, refrigeration and dehydration for design of food processing systems. Basic principles and physico-chemical 

properties of foods including; Properties of liquids, solids and gases. Density, rheology, texture. Use of heat and mass transfer to describe 

temperature and water activity distribution histories within foods during typical preservation processes. Steady and unsteady-state heat 

transfer problems. Effect of processing on food quality, food storage. Diffusions in solids, liquids, vapors, polymer films, and diffusions 

coupled with heat transfer and/ or chemical reactions. Integration of kinetic models and temperature/ water activity distributions into models 

for prediction of microbial safety and product quality as function of process conditions and/ or storage environment. To analyze the different 

aspects of a food system from the engineering view point. 

Conversion Operations including; 

Filtration and membrane technology, centrifugation, concentration, extraction, extrusion technology. Preservation Operations including: 

Drying, refrigeration, freezing, heat processing, pasteurization, canning, emerging technologies (non thermal processing) high pressure, 

magnetic field pulses, ohmnic heating, light pulses, microwave heating, irradiation, dielectric heating. 

Food Processing Operations, including: 

Food processing, seafood and fish processing, fats and oil processing, process modeling and control, traceability, processing affecting food 

stability, shelf-life optimization and food chain management. 

Class presentation and a term paper are required. 

MAT026F • Food Processing and Technology • (6e) • Spring 


The objective is to familiarize the student with techniques used in commercial food processing, distribution and storage. The lectures cover 

an introduction to the main processing techniques including; cooling, freezing, blanching, pasteurization, canning, drying, concentration and 

fermentation. This introduction is followed by an in-depth coverage of each of the major food groups in terms of composition, processing 

and commercial production. Food groups covered are: Fruits and vegetables, meat and meat products, milk and milk products and fish and 

fish products. Other food groups are covered in food processing 2, which is a direct continuation of food processing 1. Lab: Field trips to 

food processing plants and laboratory exercises. 

MAT028F • New Methods in Food Research • (6e) • Fall 



Methods of food analysis, their use and limitations. Procedures and instruments for the analysis of specific chemicals and food components 

are described. Practical work: Students are trained in food analysis with emphasis on a variety of techniques. Some training is given in the 

use of books with official methodology for the analysis of foods. Food from various food groups will be analyzed for their major and minor 

components as well as for additives. 

MAT028M • Bioprocessing and Biotechnology • (6e) • Fall 




The possibilities involved in the bioprocessing of affall and byproducts from the food industry for the production of valuable biochemicals 

such as proteins, lipids and bioactive compounds are under discussion. The class will be tought in three one week time periods where the first 

two weeks will be devoted to introduction to the class material by the lecturers followed by student presentations. The main part of the first 

two weeks will be focused on student presentations of scientific publications on bioprocessing of raw materials, isolation, and 

characterization of biochemicals from food affall and byproducts. The third week will consist of practical student projects where most of the 

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steps of bioprocessing from raw materials to the isolation and characterization of valuable biochemicals will be studied. Proteins and lipids 

will be characterized by various methods includig those of chromatography and other biochemical- as well as biological methods. Proteomics 

will also be used to identify proteins. The main purpose of the class is to inform, excite and increase students interests in the field of 

increasing the value of affall and by products from the food industry. The class material will be in the form of lectures from teachers and 

scientific publications, all available on the internet. Various foreign text books will also be used. 

Required preparation: Lífræn efnafræði 2 (EFN401G), Lífefnafræði 2 (LEF406G) 

MAT029M • Innovation and entrepreneurs • (6e) • Spring 




Seminar on innovation and entrepreneurship in the food industry (6) 

The seminar involves lectures on innovation and entrepreneurship by leaders from the industry, faculty members and graduate students. The 

lectures will in part be based on case studies and experience in entrepreneurship. Methods for consumer driven product development will 

also be discussed including product and process optimization. 

MAT102M • Food Production and Industries • (6e) • Fall • Time slot: H6 • 3f + 5v 




Teacher: Halldór Sverrisson 

An introductory course on the nature, diversity, production and harvesting of raw materials for the food industry and on how Icelandic food 

industry processes the raw materials into different food products. The course is divided into four parts: 1. Production and harvesting of 

cereals, beans, vegetables, spices and drinks. 2. Fish stocks, fisheries, wild mammals and birds and pests. 3. Milk and meat production 

including fish farming. 4. The Icelandic food industry. Construction and organization. Practical work: Laboratory work, field trips and essay 

writings. 

MAT302M • Advanced Food Microbiology • (8e) • Fall • Time slot: V1 • 4f + 5v 



The content of lectures is divided into four parts: 

(1) Introduction. Developments in Microbiology. Eukaryotic and prokaryotic cell forms. Structure and characteristics of microorganisms - 

bacteria, fungi, viruses, parasites. Classification of important microorganisms in foods. Microbial growth and metabolism. Indicator 

microorganisms in foods. Traditional and novel methods for cultivation, isolation and enumeration of microorganisms in foods. Origin of 

microorganisms in foods. 

(2) Intrinsic and extrinsic factors affecting microorganisms in foods - temperature, water activity, pH, atmosphere, radiation and other 

factors. Use of preservatives and methods to improve storage stability of foods. Fermentation and other profitable uses of microorganisms in 

food production. 

(3) Food-borne illness caused by microorganisms. Most important causes of food-borne illness. Food intoxications and infections. 

Salmonella, Campylobacter, Listeria, Clostridium, Bacillus, Staphylococcus and other pathogens in foods. 

(4) Microbiology of primary food commodities. Microbiology of sea-foods, meat products, milk products, drinking water, vegetables and 

fruits. Sources of microorganisms found in primary food commodities, micro-flora of different foods, influence of processing and handling 

on survival of microorganisms and spoilage of foods by microorganisms. Laboratory classes cover basic principles in handling, cultivation 

and isolation of microorganisms. Cultural methods for isolation and enumeration of most important microorganisms in foods. Each student 

writes an essay about new topics in food microbiology and gives a short lecture. 

MAT403M • Food Microbiology-E • (8e) • Spring • Time slot: V1 • 4f + 5v 



The content of lectures is divided into four parts: (1) Origin, classification and cultivation of microorganisms in foods. History of food 

microbiology. Traditional and novel methods for cultivation, isolation and enumeration of microorganisms in foods. Origin and most 

important groups of microorganisms, including indicator microorganisms. (2) Intrinsic and extrinsic factors affecting microorganisms in 

foods. Influence of temperature, water activity, pH and more intrinsic and extrinsic factors on survival of microorganisms in foods. Use of 

preservatives and methods to improve storage stability of foods. Fermentation and other profitable uses of microorganisms in food 

production. (3) Foodborne illness caused by microorganisms. Most important causes of foodborne illness. Food intoxications and infections. 

Salmonella, Campylobacter, Listeria, Clostridium, Bacillus, Staphylococcus and other pathogens in foods. Sampling, criteria, evaluation and 

use of HACCP. (4) Microbiology of primary food commodities. Microbiology of seafoods, meat products, milk products, drinking water, 

vegetables and fruits. Sources of microorganisms found in primary food commodities, microflora of different foods, influence of processing 

and handling on survival of microorganisms and spoilage of foods by microorganisms. Laboratory classes cover most important cultural 

methods for isolation and enumeration of microorganisms in foods. Each student writes an essay about new topics in food microbiology and 

gives a short lecture. 


MAT601M • Food Engineering 2 • (8e) • Spring • Time slot: V3 • 4f + 5v 


Drying. Psychrometry. Freeze-drying. Chilling. Refrigeration. Thawing. Evaporation. Distillation. Extraction. Filtration. Absorption. Size 

reduction. Mixing. Separation processes. Thermal processes (F, Z and D-values). Lay-out and processing plan for food plant. Management in 

food processing. Practical work: A project on food processing taking 1 1/2 weeks. 

MAT604M • Applied gene technology • (6e) • Spring • Time slot: V2 • 4f + 2u 

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The advancement in gene technology and biotechnology leading to the practical use of genetically modified and cloned organisms for the 

production of foods, feed, pharmaceuticals and functional foods is discussed. The basic knowledge underlying techniques developed for gene 

modification of plants, animals and microorganisms for the production of foods, including functional foods, food additives and supplements, 

pharmaceuticals and animal feed is discussed. Rules and regulations in Europe and elsewhere regarding labeling and marketing of products 

from genetically modified organisms and functional foods are debated as well as the consumer acceptance of these products. The possible 

health benefits or risks of consuming genetically modified products and functional foods as well as the possible environmental risk involved 

in growing and farming genetically modified organisms are discussed. 

Lectures are given by teachers but student participation in the class is demanded. The lectures are available on the Internet. Material from 

recent scientific journals is used in addition to general textbooks on molecular biology and genetic engineering. Students give seminars based 

on recent research articles from peer reviewed scientific journals. 

MAT607M • Food Safety and inspection • (8e) • Spring 


Biological, chemical and physical hazards related to foods. Development in food-borne diseases. Emerging food-borne hazards - causes and 

cocsequences. Epidemiology and food-borne investigations. Methods and tools to ensure the safety of foods from production, harvesting, 

processing and distribution. Quality Assurance Management. Risk analysis. Hazard Analysis Critical Control Points (HACCP). Cleaning, 

disinfection, personal hygiene and safe handling of food. International, regional and national regulatory framework aimed at ensuring food 

safety. Food Control Authorities and Food Safety. Accreditation of testing laboratories. Traceability and Food Safety. Sampling, monitoring, 

surveilance, analytical criteria and limits - evaluation of food safety results. 

Laboratory classes cover (1) both qualitative and quantitative analytical methods including rapid metods for both microbial and chemical 

hazards, (2) exercises in risk assessment for certain hazards and food matrixes, (3) installation of HACCP systems and validation of the 

systems, (4) epidemiological methods used in food outbreak investigations. 

MAT803M • Consumer Reasearch and Sensory Analysis • (6e) • Fall • Time slot: H5 • 2f + 5v 

Teacher: Emilía Martinsdóttir 

Teacher: Kolbrún Sveinsdóttir 

Teacher: Kristberg Kristbergsson Professor 

Principles of sensory evaluation and methods in sensory evaluation of foods. Sensory attributes and factors influencing sensory evaluation. 

Selection and training of panel members. Main sensory evaluation methods: Overall difference tests, descriptive analysis techniques and 

consumer testing. Sensory evaluation in product development and quality control. Introduction to inner control systems for food production 

companies. Icelandic food laws and regulations and introduction to international food legislation. Lab: Laboratory exercises in sensory 

evaluation. 

NÆR001F • Fourth Year Research Project • (30e) • Fall 


NÆR001M • Food and Culture • (10e) • Spring 




Not only is food the source of life, it is also a source of meaning. Our foodways afford an insight into our worldview, outlook on life and 

artistic sensibilities, and food gives shape to our existence, body, society, economy, mentality and morality. Our identities and memories are 

intertwined with food and it is among the most important mediums for our interaction with other people. Holidays and feasts would be a 

mere shadow of themselves if in celebrating them we did not cook, serve, and share festive meals. By studying what people eat, how, when, 

with whom, and why, we gain invaluable knowledge about gender and generations, class and cultural diversity, the senses and aesthetics, 

friendship, family, and love. 

In this course we train our eyes on the interface between food and culture, in the past as well as the present, with particular emphasis on 

historical and contemporary foodways in Iceland. This knowledge also has practical significance: despite all the information available about 

nutrition and health, people continue to eat unhealthy foods void of nutritive value, and in order to understand the reasons for this it is 

necessary to study the cultural aspects of food and foodways. Moreover, food plays an increasingly prominent role in tourism, art, and 

design, and we consider these as well in the course. 

Food and culture is an interdisciplinary topic. Accordingly, this course is offered jointly by the departments of folklore and nutrition. 

Moreover, it draws on materials and insights from food science, anthropology, gender studies, history, literature, tourism studies, sociology, 

industrial design, public health, and education. 

NÆR002F • Fourth Year Research Project • (30e) • Spring 


NÆR003F • Fourth Year Research Project • (30e) • Summer 


NÆR004F • Ph.D.-Thesis • (30e) • Fall 


NÆR005F • Ph.D.-Thesis • (30e) • Spring 


NÆR006F • Literature Study for the Master's Degree in Nutrition • (10e) • Fall 

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overlapping with it, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject and an oral 

examination. 

NÆR007F • Literature Study for the Master's Degree in Nutrition • (10e) • Summer 




examination. 

NÆR008F • Literature Study for the Master's Degree in Nutrition • (12e) • Fall 




examination. 

NÆR009F • Literature Study for the Master's Degree in Nutrition • (12e) • Spring 




examination. 

NÆR010F • Literature Study for the Master's Degree in Nutrition • (12e) • Summer 




examination. 

NÆR011F • Ph.D.-Thesis • (30e) • Summer 


NÆR015F • EU-Basics in Public Health Nutrition • (8e) • Spring 



The aim of the course is to give the students knowledge about the organisation of the European Union, understanding of the underlying 

regulations for actions in public health nutrition within the union as well as giving the students practical experience on how to write an 

application for EU funding for a public health project. 

The students gain insight in the structure of EU, its public health policy and body for public health. A main part of the course is a group 

assignment; writing a submission for EU funding. The course is given as a distance course with several days of meeting at a university in 

Europe. During this period students, teachers, researchers and representatives from EU and WHO meet to network and exchange 

experiences. 

NÆR015F • EU-Basics in Public Health Nutrition • (8e) • Summer 









experiences. 

NÆR016F • EU-Basic in Public Health Nutrition • (8e) • Fall 







experiences. 

NÆR020F • MS-Research Project • (18e) • Fall 


NÆR501M • Clinical Nutrition and pathology I • (8e) • Fall 

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Graduate 

Evaluation of nutritional needs. Nutritional treatment of heart diseases, diabetes (type I and II), cancer, obesity and eating disorders. Close 

collaboration with the Unit of Clinical Nutrition at the University Hospital. 


composition. 

NÆR502M • Life Cycle Nutrition • (6e) • Fall 

The course covers the nutritional needs of women during childbearing years, infants, children, and adolescents, as well as the elderly. The 

course will describe major health risks and disorders arising during each period of life, and review the etiology and prevention of these 

conditions. 

NÆR601M • Nutrition 2 • (8e) • Spring 




The course is divided into two categories, methodolody in nutrition research and clinical nutrition. Methodology: Methods used in nutrition 

research, assessment of dietary intake, nutritional epidemiology, nutrition interventions, data management and statistics. Clinical nutrition: 

Evaluation of nutritional needs. Nutritional treatment of heart diseases, diabetes (type I and II), cancer, obesity and eating disorders, diseases 

in the digestive tract, PKU, food allergy and intolerance. Close collaboration with the Unit of Clinical Nutrition at the University Hospital. 

Practical work: Report and seminar on original scientific papers in nutrition. Design and planning of a research in the field of human 

nutrition, funding applications. Treatment and evaluation of results from a nutritional study. Clinical experiments on test meals or diets of 

varying nutritional composition. 

Required preparation: Inngangur að næringarfræði (NÆR101G) or Næringarfræði mannsins (NÆR201G) 

Project protocol and funding application (15%), other practical lessons, short reports (10%), class participation (5%), written final exam 

(70%) 

NÆR602M • Public Health Nutrition • (8e) • Spring • 4f + 2v 




The course provides an introduction to research and practice of public health nutrition in both Iceland and abroad by presenting conceptual 

and methodological perspectives on topics ranging from existing nutrition programs and policies to planning and evaluation, to nutritional 

surveillance. After the course the students will have the ability to translate nutrition and public health research to practical applications on the 

community and population level, and linking nutrition research to action in Icelandic and international settings. Biologic bases for nutrient 

requirements and dietary recommendations as they vary throughout the life cycle will be discussed. The course covers the nutritional needs 

of women during childbearing years, infants, children, and adolescents, as well as the elderly. The course will describe major health risks and 

disorders arising during each period of life, and review the etiology and prevention of these conditions. 

Practical work: Project in collaboration with the Icelandic Public Health Institute and Unit for Nutrition Research. 

Recommended preparation: Inngangur að næringarfræði (NÆR101G) or Næringarfræði mannsins (NÆR201G) 

Project in the field of public health nutrition (group work), presentation and report (25%), visits to organisations and institutions, class 

participation (5%), written final exam (70%). 

NÆR801M • Clinical Nutrition and pathology II • (8e) • Spring 

Evaluation of nutritional needs. Nutritional treatment of iseases in the digestive tract, PKU, food allergy and intolerance. Nutritional status, 

waterbalance, enteral- and parenteral nutrition, nutritional treatment. Close collaboration with the Unit of Clinical Nutrition at the University 

Hospital. 


composition. 

190

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Undergraduate 


SÁL003G • Theories in Developmental Psychology • (6e) • Fall • 2f + 1u 

Teacher: Sigurður J Grétarsson Professor 

Lectures and discussions on contemporary academic discourse on child development. 

Required preparation: Greining og mótun hegðunar (SÁL201G), Almenn sálfræði (SÁL103G), Tölfræði I (SÁL102G) or Aðferðafræði I 

(10.05.02), Aðferðafræði (SÁL204G) or Tilraunasálfræði (10.02.11), Tölfræði II (SÁL203G) or Aðferðafræði II (10.05.03) 

SÁL101G • Work Methods in Psychological Studies • (6e) • Fall • 4f 

Teacher: Haukur Ingi Guðnason 

Assistant teacher: Henrietta Þóra Magnúsdóttir 

Assistant teacher: Hlín Kristbergsdóttir 

Assistant teacher: Yngvi Freyr Einarsson 

Assistant teacher: Bjarni Kristinn Gunnarsson 

Assistant teacher: Hulda Sævarsdóttir 

Introduction to various skills that are necessary for successful university work. The topics covered include working habits, use of library, 

basic measurements, graphical presentation of data, the APA system of references forming arguments and essay writing. 

Assignments. 

SÁL102G • Statistics I • (8e) • Fall • 4f + 1æ 

Teacher: Fanney Þórsdóttir Adjunct Lecturer 

Assistant teacher: Lydía Ósk Ómarsdóttir 

Assistant teacher: Unnur Vala Guðbjartsdóttir 

Assistant teacher: Ásdís Eir Símonardóttir 

Assistant teacher: Guðrún Ágústa Eyjólfsdóttir 

The main topics of this course are descriptive statistics and exploratory data analysis. Measures of central tendency and spread will be 

covered as well as Pearson's correlation and simple linear regression. The use of graphs to display distributions and relationships are 

emphasised. Sampling designs, probability theory and sampling distributions are covered as well. 

One term exam and course assignments will attribute to students' final results in addition to the final exam. 

SÁL103G • Introduction to Psychology • (10e) • Fall • 5f + 1u 

Teacher: Urður Njarðvík Lecturer (UK) - Assistant Professor (USA) 

Teacher: Daníel Þór Ólason Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Rannveig S. Sigurvinsdóttir 

Assistant teacher: Inga Dröfn Wessman 

A general introduction course in psychology. Main topics are sensation, perception, cognition, motivation, learning, development, 

personality, social perception, intelligence and psychopathology. 

Three term exams (40%) and a final written exam (60%). 

SÁL104G • Explaining behavior • (6e) • Fall • 2f + 1u 


Teacher: Yngvi Freyr Einarsson 

The nature of science and scientific explanations is discussed. Different explanations of human conduct in different circumstances are 

examined and theoretical and every-day explanations compared. 

Four exams in classes compose the final grade. Those who miss these exams can take make-up exam in December. It determines the grade 

for those who register for and take that exam. 

SÁL201G • Behavior Analysis and Learning • (10e) • Spring • 2f + 1u + 1v 

Teacher: Zuilma Gabríela Sigurðardóttir Senior Lecturer (UK) - Associate Professor (USA) 

Theories of learning and behavior analysis. Principles of classical and operant conditioning are introduced. Application of these principles in 

teaching, training and therapy are discussed shortly. 

Required preparation: Almenn sálfræði (SÁL103G) 

Three hour final examination 60%. Students have to complete two projects that make 30% of the final grade for the course. 85% attendance 

make 10% of the final grade for the course. Students have to pass both projects (5.0) in order to be allowed to take the final exam. Grades for 

projects and attendance are not calculated unless students pass the final exam. 

SÁL202G • Physiological Psychology • (8e) • Spring • 2f + 1u 




Teacher: Finnbogi Rútur Þormóðsson Research Scholar/Scientist 


Teacher: María Kristín Jónsdóttir 

Teacher: Halla Helgadóttir 


The first weeks of this course cover research methods in physiological psychology, the structure of the nervous system; the structure and 

function of neurones and muscle cells at a cellular level; the role of glial cells in the nervous system; neurotransmitter systems and 

communication between neurones; the effects of various drugs on neurotransmitters; control of movement and the nervous system and other 

basic issues in neuroscience. The second part of this course will deal with vision in great detail,the neurophysiology of sleep and alertness; 

191


Undergraduate 

motivational processes such as ingestive behavior with emphasis on the role of neuronal and endocrine factors, reinforcement and addiction; 

the neurobiology of reinforcement, learning and memory, including learning in "simple" organisms; psychiatric disorders and psychoactive 

drugs from a physiologic perspective. 


Term exam, 60% of the final grade,which must be passed separately with a minimum grade of 5.0. Three practica, 20% of the final grade, 

which must be completed in order to obtain a grade for the term exam. Three short quiz exams during the semester, 20% of the final grade. 

SÁL203G • Statistics II • (6e) • Spring • 4f + 2æ 

Teacher: Guðmundur Bjarni Arnkelsson Senior Lecturer (UK) - Associate Professor (USA) 

The main focus is inferential statistics. Among topics are estimation based on sample statistics, confidence intervals, sampling distribution, 

hypothesis testing, t-test, and chi-square test. Lectures will be supplemented with homework related to data analysis. 

Required preparation: Almenn sálfræði (SÁL103G), Tölfræði I (SÁL102G) 

A three-hour final exam, a take-home exam and homework. Homework is mandatory and can affect grade in accordance with special rules 

explained at the beginning of the course. 

SÁL204G • Methodology • (6e) • Spring • 2f + 2v 

Teacher: Árni Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jörgen L Pind Professor 

Teacher: Sólveig Norðfjörð 

Lectures give an overwiew of research design,with special emphasis on the design of experiments in science including discussion of how 

experiments and quasi-experiments are used in the investigation of diverse psychological issues, and common problems in the design of 

experiments in Psychology are introduced. Laboratory exercises focus on the research process and on data management and analysis in 

SPSS. 


SÁL304G • Parent training • (6e) • Fall • 2f + 1u 

Supervisory teacher: Zuilma Gabríela Sigurðardóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Erla Margrét Hermannsdóttir 

Teacher: Elísa Guðnadóttir 

The course looks at empirical studies on treatment effects of training parents to manage aggressive, oppositional, and other antisocial 

behaviors that are the basis for diagnosis of hyperactivity, oppositional-defiant, and conduct disorders in children and adolescents. The 

content of parent training will be discussed intensively. The course will also discuss short parenting courses that have been developed on the 

basis of research results on parent training and are often used as a psychosocial prevention method for behavioral disorders and as a way to 

inform parents in general about parenting techniques that increase children's adaptation skills to daily life. Similar prevention programs used 

in elementary schools will be briefly discussed. 

SÁL308G • Statistics III • (6e) • Fall • 4f + 1æ 



The main focus of the course is on inferential methods in statistics. This includes simple and multiple analysis of variance, linear regression 

and factor analysis of questionnaire data. 

Required preparation: Tölfræði I (SÁL102G) or Aðferðafræði I (10.05.02), Tölfræði II (SÁL203G) or Aðferðafræði II (10.05.03) 

A three-hour final exam, a take-home exam and homework. Homework is mandatory and can affect grade in accordance with special rules 

explained at the beginning of the course. 

SÁL311G • Psychometrics • (10e) • Fall • 4f + 1v 

Teacher: Einar Guðmundsson Professor 

Assistant teacher: Örnólfur Thorlacius 

An introduction to psychometric theory and measurement, test construction and interpretation of psychological tests. An overview of 

psychological tests and their application in research and clinical settings. Exercises and classroom demonstrations emphasize test 

construction, conventional item analysis and content of various types of psychological tests. 



Three hours written examination (70%) and written reports (30%). Compulsory attendance (80%) in class demonstrations and all 

assignments must be finished. 

SÁL312G • Work Psychology • (6e) • Fall • 2f + 1u 

Supervisory teacher: Daníel Þór Ólason Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Freyr Halldórsson 

The objective of the course is to introduce students to basic issues in work psychology. The course will focus on theories, research and 

practice in subjects such as job analysis, personnel selection, training, work motivation, job satisfaction, job stress, leadership and 

organizational change and development. 




SÁL313G • Perception and Cognition A • (10e) • Fall • 4f + 2v 



An introduction to the fields of perception and cognition, research methods and theory construction. Special emphasis on psychophysics, 

hearing and memory. 

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Undergraduate 



A three hour written exam and a series of experiments. 

SÁL314G • Thought and Emotions • (8e) • Fall • 2f + 1u 

Teacher: Jakob Smári Professor 

The focus is on the relation between cognition and emotion. The main themes concern Bower's model of associative networks including both 

cognitions and emotions, Beck's conception of the role of negative schemes in depression and finally the Zajonc/Lazarus debate on the 

primacy of judgement or emotion. Detailed discussion of theoretical and methodological issues in separating cognition and emotion. 



Written Esam and an Essay. 

SÁL316G • Research methods in Applied Behavioral Analysis • (6e) • Fall • 2f + 1æ 


Behavioral assessment, single subject experimental designs and M. Sidman's emphasis on the value of induction to psychology are taught in 

this course. 



Assignments and Written Examination. 

SÁL401G • Theories of Personality • (10e) • Spring • 4f + 1u 

Teacher: Magnús Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

An in-depth coverage of selected theories of personality with a main focus on their validity. The topics are psychoanalysis; trait theory, 

including Cattell, Eysenck, the Big 5, and the trait controversy; Self-Efficacy theory and the role of belief-desire psychology; humanistic 

psychology, and radical behaviourism. 



Two term papers (40%) and a 3 hr written final exam (60%). 

SÁL406G • Consumer Psychology • (6e) • Spring • 2f + 1u 

Teacher: Ragna Benedikta Garðarsdóttir Project Manager 

The course investigates everyday economic and consumer behaviour from a psychological perspective. The topics it covers are as varied as 

the 'rationality' of consumers in decision making, managing personal finances, the importance of material possessions for identity, money 

and happiness, and advertising, shopping (ordinary and 'compulsive'). A special focus will be on social and cultural influences on economic 

behaviour, such as materialistic values. 


SÁL407G • Language and the brain • (6e) • Spring • 2f + 1u 


This course covers language and its neurological underpinnings from several perspectives. The following topics will be covered: language 

acquisition and lateralization, bilingualism, aphasia, semantic dementia and progressive non-fluent aphasia and PET and fMRI studies of 

language. The influence of psycholinguistics and cognitive neuropsychology on research in this area will be introduced. Actual patient data 

will be used to illustrate acquired language disorders. 

SÁL414G • Developmental psychology • (10e) • Spring • 4f + 1u 


Overview of developmental psychology as an academic field, cognitive, social and physical development from birth to adolescence is 

described in view of developmental theory and research. Students are required to conduct an emperical research project and write a report 

about it. They also write a literature review. Participation in research groups is obligatory. 



Three hours written exam and assignments. 

SÁL416G • Perception and Cognition B • (10e) • Spring • 4f + 2v 

Teacher: Árni Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

An introduction to theories and methods in the study of perception and cognition. The emphasis will be on visual perception and the role of 

attention in perception. Resent methodological development in neuroscience will be discussed such as neuroimaging and neuropsychology. 



Written examination, participation in practicals, and reports. Students must receive a minimum grade of 5.0 in each component. 

SÁL502G • History of Psychology • (10e) • Fall • 4f + 1u 




Assistant teacher: Hannes Björnsson 

Basic issues in philosophy of science and epistemology; influence of ancient philosophy on psychological systems; the roots of psychology 

in 17th and 18th century thought; foundation of psychology in the 19th century and history of psychological systems in the 20th century. 


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Undergraduate 


A special assignment and a final exam. Students must receive a minimum grade of 5.0 in the exam component. 

SÁL503G • Social Psychology • (10e) • Fall • 4f + 2u 

Teacher: Friðrik Helgi Jónsson Professor 

A general introduction to social psychology. The areas covered are attribution, attitudes, social learning, social representation, groups and 

group behaviour, self monitoring, social cognition, stereotypes and prejudice. 



Recommended preparation: Tölfræði III (SÁL308G) or Aðferðafræði III (10.05.04) 

A written exam (60%), reports (30%), seminars (10%). Students must obtain a minimum grade of 5.0 in each component. 

SÁL504G • Clinical Psychology • (10e) • Fall • 4f + 1u 


Definition and classification of psychological disorders, methods of therapy and their results. Overview of theories of clinical psychology. 



A 3-hour written exam (70%). Performance in seminars, classwork and term exams (30%). Students must receive a minimum grade of 5.0 in 

the exam component. 

SÁL505G • Publication in a Psychological Journal • (2e) • Fall & Spring 

Supervisor: Árni Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Students who prepare their research projects for publication and get them accepted in a reviewed research journal in psychology can earn 1-2 

credits for their work. 



Publication in a Psychological Journal. 

SÁL506G • Publication of a Paper in a Psychological Journal • (4e) • Fall & Spring 


Students who prepare their research projects for publication and get them accepted in a reviewed research journal in psychology can earn 1-2 

credits for their work. 



Publication in a Psychological Journal. 

SÁL507G • Readings in Psychology • (6e) • Summer 

Readings in Psychology. 



SÁL509G • BS-Thesis • (16e) • Fall 

Supervisory teacher: Sigurður J Grétarsson Professor 


Supervisory teacher: Árni Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Einar Guðmundsson Professor 

Supervisory teacher: Friðrik Helgi Jónsson Professor 

Supervisory teacher: Urður Njarðvík Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Jakob Smári Professor 


Supervisory teacher: Fanney Þórsdóttir Adjunct Lecturer 

Supervisory teacher: Jörgen L Pind Professor 

Supervisory teacher: Magnús Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Guðmundur Bjarni Arnkelsson Senior Lecturer (UK) - Associate Professor (USA) 

BS-Thesis. 



SÁL510G • Participation in Experiments and Research • (2e) • Fall 

Supervisor: Einar Guðmundsson Professor 

Supervisor: Friðrik Helgi Jónsson Professor 

Supervisor: Jörgen L Pind Professor 

Students who participate in 15 recognised experiments or research projects can have this work evaluated for one credit. Care should be taken 

to select only recognised experiments in consultation with instructor. 

SÁL511G • Participation in Experiments and Research • (2e) • Summer 





194


Undergraduate 


SÁL512G • Readings in Psychology • (2e) • Fall 

Supervisor: Sigurður J Grétarsson Professor 

Supervisor: Zuilma Gabríela Sigurðardóttir Senior Lecturer (UK) - Associate Professor (USA) 




Supervisor: Urður Njarðvík Lecturer (UK) - Assistant Professor (USA) 

Supervisor: Jakob Smári Professor 

Supervisor: Daníel Þór Ólason Senior Lecturer (UK) - Associate Professor (USA) 

Supervisor: Fanney Þórsdóttir Adjunct Lecturer 


Supervisor: Magnús Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisor: Guðmundur Bjarni Arnkelsson Senior Lecturer (UK) - Associate Professor (USA) 

Readings in Psychology 



SÁL513G • Readings in Psychology • (4e) • Fall 
















Assignment. 

SÁL514G • Neuropsychology • (6e) • Fall • 2f + 1u 


This course is designed as an introduction to clinical neuropsychology. The following topics are covered: hemispheric specialization, 

memory disorders, aphasia, alexia, agraphia and executive functions. The topics are covered from a cognitive neuropsychological perspective 

as well as from a traditional neuropsychological perspective. Clinical cases are used to demonstrate how the most widely used 

neuropsychological tests are used. 



Four short essays account for 40% of the course grade and a written exam at the end of the semester for 60%. 

SÁL514G • Neuropsychology • (6e) • Spring • 2f + 1u 


This course is designed as an introduction to clinical neuropsychology. The following topics are covered: hemispheric specialization, 

memory disorders, aphasia, alexia, agraphia and executive functions. The topics are covered from a cognitive neuropsychological perspective 

as well as from a traditional neuropsychological perspective. Clinical cases are used to demonstrate how the most widely used 

neuropsychological tests are used. 



Four short essays account for 40% of the course grade and a written exam at the end of the semester for 60%. 

SÁL601G • Psychology of Aging • (6e) • Spring • 2f + 1u 

The course will focus on the physical, cognitive, social and psychological changes that occur with increasing age. These changes will be 

looked at both in terms of successful aging and cognitive decline. The course will cover literature on the nature of dementia (especially 

Alzheimer's disease) and its influence on both the patient and the caregiver. Finally there will be discussion about the major mental disorders 

in older adults and the psychological treatments that are available. 



SÁL602G • Health Psychology • (6e) • Spring • 2f + 1u 

Teacher: Heiðdís B Valdimarsdóttir 

Teacher: Daníel Þór Ólason Senior Lecturer (UK) - Associate Professor (USA) 

In this course effects of cognition and lifestyle on physical health will be emphasized. Stress will be discussed, as well as the imume system, 

lifestyle, addictions, eating and exercise. Sickness and hospitalization will be discussed. 


195


Undergraduate 


SÁL603G • Psychology of Gender Differences • (6e) • Spring • 2f + 1u 

Teacher: Linda Bára Lýðsdóttir 

In this course we will examine a variety of psychological theories and research on gender. Student will be provided with a general overview 

of; 1) the nature and meaning of gender, gender roles and stereotypes, 2) research on gender similarities and differences, 3) gender 

development and 4) effects of stereotypes and roles. Topics such as e.g. identity, mental health, educational and workplace issues will be 

critically discussed. 

Exam, paper and performance in class. 

SÁL604G • Forensic Psychology • (6e) • Spring • 2f + 1u 


Psychology and crime. The criminal justice system (police, courts and the prison system). Offender characteristic and classification. 

Psychological theories of crime. Forensic psychology and research within forensic psychology Psychological intervention with offenders and 

its effectiveness. 



Group project 20%. Paricipation in a research project 10%. Final examination 70% 

SÁL605G • Clinical Child Psychology • (6e) • Spring • 2f + 1u 


Classification and epidemiology of childhood and adolescent psychopathology from a developmental standpoint. 



Written exam and essay. 

SÁL606G • Topics in the Philosophy of Psychology • (6e) • Spring • 2f + 1u 


Cartesianism; philosophical and psychological behaviorism; philosophy and cognitive science; consciousness; the a priori and the empirical 

in commonsense psychology. 



Three quizzes (30%), four term papers (60%), class participation (10%). 

SÁL607G • Attitudes, Persuasion and Behaviour • (6e) • Spring • 2f + 1u 


This course covers both theoretical and practical issues in attitude, persuasion and propaganda research. The practical focus of the course is 

on the usage of attitude and persuasion theories in advertising. 



Writtem Examination (50%), Assignment (50%). 

SÁL612G • Readings in Psychology • (6e) • Spring 

Readings in Psychology. 



SÁL613G • BS-Thesis • (16e) • Spring 













BS-Thesis 



SÁL614G • BS-Thesis • (16e) • Summer 






196


Undergraduate 








BS-Thesis 



SÁL615G • Participation in Experiments and Research • (2e) • Spring 






















































Assignment. 



197


Undergraduate 















Assignment. 

SÁL620G • Educational Psychology • (6e) • Spring • 2f + 1u 


Major themes within psychology of education. Main emphasis is on theories of learning; pupil motivation and self-esteem; ability testing and 

achievement assessment; individual differences, social behaviour and the school peer group; aggression; bullying and delinquency; social 

context of learning and opportunities to learn; school effectiveness and class climate; schooling and society. 



Assignments and a written final examination. 

198


Graduate 

SÁL003F • Special Project • (14e) • Summer 

Special Project. 

Assignment. 

SÁL005F • Interviewing Techniques - Training Project • (2e) • Fall 

Training Project. 

SÁL006F • Interviewing Techniques - Training Project • (2e) • Spring 


SÁL007F • Occupational Health Psychology - Training Project • (2e) • Fall 


Assignment. 

SÁL009F • MS-Thesis • (30e) • Fall 

MS-Thesis 

SÁL010F • MS-Thesis • (30e) • Spring 

MS-Thesis 

SÁL011F • MS-Thesis • (30e) • Summer 

MS-Thesis 

SÁL027F • Readings in Research methods in Applied Behavioral Analysis • (6e) • Fall 


Readings in Research methods in Applied Behavioral Analysis. 

Required preparation: Aðferðir í hagnýtri atferlisgreiningu (SÁL316G) 

SÁL028F • Ph.D. in Psychology • (10e) • Fall 

Ph.D. Essay 

SÁL031F • Readings in Psychology • (6e) • Fall 

Readings in psychology 

SÁL101F • Ethics in Psychological Practice • (6e) • Fall • 2f + 1u 

Supervisor: Ingiríður Þórisdóttir Head of Department 

Supervisory teacher: Agnes Sigríður Agnarsdóttir 

Teacher: Sólveig Ásgrímsdóttir 

Teacher: Gyða Sigurlaug Haraldsdóttir 

Laws and regulations that psychologists have to know. Ethic code for psychologists. Interactions and administration in the work place. 

Basics of behavioral interviewing. 

SÁL102F • Analysis and Assessment of Clinical Problems • (6e) • Fall • 2f + 1u 


This is a graduate level course on single-case experimental designs and assessment of clinical problems. Methods to evaluate the outcome of 

psychological interventions are introduced. 

Assignment. 

SÁL103F • Theoretical Analysis of Psychological Terms • (6e) • Fall • 2f + 1u 

Teacher: Pétur Tyrfingsson 


The a priori and the empirical in psychology. Logical analysis of hypotheses and theories in psychology. The a priori in psychotherapy. 

Students write six exercises on the course topics. 

SÁL104F • Statistics • (6e) • Fall • 3f 


Topics include exploratory analysis, graphical, numerical and textual presentation of data as well as assumptions of statistical tests. 

Assignments. 

SÁL105F • Psychological Testing: Adults • (8e) • Fall • 2f + 1u 


The application of psychological tests in Clinical Psychology, Health psychology and Work psychology is discussed. Students will receive 

training in administration, scoring and interpretation of a number of common psychological tests for adults. The advantages and limitations 

of psychological tests will also be discussed within the framework of the practicing psychologist. 

Assignment. Students will receive training in administration, scoring and interpretation of a number of common psychological tests for 

adults. 

199


Graduate 

SÁL106F • Practical Training • (16e) • Fall 




Practical training as a psychologist under supervision. Emphasis on intensive and goal-directed training rather than continous presens in the 

workplace. Presentation of the psychological report and how it should be written and presented. 

SÁL107F • Psychological Testing: Children • (8e) • Fall • 2f + 2v 


The application of psychological tests in Clinical Psychology, Health psychology and Work psychology is discussed. Students will receive 

training in administration, scoring and interpretation of a number of common psychological tests for children. The advantages and limitations 

of psychological tests will also be discussed within the framework of the practicing psychologist. 

Assignment and Written Exam. Students will receive training in administration, scoring and interpretation of a number of common 

psychological tests for children. 

SÁL108F • Ph.D. in Psychology • (30e) • Fall 

Ph.D. Essay 

SÁL108F • Ph.D. in Psychology • (30e) • Spring 

Ph.D. Essay 

SÁL108F • Ph.D. in Psychology • (30e) • Summer 

Ph.D. Essay 

SÁL109F • Applied Regression Analysis • (10e) • Fall 



The linear, additive specifications of the multiple regression model are not flexible enough to test interesting hypothesis or deal with the 

reality of observed variables. This course will consider extensions and alternatives to the simple multiple regression model. The specific 

topics to be covered include dummy variables, nonlinear and nonadditive specifications and logistic regression model for discrete dependent 

variables. The course will stress the proper interpretation of coefficients in nonlinear and nonadditive models. What do the coefficients tell 

you about the size of the effects in your model and how do you communicate this information. Students must be familiar with the basic 

multiple regression model. 

Assignment 100% 

SÁL110F • mmm • (10e) • Fall 




This course focuses on the design of questions and questionnaires used in survey research. The course will explore the theoretical literature 

related to measurements such as the classical true score theory. The main emphasis is on practical issues in the design of survey questions. 

Discussion will focus on a historical overview of the effect that measurements have on discussions, techniques for measuring subjective 

phenomena and the occurrence of past behaviours, the effect of question wording, response formats and question order on responses, the 

design of multi-item scales, issues in translating questionnaires and an introduction to techniques for testing survey questions. We will also 

discuss special guidelines for self-completion surveys on hand and for interview surveys on the other. 


SÁL201F • Advanced Abnormal Psychology • (6e) • Spring • 2f + 1u 


Presentation and discussion of diagnostic systems. Cognitive behavioral theories of anxiety and mooddisorders. 


SÁL202F • Clinical Neuropsychology • (6e) • Spring • 2f + 1u 


This course covers only adult neuropsychology. At the end of the course students should have a good understanding of clinical 

neuropsychology. They should have a good understanding of how neuropsychological assessment is carried out, its limitations and pitfalls in 

interpreting neuropsychological test results. The goal is to make students more alert to neuropsychological symptoms as this knowledge 

should be useful for them in their clinical work in the future. Lectures will focus on the various dementias, mild brain injury and the postconcussional 

syndrome. Neuropsychological tests will be shown and clinical cases will be reviewed. Teaching method: Lectures and in-class 

discussions led by students. 

Assignment, in-class presentation, take-home exam 

SÁL204F • Analysis and Treatment of Behavioral and Learning Disabilities • (6e) • Spring • 2f + 1u 


Behavior and learning problems in children and adolescents are discussed. The nature, origins measurement, procedures and techniques of 

analysis are introduced. Definition issues are discussed from a behavioral view. Empirically evaluated intervention and teaching techniques 

are reviewed with an emphasis on research in applied behavior analysis. 


SÁL206F • Practical Training • (16e) • Spring 

200


Graduate 






SÁL207F • Practical Training • (16e) • Summer 






SÁL208F • Child and adolescent psychopathology • (6e) • Spring 

Assistant teacher: Urður Njarðvík Lecturer (UK) - Assistant Professor (USA) 

The course covers child and adolescent psychopathology, including diagnostic systems and criteria, measurements and comorbidity. 

Etiology, nature and the development of child and adolescent psychopathology will also be explored from behavioral, cognitive, 

developmental and physiological perspective. 

Evaluation: Term paper and written exam. 

SÁL210F • Structural equation modelling • (10e) • Spring 

Assistant teacher: Fanney Þórsdóttir Adjunct Lecturer 

The course shows how a path diagram can represent causal theory and how such theory can be translated into a structural equation model. 

We also deal with how the model can be estimated and tested with a computer programme. In the first part, we deal with how confirmatory 

factor analysis is used to evaluate the psychometric properties of measures. In the second part we deal with both the structural model and the 

measurement model. Emphasis is on familiarizing students with using computer programs (for example Lisrel) to develop and/or test both 

measurement models and causal theories with latent variables. Participants are expected to have knowledge of exploratory factor analysis and 

regression analysis. 


SÁL211F • mmm • (10e) • Spring 



Human resource specialists have a plethora of explanations of human behaviour that often are based on very little or inadequate research. 

The main objective of this course is to discuss these explanations of human behaviour critically. The topics covered in the course will, for 

example be, Maslow's theory of needs, self-esteem as an explanatory concept, different explanations of actors and observers, the role of 

confirmation bias in explaining human behaviour and other errors that humans are prone to make in explaining behaviour and how such 

errors can be overcome. 

Written exam and assignment 

SÁL301F • Treatment of Child and adolescent psychopathology • (6e) • Fall • 2f + 1u 


The course covers various treatment options in clinical work with children and adolescents. Topics include treatment of psychiatric disorders, 

developmental disorders as well as psychological sequelae of medical disorders and physical trauma. The emphasis will be on cognitive 

behavior therapy and related methods as well as interviewing techniques and clinical work with parents and other caregivers. The class will 

focus on empirically validated treatments and treatment outcome measures. 


SÁL301F • Child and adolescent psychopathology • (6e) • Spring • 2f + 1u 

Teacher: Dagmar Kristín Hannesdóttir 

The course covers basic assessment and treatment of psychiatric disorders in children and adolescent with emhasis on developmental 

psychopathology. An introduction to pediatric psychology is also provided. 


SÁL302F • Psychotherapy - Adults - Training Project • (2e) • Fall 

Training Project 

Assignment. 

SÁL303F • Psychotherapy - Adults • (6e) • Fall • 2f + 1u 

Teacher: Rúnar Helgi Andrason 


In this course on adult psychotherapy the main emphasis is on cognitive behavioural therapy although other therapy forms will be discussed 

briefly. Basic therapy issues will be reviewed, i.e. goal setting, session scheduling, treatment planning, homework, and other related things. 

Therapy for common disorders will be introduced, such as depression, anxiety disorders, dependency and personality disorders. Following 

this problem diagnosis, i.e. case conceptualisation and its presentation, will be introduced. In addition to lectures and discussions, teaching 

will involve training with assignments, supervision and role play. 

SÁL304F • Performance evaluation • (10e) • Fall • 2f + 1u 

Teacher: Albert Arnarson 

The main objective of this course is to discuss different themes related to performance appraisal of employees. The use of job analysis and 

201


Graduate 

different methods of assessing performance are extensively discussed and the use of different theoretical models in this area is examined. 

Specific focus is on the application of psychometrics for the evaluation of performance appraisal measures. 

SÁL305F • Occupational Health Psychology • (6e) • Fall • 2f + 1u 

Teacher: Andrea Gerður Dofradóttir Project Manager 

Goal: That students acquire considerable insights into the field of occupational health psychology. The main focus will be on stress and wellbeing 

from a broad perspective. Factors that influence stress and well-being at work will be discussed, as well as consequences of workplace 

stress and methods of workplace health promotion. 

1) Each student gives a lecture on a subject he or she chooses and submits the powerpoint-slides, as well as a written overview on the subject. 

Following the lecture, the student will be in charge of discussions in collaboration with the teacher. 2) In other lessons each student delivers a 

short written overview (800 +/-200 words) about the specific subject of discussion, based on the literature provided. 3) Students write a 

literature review on a subject they choose. The review should be written according to the standards of the Journal of Applied Psychology. 

The review should be about 5000 words (+/- 500 words). 

SÁL306F • Advanced Abnormal Psychology - Training Project • (2e) • Fall 


Assignment. 

SÁL308F • Clinical Neuropsychology - Training Project • (2e) • Fall 


Assignment. 

SÁL309F • Training Project • (2e) • Fall 



Assignment. 

SÁL310F • cand.psych.-Thesis • (30e) • Fall 













cand.psych.-Thesis 

SÁL315F • Analysis and Treatment of Behavior and Learning Problems - Training Project • (2e) • Fall 


Assignment. 

SÁL401F • Psychotherapy - Adults - Training Project • (2e) • Spring 

Training Project 

Assignment. 

SÁL402F • Advanced Abnormal Psychology - Training Project • (2e) • Spring 


Assignment. 

SÁL403F • Clinical Neuropsychology - Training Project • (2e) • Spring 


Assignment. 

SÁL404F • Psychopathology - Children and Adolecents - Training Project • (2e) • Spring 


Assignment. 

SÁL406F • cand.psych.-Thesis • (30e) • Spring 








202


Graduate 







SÁL407F • cand.psych.-Thesis • (30e) • Summer 














SÁL417F • Analysis and Treatment of Behavior and Learning Problems - Training Project • (2e) • Spring 


Assignment. 

203

Faculty of Odontology 

Undergraduate 


TAN001G • Clinical Dentistry - Exchange Studies • (30e) • Fall 

Supervisory teacher: Karl Örn Karlsson Lecturer (UK) - Assistant Professor (USA) 

This course is intended for foreign exchange students. In principle full participation in lectures and clinical activities offered to 5th and 6th 

year students is anticipated. Participation in specific courses can be varied according to the needs of individual students as specified by the 

parents university. 

Teachers testimonial 

TAN002G • Clinical Dentistry - Exchange Studies • (30e) • Spring 


This course is intended for foreign exchange students. In principle full participation in lectures and clinical activities offered to 5th and 6th 

year students is anticipated. Participation in specific courses can be varied according to the needs of individual students as specified by the 

parents university. 

Teachers testemonial 

TAN008G • Authorization of dentists from non-EU countries • (15e) • Fall 

Clinical, postgraduate course in order to qualify dentists from non-EU countries to be authorized in Iceland, see 

http://www.landlaeknir.is/Pages/1285. This forms Part 3 of clinical training and competency assessment for dentists with basic qualifications 

from outside the European Economic Area. Requirements for entering the program are: dental graduation documents, knowledge of Icelandic 

and English, and candidates must previously have satisfied the Faculty of Odontology with regard to competency in basic oral/ dental science 

(see Reglur um próf fyrir tannlækna með réttindi frá löndum u 

Theoretical and clinical assessment to ensure that the dentist has obtained qualification equal to dentists graduated in Iceland, a level required 

for authorization by Icelandic law. 

TAN008G • Authorization of dentists from non-EU countries • (15e) • Spring 

Clinical, postgraduate course in order to qualify dentists from non-EU countries to be authorized in Iceland, see 

http://www.landlaeknir.is/Pages/1285. This forms Part 3 of clinical training and competency assessment for dentists with basic qualifications 

from outside the European Economic Area. Requirements for entering the program are: dental graduation documents, knowledge of Icelandic 

and English, and candidates must previously have satisfied the Faculty of Odontology with regard to competency in basic oral/ dental science 

(see Reglur um próf fyrir tannlækna með réttindi frá löndum u 

Theoretical and clinical assessment to ensure that the dentist has obtained qualification equal to dentists graduated in Iceland, a level required 

for authorization by Icelandic law. 

TAN009G • Human Biology A • (12e) • Fall 

Supervisory teacher: Pétur Henry Petersen Postdoctoral Researcher 




An introductory course in anatomy and its foundations for dental students.Cell biology (26 lectures), structure and function of the cell 

membrane and organelles, endoplasmic reticulum, golgi network, lysosome, peroxisomes and mitochondria. The cell cytoskeleton, actin, 

microtubules and intermediate filaments. The nucleus, the genomic material, the cell cycle, centrosome, nuclear membrane and nuclear pore. 

Replication, transcription and translation of the genome. An overview of the major signal transduction pathways. Cell-cell interaction and 

cellular interaction with the environment. The most common cell types will be introduced and their role within tissues. The cell biology of 

stem cells with emphasis on the mouth and formation of teeth. Genetics (10 L),general introduction, major topics and methodology. Genes, 

alleles and the genome.Chromosomes, mitosis and meiosis. Mendelian, mitochondrial and polygenic inheritance. Statistical genetics, 

genetics mapping. Evolution and natural selection. Examples of medical genetics. Introduction to the use of bioinformatics in genetics and 

related fields. General histology (12 L), major concepts of histology introduced, types of endothelial,connective, fat, neural, vascular and 

epidermal tissues . Emphasis on 

fundamentals of cell and tissue biology. Tissue specific histology.Embryology (10 L), fundamentals of the genesis of the human 

body,development of organ system, with emphasis on head and neck. General Anatomy (30L), fundamentals of the human body, limbs and 

internal organs, both organ systems and individual organs in detail. Neuroanatomy, major division of the central and peripheral nervous 

system described and their function. 

TAN010G • Human Biology B • (8e) • Spring 

Supervisory teacher: Sigríður Rósa Víðisdóttir 

During the sessions there will be outlined the anatomical systems of the head and neck. 

TAN011G • Human Biology B • (8e) • Fall • 4f 


During the sessions there will be outlined the anatomical systems of the head and neck. 

TAN101G • Dental Morphology Practical • (6e) • Fall 


Teacher: Helga Þórdís Gunnarsdóttir 

Teacher: Daði Hrafnkelsson 

See TAN107G Dental Morphology theoretical 

See TAN107G Dental Morphology theoretical 

204


Undergraduate 

TAN102G • Human Biology I • (6e) • Fall 



Course description Seminars in general cell biology (16S). Emphasis will be on the fundamental structure and function of the single cell 

(including the cell membrane, nucleus, endoplasmic reticulum, Golgi, lyzosomes, mitochondria, peroxisomes etc.). Replication, 

transscription and translation will be covered as well as the role of cytoskeleton and intracellular signal in cell function. Seminars in genetics 

(12S). The lectures will cover basic concepts and methods of genetics. Genes, alleles and genomes. Chromosomes, mitosis and meiosis. 

Mendelian, mitochondrial and complex inheritence. Genetic statistics, linkage analysis and gene mapping. Evolution and developmental 

biology. Examples will be given for the use of genetics in medicine. Introduction to the use of informatics in genetics and related fields. 

Seminars in embryology (12S). Topics include basic embriology, development of distinct organ systems with special emphasis on head and 

neck development. 

TAN103G • Occlusion Theoretical • (4e) • Spring 


Course describes the dental arches as a whole, occlusion and functional occlusion. The course comprises practical classes and seminars. 

There is a written examination and ability in the practical clases is asessed. 

TAN104G • Occlusion Practical • (2e) • Spring 


See TAN103G Occlusion, theoretical 

There is a written examination and ability in the practical clases is asessed. 

TAN105G • Statistics • (4e) • Spring • 2f 

Supervisory teacher: Sigurður Rúnar Sæmundsson Senior Lecturer (UK) - Associate Professor (USA) 

The aim of the course is to introduce the basics of biostatistics so that students will be able to assess that aspect of scientific articles in 

dentistry. 

There is a written examination at the end of the course 

TAN106G • Human Biology II • (6e) • Spring 




Course description: Seminars in anatomy (24S) and histology (10S) including practical classes in anatomy. Topics include basic mechanism 

in human anatomy and introduction to general histology. The histology in each organ system will be discussed. Seminars in cell biology (12). 

The topics addressed include cell-cell and cell matrix interactions. Emphasis will be on cell adhesion molecules and their interactions with 

the cytoskeleton and signal transduction mechanism in the cell. The function and localization of different cell types within various tissues 

will be discussed with emphasis on odontoblast in tooth development. The stem cell biology will be discussed including the various signals, 

which are necessary for controlled differentiation. The cell biology of cancer will be addressed and broad overview over the immune system 

will be given. Seminars in general histology (12S). Introduction to various methods in histology. Structural tissue organization will be 

discussed including of epithelial tissue, connective tissue, fat tissue, cartilage, bone, muscle, nerve tissue, blood vessels and skin. 

TAN107G • Dental Morphology Theoretical • (3e) • Fall 


Teacher: Helga Þórdís Gunnarsdóttir 

Teacher: Daði Hrafnkelsson 

The course is intended to introduce the main aspects of the morphology of human teeth. Particular attention will be placed on the linking of 

form and function and the value of this in dental treatment. Students will have the opportunity to gain skills in tooth identification and in 

carving teeth in wax. The course is intended to build up knowledge and skills for continuing training in dentistry. Students attend an 

introductory lesson on the first Tuesday in September according to the timetable starting at 09.00 in Læknagarður, 2nd floor lecture room. 

There is a written examination in December in general and descriptive morphology where proficiency in tooth identification accounts for 

10%. A minimum grade of 6.0 is required. Completion of the practical work is a pre-requisite for taking the examination. Students carve in 

wax at least one representative of each group of teeth according to prepared examples and additionally one tooth Without a prepared 

example. The practical is built on continuous assessment of the practical courses and the minimum pass grade is 6.0. 

TAN108G • Introduction to Dentistry • (1e) • Fall 


Introduction to the clinical subjects of dentistry for dental students dental technicians and dental clinical assistants. 

Compulsory attendance 

TAN201G • Radiology (Physics) • (6e) • Fall • 1f + 3v 

Supervisory teacher: Jón Viðar Arnórsson Lecturer (UK) - Assistant Professor (USA) 

A course in radiological physics concluded with a written examination. 

A course in radiological physics concluded with a written examination 

TAN202G • Psychology and human interaction • (2e) • Spring • 1f 

Supervisory teacher: Eiríkur Jón Líndal 

In the course we will focus on the effects of stress, anxiety and other psychological conditions on human interaction. The most common 

psychiatric disorders according to the WHO, ICD-10 diagnostic system, will be introduced, along with prevalences and diagnostic criteria. 

Pain and pain measurement will be discussed. The role of the dentist in making the whole working environment as comfortable for the 

patient as possible will also be discussed. 

205


Undergraduate 

TAN203G • Oral Diagnosis I • (5e) • Fall • 4v 


Teacher: Inga Bergmann Árnadóttir Senior Lecturer (UK) - Associate Professor (USA) 

Patient examination and diagnosis. The course covers both terms in the 2nd year and the 6th year. At the end of the course there is a verbal 

examination. 

An oral examination is held in the 6th year. 

TAN204G • Oral Biology I • (5e) • Fall • 2f 

Supervisory teacher: Björn R Ragnarsson Lecturer (UK) - Assistant Professor (USA) 

This course deals with the development of the face and oral cavity with special emphasis on the development, histological structure and 

function of the teeth and their supporting tissues. 

Written exam at end of course. 2 hours. 

TAN205G • Oral Diagnosis II • (2e) • Spring • 4v 


Patient examination and diagnosis. The course covers both terma in 2nd year and 6th year. 

An oral examination is held in the 6th year. 

TAN206G • Oral Biology II • (4e) • Spring 

Teacher: Peter Holbrook Professor 

Teacher: Karl Örn Karlsson Lecturer (UK) - Assistant Professor (USA) 

The course covers oral physiology with emphasis on neurophysiology, the biochemistry of teeth, saliva, bacterial metabolism, the 

biochemistry of dental plaque, dental caries and tooth erosion and biochemical aspects of prevention. 

Written examination 

TAN207G • Microbiology I • (5e) • Spring 

Supervisory teacher: Peter Holbrook Professor 


Topics covered include (i) structure, isolation and growth of bacteria, yeasts and viruses and their importance in dentistry; (ii) sterilization 

and disinfection; (iii) clinical microbiology with respect to those infections of relevance to dental practice; (iv) the immune system. 

A written examination is held at the end of the course. Short reports on immunology practicals. 

TAN208G • General Pathology • (5e) • Spring 

Supervisory teacher: Sigfús Þór Nikulásson Lecturer (UK) - Assistant Professor (USA) 

The course covers cell and tissue changes, the consequences of cellular damage, inflammatory response, healing and repair, immunological 

responses, disorders of fluid and blood flow, hyperplasia and the nature of tumour growthcongentialdiseases, pathological changes in specific 

organs. 

A written examination is held at the end of the course. 

TAN209G • Human Biology III • (8e) • Fall • 4f 


Curriculum: During the sessions there will be outlined the anatomical systems of the head and neck,ending inthe regional study of fascia and 

spaces.Through distant learning students will be guided in homework. Tests: End of term exam will be executed as a written test only. There 

will be no oral segments. 

Quisez during sessions, turnpapers and tests on models and matters involved in the curriculum. Final test: A written exam in December. 

TAN301G • Operative Dentistry, Preclin.II • (3e) • Spring 

Supervisory teacher: Sigfús Þór Elíasson Professor 

Teacher: Sigurður Örn Eiríksson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Jónas Geirsson 

The course covers the basic terchniques of operative dentistry, restorations, and dental materials. 

TAN302G • Oral Pathology • (5e) • Fall 

Supervisory teacher: Sigfús Þór Nikulásson Lecturer (UK) - Assistant Professor (USA) 

The course covers pathological changes and diseases of the oral tissues and jaws. 

A written examination is held at the end of the autumn term. 

TAN303G • Microbiology and Immunology II • (4e) • Fall 

Supervisory teacher: Peter Holbrook Professor 

The course covers: (i) microbes of the mouth; (ii) infections in the mouth; (iii) dental caries and periodontal disease; (iv) oral immunology. 

A written examination (80%) and oral (20%) is held at the end of term. 

TAN304G • Preclinical Operative Dentistry I • (7e) • Fall 





A written examination is held at the end of the Spring Term and progress with technical work is assessed. 

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Undergraduate 

TAN305G • Removable Dentures, Preclinical I • (7e) • Fall 

Supervisory teacher: Bjarni Elvar Pétursson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Gunnar Guðni Leifsson 

To provide the student with basic knowledge, theory, understanding and technical proficiency in construction of complete dentures and 

removable partial dentures. To instill in the student the necessary cognitive and affective qualities to permit a successful continuation in 

his/her training in the clinical domain to stimulate maximum individual development in the field of removeable prosthodontics. The student 

will demonstrate a knowledge of basic terminology, indications and contra-indications involving the fabrication of different types of 

complete dentures as well as RPD's. He/she is expected to gain a comprehension of the rationale governing removable prosthodontic therapy. 

The student is also required to acquire necessary knowledge of dental materials for the respective technical purpose. 

TAN306G • Preclinical fixed Prosthetics I • (3e) • Fall 


Teacher: Kjartan Þór Ragnarsson 

Students obtain a basic knowledge of theoritcal principles and gain, technical proficiency in single - extra - coronal tooth restoration as well 

as in the fixed replacement of missing teeth. The aim is to instill in the student the necessary cognitive and affective qualities to permit a 

successful continuation in his/her training in the clinical domain so as to stimulate maximum individual development in the field of fixed 

prosthodontics. 

TAN307G • Operative Dentistry, Preclin. II • (3e) • Spring 





A written examination is held at the end of the Spring Term and progress with technical work is assessed. 

TAN308G • Removable Dentures, Preclin. II • (5e) • Spring 





his/her training in the clinical domain to stimulate maximum individual development in the field of removeable prosthodontics. The student 




TAN309G • Removable Dentures, Preclin. II • (5e) • Spring 





his/her training in the clinical domain to stimulatetmaximum individual development in the field of removeable prosthodontics. The student 




TAN310G • Crown and Bridge, Preclin. II • (2e) • Spring • 1f 






TAN311G • Crown and Bridge, Preclin. II • (2e) • Spring • 4v 






TAN312G • Clinical Oral Physiology I • (3e) • Spring 


The course covers the diagnosis of facial pain and headache and the treatment of patients with rheumatoid disease linked to the masticatory 

structures. The course comprises lectures and practical classes with a clinical course in the autumn term of 4th year. 

Compulsory attendance There is a written examination and assessment of clinical work that is given at the end of the 6th year. 

TAN313G • Oral Pharmacology • (1e) • Spring 

Supervisory teacher: Sigurjón Arnlaugsson Lecturer (UK) - Assistant Professor (USA) 


Teacher: Karl Örn Karlsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Jón Viðar Arnórsson Lecturer (UK) - Assistant Professor (USA) 

The aim of the course is to introduce drugs and medicaments which dentists are allowed to use in their practices and drugs which they are 

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Undergraduate 

allowed to prescribe to their patients. Laws and regulations regarding prescriptions will be presented and discussed. The course will also 

cover drugs used specifically for the treatment of oral diseases and side effects of drugs in general which manifest themselves in the oral 

cavity. 

TAN401G • Clinical Oral Physiology II • (4e) • Fall • 1f + 1u + 2v 


See TAN312G Clinical Oral Physiology I 


TAN402G • Introduction to Clinical Work • (1e) • Fall 

Supervisory teacher: Inga Bergmann Árnadóttir Senior Lecturer (UK) - Associate Professor (USA) 

A Course under the auspices of the clinical director and involving all clinical teachers. This takes place in the first week of September and 

covers the principles of clinical work and practice including interview technique, patient examination, invetigations, sterilization and 

disinfection, diagnosis, treatment planning, case records, use of the tabler of fees. The course is compulsory prion to the commencement of 

clinical work. At the beginning of the Spring Term, 4th year there will be a course on ergonomics in dental practice including an introduction 

to 4-handed dentistry. 

Participation is compulsory 

TAN403G • Cariology • (4e) • Fall 




The course covers diseases of the dental hard tissues, the aetiology and pathogenesis of caries, its prevalence, prevention and an introduction 

into public dental health. 

A written examination is held at the end of the autumn term, 4th year. 

TAN404G • Periodontology I • (3e) • Fall 


The course covers the fundamentals of examination, diagnosis and treatment of diseases of the periodontium. Emphasis is placed upon the 

theoretical and clinical foundation of oral hygiene, introduction to the instruments and their use as well as the medications used with oral 

hygiene. The aim is for each student to complete examination, diagnosis and hygiene therapy for at least 6 patients with at least 20 teeth each 

before the end of the course. Two cases may be in ADA group I and the other 4 must be in groups II-IV. 

The course concludes with an examiniation in the spring term of 4th year. 

TAN405G • Endodontics I • (3e) • Fall 


The course covers pulpal treatments that are necessary because of caries or trauma. A preclinical course is held in the autumn term, 4th year. 

Teaching commences in the Spring term of 4th yeat and continues for 3 terms. 

A written examination is held at the end of the Spring term of 4th year (60%). Clinical work (40%) continues to the end of the Spring termof 

5th year. It is expected thast students complete the endodontic treatment of 20 root canals or equivalent work in the field of endodontics. 

TAN406G • Operative Dentistry I • (5e) • Fall 


Teacher: Stefán Erlingur Helgason 


The course covers restorative dental materials and operative treatments for dental caries and other diseases of the teeth. Preventive techniques 

and general procedures are taught in lectures and during the treatment of patients in the clinic. 

The 5-term course begins in the Autumn term of 4th year. A written examination is held at the end of the spring term of 5th year (50% of 

total). Assessment of practical work comprises 75% clinical asessment, 25% oral examination on the materials used in clinical work and is 

made in the Spring term of 6th year, counting for 50% of the final mark in the subject. 

TAN407G • Prosthondontics • (8e) • Fall 

Supervisory teacher: Svend Richter Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ellen Flosadóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Bjarni Elvar Pétursson Senior Lecturer (UK) - Associate Professor (USA) 

Prosthodontic training allows students to work side by side on the clinical floor with the more senior groups. It also causes a certain 

uncertainty in the amount of time spent on each of the three basic subjects in the prosthodontic curriculum. Clinical time for complete 

dentures fixed prostheses,removable partial dentures and crown and bridge workis thus variable. Hence individual variations spent on each 

subject can be relatively great and difficult to estimate. 

TAN408G • Radiology- Diagnosis • (2e) • Spring 


The course covers radiological diagnosis 

A written examination is held at the end of the Spring term, 4th Year 

TAN409G • Internal Medicine • (6e) • Spring 

Supervisory teacher: Ársæll Jónsson Senior Lecturer (UK) - Associate Professor (USA) 

The course covers diagnosis and treatment of diseases in the area of internal medicine. Lectures and seminars are in Læknagarður and the 

clinics are held in the University Hospital. 

Examinations include a multiple-choice examination and an essay at the end of the Spring term of 4th year. 

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Undergraduate 

TAN410G • Periodontology II • (2e) • Spring 







TAN411G • Clinical Oral Physiology III • (2e) • Spring 



TAN412G • Endodontics II • (4e) • Spring 




A written examination is held at the end of the Spring term of 4th year (60%). Clinical work (40%) continues to the end of the Spring term of 


TAN413G • Operative Dentistry II • (6e) • Spring 










TAN414G • Complete Dentures II • (5e) • Spring 








TAN415G • Fixed Prosthodontics I • (1e) • Spring 



The course provides the student with basic knowledge, theory, understanding and technical proficiency in single, extra-coronal tooth 

restoration, as well as technical proficiency in the fixed replacement of missing teeth. This instills in the student the necessary cognitive and 

affective quality to permit a successful continuation in his/her training in the clinical domain so as to stimulate maximum individual 

development in the field of fixed prosthodontics. 

The course starts in the beginning of the eight term. At the end of the eleventh term students take a final examination, oral (20%) and written 

(30%). with 50% for the clinical performance, asessed by the clinical faculty in common. 

TAN416G • Lecture series I • (2e) • Spring 

Supervisory teacher: Teitur Jónsson Lecturer (UK) - Assistant Professor (USA) 

A joint and rotating course that comprising community dentistry, general surgery, gerodontology and other courses as decided upon each 

year. The course is for all clinical students, 4th. -6th. years. Forensic Odontology Instructor: Svend Richter lektor 9 hours course for 4.5.6 

years students. The aim of the course is to introduce the practical and academic aspects of forensic odontology and the interrelationship of 

dentistry with the forensic science. Primary focus is upon identification of unknown person by means of teeth and anthropological findings. 

Students examine actual ID cases, register PM findings from jaws and compare them with AM dental records of missing persons. Brief 

intruduction to other aspecst of forensic odontology is covered such as estimation of age, sex, denture marking and bite marks investigation. 

This course cover also dental records, dental jurisprudence (dental and medical laws) and ethics. The course is also open to practising 

dentists as part of the continuing education programme offered by thje Faculty. The content and timetable is advertised annually at the 

beginning of the Spring term. 

Attendance is compulsory for clinical students. 

TAN417G • Anaesthetics I • (1e) • Fall 

Supervisory teacher: Guðmundur Ásgeir Björnsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Júlíus Helgi Schopka 

The basics of analgesia as applied to the mouth and jaws given in the form of lectures and practicals. 

The course is taught in the first week of September. Attendance is compulsory and the written examination forms part of the examination in 

oral surgery. 

TAN418G • Partial Dentures I • (1e) • Spring 

Supervisory teacher: Ellen Flosadóttir Senior Lecturer (UK) - Associate Professor (USA) 

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Undergraduate 

The aim of the course is to prepare the student for life as a dentist producing acceptable removable partial dentures for his / her patients in a 

satisfactory manner in accordance with the requirements of the school.The course will begin in term eight and goes on for 4 terms. 

The student has to be fisnished with preparation courses in complete dentures and partial dentures before he begins in this course. 

Compulsory attendance. Written (70%) and oral (30%) examination at the end of term eleven. The oral examination is a case presentation on 

own patient case. 

TAN501G • Research Project - elective • (6e) • Fall 

The aim of this voluntary course is to give students the opportunity to learn about research methods, conduct research themselves under 

supervision or assist teachers with their own research. There is no reserved time for this course. Students that wish to do a voluntary research 

project need to find a supervisor and send an application and outline to the teaching committee that will assess the number of units 

appropriate to the course. The number of units is variable. When the agreement of the teaching committee has been given the student may 

commence the project. One or two units can be added to the total if the results of the project are published or presented, in Iceland or abroad 

at a scientific meeting (e.g. Dentsply Student Competition). Otherwise the project is completed with a report. 

TAN502G • Research Project - elective • (6e) • Spring 







TAN503G • Research Project • (8e) • Fall 







TAN504G • Research Project • (8e) • Spring 







TAN505G • Research Project • (10e) • Fall 







TAN506G • Research Project • (10e) • Spring 







TAN507G • Operative Dentistry III • (6e) • Fall 










TAN508G • Periodontology III • (3e) • Fall 


Teacher: Ingólfur Árni Eldjárn 




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Undergraduate 



TAN509G • Endodontics III • (2e) • Fall 






TAN510G • Fixed Prosthodontics II • (3e) • Fall 


Teacher: Sigríður Rósa Víðisdóttir 

Teacher: Jón Ólafur Sigurjónsson 


restoration,as well as technical proficiency in the fixed replacement of missing teeth. This instills in the student the necessary cognitive and 





TAN511G • Complete Dentures III • (5e) • Fall 








TAN512G • Orthodontics I • (3e) • Fall • 1f 


The course covers the growth of the skull, jaws and face, from the embryo to the time when growth ceases and also covers the development 

of occlusion after birth. The course also covers diagnosis, development of abnormalities in the jaws, dental arches and teeth, their prevalence, 

causation, preventive treatment and management. Teaching begins in the Autumn term of 5th year and lasts for 4 terms. 

Obligatory attendance. Assessment of preclinical work. 

TAN513G • Pedodontics I • (4e) • Fall 


The course covers the reatment of children and teenagers, prevention, diagnosis and treatment of their oral diseases. 


TAN514G • Oral and Maxillofac. Surgery I • (2e) • Fall 



Ther course covers diseases of the mouth and jaws, diagnosis and treatment. An introduction to oral medicine is given if time permits. The 

course begins in the autumn term of the 5th. year for 4 terms. Clinical work is in the 6th. year. 


TAN515G • Periodontology IV • (4e) • Spring 



The course covers the aetiology, diagnosis and treatment of periodontal diseases. Particular attention is placed upon preventive measures. In 

the Spring term of 5th year and the whole 6th year students will receive instruction in surgical treatment of periodontal diseases. 

Compulsory attendance The examination comprises a written examination (60%) at the end of the 6th. year and an assessment of clinical 

work (40%). 

TAN516G • Endodontics IV • (3e) • Spring 






TAN517G • Fixed Prosthodontics III • (3e) • Spring 






Compulsory attendance The course starts in the beginning of the eight term. At the end of the eleventh term students take a final 

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Undergraduate 

examination, oral (20%) and written (30%). with 50% for the clinical performance, asessed by the clinical faculty in common. 

TAN518G • Operative Dentistry IV • (5e) • Spring 







TAN519G • Orthodontics II • (2e) • Spring • 1f 





Obligatory attendance. Assessment of preclinical work. 

TAN520G • Pedodontics II • (4e) • Spring 


The course covers the dental treatment of children and teenagers, prevention, diagnosis and treatment of their oral diseases. 


TAN521G • Oral and Maxillofacial Surgery II • (2e) • Spring 



The course covers diseases of the mouth and jaws, diagnosis and treatment. An introduction to oral medicine is given if time permits. The 


Compulsory attendance A written examinationis held at the end of the Spring term. 

TAN522G • Complete Dentures IV • (4e) • Spring 






TAN523G • Lecture series II • (2e) • Spring 












TAN524G • Partial Dentures III • (2e) • Fall 






TAN525G • Partial Dentures IV • (1e) • Spring 






TAN601G • Anaesthesics II and Relative Analgesia • (1e) • Fall 


The use of relative analgesia in dentistry includes lectures and clinical instruction in paedodontics and oralThe use of relative analgesia in 

dentistry includes lectures and clinical instruction in paedodontics and oral surgery. 

A written examination is held at the end of the Autumn term of 6th. year. 

TAN602G • Oral Diagnoses III • (1e) • Fall 

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Undergraduate 


The course covers examination and diagnosis of patients. The course begins in the 2nd. year (q.v.) and is continued in the 6th. year when the 

senior studentsprepare a treatment plan with the assistance of the junior students. 

Compulsory attendance An oral examination is held in the 6th. year. 

TAN603G • Operative Dentistry V • (3e) • Fall 






Compulsory attendance The 5-term course begins in the Autumn term of 4th year. A written examination is held at the end of the spring term 

of 5th year (50% of total). Assessment of practical work comprises 75% clinical asessment, 25% oral examination on the materials used in 

clinical work and is made in the Spring term of 6th year, counting for 50% of the final mark in the subject. 

TAN603M • Oral Medicine • (4e) • Fall 

Supervisor: Peter Holbrook Professor 

This is an optional course intended specifically for students taking higher degrees or in continuing education. The course begins with the 

basic oral medicine introductory course (07.12.74-836/07.12.75-836- 4 lectures and 6 hours of clinical training). In addition are 16 hours of 

clinical training under the supervision of clinical teachers and the course concludes with an essay of about 10 pages. 

TAN604G • Oral and Maxillofacial Surgery III • (5e) • Fall 





TAN605G • Perodontology V • (4e) • Fall 





Compulsory attendance The examination comprises a written examination (60%) at the end of the 6th. year and an assessment of clinical 

work (40%). 

TAN606G • Orthodontics III • (4e) • Fall • 1f + 1d 





Obligatory attendance. Assessment of clinical work. 

TAN607G • Pedodontics III • (4e) • Fall 




TAN608G • Fixed Prosthodontics IV • (4e) • Fall 








TAN609G • Lecture series III • (2e) • Spring 












TAN610G • Occlusion IV - Clinical • (0e) • Spring 


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Undergraduate 


Final assessment of clinical work is given at the end of the 6th year. 

TAN611G • Operative Dentistry VI • (3e) • Spring 










TAN612G • Complete Dentures V • (1e) • Spring 








TAN613G • Periodontology VI • (3e) • Spring 




The examination comprises a written examination (60%) at the end of the 6th. year and an assessment of clinical work (40%). 

TAN614G • Periodontics VI - Clinical • (1e) • Spring 





TAN615G • Fixed Prosthodontics V • (3e) • Spring 








TAN616G • Oral and Maxillofac Surgery IV Theoretical • (5e) • Spring 


The course covers diseases of the mouth and jaws, diagnosis and treatment. The course begins in the autumn term of the 5th. year for 4 

terms. Clinical work is in the 6th. year. 

A written examinationis held at the end of the Spring term. 

TAN617G • Oral and Maxillofac Surgery IV - Clinical • (1e) • Spring 




A written examinationis held at the end of the Spring term. 

TAN618G • Orthodontics IV • (3e) • Spring • 1f + 1d 





Written (70%)and oral (30%)examinations at the end of the of 6th year. 

TAN619G • Orthodontics IV - Clinical • (1e) • Spring 




causation, preventive treatment and management. Teaching begins in the Autumn term of 5th year and lasts for 4 terms. A preclinical course 

is held in the last week of the Autumn term of 5th years as announced later by the teacher. 

Assessment of preclinical and clinical work. 

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Undergraduate 

TAN620G • Paedodontics IV • (2e) • Spring 



A final written examination is held (50%) as well as an assessment of clinical work (50%). 

TAN621G • Pedodontics IV - Clinical • (2e) • Spring 



TAN622G • Oral Diagnosis IV • (1e) • Spring 



The course covers examination and diagnosis of patients. The course begins in the 2nd. year (q.v.) and is continued in the 6th. year when the 

senior studentsprepare a treatment plan with the assistance of the junior students. Introduction to oral medicine. 

An oral examination is held in the 6th. year. 

TAN623G • Partial Dentures V • (4e) • Fall 






TAN624G • Partial Dentures VI • (2e) • Spring 



satisfactory manner in accordance with the requirements of the school. The course begins at term eight and will go on for 5 terms. 

Clinical performance. The students have to finish at least two removable partial dentures and relining of one removable partial denture. 

TSM001G • . • (6e) • Fall • 2f 

Teacher: Heiðdís Halldórsdóttir 

. 

TSM101G • . • (6e) • Fall • 2f 

Teacher: Aðalheiður Svana Sigurðardóttir 

Assistant teacher: Vigdís Valsdóttir 

215


Graduate 

TAN001F • Master Project • (30e) • Fall 

Master Project 

TAN002F • Master Project • (30e) • Spring 


TAN003F • Master Project • (30e) • Summer 


TAN004F • Ph.D.-Project • (30e) • Fall 

Ph.D.-Project 

TAN005F • Ph.D.-Project • (30e) • Spring 

Ph.D.-Project 

TAN006F • Ph.D.-Project • (30e) • Summer 

Ph.D.-Project 

TAN007F • Ph.D.-Thesis • (30e) • Fall 

A research project 

TAN602F • Oral Medicine • (4e) • Spring 





TAN603M • Oral Medicine • (4e) • Fall 





216

Faculty of Foreign Languages, Literature and Linguistics 

Undergraduate 

School of Humanities 


AUS003M • Exchange Studies • (30e) • Fall 


AUS004M • Exchange Studies • (30e) • Spring 


AUS301G • BA-Thesis in Asian Studies • (10e) • Fall 

BA-Thesis in Asian studies. 

AUS302G • BA-Thesis in Asian Studies • (20e) • Fall 

BA-Thesis in Asian Studies. 

AUS401G • BA-Thesis in Asian Studies • (10e) • Spring 


AUS402G • BA-Thesis in Asian Studies • (10e) • Summer 


AUS403G • BA-Thesis in Asian Studies • (20e) • Spring 


AUS404G • BA-Thesis in Asian Studies • (20e) • Summer 


DAN001G • Self-Directed Study in Danish II • (6e) • Spring • 4æ 

Supervisor: Eyjólfur Már Sigurðsson Head of Department 

Self-directed studies in Danish is a learner-centred Danish course where the learner is in charge of all of the main aspects of the learning 

process such as objectives, strategies, selection of resources and evaluation. Learners meet with the instructor to set up an individualized 

instructional plan and participate in weekly workshops in small groups to practice oral and written expression. The evaluation covers all four 

language skills: writing, reading, oral comprehension and oral expression. Each skill is evaluated in accordance with the objectives of the 

learner. 

DAN002G • Self-Directed Study in Danish I • (6e) • Fall • 4æ 


Teacher: Susanne Antoinette Elgum 

Communication in Danish. Priority given to listening and both oral and written production. Organized vocabulary extension. Media are used 

to describe Danish society and culture, including texts from T.V., radio, newspapers and from the Web. Practical work on grammar, 

communication, comprehension and written expression. Students analyse different categories of text and investigate the media image of 

Danish society. 

DAN101G • Danish Language and Language Use I • (6e) • Fall • 3f + 2æ 

Teacher: Randi Benedikte Brodersen Lecturer (UK) - Assistant Professor (USA) 


Teacher: Þórhildur Oddsdóttir Adjunct Lecturer 

The emphasis will be on students attaining a good command of communicative Danish with exercises in speaking, listening to, writing and 

reading Danish. Students become familiar with the main rules of the Danish language and its usage. Language training linked to discussion 

of Danish national life and culture, especially current events. Students use various audio-visual aids in learning Danish (written texts, videos, 

tapes, computers). 

Weekly assignments, listening exercises, written and oral exam. 

DAN102G • Danish Grammar I • (10e) • Fall • 4f + 1æ 


Inflectional morphology, word formation and syntax. Practical information for Icelanders will be presented, based on contrastive linguistics, 

though not entirely. 

Written project and written exam. 

DAN103G • Phonetics and Pronunciation • (2e) • Fall • 1f + 2æ 

Teacher: Helene Marie Baatz 

Danish pronunciation, theory and exercises in the language laboratory of the faculty. 

DAN105G • A Course in Denmark on Danish Language and Culture on Schæffergaarden • (2e) • Fall 


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Undergraduate 

Student in the BA program in Danish have an opportunity to study Danish Language and Culture in Denmark from October 13-19. The 

course will take place at Schæffergården in Gentofte. The course includes visits to historical places associated with Icelanders in 

Copenhagen, The Danish Language Council, The Arnamagnæanske Institute, The Karen Blixen Museum, Louisiana and the National Art 

Gallery. There is a limit of 20 students for this course and students who have Danish as a major have priority. The course is funded, in large 

part, by Fondet for Dansk-Norsk Samarbejde, Nordisk ministerraad and the Danish Ministry of Education. 

Learning log and final report. 

DAN106G • Project: Danish Language and Culture in Denmark • (3e) • Summer 

Project for the course Danish language and culture in Denmark 

Learning log and final report. 

DAN108G • Danish Contemporary Literature • (5e) • Fall • 2f 

Supervisor: Þórhildur Oddsdóttir Adjunct Lecturer 

The course will present students with a general overview of the main themes and movements in Danish literature since the last World War 

until the present day along with its sociological and theoretical background. A great variety of texts will be read by Danish authours such as 

e.g. Villy Sörensen, Peter Seeberg, Klaus Rifbjerg, Vita Andersen, Michael Strunge, Sören Ulrik Thomsen og Helle Helle. The most 

important works of the period will be studied (novels, short stories, poetry, plays, etc.) as well as relevant literary critcism. 

Written assignments, class presentation, conversations, written exam. 

DAN201G • Pragmatics • (5e) • Spring • 2f 

This course focuses on theories on communication and language use. Students will be given practice in analysing different types of texts in 

order to gain insights into how texts and language use depend on social circumstances and different purposes of communication. 

Essay, oral examination. 

DAN202G • Danish Language and Language Use II • (5e) • Spring • 2f + 2æ 


Continuation of Danish Language and Language Use I. The aim is for students to attain a good command of communicative Danish with 

exercises in speaking, listening to, writing and reading Danish. Students express themselves both orally and in writing and will be trained in 

various ways of presenting material. The emphasis will be on students gaining a good command of various texts and styles. Additional 

demands will be made on students' correct application of grammar and usage. Specific vocabulary work so that students will be able to 

express themselves in both a succinct and subtle manner. 

Weekly assignments, listening exercises, written and oral exam. 

DAN203G • Danish History, Culture and Society • (5e) • Spring • 2f 

A survey of the historical, cultural and social developments in Denmark since the time of Grundtvig until the present day. 

Essay, class presentation, written examination. 

DAN205G • Phonetics and Pronunciation II • (2e) • Spring 

Danish pronunciation, theory and exercises in the language laboratory of the faculty. Continuation of the course Danish Phonetics and 

Pronunciation I. 

DAN206G • Danish Literature of the 20th Century • (10e) • Spring • 4f 


In consultation with the instructor, students will select and study a specific period from Danish literature of the twentieth century, the various 

features of which will be examined, along with its main authors, with special reference to the connection between literature and history, but 

the students also work with analyzing texts. At least one author considered typical of the period will be studied in detail. 

Essay, oral presentation, written examination. 

DAN301G • BA-Thesis • (10e) • Fall 

The thesis is written in consultation with the student's supervisor. It must demonstrate the student's ability to carry out independent work and 

to use and organize secondary materials. 

DAN302G • BA-Thesis • (20e) • Fall 



DAN303G • Danish Language and Language Use III • (5e) • Fall • 2f + 2æ 


A continuation of Danish Language and Language Use II. Students are taught the more difficult aspects of Danish language with additional 

demands made on them for oral presentations and knowledge of the rules of Danish grammar and usage. Students become familiar with a 

variety of texts reflecting Danish national life and culture and how to express themselves both orally and in writing. Students learn how to 

recognise the structure of various communicative media (e.g. newspaper articles and news programmes on radio and television) and how to 

analyse and evaluate their basic features. 

Weekly assignments, written and oral final examination. 

DAN304G • Danish Grammar II • (5e) • Fall • 2f + 1æ 

Supervisor: Auður Hauksdóttir Senior Lecturer (UK) - Associate Professor (USA) 


Continuation of Danish Grammar I. Usage, semantics, norms, competence, and acquisition of Danish, in theory and in practice. 

Written examination and written home assignment 

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Undergraduate 

DAN305G • Group Assignment • (10e) • Fall • 4f 

At the beginning of the semester, students will choose a specific topic for collective study, in consultation with, and under the supervision of, 

the instructor. Students will be graded by oral examination and/or by written papers, depending on the nature of the project. 

Students will be graded by oral examination and/or by written papers, depending on the nature of the project. 

DAN306G • Individual Study • (10e) • Fall 

Individual study. Assignments must be chosen in collaboration with supervising teacher. Students will be graded by oral examination and/or 

by written papers, depending on the nature of the project. 


DAN307G • Danish Literary History to 1900 • (10e) • Fall • 4f 


The course will present students with the main periods of Danish literary history from the middle ages until the last World War as well as 

their social, ideological and thematic contexts. During the course will be read chapters of Saxo's Gesta Danorum, psalms by Brorson and 

Kingo, chapters from Jammersminde by Leonora Christine, adventures by H.C. Andersen and some novels. The emphasis will be on students 

studying and analysing key works of Danish literature (novels, short stories, poetry, plays, etc.), so that the literary and historical links and 

contexts are clear. To this end, students will have individual works to analyse and will present their findings either orally or in written form. 

Written projects, oral presentation and written exam. 

DAN308G • Danish Media • (5e) • Fall • 2f 



Students will analyse the most important media (e.g. newspapers, TV, radio, Internet) and different kinds of media texts. Students will work 

with the specific traits of mass media, and will be introduced to e.g. media history, media of the modern breakthrough, reportage journalism, 

radio as a media, TV as a media, analysis of living pictures, news broadcasting, media as story tellers, features, documentary programs, 

reality TV, TV-series, multi media, web etc. 

Evaluation: Every student has to produce two oral presentations and one written assignment. Semester assignments must be held and handed 

in before the student can attend the oral exam. 

DAN401G • BA-Thesis • (10e) • Spring 



DAN402G • BA-Thesis • (10e) • Summer 



DAN403G • BA-Thesis • (20e) • Spring 



DAN404G • BA-Thesis • (20e) • Summer 



DAN405G • Modern Danish • (5e) • Spring • 2f 

Later 

Written assignments, class presentation, final essay. 

DAN406G • Individual Study • (10e) • Spring 

Individual study. Assignments must be chosen in collaboration with supervising teacher. Students will be graded by oral examination and/or 

by written papers, depending on the nature of the project. 


DAN408G • Translation (Danish) • (10e) • Spring • 4f 

Theories of translation, related to different genres and conditions of communication and to different views of grammar, semantics, and 

stylistics, both ways: from Icelandic to Danish and from Danish to Icelandic, with written assignments and oral discussions, both ways. 

DAN409G • Danmark and Iceland • (10e) • Spring • 4f 

This course is about the connection between Iceland and Denmark, both in a historical and modern context. The focus will be on important 

events in the communication between the two countries and the important part that Copenhagen took for centuries in Iceland's cultural 

history. The students will take a look at how Iceland and Icelanders are discussed in Denmark i.e. companies and modern literature. The 

students will realise how the present discussion is connected to Danish ideas about Iceland among other things the presence of Icelandic cooperations 

and mergers in Denmark. Furthermore it will be analysed how this discourse is connected to older perceptions of country and 

people. The students will read varied texts; i.e. biographies, autobiographies, historical sources, literature as well as media. 

Written papers. Oral examination in connection with a written paper. 

DAN411G • ? • (10e) • Spring • 4f 

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Undergraduate 

Communications and rhetoric focuses on oral and written communication in a broad term and on rhetoric instruments and effect fullness of 

texts. How do we appeal to our readers, audience and conversation partner? How do we convince others on a specific topic? What 

characterises successful rhetoric argumentation? What rhetoric instruments do we use in a good speech, in a convincing input, an academic 

text, a review or a chronic? What is visual rhetoric? Is ethics relevant in rhetoric? These questions will be answered in this course. 

Evaluation: Oral exam. Every student will contribute with two oral presentations and tree written assignments. 

DAN412G • Danish lyrics and short prose • (10e) • Spring • 4f 

In this course the focus will be on literature analysis, use of basic terminology and the main ideas and isms in literature history. Selected texts 

will be read and analysed. 

Evaluation: Oral presentations and written assignments. Written final exam. 

DAN601G • Danish Grammar III • (10e) • Spring • 4f 

A study of the research and academic discussion on the Danish language, including semantics, etymology, vocabulary, phraseology, and 

usage, with a special emphasis on relating scholarly analysis to practical language use. 

Assignment, oral examination. 

DAN702G • Individual Research Project • (5e) • Fall 

Teacher: Auður Hauksdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Self study-project with teacher's supervision. 

DET101G • Foundation Course for Foreign Languages I: Research Methods and Writing • (5e) • Fall • 2f 

Supervisory teacher: Hólmfríður Garðarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The course is an introductory course in the Humanities and Foreign Languages. Its aims and purposes include an introduction of the basic 

concepts and terminology in the field, a survey of the history of critical thought, discussion on plagiarism and academic honesty, use of 

references, evaluation of academic standards, etc. Furthermore, students receive practical training in evaluating acceptable references, the use 

of necessary tools, such as libraries, dictionaries, reference books, etc. Furthermore, students engage in the writing of academic papers, 

presenting their research findings, etc. 

Continuous assessment will be conducted throughout the semester. Students will turn in papers, do presentations and engage in group 

activities. A final exam will count for 50% of the final grade. 

DET102G • Foundation Course in English for Foreign Languages: Methods • (5e) • Fall • 2f 

Teacher: Neal O´Donoghue 

The course is an introductory course in the Humanities and Foreign Languages. Its aims and purposes include an introduction of the basic 

concepts and terminology in the field, a survey of the history of critical thought, discussion on plagiarism and academic honesty, use of 

references, evaluation of academic standards, etc. Furthermore, students receive practical training in evaluating acceptable references, the use 

of necessary tools, such as libraries, dictionaries, reference books, etc. Furthermore, students engage in the writing of academic papers, 

presenting their research findings, etc. 

Continuous assessment will be conducted throughout the semester. Students will turn in papers, do presentations and engage in group 

activities. A final exam will count for 50% of the final grade. 

DET201G • Foundation Course for Foreign Languages II: Language and History of Ideas • (5e) • Spring • 2f 

Supervisory teacher: Ásdís Rósa Magnúsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The course is an introductory course in the Humanities and Foreign Languages. The students get an overview of the major intellectual 

movements and concepts in European thought from Antiquity to the 21st century. The course also contains an introduction to linguistics and 

language learning. The course is compulsory for students in Danish, English, Finnish, French, German, Greek, Italian, Latin, Norwegian, 

Russian, Spanish, and Swedish. Along with DET101G, it is a foundation course for further study in these disciplines. 

Students will turn in papers after each of the four sessions (50%). A final exam will count for 50% of the final grade. 

ENS001G • English for Practical Purposes II • (5e) • Spring • 4d + 2æ 

Continuation of ENS111G English for Practical Purposes I. 

Continuous. 

ENS101G • How Language Works: Sound and Word • (5e) • Fall • 2f 

Teacher: Matthew James Whelpton Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Pétur Knútsson Senior Lecturer (UK) - Associate Professor (USA) 

This course is the first of two introductory courses in linguistics. It addresses such questions as: what kinds of sounds do humans make when 

using spoken language? How are those sounds organised within the sound system of a language? What is a word? If a sign is a combination 

of a form with a meaning, are words linguistic signs? Where do words come from? How are words put together? 

The focus of the course is on English, though other languages will be discussed as relevant. 

Aims: 

Students who have completed this course should be able: 

-to understand and use the basic traditional descriptive terminology 

pertaining the relevant areas; 

-to understand and use the basic analytical techniques of contemporary 

linguistics pertaining the relevant areas; 

-to make a broad phonetic transcription of a text in English; 

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Undergraduate 

-to analyse the morphological structure of a word in English; 

-to assign the relevant parts of speech to words in a sentence; 

-to justify and motivate their morphological and morpho-syntactic analysis; 

-to distinguish between different types of word. later 

ENS102G • The Talking Animal • (5e) • Fall • 2f 



Teacher: Birna Arnbjörnsdóttir Professor 

Assistant teacher: Þórhallur Eyþórsson Project Manager 

later 

ENS103G • British History and Culture • (5e) • Fall • 2f 

Teacher: Magnús Jónsson Fjalldal Professor 

The aim of this course is to give students a good overview of the social and political backgrounds to Great Britain. In the process of doing 

that we will examine patterns of British culture, political and social institutions and ethnic minority groups. 

an examination (2 hours), no papers. 

ENS110G • British Literature I • (10e) • Fall • 3f 

Teacher: Anna Heiða Pálsdóttir Sessional Teacher (Non tenured Teacher) 

This is a survey course in British Literature from the beginnings of Romanticism to the early twentieth century. 

Mid-term exam (50%) and final exam (50%). 

ENS111G • English for Practical Purposes I • (5e) • Fall • 2d + 2æ 

Teacher: Ásrún Jóhannsdóttir 

Training in spoken English in groups to develop and increase reading comprehension of academic texts, to expand vocabulary needed for 

professional purposes and academic study. General and academic texts will be read and reviewed to improve pronunciation, develop writing 

skills and develop fluency in spoken English. General knowledge of how to use the internet is necessary. 

This is not a distance course 

continuous. 

ENS127G • Beckett's short plays • (5e) • Fall • 2f 

Supervisor: Pétur Knútsson Senior Lecturer (UK) - Associate Professor (USA) 


The aim of this course is to confront the theatric and thematic richness of Beckett's shorter plays by acting them out in class. Students will be 

asked to participate in in-class 'productions' each week. The point of departure for in-class discussions will then be the experience of both 

being in a Beckett play and being a spectator at one. The experiential nature of this course means that students may elect to keep a weekly 

logbook or diary based on their various impressions, emotional responses, insights, etc. as actors and spectators. Students are of coarse 

welcome to submit the more orthodox scholarly essay as their end-of-semester project. 

ENS201G • History of the English Language • (5e) • Spring • 2f 


Course website: http://www.hi.is/~peturk > Teaching > History of the English Language An overview of the history and development of the 

English language. 

2-3 assignments and final examination (2 hours). 

ENS202G • How Language works II: Word, sentence, discourse • (5e) • Spring • 2f 


This course is the second of two introductory courses in linguistics. It addresses such questions as: how are words put together to form 

sentences? how is the form of words affected by their place in a sentence? what other kinds of grammatical information influence the shape 

and use of words in a 

sentence? how are sentences related to each other? how can sentences be combined to form larger sentences? how do separate sentences 

relate to each other when strung together? what do words mean? what do sentences mean? 

what is discourse meaning? The focus of the course is on English, though other languages will be discussed as relevant. 

Aims: 

Students who have completed this course should be able: 

-to understand and use the basic traditional descriptive terminology pertaining the relevant areas; 

-to understand and use the basic analytical techniques of contemporary linguistics pertaining the relevant areas; 

-to identify the grammatical functional elements which relate to verbs, nouns, and adjectives in English; 

-to understand a simple phrase structure analysis, in both diagram and bracketing representations; 

-to test a simple phrase structure hypothesis concerning sentence structure; 

-to understand the difference between sentence form and sentence meaning; 

-to understand the notion of discourse and discourse context. 

final examination (2 hours). 

ENS203G • English Composition • (5e) • Spring • 1f + 1æ 

later 

ENS204G • American History and Culture • (5e) • Spring • 2f 

Teacher: Júlían Meldon D'Arcy Professor 

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Undergraduate 

Special topics to be considered include: 

-the religious origins of the original European settlers of America and how religion has influenced poliitical and social life ever since 

-The War of Independence in the late 18 th century and how the struggle with the British influenced the American constitution; the 

structure of modern American politics and the political parties 

-history of African-Americans from the days of slavery until the election of Barak Obama; the origins, conclusion and consequences of 

the American Civil War 1861-65; how African-Americans have fought for their Civil Rights since 1865. 

-history of original Native Americans; how European settlers took their lands and how they have fought for their civil rights ever since 

-American foreign policy from the War of Independednce until the 21 st century; the Monroe doctrine in the 19 th century; how the US 

tried to remain in isolation in the two world wars of the 20 th century; the Cold War with the Soviet Union; US interests in the Middle East 

and the War on Terror. 

-the legal and educational systems of the US, from the original colonies until the 21 st century (especially the role of The Supreme Court 

and athletic scholarships in the colleges). 

-an overview of Canadian histoiry from the early French settlers until the emergence of Canada as an independent nation within the 

British Ciommonwealth. 

An introduction to dialectology, and a survey of (1) English accent variation in the British Isles, (2) English accent variation abroad, and (3) 

the "new" Englishes, with an introduction to Creole studies. 

ourse web page: http://www3.hi.is/~peturk/KENNSLA/87/index.html 

Recommended preparation: Eðli tungumálsins I: Hljóð og orð (ENS101G) 

ENS301G • BA-Thesis • (10e) • Fall 


The Faculty of Humanities requires a final version of the BA-essay to be handed in to a student's supervisor no later than 1st October, 3rd 

January, or 1st May (depending on date of graduation). Students should remember that several drafts are usually submitted to the supervisor 

before the final version is agreed upon. 

ENS302G • BA-Thesis • (20e) • Fall 


The 10 credit option on the BA-Thesis is reserved exclusively for projects where the work involved is considered to be at least double the 

amount of an ordinary BA-essay. This does not mean that any long essay (40 pp. or more) is automatically given 10 credits. No student may 

begin writing a BA-Thesis for 10 credits without special permission from the Departmental Committee 

ENS303G • British Literature II • (10e) • Fall • 4f 


A survey reading of major works of English Literature from the beginnings to 1800. 

final examination 100%. 

ENS311G • Semantics • (5e) • Spring • 2f 


This course offers a general introduction to semantics, which deals with the nature of meaning in language. 

ENS315G • Academic Writing I: Literature • (5e) • Fall • 2f 


"Writing in Literature" will expand student's capacity to enjoy, understand and write about literature. Students will examine literary 

conventions as they apply to literature in English across a range of historical periods and genres (poetry, fiction, drama). The course 

emphasizes the use of critical reading, reflection, and discussion as tools for understanding and analyzing literary text. The course is designed 

to increase proficiency in organization, writing, and revising and also strengthen skills in research and the use of MLA style. 

ENS317M • Seminar: The British Novel 1900-1940 • (5e) • Fall • 2f 


The four novelists to be discussed include James Joyce (Portrait of an Artist), Virginia Woolf (To the Lighthouse), D.H. Lawrence (Women 

in Love) and E.M. Forster (Howards End); these novels will be studied carefully, 

especially their presentations the various political and social mores of the time (e.g. love, marriage, class system), and how the authors used 

various literary techniques, especially modernism, in order to express their literary and social visions. 

The course will be evaluated by one three-hour exam in December. Students at the M.A. level may also take the Seminar essay course 

ENS***F for an extra 5 credits. 

ENS318G • British Romanticism • (5e) • Fall • 2f 

Teacher: 

Teacher is Sara Moss 

This course covers poetry and prose from 1780 - 1830, a period marked by the French Revolution at the beginning and the Reform Act at the 

end. The end of the eighteenth century was characterised by volatile political and economic change, acute poverty and fiery political 

activism, fuelling some of the best and most radical writing in English and setting up the cultural paradigms of the modern era. We will begin 

by reflecting on young British radicals' excitement over the French Revolution and their sense that everything might be about to change for 

the better, and contrast this with the fear and horror of conservative writers like Edmund Burke. In this context, we will turn to the early 

poetry of Wordsworth and Coleridge and the feminist polemic of Mary Wollstonecraft, following these writers through their subsequent turn 

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Undergraduate 

away from party politics towards landscape and ecological activism. We will read journals and travel narratives as well as the great poems of 

the era, before moving on to the 'Second generation' Romantic writers, many of whom began with a sense of awe at the predecessors they 

came to criticise and even reject. We will read Keats' Odes, Byron's satirical poems and novels by Jane Austen and Mary Shelley. 

The course text is Romanticism: An Anthology, ed. Duncan Wu (Oxford: Blackwells, 2006), and you will also need Sense and Sensibility and 

Mansfield Park by Jane Austen in the Broadview editions and Frankenstein by Mary Shelley. 

ENS318M • Narrative Writing I: Journeys and Places • (10e) • Fall • 4f 

Teacher: 

Teacher: Sara Moss 

This course will explore in writing as well as reading the distinctions between 'fiction' and 'non-fiction', concentrating on what is revealed by 

descriptions of the physical world. We will reflect on the 'factual' status of narrative 'non-fiction' and interrogate distinctions between 

fictional and non-fictional prose forms. As writers and readers we will consider the ideological and formal challenges of travel writing, 

nature writing and memoir in relation to such critical discourses as post-colonialism, eco-criticism and histories of place. The relationship 

between what you read and what you write should help you to understand some of the ways in which your own subjectivity as a writer is 

constituted by the literary and cultural assumptions of the era. The overall aim of the course is that you should challenge and perhaps resolve 

the following precepts: 

That there is no representation without interpretation 

That there is no description without voice 

That there is no voice without character 

That there is no character without story 

To this end, we will study a selection of contemporary memoir and travel writing. Each week, you will select or create and write a postcard 

related to the week's theme ('mountains', 'beaches', 'railways' etc.), and the quality of the writing on these postcards and the relationship 

between image and text will form part of the formal assessment. At the end of term, you will also submit one 4,000 word piece of narrative 

prose describing a place or journey in a way that shows your understanding of the above precepts. 

You will need to buy Jonathan Raban, Old Glory; Jenny Diski, Stranger on a Train; Jack Kerouac, On The Road and William Fiennes, The 

Snow Goose. Extracts and essays from other books will be provided. 

ENS319M • Seminar Project: British Novel 1900-19040 • (5e) • Fall 

Seminar project 

ENS401G • BA-Thesis • (10e) • Spring 





ENS402G • BA-Thesis • (10e) • Summer 





ENS403G • BA-Thesis • (20e) • Spring 





ENS404G • BA-Thesis • (20e) • Summer 





ENS413M • Canadian Literature and Multiculturalism • (10e) • Spring • 4f 

Teacher: Guðrún Björk Guðsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

In actuality since the end of the 19 th century and by official policy since 1988, Canada has been a multicultural society. The aim of this 

course is to provide insight into the important role that literature has served in setting and actualizing multicultural aspirations in Canada. 

ENS415G • Literary Theory (English) • (10e) • Spring • 4f 

An overview of literary theory, with particular emphasis on late twentieth century readings and interpretation. 

Mid-Term exam (25%), Assignments (25%), Final exam (50%). 

ENS416G • Academic Writing II: Linguistics • (5e) • Spring • 2f 


Announced later 

ENS417G • Cognitive Linguistics and Literature • (5e) • Spring • 2f 


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Undergraduate 

ENS423G • A Survey of 17th and 18th Century American Literature and its Historical Background • (10e) • Spring • 4f 


The aim of this course is to make students familiar with some of the main issues of American literature, history and culture of the 17th and 

the 18th centuries. 

ENS424G • English Medieval Literature in Modern Language • (5e) • Spring • 2f 


Later 

ENS425G • Narrative Writing II: Food and Literature • (5e) • Spring • 2f 

Teacher: 


This is both a traditional literature course and a 'creative writing' course. We will read literary texts from Jane Austen's Emma to present day 

literary fiction in relation to cookbooks, dietary advice and polemic about food, at the same time as considering the challenges of describing 

the acts of cooking, eating and feeding. You may decide whether to answer the final set questions with a short story, a memoir or a 

conventional academic essay. 

We can read about food in literature either in relation to the sensual pleasures of eating and cooking, as Freud would suggest, or as the basic 

economic commodity, as Marx would suggest. We will be doing both, sometimes simultaneously, on this course, as we work our way 

through novels, recipes and essays from the nineteenth and twentieth centuries, finishing with an examination of class, gender and national 

identity in modern British cultures of food. Because of the nineteenth century focus, the set reading on this course is sometimes heavy and 

you need to be prepared to read and analyse long novels as well as discussing the class politics of television chefs. 

You will need to buy Jane Austen, Emma; Charlotte Bronte, Villette; Mrs Beeton's Book of Household Management (this must be the Oxford 

edition edited by Nicola Humble); AS Byatt, Still Life and Margaret Atwood, The Edible Woman. Extracts from other books will be 

provided. 

ENS426G • Harold Pinter • (5e) • Spring • 2f 

Teacher: Martin Stephen Regal Senior Lecturer (UK) - Associate Professor (USA) 

We will be studying all seven of Pinter's full-length plays as well as many of his shorter works, sketches, screenplays and poems. Students 

are advised to familiarise themselves with the works of playwrights as Chekhov, Beckett, Ionesco and Pirandello before embarking on 

reading Pinter. 

mid-term exam and final essay. 

ENS427G • Victorian Fiction • (5e) • Spring • 2f 

Shelley announced that 'poets are the unacknowledged legislators of the world', and this course considers the ways in which some major 

Victorian novelists imagined and exploited the relationship between writing and social, cultural and political change. Fiction was an 

immediate genre for the nineteenth century; the convention of serial publication meant that novelists could respond to (and perhaps direct) 

current affairs in real time. The aim of this course is to see the radical agendas of these 'canonical' novels and to reflect on the idea of the 

novel as a form of revolution. The fiction on this course will be contextualised with Victorian journalism, polemic and memoir to trace the 

literary evolution of protest against social inequality in all its guises. 

We will read the following: 

Charles Dickens, David Copperfield 

George Eliot, Adam Bede 

Elizabeth Gaskell, North and South 

Charlotte Bronte, Jane Eyre 

Thomas Hardy, Jude the Obscure 

George Moore, Esther Waters 

ENS501G • Phonetics II: Prosody • (5e) • Fall • 2f 


English speech-sounds in connected speech. Introduction to English accentuation and intonation. Practical training in prose and poetry, partly 

as language laboratory work. Texts will include the later chapters of Roach 1991, English Phonetics and Phonology. Further texts to be 

announced. Course website: http://www.hi.is/~peturk > Teaching > Phonetics II 

ENS502G • Syntax and Argument Structure • (5e) • Fall • 2f 


This course will consider the relation between the meaning of a verb and the syntactic patterns with which it is associated. For instance, 

although both the verb break and hit can appear as transitive verbs, as in (1) and (2), only break can appear as an intransitive, as shown in (3) 

and (4). 1. John broke the vase. 2. John hit the vase. 3. The vase broke. 4. *The vase hit. This course will explore the general approaches that 

have been taken to explain such examples, rather than systematically investigating particular constructions. 

ENS503G • English Syntax • (5e) • Fall • 2f 


This course offers a detalied introduction to the study of English sentence structure from the perspective of modern linguistic theory. The 

course has two main aims: to introduce students to the Principles and Parameters framework of generative linguistics as it applies to English; 

and to offer students practical help in the structural analysis of sentences. 

ENS904M • Exchange studies • (30e) • Fall 

Exchange studies 

ENS905M • Exchange studies • (30e) • Spring 

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Undergraduate 


FIN101G • Pronounciation and speaking • (5e) • Fall • 2f 

Teacher: Maare Pauliina Fjaellström Visiting Lecturer 

Pronunciation, listening and conversation exercises. Compulsory attendance. 

Continual assessment. 

FIN102G • Finnish for Beginners • (10e) • Fall • 4f + 1æ 


Introduction to the Finnish language. Everyday language; basic vocabulary and grammar. Types of nouns, adjectives and verbs, singular 

forms of the most common cases, consonant gradation and basic sentences. Self study one hour per week. 

Written exam. 

FIN104G • Finnish Media Text • (5e) • Fall • 2f 


later 

FIN201G • Reading Comprehension I • (5e) • Spring • 2f 


Vocabulary and word formation. Reading texts with help of dictionary. 

Written exam. 

FIN202G • Finnish Grammar I • (10e) • Spring • 4f 

Supervisor: Maare Pauliina Fjaellström Visiting Lecturer 

Grammar exercises. Verb tenses, object, MA -infinitive, imperative, sentence types, post and prepositions. Continuation of the course 

05.73.01. 

Recommended preparation: Finnska fyrir byrjendur (FIN102G) 

Written exam. 

FIN203G • Use of Finnish I • (5e) • Spring • 2f 


Listening, pronunciation, conversation and writing exercises. Introduction to the differences between spoken and written Finnish. 

Oral exam and essays. 

FIN204G • Finnish History, Society and Culture • (5e) • Spring • 2f 


Various aspects of Finnish culture, the history of Finland and Finnish society will be discussed in the course. 

Essay. 

FIN301G • BA-Thesis in Finnish • (10e) • Fall 




FIN302G • Use of Finnish II • (5e) • Fall • 2f 

Supervisory teacher: Maare Pauliina Fjaellström Visiting Lecturer 

Listening, discussion and writing exercises. Introduction to the differences between spoken and written language. 

Essays. Oral examination. Oral presentation. 

FIN304G • Finnish Grammar II • (10e) • Fall • 4f 


Further study of Finnish grammar. Plural case forms, passive, conditional, pronouns. Continuation of the course 05.73.10. 

Recommended preparation: Finnsk málfræði I (FIN202G) 


FIN305G • Reading Comprehension II • (5e) • Fall • 2f 


Reading texts, vocabulary, word formation, reading comprehension skills and reading strategies. 

Written exam and assignments. 

FIN306G • Finland's Literature I • (5e) • Fall • 2f 


Introduction to contemporary Finnish literature and literary analysis. 

Study journal. 

FIN401G • BA-Thesis in Finnish • (10e) • Spring 




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Undergraduate 

FIN402G • BA-Thesis in Finnish • (10e) • Summer 




FIN403G • History of Finnish and its Dialects • (5e) • Spring • 2f 


Development of Finnish from proto-Finnic to the present. Finno-Ugric languages and Finnish dialects. 

Written exam. 

FIN404G • Finnish Grammar III • (10e) • Spring • 4f 


Further study of Finnish grammar. Comparison, essive, translative cases, participles and infinitive structures. Continuation to the course 

05.73.06 

Required preparation: Finnsk málfræði II (FIN304G) 

Written exam 

FIN405G • Reading Comprehension III • (5e) • Spring • 2f 


Reading texts, reading comprehension skills, text-based writing. 


FIN406G • Finland's Literature II • (5e) • Spring • 2f 


Introduction to Finland's literature and its history. 

Written examination and assignments. 

FRA003G • Self-Directed Study in French I • (6e) • Fall • 4æ 

Supervisory teacher: Eyjólfur Már Sigurðsson Head of Department 

Self-directed studies in French is a learner-centred French course where the learner is in charge of all of the main aspects of the learning 




learner. 

FRA004G • Self-Directed Study in French II • (6e) • Spring • 4æ 

Teacher: Eyjólfur Már Sigurðsson Head of Department 

Self-directed studies in French is a learner-centred French course where the learner is in charge of all of the main aspects of the learning 

process such as objectives, strategies, selection of resources and evaluation. This course is a continuation of Self-directed studies in French I 

but as the objectives are determined on an individual basis depending on each participant's needs, it is also open to new learners. Learners 

meet with the instructor to set up an individualized instructional plan based on prior evaluation and participate in weekly workshops in small 

groups to practice oral and written expression. The evaluation covers all four language skills: writing, reading, oral comprehension and oral 

expression. Each skill is evaluated in accordance with the objectives of the learner. 

FRA101G • French Grammar I • (5e) • Fall • 2f + 2d 

Teacher: Ásta Ingibjartsdóttir Adjunct Lecturer 

The students get the opportunity to develop their knowlegde in french grammar and they learn to talk about it (with the appropriate terms). 

Emphasis on verbs and personal pronouns. Students are asked to be autonome in their studies and to prepare the courses. 

Two examan, 20% each and a final examan 60%. Studies and corrections in class. 

FRA104G • Language Skills • (5e) • Fall 

Teacher: Francois Frans Heenen 

Conversation practice in discussion. Workshop in small groups (50%). Lecture format and drill in pronunciation and phonetics, use of the 

language laboratory (50%). 

FRA105G • The Short Story • (5e) • Fall • 2f 

Teacher: Ásdís Rósa Magnúsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Short stories from the Renaissance till present times read, with emphasis on the beginning and the development of the stort story. Training in 

text analysis. 

Two written exercices. Final exam. 

FRA106G • Written Expression I • (5e) • Fall • 2f 


Preperation for writing texts. f.ex. by studying the difference between oral and written language and training in the use of a french dictionary. 

The students will learn how to write "résumé" "compte rendu" and "synthèse". 

FRA107G • Society and Culture • (5e) • Fall • 2f + 2d 

Assistant teacher: Gérard Roger Lemarquis 

Regions and culture of France and other French speaking countries. Climate, landscape, vegatation, housing, architecture, agriculture, 

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Undergraduate 

gastronomy in different regions. 

FRA201G • Written Expression II • (5e) • Spring • 2f 

Instruction in writing literary essays and other texts. Argumentation and literary analysis. 

Required preparation: Ritun I (FRA106G) 

FRA203G • History of France • (5e) • Spring • 2f 

Teacher: Sigurbjörg Eðvarðsdóttir 

French history from the French revolution of 1789 to the V Republic. 

FRA205G • French Grammar II • (5e) • Spring • 2f + 2æ 


Same objectives as in French Grammar I. New elements studied, such as articles, different kinds of pronouns, negative sentences, etc. 

Required preparation: Frönsk málfræði I (FRA101G) 

FRA206G • Conversation I • (5e) • Spring 


later 

Required preparation: Málæfingar (FRA104G) 

Phonetics 50% (2 tests, 1 recording). Oral skills 50% (2 lectures). 

FRA207G • Literary Analysis and History • (5e) • Spring • 2f 

An overview of french literary history as well as an introduction to some key concepts of literary analysis. 

FRA211G • Medieval and Renaissance French Literature • (10e) • Spring • 4f 


Overview of the history of French literature from the Middle Ages to the Renaissance with emphasis on the apparition and the evolution of 

the romance. 

FRA301G • BA-Thesis • (10e) • Fall 



FRA302G • BA-Thesis • (20e) • Fall 



FRA303G • French Society • (5e) • Fall • 2f 


A discussion of the main aspects and events of French society in the 20th and 21st Century. 

FRA304G • Films from French Speaking Countries • (5e) • Fall • 2f 


Selected themes in French, Canadian, Belgian, Swizz, North-African and African cinema from the Lumière-brothers to this day introduced. 

All the films shown will be available with subtitles. This course will be taught in Icelandic. 

FRA305G • French Grammar III • (5e) • Fall • 2f 

Teacher: Jóhanna Björk Guðjónsdóttir Adjunct Lecturer 

Emphasis on more complex elements such as coordination of tenses, the subjunctice mood, preposition and subordinated clauses. 

FRA306G • Directed Study in French • (5e) • Fall 

Directed study project. 

FRA307G • French Linguistics • (5e) • Fall • 2f 

Assistant teacher: Francois Frans Heenen 

General introduction to modern linguistic theory. Training in application of concepts from the theory. 

FRA309G • Français.com: Media and communication • (6e) • Fall • 3f 


later 

FRA310G • The French Novel in the 19th Century • (10e) • Fall • 4f 

Teacher: Karl Cogard 

French Literature XIXth Century: an overview of the novel during the XIXe century. We will study the best known French novelists, not 

only Balzac, Stendhal, Flaubert, Zola but also the Goncourt brothers, Huysmans, etc. The purpose of this course is to understand how the 

XIXe century has deeply changed the genre of the novel, and how these changes are still at work in our contemporary perception of the 

genre. We will focus also on a short story by Flaubert "Un coeur simple" and some other extracts from his novels to understand better the 

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Undergraduate 

stylistic changes of the novel at that time. 

FRA401G • BA-Thesis • (10e) • Spring 



FRA402G • BA-Thesis • (10e) • Summer 



FRA403G • BA-Thesis • (20e) • Spring 



FRA405G • French Grammar IV • (5e) • Spring • 2f 


Continuation of French Grammar III. Grammar and syntax. Students will concentrate on the expression of cause (l'expression de cause), 

consequence (l'expression de conséquence), goal (l'expression de but) etc. 

FRA406G • History of the French Language • (5e) • Spring • 2f 


Study of the history and development of the French language. 

FRA407G • Translation (French) • (5e) • Spring • 2f 


Translations from French to Icelandic. Different trends of translations (information texts and literary texts). Theories of translation. 

Participation. Exercices. Assignment. Exam. 

FRA408G • Theatre • (5e) • Spring • 2f 


In this course students work with theatrical texts which they will analyse and learn. The goal is to stage the dialogues for an audience at the 

end of the semester. Methods developed by Gisèle Pierre, professor at the University of Montpellier, will by used. They are based on the uses 

of theatre and role play in order to enhance facility and proficiency in spoken language. 

The students performe the texts they have been studying. 

FRA409G • Directed Study in French • (5e) • Spring 

Directed study project. 

FRA411G • Français.org: International organizations • (6e) • Spring • 3f 

Teacher: Jóhanna Björk Guðjónsdóttir Adjunct Lecturer 

later 

GRÍ103G • Ancient Greek I • (10e) • Fall • 4f 

Supervisor: Svavar Hrafn Svavarsson Senior Lecturer (UK) - Associate Professor (USA) 


The course covers the main points of classical Greek morphology and the basics of syntax. Selected texts translated and explained 

grammatically. 

GRÍ104G • Independent Study in Greek • (10e) • Fall 

A directed study project. 

GRÍ105G • Independent Study in Greek • (5e) • Fall 


GRÍ106G • Greek and Latin Etymology • (10e) • Fall • 4f 



An introduction to the etymology of Ancient Greek and Latin, concentrating on phonological and morphological developments, and the 

origins and history of important stems. 

GRÍ201G • Ancient Greek II • (10e) • Spring • 4f 

Teacher: Eiríkur Smári Sigurðarson 

Teacher: Svavar Hrafn Svavarsson Senior Lecturer (UK) - Associate Professor (USA) 

Students will read chapters from the Septuagint, New Testament, and early Christian texts, along with a selection of Hellenistic texts. 

Recommended preparation: Forngríska I (GRÍ103G) 

GRÍ202G • Independent Study in Greek • (10e) • Spring 


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Undergraduate 

GRÍ203G • Independent Study in Greek • (5e) • Spring 


GRÍ206G • Greek & Roman Historiography • (10e) • Spring • 4f 


Later 

GRÍ301G • BA-Thesis • (10e) • Fall 

BA-Thesis in Greek. 

GRÍ401G • BA-Thesis • (10e) • Spring 


GRÍ402G • BA-Thesis • (10e) • Summer 


ÍTA001G • Italian for Beginners I • (6e) • Fall • 3f 

Supervisor: Simona Storchi Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Jóhanna Guðrún Gunnarsdóttir 

The course focuses on the main aspects of the Italian grammar. The same importance is given to written language, reading, listening and 

speaking. The course is suitable for those students who intend to learn basic Italian in a short time, or review or fix the knowledge they 

already have. Then they have the possibility to enter the B.A. program in Italian. Those who already have a knowledge of basic Italian are 

suggested to attend other courses. It's not possible to attend this one and other Italian courses at the same time, because the other Italian 

courses require at least a basic knowledge of the language. 

Home assignments and mid-term test 40%. Final examination (oral and written) 60% 

ÍTA002G • Italian for Beginners II • (6e) • Spring • 4f 

Supervisor: Simona Storchi Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Jóhanna Guðrún Gunnarsdóttir 

Continuation of Italian for beginners I. The course focuses on more complex aspects of Italian grammar. More emphasis is given to reading 

and comprehension of complex texts (from newspapers, magazines), to written production of small essays, to oral production, expanding the 

contents of the text book. Lessons in language laboratory also,periodically, take place. 

Recommended preparation: Ítalska fyrir byrjendur I (ÍTA001G) 

Home assignments and mid-term test 40%. Final examination (oral and written) 60% 

ÍTA003G • Self-Directed Study in Italian I • (6e) • Fall • 4æ 


Self-directed studies in Italian is a learner-centred Italian course where the learner is in charge of all of the main aspects of the learning 




learner. 

ÍTA004G • Self-Directed Study in Italian II • (6e) • Spring 


Self-directed studies in Italian is a learner-centred Italian course where the learner is in charge of all of the main aspects of the learning 

process such as objectives, strategies, selection of resources and evaluation. This course is a continuation of Self-directed studies in Italian I 





ÍTA102G • Italian Language I • (10e) • Fall • 3f + 1d 

Teacher: Simona Storchi Lecturer (UK) - Assistant Professor (USA) 

Aim of the course is that of reinforcing the students' communicative competence , widening their knowledge of the Italian grammar, syntax 

and lexis , both on comprehension and on production level through gradual exposure to authentic oral and written documents. 

Class and home-assignments (30%), final examination: listening, oral and written tests (70%) 

ÍTA103G • History of Italy I: Before 1559 • (5e) • Fall • 2f 

Assistant teacher: Maurizio Tani 

This course - taught in Italian - introduces, in a Euro-Mediterranean prospective, the main historical events and institutions of Italy from 

Antiquity to the present day: the Etruscans and the Romans, the Hellenistic World, "Longobardia" and "Romània", the Church State, Arab- 

Norman Italy, the Medieval "Comune", Italy under Spain, Austria and Napoleon, the National Unification, Italy in the World Wars and 

Mussolini's Fascismo, Repubblican Italy. 

ÍTA104G • Written expression I • (5e) • Fall • 2f 

Teacher: Stefano Rosatti Adjunct Lecturer 

Preparation for writing texts. the aim of this course is to train students to write correct Italian. There will be a particular emphasis on 

orthography, punctuation and other basic rules of written expression. 

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Undergraduate 

This course is a historical overview of Japanese cinema from its origins in 1898 to the present day. Screenings are comprised of films by 

Japan's most prominent directors such as Ozu Yasujirō, Kurosawa Akira, and Mizoguchi Kenji, alongside examples that reflect important 

trends in contemporary Japanese film. While the course addresses questions regarding genre, style, and authorship, we will also work to 

situate these categories within the broader cultural, social, and historical currents of Japanese cinema. Topics include but are not limited to, 

the impact of WWII and occupation on Japanese filmmaking, the studio system, and the Japanese New Wave. Class evaluation will be based 

on participation (20%), a (4-5 pages) essay (40%), and a final exam (40%). The course will be taught in English. 

JAP202G • Japanese Language II • (10e) • Spring • 4f 

Teacher: Kaoru Umezawa Lecturer (UK) - Assistant Professor (USA) 

Continuation of the course Japanese Language I. 

Required preparation: Japönsk Málnotkun I (JAP101G) 

The same attendance rule will be applied as Málnotkun I. The written and oral exam, assignments and test in class. The participation to the 

speech contest at the end of the semester will be a part of the final score. 

JAP203G • Written Japanese Language II • (6e) • Spring • 2f 


Continuation of the course Written Japanese Language I. 

Required preparation: Japanskt ritmál I (JAP102G) 

Written exam, assignmente and tests in class. 65% attendance is required. Under 65%, the score will be reduced to up to 70% of the final 

score. If the attendance is less than 50%, the student will not be able to pass. 

JAP204G • Japanese Pronounciation and Listening Comprehension II • (4e) • Spring • 2f 


Continuation of the course Japanese Pronunciation and Listening Comprehension I. 

Required preparation: Japanskur framburður og skilningur á töluðu máli I (JAP103G) 

Written exam, assignmente and tests in class. 65% attendance is required. Under 65%, the score will be reduced to up to 70% of the total 


JAP205G • Japanese Literature I (classic) • (5e) • Spring • 2f 

Supervisor: Kaoru Umezawa Lecturer (UK) - Assistant Professor (USA) 

Introduction to Japanese literature, with emphasis on medieval and 20th century. This is an intensive course for two weeks by a visiting 

scholar from the UK. The course normally starts after the mid. term of the semester. The exact timetable will be posted later. Teacher: Alan 

Cummings 

JAP206G • Japanese History II • (5e) • Spring • 2f 


Teacher: Helgi Skúli Kjartansson Professor 

A survey course on Japanese history from prehistoric times to the 21st Century. 

JAP207G • Japanese History I • (5e) • Spring • 2f 



A survey course on Japanese history from prehistoric times to the 21st Century. 

JAP301G • BA-Thesis in Japanese • (10e) • Fall 


BA-Thesis in Japanese. 

JAP302G • Japanese Language III • (10e) • Fall • 4f 


This is a continuation of Málnotkun II. Students who took Málnotkun I and II can take Málnotkun III to continue their study. Málnotkun III 

mainly focuses on going over grammar of the beginners level which has not been covered in Málnotkun I and II, as well as increasing the 

vocabularies. In addition to learning new grammar and practise conversation, the students will practise reading and writing various texts and 

learn new kanji. There will be small quizes regularly, and students are expected to do considerable amount of preparation and homework. 

Regular attendance is crucial to follow the course, since the meeting is three times a week and considerable amount of the material will be 

covered each week. The assessment is made by the regular quizes and a final exam. 

Recommended preparation: Japönsk Málnotkun I (JAP101G), Japönsk málnotkun II (JAP202G) 

regular quizes and Final exam 

JAP303G • Written Japanese Language III • (5e) • Fall • 2f 


The continuation of Ritmál II. The students will learn more Kanji and Katakana words, as well as improving reading and writing skills in 

Japanese. 



JAP304G • Japanese Pronunciation and Listening Comprehension III • (5e) • Fall • 2f 


230


Undergraduate 

Continuation of the course Japanese Pronunciation and Listening Comprehension I. Students will improve their listening and practice more 

pronunciation. 



JAP305G • Japanese Literature II (modern) • (5e) • Fall 


This course aims to introduce students to the various forms of literary writing in modern Japanese, focusing on the development of modern 

Japanese fiction. Readings will cover Japanese short stories and novels in translation, from Meiji onwards, but with a particular focus on the 

period from 1945 to the present day. Students will be encouraged to consider the changing relationship between literature and society in 

modern Japan, as well as the various movements and styles which have shaped the history of modern Japanese fiction. Each class will 

include both an introductory lecture and a discussion of a selected literary text. 

JAP401G • BA-Thesis in Japanese • (10e) • Spring 



JAP402G • BA-Thesis in Japanese • (10e) • Summer 



JAP403G • Japanese Language IV • (10e) • Spring 


Continuation of Language III 

quizes and final exam 

JAP404G • Written Japanese Language IV • (5e) • Spring • 2f 


Continuation of the course Written Japanese Language III. 



JAP405G • Japanese Pronounciation and Listening Comprehension IV • (5e) • Spring • 2f 


Continuation of the course Japanese Pronunciation and Listening Comprehension III. 



JAP406G • Conversation analysis in Japanese • (5e) • Spring 


Conversational analysis of simple Japanese texts, using raw materials such as movies, anime, TV programme or actual conversation by 

Japanese residents in Iceland. Students will first learn the theory and methodology of conversational analysis and practise analysing the 

actual materials. 

JAP901M • Exchange studies • (30e) • Fall 


JAP902M • Exchange studies • (30e) • Spring 


JAP903G • Other studies • (60e) • Fall 

Other studies. 

KÍN001G • BA-thesis in Chinese • (10e) • Fall 

BA-thesis in Chinese. 

KÍN002G • BA-thesis in Chinese • (10e) • Spring 


KÍN003G • BA-thesis in Chinese • (10e) • Summer 


KÍN101G • Chinese Culture and society • (5e) • Spring • 2f 

Teacher: Geir Sigurðsson 

This course is an introduction to Chinese culture and society. It surveys major external factors determining contemporary China, e.g. 

geographical circumstances, economic development, environmental issues, demography and political challenges. It also discusses the 

education system, women's issues, position of the family, Chinese philosophy and religion, literature and film. Participation of several guest 

lecturers is anticipated. 

231


Undergraduate 

KÍN102G • Chinese history I • (5e) • Fall • 2f 


This course explores the history of China from the mythical Xia dynasty in the third millenium BCE to the Opium Wars of the nineteenth 

century. It seeks to illuminate the most important factors in the formation of Chinese culture as well as to explain individual events in the 

political and social development of the Chinese nation. An overview of the origin and development of the most important Chinese religious 

and philosophical streams of thought, notably Confucianism, Daoism and Buddhism. Influential individuals will be introduced. The 

interaction and mutual influence between non-Chinese groups and the Chinese nation in the course of history will be emphasised. 

Mid-term exam 45%, final exam 45%, attendance and participation 10% 

KÍN103G • Elements of Chinese I • (10e) • Fall • 2f 

Supervisor: Geir Sigurðsson 

Teacher: Kaijie Yuan Visiting Lecturer 

This is a general elementary course in standard Chinese (mandarin, putonghua). Students will learn basic features and the grammatical as 

well as tonal structure of Chinese, with an emphasis on practical vocabulary for everyday use. The pinyin transliteration system will be used 

initially, but then Chinese characters gradually introduced. The course includes many exercises as well as in-class exams, and students are 

expected to conduct extensive self-study. 

At the end of the course, students should have basic command of the Chinese language, its grammatical and tonal structure, and be able to 

express themselves in a simple manner. They should also have an understanding and good command of the pinyin-system. 

KÍN104G • Written Chinese I • (4e) • Fall • 2f 



Teacher: Chia-jung Tsai 

While focusing on the Chinese written language, this course will start by introducing the pinyin transliteration system. The basis of the 

course is the material used in 05.77.54 Elements of Chinese I. Later during the course, students will learn to read and write Chinese 

characters and how to use Chinese dictionaries. Simplified characters (jiantizi) will be taught. Homework and in-class exams frequent. 

At the end of the course, students should have a good command of the pinyin-system and be able to read and write some Chinese characters. 

KÍN105G • Chinese pronunciation and listening comprehension I • (6e) • Fall • 2f 



Teacher: Chia-jung Tsai 

Students will train their listening comprehension and how to express themselves orally. Homework and in-class exams frequent. The course 

is mainly formed of exercises to enhance listening comprehension and oral expression on the basis of course material used in the course 

05.77.54 Elements of Chinese I. 

At the end of the course, students should be able to understand simple sentences in Chinese and express themselves in a simple manner. 

KÍN201G • History of China II • (5e) • Spring • 2f 


This course continues 05.77.50 Chinese History I, which, however, is not a prerequisite. It surveys the history of the Chinese nation from 

events leading to the Opium Wars during the mid-nineteenth century up to the present. Among the main subjects covered is the changing 

position of China in global politics in the nineteenth century; inner crises of the Qing Empire, e.g. the Taiping-rebellion, leading to its fall in 

1911; establishment of the Republic of China; collaboration and struggle between Nationalists and Communists; Japan's invasion in China 

and China's involvement in WWII; establishment of the People's Republic of China and the Nationalist withdrawal to Taiwan; domestic and 

foreign policy of Mao Zedong and the communist government, leading e.g. to the Korean War, "the Great Leap Forward" and the Cultural 

Revolution. Finally, it will discuss the Open Door Policy and its consequences for society, economy, culture, etc., as well as the dramatic 

events surrounding the Democracy Movement in the 1980s, as well as the development during the last decade of the twentieth century. 

Final exam 40%, student presentation 25%, paper 25% and attendance and participation 10% 

KÍN202G • Elements of Chinese II • (10e) • Spring • 4f 


This is a general elementary course in standard Chinese (mandarin, putonghua), continuing the course Elements of Chinese I. Students 

deepen their knowledge of Chinese grammar, expand their vocabulary, and consolidate their acquired knowledge of Chinese. Active use of 

the language will be emphasized and teaching will be increasingly conducted in Chinese instead of English. The course includes many 

exercises as well as in-class exams, and students are expected to conduct extensive self-study. At the end of the course, students should have 

a solid foundation for further study of Chinese, and be capable of simple oral as well as written expression. 

Recommended preparation: Málnotkun I (kínverska) (KÍN103G) 

KÍN204G • Chinese pronunciation and listening comprehension II • (6e) • Spring • 2f 


Teacher: Linzhe Wang 

This course continues KÍN105G Chinese pronunciation and listening comprehension I. Further training of students' listening comprehension 

and oral expression will be conducted, e.g. through conversation according to context or scenario provided by instructor. The course requires 

considerable homework and in-class exams will be frequent. Practical exercises in spoken Chinese will also be offered in the "Chinese 

corner". The course is mainly formed of exercises to enhance listening comprehension and oral expression as a complement to the course 

KÍN202G Elements of Chinese II. The primary aim is to enhance students' command of everyday Chinese. 

Required preparation: Kínverskur framburður og skilningur á töluðu máli I (KÍN105G) 

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Undergraduate 

KÍN205G • Chinese Grammar I • (4e) • Spring • 2f 

This is a general elementary course in standard Chinese (mandarin, putonghua). Students will learn basic principles of Chinese grammar, in 

particular basic sentence structure, characteristics of the parts of speech and phrases, the use of particles, etc. At the end of the course, 

students should have a basic command of the grammar of Chinese language, master the basic rules of Chinese language, know how to 

express themselves correctly, and have formed a firm basis on which to build in further study of Chinese. The course will also be of 

significant use for passing the HSK (official standard Chinese) examination. 

Required preparation: Málnotkun I (kínverska) (KÍN103G) 

KÍN301G • Visiting professor's seminar • (10e) • Fall • 4f 

later 

KÍN302G • Language Usage III • (10e) • Fall • 4f 


later 

KÍN303G • Chinese pronunciation and listening comprehension III • (6e) • Fall • 3f 


later 

KÍN304G • Chinese Grammar II • (4e) • Fall 

later 

KÍN305G • Project in Chinese Studies • (5e) • Fall 

Project in Chinese Studies with supervision of teacher. 

KÍN306G • Chinese Philosophy • (5e) • Fall • 2f 

later 

KÍN401G • Project in Chinese Studies • (5e) • Fall 


KÍN402G • Project in Chinese Studies • (5e) • Spring 


KÍN403G • Chinese language usage IV • (10e) • Spring • 4f 


later 

KÍN404G • Chinese pronunciation and oral comprehension IV • (6e) • Spring • 3f 

later 

KÍN405G • Chinese reading comprehension • (4e) • Spring 

later 

KÍN701G • Visiting professor's seminar A • (2e) • Fall • 2f 

Visiting professor's seminar 

KÍN702G • Visiting professor's seminar: Chinese Religion • (2e) • Spring • 2f 

Objective 

This course aims to give students an introduction to ways that Chinese people have thought and acted in relation to the unseen realm of gods, 

ghosts and spirits. It examines documents relating to Chinese religious practice from a wide 

variety of historical and social situations. It does not focus so much on elite representations of historical traditions, namely Buddhism, 

Confucianism and Daoism, but rather on popular religious practice so as to understand the function that religion has historically played 

within Chinese society. The course also aims give students practice in interpreting primary source materials in English translation. 

Method 

Students should prepare for each class by reading the primary source text in the syllabus, and by writing down their answers to the following 

questions: 

1. What function does the unseen realm of gods, ghosts and spirits play in the lives of the people? 

2. How do the people communicate with the unseen realm and vice‐versa? 

3. For what purpose was the text produced? 

4. Based on the evidence from the text, what is religion? 

In each class we will examine the texts together and discuss everyone's answers 

to these questions. The aim is to generate an analysis of key aspects of Chinese religion and gain practice in dealing with primary source 

materials. At the same time as analyzing specific aspects of Chinese religions, we will also be engaging 

in a broader conversation about the meaning and function of religion in Chinese history and society. By analyzing specific texts and by 

thinking more broadly about the function of religion, students should be in a good position to write an 

essay on the topic of religion in China. 

Course Outline 

Time Topic Reading 

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Undergraduate 

Monday 1 Introduction Introduction 

Monday 2 Demons of sickness Spellbinding, 241‐250 

Monday 3 Angels of salvation The Earliest Tales of the Boddhistavta Guanshiyin, 82‐96 

Tuesday 4 Visions of the body The Scripture of the Yellow Court, 149‐155 

Tuesday 5 Visions of hell Saving the Burning‐Mouth Hungry Ghost, 278‐283 

Tuesday 6 Visions of heaven An Early Poem of Mystical Excursion, 156‐165 

Wednesday 7 The religion of the 

emperor 

Record of the Feng and Shan sacrifices, 

251‐260 

Wednesday 8 The religion of the monk. The Scripture in 42 Sections, 360‐371 

Wednesday 9 The religion of the magistrate. Shrines to local former worthies, 293‐304 

Wednesday 10 Conclusion 

An essay based on the materials studied in the course and other relevant texts in the textbook. 

LAT101G • Latin I: Beginner's course • (10e) • Fall • 4f 

Assistant teacher: Kolbrún Elfa Sigurðardóttir 

The course will cover Latin morphology and the basic points of syntax. Short passages to read and grammar exercises. 

LAT104G • Cicero • (10e) • Fall • 4f 


Teacher: Eiríkur Gauti Kristjánsson 

Readings of chosen excepts from Cicero. 

LAT202G • Latin II: Ars litteras scribendi • (10e) • Spring • 4f 

Teacher: Sigurður Pétursson Lecturer (UK) - Assistant Professor (USA) 

Letter writing has since time immemorial been an important element in western civilization. Greeks and Romans did not merely regard this 

activity as a way of communicating but brought it to the level of sophisticated art. When Humanism began exercising its influence in the 

14th century, letter writing in Latin became an essential part of the exchange of ideas and of the artistic use of the Latin language. This 

cultural activity was very dominant for centuries. In this course select letters will be read in Latin and translation, and their content explained 

from a linguistical and historical point of view. As examples may be mentioned well known humanists such as Francesco Petrarca, Lorenzo 

Valla, Rudolf Agricola, Poliziano, Erasmus from Rotterdam and the Icelanders, Gubrandur Þorláksson and Brynjólfur Sveinsson. Some 

knowledge of Latin is recommended but not obligatory. 

LAT205G • Roman drama • (10e) • Spring 

Assistant teacher: Kolbrún Elfa Sigurðardóttir 

Roman Drama 

LAT206G • Latin Liturgy • (10e) • Spring • 4f 


Close readings of selections from Roman classical poets (e.g. Horace, Catullus and Virgil) with a focus on their socio-political and 

performative contexts, and the language and the convention of this genre. 

LAT301G • BA-Thesis • (10e) • Fall 

BA-Thesis in Latin. 

LAT401G • BA-Thesis • (10e) • Spring 


LAT402G • BA-Thesis • (10e) • Summer 


NOR101G • Norwegian Grammar and Language I • (10e) • Fall • 4f 

Teacher: Tiril Theresa Myklebost Visiting Lecturer 

Introduction to grammar and language usage for those who already can read and speak Norwegian but want more practise and theoretical 

knowledge. Phonology, morphology, syntax and semantics of bokmål. Exercises in reading, listening, speaking and writing. 

Oral and written examination and assignments. 

NOR102G • Norwegian History, Society and Culture • (5e) • Fall • 2f 

Teacher: Brynhild Mathisen 


Norwegian history, society and culture in the 19th and 20th centuries. 

Oral and written assignments, oral examination. 

NOR103G • The works of Hamsun • (5e) • Fall • 2f 


later 

assignments 

234


Undergraduate 

NOR201G • Norwegian Grammar and Language II • (10e) • Spring • 4f 


Continuation of the course 05.74.03 Norwegian Grammar and Language I. Grammar and language usage for those who already can read and 

speak Norwegian but want more practise and theoretical knowledge. Phonology, morphology, syntax and semantics of bokmål. Exercises in 

reading, listening, speaking and writing. 

Recommended preparation: Norsk málfræði og málnotkun I (NOR101G) 

Written and oral exam, and assignments. 

NOR202G • Modern Norwegian Literature • (10e) • Spring • 4f 


Norwegian 20th century and contemporary literature analysed and put into context with Norwegian literary history and society. 

Assignment, oral examination. 

NOR203G • Contemporary Drama: From Ibsen to Fosse • (5e) • Spring • 2f 


We will read and discuss contemporary dramas by Norwegian playwriters for a period of about a hundred years, starting with Henrik Ibsens 

"A dollhouse" and ending with Jon Fosses ". We will look at the typical traits in style and content. History of drama and genretheory will 

also be part of the work. With the texts. 

NOR204G • Norwegian for Special Purposes • (5e) • Spring • 2f 


A study of the use of Norwegian in special situations, especially in business or academia, such as presentations, negotiations, meetings, 

interviews, etc. The main emphasis of the course will be on oral skills and spoken language. Practical vocabulary tasks will be assigned, 

depending on students' requirements, e.g. for tourism, guiding, fishing industry, trade, media, culture, academic subjects, etc. 

Assignments and oral exam. 

NOR205G • History of Norway 1814-1940 • (5e) • Spring • 4f 


The main themes in the history of Norway in the period will be covered with reference to general European history and the history of 

Iceland. The following subjects, inter alia, will be dealt with: politics, the development of the economy, the development of individual 

regions, classes and social groups, culture and the influence of international ideological currents. The relations between the Norwegians and 

the Icelanders will be considered. Emphasis will be laid on the use of primary sources. 

NOR301G • BA-Thesis • (10e) • Fall 

Under the direction of his or her supervisor, the student must write at least one thesis on a topic chosen by the student. 

NOR303G • Norwegian Grammar and Language III • (10e) • Fall • 4f 


Continuation of the course 05.74.04 Norwegian Grammar and Language II. The students learn how to analyse different styles and retorical 

methods. Exercises in reading, listening, speaking and writing. 

Written and oral exam. Assignments. 

NOR304G • Earlier Norwegian Literature • (10e) • Fall • 4f 


Selected literary texts from about 1500 to 1900. The texts are analysed and brought into both literary and historical context. 

NOR305G • Translation (Norwegian) • (5e) • Fall • 2f 

Teacher: Björg Juhlin 


Introduction to the main concepts in translation theory with special emphasis on different literary genres. Exercises in translating written 

texts from Norwegian to Icelandic or from Icelandic to Norwegian. 

Written assignment, essay. 

NOR401G • BA-Thesis • (10e) • Spring 

Under the direction of his or her supervisor, the student must write at least one thesis on a topic chosen by the student. 

NOR403G • Norwegian Grammar and Language IV • (10e) • Spring • 4f 


Continuation of the course 05.74.10 Norwegian Grammar and Language III. An introduction to the phonology, morphology, syntax and 

semantics of nynorsk. 

Written and oral exam, and assignment. 

NOR405G • Norwegian Children's Literature • (5e) • Spring • 2f 

The course is an introduction to the Norwegian tradition of childrens literature. We will read works typical of its time and typical for the 

childrens literature as a specific literary genre. We will also take a look into the research area of the childrens literature, -the history, the 

genretraditions and the different approaches that have been done. We will mainly consentrate on works from the 20.century, and among them 

works by writers like Torbjörn Egner, Anne - Cath. Vestly, Alf Pröysen, Margrethe Munthe, Inger Hagerup og André Bjerke. We will also 

have a Norwegian childrens literature writer visiting. 

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Undergraduate 

Essay 

NOR901M • Exchange studies • (30e) • Fall 


NOR902M • Exchange studies • (30e) • Spring 


RÚS103G • Russian I (Grammar and Practical Russian) • (20e) • Fall • 8f 

Supervisor: Rebekka Þráinsdóttir Adjunct Lecturer 

Teacher: Olga Korotkova Lecturer (UK) - Assistant Professor (USA) 

Teacher: Irma Matchavariani 

Basics of Russian grammar: declination of nouns, adjectives and pronouns in the singular; numerals; declination of verbs in the present, 

formation of past and future tense; introduction to verb aspects; basics of syntax. Training in reading, writing, listening, and oral expression, 

short dialogues and monologues on matters of everyday life. Special attention will be paid to pronunciation and intonation. The teaching is 

based on traditional teaching and interactive exercises. The course is taught in English. 


RÚS104G • Russian art • (5e) • Fall • 2f 


Teacher: Áslaug Thorlacius 

Origin and development of the avant-garde in Russian art in the period 1870-1920, from realism (Repin, Surikov and Vasnetsov) to futurism 

and abstract painting (Larionov, Goncherova, Kandinsky and Malevich). 

RÚS201G • Russian Literature I • (5e) • Spring • 2f 

Teacher: Rebekka Þráinsdóttir Adjunct Lecturer 

Survey of literary history, currents and movements in the 19th and 20th century, with emphasis on the 19th century. Russian literature in 

social, and political context. Selected texts and works of major writers (such as Pushkin, Lermontov, Gogol, Turgenev, Dostoevsky, Tolstoy, 

Chekhov Mayakovsky and others) in Icelandic or English translation. The course is taught in Icelandic. 

RÚS203G • Russian for Special Purposes I • (5e) • Spring • 2f 


Special features in business language; grammar and practical language. Readings of texts on business and economy. Discussions and oral and 

written exercises. The course is taught in Icelandic and Russian. 

Required preparation: Rússnesk málfræði og málnotkun I (RÚS103G) 

RÚS204G • Russian II (Grammar and Practical Russian) • (20e) • Spring • 8f 



Basics of Russian grammar: declination of nouns, adjectives and pronouns in the plural; verbs of motion without prefixes; syntax of 

complex sentences. Further training in reading, writing, listening, and oral expression, dialogues and monologues on matters of everyday life 

and culture. Special attention will be paid to pronunciation and intonation. The teaching is based in traditional teaching and interactive 

exercises. The course is taught in English and Russian. 

Required preparation: Rússnesk málfræði og málnotkun I (RÚS103G) 

RÚS301G • Russian literature II • (10e) • Fall • 4f 


19th and 20th century literature, with emphasis on the 20th century. Russian literature in social and political context. Poems, plays, prose, 

short stories and excerpts from greater works will be read in Russian and translated. Selected greater works read in translation. The course is 

taught in Icelandic. 

Required preparation: Rússnesk málfræði og málnotkun I (RÚS103G), Rússnesk málfræði og málnotkun II (RÚS204G) 

RÚS302G • History and Culture II • (5e) • Fall • 4f 


Various aspects of Russian history, society and culture, from the Kievan State to the 19th century (such as; the invation of the Mongols; the 

rise of Moscow; the reigns of Ivan the Terrible, Peter the Great, Catherine the Great, Alexander I, Nicholas I; economic, cultural and social 

development; role of the church and the gentry). How did Russia become such a great power? Which were the main influences on historical 

development in Russia? The course is tought in Icelandic. 

RÚS303G • BA-Thesis • (10e) • Fall 

BA-Thesis 

236


Undergraduate 

RÚS304G • Russian grammar III • (5e) • Fall • 2f 



Continuation of Russian grammar. The participle and the adverbial participle; verbs of motion with prefixes, etc. Continuation of syntax of 

complex sentences. Oral and written exercises. The teaching is based on traditional teaching and interactive exercises. The course is taught in 

Russian and English. 


RÚS305G • Russian language III • (10e) • Fall • 4f 



Oral (dialogues and monologues), and written assignments on everyday and cultural matters. Special attention will be paid to sayings and 

idioms, as well as appropriate behaviour in different situations, and understanding of Russian culture and habits. Emphasis will be put on 

helping the students to use their language knowledge in various situations. Articles from newspapers and magazines will be read and 

discussed. Cinema and T.V. will also be used as a ground for discussion. The course is taught in Russian and English. 


RÚS401G • History and Culture II • (5e) • Spring • 2f 


Various aspects of Russian history, society and culture from the 19th century to modern times, such as the reign of Alexander II and the 

emancipation of the serfs; the serfs; the intelligentsia; the reigns of Alexander III and Nicholas II; revoloution and civil war; the rise and fall 

of the Soviet Union; current situation and development. The course is tought in Icelandic. 

RÚS402G • Translations (Russian) • (5e) • Spring • 2f 


Teacher: Yelena Sesselja Helgad Yershova Project Manager 

Fundamentals of translation theory and translation from Russian into Icelandic. Students choose either practical translations or literary 

translations. The course is taught in Icelandic and Russian. 

Required preparation: Rússnesk málfræði og málnotkun I (RÚS103G), Rússnesk málfræði og málnotkun II (RÚS204G), Rússnesk 

málnotkun III (RÚS305G), Rússnesk málfræði III (RÚS304G) 

RÚS403G • BA-Thesis • (10e) • Spring 

BA-Thesis 

RÚS404G • BA-Thesis • (10e) • Summer 

BA-Thesis 

RÚS405G • Russian Grammar IV • (5e) • Spring • 2f 


Continuation of Russian grammar. The adverb; degrees of comparison of adjectives and adverbs; pronouns; particles, etc. Interesting and 

complex examples in syntax. Oral and written exercises. The teaching is based on traditional teaching and interactive exercises. The course is 

taught in Russian and English. 


Recommended preparation: Rússnesk málfræði III (RÚS304G), Rússnesk málnotkun III (RÚS305G) 

RÚS406G • Russian Usage IV • (5e) • Spring • 2f 


Oral (dialogues and monologues), and written assignments on everyday and social matters. Articles from newspapers and magazines will be 

read and discussed. Cinema and T.V. will also be used as a ground for discussion. Emphasis will be put on appropriate behaviour and 

reaction in different situations. The course is taught in Russian and English. 


Recommended preparation: Rússnesk málfræði III (RÚS304G), Rússnesk málnotkun III (RÚS305G) 

SPÆ001G • Spanish for Beginners II • (6e) • Spring • 3f 

Teacher: Steinunn Björk Ragnarsdóttir 

Continuation of Spanish for beginners I 

Required preparation: Spænska fyrir byrjendur I (SPÆ002G) 

SPÆ003G • Self-Directed Study in Spanish I • (6e) • Fall • 4æ 

Supervisory teacher: Eyjólfur Már Sigurðsson Head of Department 

Assistant teacher: Elias Portela Fernandez 

Self-directed studies in Spanish is a learner-centred Spanish course where the learner is in charge of all of the main aspects of the learning 


237


Undergraduate 



learner. 

SPÆ004G • Self-Directed Study in Spanish II • (6e) • Spring 



The developement of communication and cultural competences will bencontinued. Students will practice individual research and 

presentation ofninformation relating to their main studies. They will give lecturenpresentations, lead discussion groups, and write applied 

assignments onnpredefined subjects.nn 

SPÆ007M • Visiting professor's seminar: The Millenium - Modern Spanish literature • (1e) • Fall 

later 

SPÆ101G • Literary History and Theory • (5e) • Fall • 2f 

Teacher: Hólmfríður Garðarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

An introductory course on literary theory and history. The principal aim of the course is that students become familiar with the principal 

literary texts of different periods and with the terminology and methods of text analysis and interpretation. 

SPÆ101M • Spanish Film Studies • (5e) • Fall • 2f 

Teacher: Guðmundur Erlingsson 

This course will explore the history of Spanish cinema in twentieth century Spain, with particular emphasis on the post-Franco period. (The 

Cine-Club Hispano will be operated during the semester). 

SPÆ102G • Composition I (Spanish) • (5e) • Fall • 2f 

Assistant teacher: Carmen Ortuno Gonzales 

The aim of this course is to train students to write correct Spanish. There will be a particular emphasis put on orthography, punctuation and 

accentuation. 

SPÆ102M • Introduction to Spanish Linguistics • (10e) • Fall • 4f 

Supervisor: Erla Erlendsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Juan Pablo Mora Gutierrez 

The course offers a general introduction to Spanish Linguistics: Spanish phonetics and phonology, Spanish morphology and word formation, 

semantics, etc. 

SPÆ104G • Practical Spanish I • (6e) • Fall • 3f 

Assistant teacher: Steinunn Björk Ragnarsdóttir 

This course is an introductory course of Business Spanish. Its main purpose is the reviewing of basic grammatical structures of Spanish 

observed within the context of specialized vocabulary related to international business and economy. An emphasis is put on the study of 

social and cultural related aspects and multicultural realities of the different countries that hold Spanish as their official language. Exercises 

in reading and writing, oral efficiency and interpretation will be conducted by use of the internet and other multimedia means available. 

SPÆ105G • Spanish Grammar I • (5e) • Fall • 2f 

Assistant teacher: Jesús Sigfús H Potenciano 

A survey course in Spanish grammar. Special emphasis will be put on the use of articles, nouns, adjectives and verbs. 

SPÆ106G • Spanish Grammar III • (5e) • Fall • 2f 

Teacher: Jesús Sigfús H Potenciano 

The aim of this course is to deal with the main problems of the Spanish grammar for foreign students. 

SPÆ107G • Spanish Culture, Civilization and History • (10e) • Fall • 4f 

Teacher: Kristín Guðrún Jónsdóttir Adjunct Lecturer 

The aim of this course is to give students a good overview of historical, social and political background of contemporary Spanish society. In 

the process of doing this we will examine patterns of Spanish culture, political and social institutions, etc. 

Presentation 10%, two papers each 20%, final exam 50% 

SPÆ108G • Practical Language Training (Spanish) • (5e) • Fall • 2f 


A practical course on language use and understanding. Training of spoken Spanish is emphasized through the communicative approach and 

use of actual and contemporary material, such as newspaper articles, radio broadcasts, TV material, films, etc. 

SPÆ201G • Composition II (Spanish) • (5e) • Spring • 2f 

Assistant teacher: Carmen Ortuno Gonzales 

The course is a continuation of Composition I. In this course the emphasis is on critical expository writing on literary themes and rules 

regarding citations and references material. 

Recommended preparation: Ritþjálfun I (spænska) (SPÆ102G) 

SPÆ201M • Latin American Cinema • (5e) • Spring • 2f 


238


Undergraduate 

Study of a selection of films from Spanish speaking countries in Latin America. The films are studied in historical and socio-cultural context. 

(The Cine-Club Hispano will be operated during the semester). 

Parcial exam, presentations and an essay. 

SPÆ202G • Practical Spanish II • (6e) • Spring • 3f 

Assistant teacher: Steinunn Björk Ragnarsdóttir 

This course is a continuing course of Business Spanish I. Its main purpose is the acquisition and exercise of a specialized vocabulary related 

to international business and economy. Simultaneously an emphasis is put on the study of information related to the socio-cultural aspects 

and multicultural realities of the different countries that hold Spanish as their official language. Special attention is given to the reading of 

actual and practical texts, writing of reports and letter and the preparation of a CV in Spanish. Exercises in reading and writing, oral 

efficiency and interpretation will be conducted by use of the internet and other multimedia means available. 

Required preparation: Hagnýt spænska fyrir atvinnulífið I (SPÆ104G) 

SPÆ202M • History of the Spanish Language • (10e) • Spring • 4f 



An overview of the history and developments of the Spanish language. 

SPÆ204G • Spanish Grammar II • (5e) • Spring • 2f 

Assistant teacher: Jesús Sigfús H Potenciano 

Continuation of Spanish Grammar I. 

Required preparation: Spænsk málfræði I (SPÆ105G) 

SPÆ205G • Latin American Culture, Civilization and History • (10e) • Spring • 4f 


The aim of this course is to give students a good overview of historical, social and political background of contemporary Latin American 

societies. In the process of doing this we will examine patterns of culture, political and social institutions, ethnic groups and minorities, etc. 

SPÆ206G • Spanish Literature of the 19th and 20th Century • (10e) • Spring • 4f 

Teacher: Erla Erlendsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Spanish literature of the 19th and 20th centuries. A survey. 

SPÆ301G • BA-Thesis • (10e) • Fall 


Supervisor: Kristín Guðrún Jónsdóttir Adjunct Lecturer 

The final project in consultation with the student's supervisor. The BA-Thesis must show the student's ability to work independently and to 

organise the treatment of the subject and the use of references. 

SPÆ301M • The Latin American Literature • (10e) • Fall • 4f 


An introductory course in Latin American Literature. Literary works include poems, short stories and novels. 

final exam 50% 

SPÆ302G • BA-Thesis • (20e) • Fall 

BA-Thesis 

SPÆ401G • BA-Thesis • (10e) • Spring 


Supervisor: Kristín Guðrún Jónsdóttir Adjunct Lecturer 

The final project in consultation with the student's supervisor. The BA-Thesis must show the student's ability to work independently and to 

organise the treatment of the subject and the use of references. 

SPÆ401M • Translation (Spanish) • (5e) • Spring • 2f 


This course will focus on the history of translation and methods available in the field of translation. Students will try their hand at the 

different methods of translation working with technical- periodical- as well as literary texts. 

Students turn in three different assignments during the semester. 

SPÆ403G • BA-Thesis • (20e) • Spring 

BA-Thesis 

SPÆ403M • The development of the Romanic languages from Latin • (5e) • Spring • 2f 


Among the questions that students will consider are: How related are the Romanic languages to Latin? How much influence did other 

languages have on the development og the Romanic languages. Examples will be made of Spanish, French, Italian etc. 

70% final exam 30% lecture 

SPÆ404G • BA-Thesis • (20e) • Summer 

BA-Thesis 

239


Undergraduate 

SPÆ501M • Colonial Literature • (10e) • Spring • 4f 


This course will explore literature from the colonial period, with particular emphasis on the role of the conquest gaze as a promoting factor in 

the image making for the new world. Geographic, literary, and ethnic issues will be examined. 

SPÆ903M • Other studies • (7e) • Fall 


SÆN101G • Swedish Language I • (5e) • Fall • 2f 

Supervisor: Lars-Göran Evert Johansson Visiting Lecturer 

Assistant teacher: Ingegerd Hedvig S Narby 

Emphasis will be placed on spoken language. The objective is to have students acquire a good command of Swedish for communication. 

Reading, spoken language, oral exercises in modern Swedish. Evaluation: Oral exercises and oral examination. 

Assignments, oral examination. 

SÆN102G • Swedish Literature since 1980 • (5e) • Fall • 2f 

Teacher: Lars-Göran Evert Johansson Visiting Lecturer 

A survey of the latest tendencies in Swedish Literature. Novels, short stories and poetry read and analysed. 


SÆN103G • Swedish Literary History I • (10e) • Fall • 3f 


Survey of Swedish literature from 1900 to the present. A selection of Swedish literature will be read and the authors discussed. 

Assignments, written exam. 

SÆN105G • Ingmar Bergman - Rebelling against the Father Image • (5e) • Fall • 2f 


The course will discuss Ingmar Bergman's films, primarily the earliest films from the period 1950-60, where rebelling against patriarchy 

forms a sort of psychological core. Emphasis will be placed on the development of the theme of the religious man's need for some sort of 

sign from God in Sjunde inseglet (1956) in order to agree to believe in this cruel God in Jungfrukällan (1960) and onwards to a confrontation 

with the negative image of God in Såsom i spegel (1961), Nattvardsgästerna (1962)and Tystnaden (1963). Six films will be shown in their 

entirety, with short lectures and discussion. 

Assignments and essay. 

SÆN106G • Swedish Grammar I • (5e) • Fall • 2f + 1æ 


Assistant teacher: Maria Aasa Linnea Riska 

The course covers the basics of Swedish grammar. 


SÆN107G • Phonetics and Swedish Pronounciation • (5e) • Fall • 2f + 1æ 



Swedish phonetics. Pronounciation practiced. 

Oral and written exams. 

SÆN108G • Introduction to Literary Theory I • (5e) • Fall • 2f 


A joint course for students of Danish, Finnish, Norwegian, Swedish and Russian. This is an introductory course on the critical study of 

poetry, prose and drama. The course centers on principal concepts and approaches of literary analysis. Literary works by Scandinavian and 

German authors will be analyzed. The course will be conducted in Icelandic. 


SÆN109G • Sweden in music - from Gubben Noak to ABBA • (5e) • Fall • 2f 


Assistant teacher: Ingegerd Hedvig S Narby 

This is an introductory module to known Swedish music and musicians, including Carl Mikael Bellman, Evert Taube, Cornelius Vreeswijk, 

Mikael Wiehe, Ulf Lundell, ABBA, traditional Swedish dance-bands, and Lisa Ekdahl, from a historical perspective. 

In what way is society reflected in the Swedish verse and music tradition? 

The module will also cover the history of Swedish rock and pop music from 1955 to the modern day. The lyrics and music of several 

musicians will be examined in detail, artists such as ABBA and Ulf Lundell. 

Written exam 

SÆN201G • Swedish Language II • (5e) • Spring • 2f + 1æ 


Emphasis will be placed on written language. The objective is to have students acquire a good command of Swedish for communication. 

Spoken and written language, written exercises in modern Swedish. 

Assignments, written exam. 

240


Undergraduate 

SÆN202G • Swedish History, Culture & Society • (10e) • Spring • 3f 


The course discusses modern Swedish society, its institutions, national life and culture. In addition, the course emphasises the history of 

Sweden and life in earlier times. Students will regularly read papers and participate in discussions. 

Writtten examination, assignments. 

SÆN203G • Sociolinguistics and Swedish Dialects • (5e) • Spring • 2f 



Main topics in sociolinguistics introduced. 

Assignments, written examination. 

SÆN204G • Swedish Literary History II • (10e) • Spring • 3f 


Survey of literary history from the earliest times to 1900. The main Swedish literary works will be read, either entire works or abstracts. 

Assignments, written exam 

SÆN205G • Translation (Swedish) • (5e) • Spring 


The course deals with translation from Swedish to Icelandic. The students work with different types of texts, either literature or official 

documents. 

written assignments, written examination. 

SÆN206G • Swedish Grammar II • (10e) • Spring • 4f 



The course covers the main points of Swedish grammar with the main emphasis on syntax. Various aspects of the development of modern 

Swedish, word formation. Regular assignments. 

Assignments and written examination. 

SÆN207G • Ingmar Bergman - The Cinematic Face of the Artist • (5e) • Spring • 2f 


The course will discuss some of Ingmar Bergman's key films. These films are set in an artistic environment or portray ideas about the human 

condition associated with art and the artist, with humiliation as the central theme. The personæ are seeking their face, their opportunity for 

life - they are hunting their real identity. The course is based on the following five films which will be shown in their entirety: Gycklarnas 

afton (1953), Smultronstället (1957), Ansiktet (1958), Persona (1966) and Fanny och Alexander (1982). 

Assignments, essay. 

SÆN208G • The Written Body • (5e) • Spring • 2f 


The course will deal with how the body and it's functions are described in Swedish literature and other cultural expressions. The texts chosen 

will focus on themes as gender and sex, food and eating disturbances, death, cyborgs, bodily enjoyment and pain, and so forth, and will be 

analysed from angels that enlightens those issues. 

Assingments and essay. 

SÆN209G • Introduction to Literary Theory II • (5e) • Spring • 2f 

A joint course for students of Danish, Finnish, Norwegian, Swedish and Russian. This is an introductory course on recent literary theories 

and research methods. Among the theories and methods tackled are New Criticism, Structuralism, Deconstruction and New Historicism. The 

course will be conducted in Icelandic. 

Required preparation: Inngangur að bókmenntafræði I (SÆN108G) 

Assignment and examination. 

SÆN210G • Swedish Literature Theory • (5e) • Spring • 2f 


Síðar 

Assignments and written exam 

SÆN301G • BA-Thesis • (10e) • Fall 

The thesis is written in consultation with the student's supervisor. It must demonstrate the student's ability to work independently and to use 

seconadry sources and other scholarly material. 

SÆN401G • BA-Thesis • (10e) • Spring 



SÆN402G • BA-Thesis • (10e) • Summer 



241


Undergraduate 

ÞÝS001G • German for beginners I • (10e) • Fall • 4f 

Teacher: Annika Grosse Visiting Lecturer 

The course deals with the main aspects of German grammar, attaching equal importance to reading, listening, writing and speaking. The 

course is suitable for those students who intend to learn basic German in a short time or brush up the knowledge they already have, eg as a 

preparation for entering the B.A. program in German. Students who already have a good basic knowledge of German are advised to attend 

other courses. This course cannot be undertaken along with other courses in German since they all require elementary knowledge of the 

language. 

3-4 short written exams distributed over the semester. 

ÞÝS002G • German for beginners II • (10e) • Spring • 4f 


Continuation of German for Beginners I which - or a comparable basic knowledge of German - is a prerequisite for attending this course. 

3-4 short written exams distributed over the semester and an oral exam at the end of the semester. 

ÞÝS004G • Self-Directed Study II • (6e) • Spring 


Self-directed studies in German is a learner-centred German course where the learner is in charge of all of the main aspects of the learning 

process such as objectives, strategies, selection of resources and evaluation. This course is a continuation of Self-directed studies in German I 





ÞÝS005G • Self-Directed Study In German I • (6e) • Fall 


Assistant teacher: Bernd Lothar Hammerschmidt 

Self-directed studies in German is a learner-centred German course where the learner is in charge of all of the main aspects of the learning 




learner. 

ÞÝS101G • German Pronunciation • (2e) • Fall • 1d 


Pronunciation exercises in the language laboratory. 

ÞÝS103G • German Language I • (4e) • Fall • 2f 

Teacher: Magnús Sigurðsson Adjunct Lecturer 

Vocabulary, grammar and textual assignments. Translations into German. Discussion of common errors made by foreign learners of German. 

The work in the course is based on a variety of assignments discussed and corrected in class. Students also have to complete and hand in five 

translation assignments and take a few short tests on the contents of the book "Weg mit den typischen Fehlern, Teil 1". 

100% 2 hr written examination. 

ÞÝS104G • German Phonetics and Pronunciation • (5e) • Fall • 1f + 3æ 



In the theoretical part of the course the following subjects are dealt with: Some basic concepts and terms of phonetics. The articulation and 

classification of German speech sounds. Pronunciation rules and phonetic transcription. Common pronunciation errors made by Icelanders 

learning German. Everyday pronunciation as opposed to standard pronunciation. - The practical part of the course consists of 

pronunciation exercises in the language laboratory. 

In the early stages the theoretical part of the course focuses primarily on lectures and discussions about their contents. In the later 

stages students have to do several transcription assignments, one of which must be handed in for correction. - The exercises in the language 

lab deal systematically with the speech sounds of German with particular attention to the specific problems of Icelandic learners of German. 

Written examination 60%, pronunciation test 40%. Students need to pass both parts of the exam with a grade of 5.0 or better. 

ÞÝS105G • Writing Skills in German I • (5e) • Fall • 2f 


The writing of short assignments consisting of descriptions of various kinds, including people, places and events. Additional supportive oral 

descriptions and vocabulary exercises. The work in the course is based on group work and class discussion. 

Wirtten assignments of different text types; written examination. 

ÞÝS106G • Spoken German Skills I • (6e) • Fall • 1f + 3æ 

Supervisory teacher: Oddný Guðrún Sverrisdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jan-Philipp Holzapfel 

The main aim of this course is for students to gain a good command of German for communicative purposes. Special emphasis will be on 

written language and aural comprehension. Students will present short papers on various subjects. Various audio-visual aids will be used 

(e.g. computers, tapes, videos, as well as written texts). The course will be taught both in one large group and in much smaller groups of 2-4 

participants. 

242


Undergraduate 

ÞÝS108G • German Grammar I • (5e) • Fall • 2f + 1æ 

Assistant teacher: Guðmundur V Karlsson 

Generally speaking modern German grammar is taught in a combination of lectures and seminars. 

Various aspects of the verbal system (except for the subjunctive) will in particular be the focus of attention. 

Assignments will be discussed and mainly corrected in class. At regular intervals short tests will show the students their actual state of 

grammatical skills. 

100% written examination. 

ÞÝS201G • Writing Skills in German II: Translation into German • (5e) • Spring • 2f 


Short translation assignments with an emphasis on practical vocabulary and common aspects of German grammar. Close attention will be 

paid to error analysis and stylistic technique. Students get advance information about special difficulties in each translation. 

The students hand in a written assignment each week and participate in discussions about translation errors, problems and alternatives. 

8-10 short translation assignments during the term (50% of the final grade). The final exam (50% of the final grade) has to be passed with a 

grade of 5.0 or better. 

ÞÝS202G • German Linguistics I: Introduction to Linguistics • (5e) • Spring • 2f + 1æ 

Teacher: Andrea Milde Lecturer (UK) - Assistant Professor (USA) 


The academic field of linguistics and its subsidiaries. The main theories and methodology of phonology, morphology, syntax and semantics 

with particular attention to parsing. If time allows the very basics of textual linguistics and pragmatics will be touched upon. 

The course is based on lectures, discussions and several smaller assignments discussed and corrected in class. 

3 hr written examination (100%). 

ÞÝS203G • The German-Speaking Countries I • (5e) • Spring • 2f + 1æ 



The course deals with the following aspects of the German-speaking countries: geography and places of interest; politics, economies and 

social structures; educational systems; media; daily life. 

Certain parts of the course are lecture-based whereas other parts are based on lectures, discussions and exercises. 

3 hr written exam (100%). 

ÞÝS204G • German for Special Purposes II • (10e) • Spring • 3f + 2æ 

Supervisor: Magnús Sigurðsson Adjunct Lecturer 

The reading and writing of practical texts; use of spoken German for various and special purposes. Protocol, communications, and product 

promotions in business in German-speaking countries. Traditions and unwritten rules of business in the German-language regions. Skills 

needed in making deals and contracts. Continuation of German for Special Purposes I. 

Further information on the form and content of the course will be made available at the beginning of the semester. 

Assignments 50%, 3 hr written examination (which has to be passed with a grade of 5.0 or better) 50%. 

ÞÝS205G • German Literature I: Introduction to literary theory • (5e) • Spring • 2f 


Students will be given an overview of the basic literary theories. A selection of texts from German literature will be studied, analysed and 

classified within an historical, cultural and literary context. The work in the course is based on group work, discussions and class discussion. 

Written assignments in the form of independent analysis of literary texts; written examination 

ÞÝS206G • German Grammar II • (5e) • Spring • 2f + 1æ 

Assistant teacher: Guðmundur V Karlsson 

A direct, yet independent continuation of 05.75.04 German Grammar I. 

We will start with the subjunctive, then other parts of speech, for example nouns, adjectives, prepositions, conjunctions, negatives etc. will be 

dealt with. 

Assignments will be discussed and mainly corrected in class. At regular intervals short tests will show the students their actual state of 

grammatical skills. 

100% written examination. 

ÞÝS207G • Spoken German Skills II: Retelling, Compilation and Debating • (5e) • Spring • 2f + 2æ 


The course offers training in the retelling and summarising of texts in a an organised and succinct manner. Classes in debating and the 

application of vocabulary generally used in an exchange of views. Teaching will be both in one large group and in smaller groups of 2-4 

persons. If student enrolment is high, the large group will also be divided into two. If 05.75.43 takes place this course will not be held. 

Students who do not go to Tübingen can, however, get the credits for this course by taking an oral exam. 

ÞÝS208G • Spoken Language Skills Course in Germany • (6e) • Spring 

Supervisor: Oddný Guðrún Sverrisdóttir Senior Lecturer (UK) - Associate Professor (USA) 

A two-week intensive course in German language skills in February in Germany. If this takes place it will replace course 05.75.08 Spoken 

German Skills II. (See also 05.75.08). 

ÞÝS301G • BA-Thesis • (10e) • Fall 

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Undergraduate 


secondary sources and other scholarly material. 

ÞÝS302G • BA-Thesis • (20e) • Fall 



ÞÝS303G • Individual Study in German • (5e) • Fall 


Individual study. Assignments must be chosen in collaboration with supervising teacher. This option is to be exercised primarily when a 

student only needs a few more credit points for his or her graduation but has already taken most or all optional courses offered. 

100% final paper. 

ÞÝS304G • Summer Course in Germany • (5e) • Fall 


Students choose a summer course at a German university on the advice of the German teachers. The University of Iceland does not 

participate in the costs of attending these courses. 

ÞÝS306G • Landeskunde II: Current Events • (6e) • Fall • 2f 



In this course we will discuss important current events in German-speaking countries based on coverage in various media. Other topics of the 

course will be cultural aspects, such as values and traditions of the German-speaking societies. 

Teaching is mainly discussion-based but students additionally participate in an e-tandem project and compile a portfolio. 

Portfolio & e-tandem project (80%), presentation (20%). 

ÞÝS307G • Writing Skills in German V: Essay Writing • (5e) • Fall • 2f 



Specific exercises in the presentation of ideas and topics, chosen by the students themselves, along with the application of narrative skills in 

German. The following elements will be covered: data collection, demarcation, organising and developing the subject, use of secondary 

materials, quotations and references, reasoning, presentation. The course is compulsory for students taking a 180 credit B.A. in German, but 

elective for students taking a 120 credit B.A. in German. 

Essay (40%), homework (40%), presentation (20%) 

ÞÝS308G • German Language II • (5e) • Fall • 2f 


Various kinds of vocabulary and grammar exercises. Training in oral presentation and public speaking. 

The work in the course is mainly based on a variety of assignments discussed and corrected in class. Each student must furthermore give a 

PowerPoint-based presentation of a subject of his own choice. For the oral exam students read the book "Die Putzfraueninsel". 

Written examination 70%, oral examination 30%. Students have to pass both exams with a grade of 5.0 or better. 

ÞÝS310G • Writing Skills in German III: Texts • (5e) • Fall • 2f 



Training in the composition of texts of various kinds, especially for special purposes. Students familiarise themselves with the structure of 

various kinds of texts. Part of the teaching will be in the computer room. 

ÞÝS311G • The History and Culture of the German-Speaking Countries • (5e) • Fall • 2f + 1æ 



The course will present an overview of the history and culture of the German-speaking countries. The main emphases will be chosen in 

consultation with students. 

ÞÝS312G • German for Tourism A: Introducing Iceland to German-Speaking Tourists • (5e) • Fall 


Teacher: Oddný Guðrún Sverrisdóttir Senior Lecturer (UK) - Associate Professor (USA) 

A study will be made of texts (booklets and other advertising material in German) from the tourist industry with reference to their content 

and language use. The course also aims at improving the dissemination of information to German-speaking tourists, both orally and in 

writing. 

ÞÝS314G • Podcast Project • (5e) • Fall • 4f 


This course will demand and promote all four skills: Reading and listening comprehension are just as important as good pronunciation and 

speaking skills and elemental writing skills. The aim of the course is the production of podcast programmes to be published and made 

generally available on the internet. The topic of the programmes will be chosen in consultation with the students. (An exchange with the 

students of a German university working on a parallel project is intended.) 

The work in the course is based on group discussions and project work. Parts of the course will take place in a computer lab. 

Conceptual creation of an own podcast programme by presenting written background information as blog and devising the oral presentation 

of a programme. 

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Undergraduate 

ÞÝS401G • BA-Thesis • (10e) • Spring 



ÞÝS402G • BA-Thesis • (10e) • Summer 



ÞÝS403G • BA-Thesis • (20e) • Spring 



ÞÝS404G • BA-Thesis • (20e) • Summer 



ÞÝS405G • Individual Study in German • (5e) • Spring 


Individual study. Assignments must be chosen in collaboration with supervising teacher. This option is to be exercised primarily when a 

student only needs a few more credit points for his or her graduation but has already taken most or all optional courses offered. 

100% final paper. 

ÞÝS407G • German Language III • (5e) • Spring • 2f 


Exercises in vocabulary, grammar, stylistic techniques and textual analysis for more advanced students. Exercises in oral presentation. 

Continuation of course 05.75.14 German Language II. 

The work in the course is mainly based on a variety of assignments discussed and corrected in class. Each student must furthermore give a 

PowerPoint-based presentation of a subject of his own choice. For the oral exam students read the book "Und es wurde Nacht". 

Written examination 70 %, oral examination 30 %. Both exams must be passed with a grade of 5.0 or better. 

ÞÝS408G • Writing Skills in German IV: Communicative Skills • (5e) • Spring • 2f 



The aim of the course is to improve the students' communicative skills with special reference to informative texts (e.g. academic and 

scholarly texts). Exercises will concentrate on various topics concerning register and style, word choice, grammar, sentence structure, and 

text structure. 

The work in the course is mainly based on a variety of assignments discussed and corrected in class as well as written assignments which 

contribute to the final grade. 

Written exam (50%), homework (30%), portfolio (20%). 

ÞÝS412G • German Literature III: 20th Century Literature • (5e) • Spring • 2f 



A selection of twentieth-century texts will be read and analysed. Students will gain an overview of the narrative fiction of the Germanspeaking 

countries in the cultural and historical context of this period. The work in the course is based on discussions and presentations. 

Presentation and final paper. 

ÞÝS415G • Drama • (5e) • Spring • 2f 



What is the play in question about? What else have you found out about the play and the author? How would you describe the character you 

will focus on? Do you need to improve your oral skills? In this course we will work on the realisation of a short theatre play which will be 

performed at the end of the semester. 

Portfolio (80%), presentation (20%), participation in performance. 

ÞÝS416G • Intercultural Communication • (5e) • Spring • 2f 



How can I link language, culture, and communication with the world of work? What abilities do I need to communicate across a wide range 

of cultures? This course is designed to help you understand what intercultural communication means. We will invite different guests to our 

sessions. 

Written exam (50%), portfolio (30%), presentation (20%). 

ÞÝS417G • German for Tourism B: Guiding • (5e) • Spring • 2f 

Teacher: Oddný Guðrún Sverrisdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Students will be trained presenting Icelandic subjects, such as literature, culture, society, fauna and the nature of Iceland to German speaking 

tourists. Emphasis on oral presentation. Students will be trained in the vocabulary that is used in guides for German speaking tourists. 

Presentation of German literature where Iceland is presented. 

ÞÝS501G • German Literature V B: Discourse in Contemporary Drama • (5e) • Fall • 2f 

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Undergraduate 


In this course we will study selected works of contemporar y drama in German-speaking countries. We will study texts in terms of discourse, 

plot, characterisation, style, and language. 

exam (50%), essay (30%), presentation (20%) 

ÞÝS503G • Confrontation of History in German Film making • (5e) • Fall • 2f 


The German cinema after 1990 starts focussing on the German past. Two central topics are the former GDR and World War II that finally 

become of interest again. How does the cinema deal with these specific topics? This course shows selected films that came up during the last 

20 years and deal with these two aspects of German past. 

The work in this course is based on movie screenings, discussions and presentations. 

Essay 40%, written film reviews 60%. 

ÞÝS601G • German Translation B: Newspaper Articles • (5e) • Spring • 2f 


Teamwork translation of selected texts from newspapers and journals, especially short news and other easily accessible text on culture (such 

as cinema critique). Sometimes a part of the challenge is to present information in an appropriate register, rather than having an emphasis on 

preserving detail and style. Use of dictionaries and other supporting tools supported. Mainly translation from German to Icelandic, but it is 

also possible to translate from Icelandic to German. 

Students translate two very short text parts in 6-7 days at the end of the semester (or at other time by arrangement). The grade is exclusively 

based on these translations. Grave errors which stem from wrong understanding of the primary texts generally have a higher weight than 

errors which are based on clumsy or wrong use of the target language. 

ÞÝS602G • German Linguistics IV B: Contrastive Linguistics • (5e) • Spring • 2f 


Basic principles presented. Error analysis. Interference. Intermediate language. False friends. Comparison of selected topics of Icelandic and 

German (like phonetics, morphology, syntax, semantics, sociolinguistics) that are selected co-operatively with the students. 

ÞÝS603G • German as a Foreign Language B • (5e) • Spring • 2f 


Modern pedagogy in language teaching emphasis interaction and vocabulary, but at the same time places emphasis on the linguistic basics. 

Pedagogical principles will be shortly presented. The main emphasis will be on various new and interesting issues, where the students will on 

their own pick texts and other curriculum and plan and prepare material to be used in secondary schools. 

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Graduate 

AUS003M • Exchange Studies • (30e) • Fall 


AUS004M • Exchange Studies • (30e) • Spring 


DAN004F • M.Paed Research Project • (30e) • Fall 

? 

DAN005F • M.Paed Research Project • (30e) • Spring 

? 

DAN006F • M.Paed Research Project • (30e) • Summer 

? 

DAN901F • Individual Project in Translations • (10e) • Fall 

Individiual project in Translations. 

DAN902F • Individual Project in Translations • (10e) • Spring 

Individiual project in Translations. 

DET801F • Languages and cultural skills • (10e) • Spring • 4f 


later 

ENS001F • MA-Thesis • (30e) • Fall 

Research essay on linguistics or literature. Students are to consult a suitable supervisor in choosing their area of research and attend regular 

meetings while developing the project. Please note that the longer BA- and MA-essays must also be more substantial in scope and must be 

approved by the department. 

ENS002F • MA-Thesis • (30e) • Spring 




ENS003F • MA-Thesis • (30e) • Summer 




ENS004F • M.Paed. Research Project • (30e) • Fall 

The goal of this research project is to enable educators to identify and meet the challenges of today's language classrooms and become active 

participants in creating the knowledge base we have in the area of foreign language pedagogy. This action research project has two 

components: First students will identify a classroom based issue that pertains to either the teaching or learning of a foreign or second 

language. Students will then form hypotheses and collect, analyze and interpret the data. Secondly, students will propose appropriate actions 

based on the results of their study. This could be in the form of teaching strategies, curricula, assessment, program development or any other 

classroom based activity. 

ENS005F • M.Paed. Research Project • (30e) • Spring 







ENS006F • M.Paed. Research Project • (30e) • Summer 







ENS007F • Current Issues in Foreign Language Instruction • (5e) • Fall • 2f 


Teacher: Auður Hauksdóttir Senior Lecturer (UK) - Associate Professor (USA) 

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Graduate 

This course will provide an overview of the historical development of teaching methodology and explore the connection between current 

trends in pedagogy and theories of language acquisition. Students will become familiar with approaches to the purpose and content of 

language teaching such as the choice and organization of curricula and use of materials and media. 

Critique of articles and a final examination. 

ENS012F • First and Second Language Acquisition • (5e) • Fall • 2f 

Supervisory teacher: Birna Arnbjörnsdóttir Professor 

In this course major theories of children's first and subsequent language acquistion will be introduces. We will discuss issues of bilingualism 

and its influence on children's cognitive and literacy development. We will also examine theories of adult language learning including the 

linguistic, social and psychological factors that influence foreign language learning and proficiency. 

Project and final paper. 

ENS013F • Research Methods in Language Acquisition and Pedagogy • (5e) • Fall • 2f 

Teacher: Birna Arnbjörnsdóttir Professor 

Students will become familiar with current methods of studying language acquisition and pedagogy from traditional methods to Action 

Research. We will examine various methods of collecting and analyzing data including the use of technology. 


ENS026F • Seminar: Formal Semantics • (5e) • Spring • 2f 


This course will look at one approach in formal semantics to generating the truth conditions of a sentence, given the meanings of the words 

and the rules for putting the words together. The course should be of interest to those with a background in linguistics (syntax and 

semantics), philosophy and computer science (as a similar approach can be used for example in declaring semantic rules in Prolog). 

ENS027F • Seminar Project: Formal Semantics • (5e) • Spring 


Seminar Project in Linguistics. 

ENS028F • Seminar: Vocabulary Acquisition • (5e) • Spring • 2f 


The course covers various learning strategies for vocabulary growth such as the keyword method, word cards and extensive reading. 

Considerable attention 

will also be drawn to the nature of vocabulary acquisition. This involves, for example, an awareness of what learning a new word entails and 

various statistical facts regarding different vocabulary levels. 

Continuous 

ENS029F • Seminar Project: Screen Adaptation • (5e) • Spring 


Seminar Project in Literature 

ENS030F • Seminar Project: Vocabulary Acquisition • (5e) • Spring 


Seminar Project: Vocabulary Acquisition 

Presentation and essay 

ENS113F • MA-Seminar A • (5e) • Fall • 2f 

Supervisory teacher: Guðrún Björk Guðsteinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

All MA-students in English are required to attend regular seminars where they will discuss approaches to literary theory and research, their 

own research projects, and literary events of the moment, both in Iceland (e.g. Hugvísinda- and Vigdísarþing) and abroad. Evaluation by 

attendance, participation, and a presentation of a short paper on an agreed subject (related to individual's MA-essay or other coursework). 

ENS114F • Individual Research Project A • (10e) • Fall 

M.A. students are permitted to complete a total of 15 credits in supervised research projects. A project is selected in consultation with a 

teacher at the M.A. level, and that teacher must approve the sudent's research plans before he or she is permitted to register for a study of this 

kind. Research projects should either be an extension of a course or courses that students have already completed in the M.A. or M.Paed 

program or be within their special field of interest. 

ENS115F • Individual Research Project A • (10e) • Spring 





ENS122F • Individual Research Project B • (10e) • Fall 





248


Graduate 

ENS123F • Individual Research Project B • (10e) • Spring 





ENS124F • Individual Research Project C • (10e) • Fall 





ENS125F • Individual Research Project C • (10e) • Spring 





ENS208F • Seminar: Screen Adaptations • (5e) • Spring • 2f 


Course Aims 

• To study 6 plays by Shakespeare as texts and then look at their subsequent transference to stage and film. 

• To examine the current accessibility of the texts, their multiple adaptations. 

• To familiarise students with the various branches of Shakespeare theory. 

Attendance 

• There will be several workshops during the length of the semester. Distance students will be incorporated into these sessions and 

should be prepared to schedule them into the timetables. It will naturally be easier for on-site students to access to visual materials 

(primarily film adaptations of the plays). Distance students will have to make individual arrangements to see the materials. 

Plays 

• To be announced shortly 

Assessment 

• Final exam (40%). 

Workshop assignments (20% x 3). Each assignment will be a 2-3 page report. later 

ENS211F • MA-Seminar B • (5e) • Spring • 2f 


All MA-students in English are required to attend regular seminars where they will discuss approaches to literary theory and research, their 

own research projects, and literary events of the moment, both in Iceland (e.g. Hugvísindaþing or Vigdísarþing) and abroad. Evaluation by 

attendance, participation, and a presentation of a short paper on an agreed subject(related to individual's MA-essay or other coursework). 

ENS317M • Seminar: The British Novel 1900-1940 • (5e) • Fall • 2f 


The four novelists to be discussed include James Joyce (Portrait of an Artist), Virginia Woolf (To the Lighthouse), D.H. Lawrence (Women 

in Love) and E.M. Forster (Howards End); these novels will be studied carefully, 

especially their presentations the various political and social mores of the time (e.g. love, marriage, class system), and how the authors used 

various literary techniques, especially modernism, in order to express their literary and social visions. 

The course will be evaluated by one three-hour exam in December. Students at the M.A. level may also take the Seminar essay course 

ENS***F for an extra 5 credits. 

ENS318M • Narrative Writing I: Journeys and Places • (10e) • Fall • 4f 

Teacher: 


This course will explore in writing as well as reading the distinctions between 'fiction' and 'non-fiction', concentrating on what is revealed by 

descriptions of the physical world. We will reflect on the 'factual' status of narrative 'non-fiction' and interrogate distinctions between 

fictional and non-fictional prose forms. As writers and readers we will consider the ideological and formal challenges of travel writing, 

nature writing and memoir in relation to such critical discourses as post-colonialism, eco-criticism and histories of place. The relationship 

between what you read and what you write should help you to understand some of the ways in which your own subjectivity as a writer is 

constituted by the literary and cultural assumptions of the era. The overall aim of the course is that you should challenge and perhaps resolve 

the following precepts: 

That there is no representation without interpretation 

That there is no description without voice 

That there is no voice without character 

That there is no character without story 

To this end, we will study a selection of contemporary memoir and travel writing. Each week, you will select or create and write a postcard 

related to the week's theme ('mountains', 'beaches', 'railways' etc.), and the quality of the writing on these postcards and the relationship 

between image and text will form part of the formal assessment. At the end of term, you will also submit one 4,000 word piece of narrative 

249


Graduate 

prose describing a place or journey in a way that shows your understanding of the above precepts. 

You will need to buy Jonathan Raban, Old Glory; Jenny Diski, Stranger on a Train; Jack Kerouac, On The Road and William Fiennes, The 

Snow Goose. Extracts and essays from other books will be provided. 

ENS319M • Seminar Project: British Novel 1900-19040 • (5e) • Fall 

Seminar project 

ENS413M • Canadian Literature and Multiculturalism • (10e) • Spring • 4f 


In actuality since the end of the 19 th century and by official policy since 1988, Canada has been a multicultural society. The aim of this 

course is to provide insight into the important role that literature has served in setting and actualizing multicultural aspirations in Canada. 

ENS901F • Ph.D-Studies • (30e) • Fall 

Ph.D.-studies 

ENS902F • Ph.D-Studies • (30e) • Spring 

Ph.D.-studies 

ENS903F • Ph.D-Studies • (30e) • Summer 

Ph.D.-studies 

ENS904F • Ph.D-Studies • (20e) • Fall 

Ph.D.-studies 

ENS904M • Exchange studies • (30e) • Fall 


ENS905M • Exchange studies • (30e) • Spring 


FRA001F • MA-Thesis • (30e) • Fall 

MA -thesis 

FRA002F • MA-Thesis • (30e) • Spring 

MA -thesis 

FRA003F • MA-Thesis • (30e) • Summer 

MA -thesis 

FRA004F • M.Paed.-Research Project • (30e) • Summer 







FRA005F • M.Paed.-Research Project • (30e) • Fall 







FRA006F • M.Paed.-Research Project • (30e) • Spring 







FRA008F • Individual Research Project A: • (10e) • Fall 



kind. Research projects should either be an extension of a course or courses that students have already completed in the M.A.-program or be 

within their special field of interest. 

250


Graduate 

FRA009F • Individual Research Project C: • (10e) • Fall 





FRA010F • Individual Research Project D: • (20e) • Spring 





FRA015F • MA seminar: French: Translations • (5e) • Fall • 2f 


Seminar A 

FRA016F • Project in MA Seminar A: French: translations • (5e) • Fall • 2f 


Project in MA study 

FRA017F • MA Seminar B : The French Novel from Percival to Pantagruel • (5e) • Spring • 2f 


Seminar B 

FRA018F • Project in MA Seminar B: The French novel from Percival to Pantagruel • (5e) • Spring • 2f 


Project in MA study 

FRA023F • Individual Research Project B: • (10e) • Spring 





FRA025F • Individual Project E • (20e) • Fall 

Individual Project in French. 

FRA802F • Teaching and Learning French as a Foreign Language • (5e) • Spring • 2f 


Major theories of second language acquistion and pedagogy. The seminar will cover current methods of teaching spoken and written French 

with special reference to teaching at the secondary and adult levels. 

FRA902F • M.Paed. Individual Project • (5e) • Summer 

M.Paed. Individual Project. 


Exchange studies in Japanese 


Exchange studies in Japanese 





NLF101F • Nordic communication and language policy • (10e) • Fall • 4f 



The course will focus on the language policies in the Nordic countries seen in a present and partly historic and comparative perspective and 

investigates how and to what extent language policies and inter Nordic communication are intertwined in the Nordic countries. We will ask 

questions like: What characterises language policy in the Nordic countries? How does inter Nordic communication work? Does Icelandic 

purism have consequences for inter Nordic communication? What is the connection between Norwegian language policy and Norwegians 

ability to understand other Nordic languages? Does inter Nordic communication have especially good terms in the Danish-Swedish Oresund 

region? 

251


Graduate 

NLF102F • Nordic modern literature • (10e) • Fall • 4f 



This course on modern Nordic literature focuses on trends and currents common to the Nordic countries as well as intercultural dialogue and 

various forms of cultural contact. With this is mind we will explore two periods in the history of Nordic literature. On the hand the period 

1880-1925, an era when modernity emerged in Nordic literature and Nordic readers and writers shared a literary and critical community. On 

the other hand we will focus on the period 1980-2009. It can be argued that in this period Nordic connections in the literary world were 

strengthened again and similar currents can be seen in the literature of all the Nordic countries, both in the realm of popular literature and 

fiction in general. Students are required to participate actively in the course through dialogue, presentation and written assignments. The 

course will not be confined to the classroom but will extend to various literary events; Knut Hamsun's 150 years anniversary and the 

Reykjavík literary festival will play a part in the course, as well as guest lecturers. 

NLF103F • TERMDIST - Terminologia • (10e) • Fall • 4f 

The most important outcome of this course is that you will learn how to use terminological principles and methods when working with 

information and language. This entails that you will learn how to analyse and systemize terms, identify and evaluate texts, develop and judge 

definitions, analyse texts terminologically etc. The course content is anchored in international standards developed within ISO. Examples and 

tests used during the course will often come from practical terminology work. Furthermore, you will attain knowledge of terminological 

issues at all levels - from a local organisation to a Nordic level. 

NLF201F • Scandinavian Literature • (10e) • Spring • 4f 

A Nordic literature canon will be presented and discussed form a critical perspective and the canon concept will be in focus. An important 

Nordic literature selection will be presented, read and studied. There will be a literature seminar in connection with this course with 

participation from critics and authors from the Nordic countries. 

NOR901M • Exchange studies • (30e) • Fall 


NOR902M • Exchange studies • (30e) • Spring 


SPÆ004F • M.Paed.-Research Project • (30e) • Fall 

M.Paed.-Research Project 

SPÆ005F • M.Paed.-Research Project • (30e) • Spring 

M.Paed.-Research Project 

SPÆ007M • Visiting professor's seminar: The Millenium - Modern Spanish literature • (1e) • Fall 

later 

SPÆ101M • Spanish Film Studies • (5e) • Fall • 2f 

Teacher: Guðmundur Erlingsson 

This course will explore the history of Spanish cinema in twentieth century Spain, with particular emphasis on the post-Franco period. (The 

Cine-Club Hispano will be operated during the semester). 

SPÆ102M • Introduction to Spanish Linguistics • (10e) • Fall • 4f 



The course offers a general introduction to Spanish Linguistics: Spanish phonetics and phonology, Spanish morphology and word formation, 

semantics, etc. 

SPÆ201M • Latin American Cinema • (5e) • Spring • 2f 


Study of a selection of films from Spanish speaking countries in Latin America. The films are studied in historical and socio-cultural context. 

(The Cine-Club Hispano will be operated during the semester). 

Parcial exam, presentations and an essay. 

SPÆ202M • History of the Spanish Language • (10e) • Spring • 4f 



An overview of the history and developments of the Spanish language. 

SPÆ301M • The Latin American Literature • (10e) • Fall • 4f 


An introductory course in Latin American Literature. Literary works include poems, short stories and novels. 

final exam 50% 

252


Graduate 

SPÆ401M • Translation (Spanish) • (5e) • Spring • 2f 


This course will focus on the history of translation and methods available in the field of translation. Students will try their hand at the 

different methods of translation working with technical- periodical- as well as literary texts. 

Students turn in three different assignments during the semester. 

SPÆ403M • The development of the Romanic languages from Latin • (5e) • Spring • 2f 


Among the questions that students will consider are: How related are the Romanic languages to Latin? How much influence did other 

languages have on the development og the Romanic languages. Examples will be made of Spanish, French, Italian etc. 

70% final exam 30% lecture 

SPÆ501M • Colonial Literature • (10e) • Spring • 4f 


This course will explore literature from the colonial period, with particular emphasis on the role of the conquest gaze as a promoting factor in 

the image making for the new world. Geographic, literary, and ethnic issues will be examined. 

SPÆ703F • MA seminar A: Spanish language and linguistics • (5e) • Fall • 2f 

Teacher: Erla Erlendsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


Seminar 

SPÆ704F • Project in MA Seminar A : Spanish language and linguistics • (5e) • Fall • 2f 



Seminar project: Spanish in America 

SPÆ801F • MA-seminar B: Literature • (5e) • Spring • 2f 


MA-seminar: Literature 

SPÆ802F • Seminar project B: Literature • (5e) • Spring • 2f 


seminar project 

SPÆ902F • Special Project • (5e) • Fall 

special project. 

SPÆ903M • Other studies • (7e) • Fall 


ÞÝS101F • MA-Thesis • (30e) • Fall 

MA-Thesis in German. 

ÞÝS103F • Independant Study • (10e) • Fall 


Students complete a few translation assignments in consultation with a supervisor and the instructors. The study is highly individualized; 

each student will, however, be requested to complete at least one translation into that language (Icelandic or German) which is not his or her 

native language. Enrollment for the course, which is also suited for MA students of Translation Studies (but not for BA students of German), 

is only possible after consulting the supervisor. 

A few translation assignments with annotations and theoretical analysis (100%). 

ÞÝS201F • MA-Thesis • (30e) • Spring 


ÞÝS202F • MA-Thesis • (30e) • Summer 


ÞÝS203F • Independant Study i • (10e) • Spring 


Students complete a few translation assignments in consultation with a supervisor and the instructors. The study is highly individualized; 

each student will, however, be requested to complete at least one translation into that language (Icelandic or German) which is not his or her 

native language. Enrollment for the course, which is also suited for MA students of Translation Studies (but not for BA students of German), 

is only possible after consulting the supervisor. 

A few translation assignments with annotations and theoretical analysis (100%). 

ÞÝS701F • German in tourism • (5e) • Fall • 2f 

Analysis as to in which fields of tourism and in which way working with German in tourism is an important issue, e.g. with the aim of 

253


Graduate 

improving services for German-speaking tourists and suggesting innovative ideas for them as a specific target group. Students will obtain 

special training in the vocabulary and register of German for tourism and carry out practical projects. 

ÞÝS702F • German and intercultural communication • (5e) • Fall • 2f 


The course deals with concepts and theories of intercultural communication with a special consideration of the German-speaking countries. 

Students carry out practical projects concerning the communication between Icelanders and people from the German-speaking nations. 

ÞÝS801F • German in tourism: Guidance and Itineraries • (5e) • Spring • 2f 

Students will be trained in presenting Icelandic subjects to German-speaking tourists. A strong emphasis is placed on the techniques and style 

of presentation. Students will be trained in the vocabulary used in itineraries and other presentation materials for German-speaking tourists. 

ÞÝS802F • The Visitor's Eye (Research Project) • (5e) • Spring • 2f 

Students carry out a research project consisting in studying the notions people from the German-speaking countries have of Iceland and the 

Icelanders. What is typical of the ideas they have about the country and its inhabitants? Is the subject dealt with in a critical way or is Iceland 

rather presented as an "Adventure Island" in the High North? How have these ideas changed in the course of time? 

ÞÝS803F • Germany, Austria and Switzerland as Travel Destinations • (5e) • Spring • 2f 

Germany, Austria and Switzerland are presented as travel destinations with special respect to places of interest to Icelandic tourists. The 

special characteristics of certain regions with their culture-specific communication styles are also dealt with. 

ÞÝS901F • Final Project in German tourism • (30e) • Fall 

Final project. 

254

Faculty of Theology and Religious Studies 

Undergraduate 


GFR003G • Thesis in Sociology of Religion • (20e) • Fall 

Supervisory teacher: Pétur Pétursson Professor 

Thesis in Sociology of Religion 

GFR004G • Thesis in Sociology of Religion • (20e) • Spring 

Supervisor: Pétur Pétursson Professor 


GFR005G • Thesis in Sociology of Religion • (20e) • Summer 



GFR006G • Thesis in History of religion • (10e) • Fall 


Thesis in History of religion 

GFR007G • Thesis in History of religion • (10e) • Spring 



GFR008G • Thesis in History of religion • (10e) • Summer 



GFR015G • Theology of the OT • (4e) • Spring 

Teacher: Gunnlaugur A Jónsson Professor 

. 

Written exam at the end of the term. 

GFR101G • Contemporary History and Introduction to the New Testament • (8e) • Fall • 4f 

Supervisor: Jón Magnús Ásgeirsson Professor 

Teacher: Clarence Edvin Glad 

This course aims at introducing students to the background of the New Testament as well as its contemporary world from the period of 

Alexander the Great until the mid first century CE. Students will be expected to master hellenistic culutre from the following perspectives: 

(1) Society (e.g. government, city organization, economics): (2) Education (e.g.language,literature, science); (3) Ideology (e.g. main trends in 

philosophy and religion); (4) the position of the Jews (e.g. history, literature, and religion); (5) The Roman Empire (Roman culture in 

general). Students of this course are also expected to be able to identify the main traditions and the literature of the New Testament and 

related writings containing those traditions. Special emphasis will be paid to tradtions attributed to John the Baptist, Jesus of Nazareth, and 

the Apotle Paul as well as the development of Early Christian literature during the second Christian century. Students are expected to gain 

knowledge og the said literature from the following perspectives: (1) Historical criticism; (2) the geographical origin of respective writings; 

(3) the ideology of the different corpora of these traditions and the literature preserving them;(4) community development during the second 

century; (5) the formation of the New Testament canon. 

According to syllabus 

GFR102G • History of Religion • (6e) • Fall • 3f 


Teacher: Þórhallur Heimisson 

A survey of the world's religions, the phenomenology of religion in various religions. The emphasis will be on contemporary,political and 

economic conditions. 


GFR103G • Introduction to Religious Studies • (10e) • Fall • 4f 


Teacher: Sólveig Anna Bóasdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Bjarni Randver Sigurvinsson 


This course analyses myths an rituals an different methods in comparative studies in religions 

Announced at the beginning of the term 

GFR104G • History,Literature and society of the O.T. • (8e) • Fall • 3f 

Supervisor: Gunnlaugur A Jónsson Professor 

Teacher: Ninna Sif Svavarsdóttir 

A Survey of the History of Israelin Old Testament times . The Faith of thr OT depicted in tems of historical development,but also in relation 

to the social,politacal and religius situation in the comtemporary peoples and cultures of the Anicent Near East. The origin and the main 

characteristiscs of the individual books of the OT discussed. The afterlife of some OT texts also discussed. 

Written examination in the end of the term. 

255


Undergraduate 

GFR108G • Methods in academic studies. • (4e) • Spring 


The purpose of this course is to train students in critical thinking and the solving of theological problems. The focus will be on basic 

principles of academic work and studies, as well as the writing and layout of essays and other written assignments. 

Evaluation: Active participation and a written assignment. 

GFR110G • Church History: Europe • (8e) • Fall 

Supervisor: Hjalti Hugason Professor 

Teacher: Sigurjón Árni Eyjólfsson 

. 

GFR111G • Contemporary History and Introduction to the New Testament • (4e) • Fall 


Teacher: Clarence Edvin Glad 

This course aims at introducing students to the background of the New Testament as well as its contemporary world from the period of 

Alexander the Great until the mid first century CE. Students will be expected to master hellenistic culutre from the following perspectives: 

(1) Society (e.g. government, city organization, economics): (2) Education (e.g.language,literature, science); (3) Ideology (e.g. main trends in 

philosophy and religion); (4) the position of the Jews (e.g. history, literature, and religion); (5) The Roman Empire (Roman culture in 

general). Students of this course are also expected to be able to identify the main traditions and the literature of the New Testament and 

related writings containing those traditions. Special emphasis will be paid to tradtions attributed to John the Baptist, Jesus of Nazareth, and 

the Apotle Paul as well as the development of Early Christian literature during the second Christian century. Students are expected to gain 

knowledge og the said literature from the following perspectives: (1) Historical criticism; (2) the geographical origin of respective writings; 

(3) the ideology of the different corpora of these traditions and the literature preserving them;(4) community development during the second 

century; (5) the formation of the New Testament canon. 

According to syllabus 

GFR201G • Introduction to Theological Ethics • (10e) • Spring • 4f 


A survey of the main ethical theories in theology and philosophy.Various ethical questions in modern time will be discussed. 

GFR202G • Philosophy of Religion • (4e) • Spring • 2f 


Supervisor: Einar Sigurbjörnsson Professor 

Students will be introduced to the classical concepts of the Philosophy of Religion. First, the nature of religious discourse will be discussed 

as well as the very langugage of religion. Then students will be introduced to philosophical arguments for the existence of God and how 

theologians have made use of this sort of argumentation. The problem of evil and suffering will be discussed and, finally, modern arguments 

against religion and belief and how religious traditions react to this current criticism. 

GFR203G • Deaconal Theology I • (4e) • Spring • 2f 


Teacher: Kristján Valur Ingólfsson 

Lectures on the biblical principles of deaconal theology.Also emphasis on the development of the deacony until present time. 


GFR204G • Introduction to Christian Theology • (8e) • Spring • 3f 

Teacher: Arnfríður Guðmundsdóttir Professor 

Teacher: Einar Sigurbjörnsson Professor 

The aim of this course is to provide a historical overview of Christian thought. A special emphasis will be on the formation of creedal texts 

as well as the history and characteristics of various denominations. 

Written examination at the end of term 

GFR207G • Religious Themes in Films • (6e) • Spring • 3f 



Religious themes in films The main purpose of this course is to make students better qualified for reading, discerning and analysing religious 

themes within films. Various such important religious themes will be introduced, including the story of Adam and Eve, the Exodus, the 

Psalms, the redemption, Christ and Madonna figures and the apocalypse. Furthermore, an overview of biblical films will be presented, an 

exploration will be given on how various religious movements have been presented by film makers and, in particular, the religious themes in 

the films of Ingmar Bergman and Krzyzstof Kieslowski will be discussed. 

Evaluation Examination (70%) Essay (30%) 

GFR208G • The Church and Modern Society • (4e) • Spring • 2f 

Teacher: Pétur Pétursson Professor 

This course is part of diaconical studies but also part of practical theology. Survey of the development of the Icelandic society in the 19th and 

the 20th centuries in connection with the Church with emphasis on the connection between the Church and the Government 

GFR209G • Liturgics • (4e) • Spring • 2f 

256


Undergraduate 


Liturgics. 

GFR301G • Pastoral care • (8e) • Fall • 4f 

Teacher: Sigfinnur Þorleifsson Lecturer (UK) - Assistant Professor (USA) 

Some main issues of pastoral care especially related to human suffering are looked upon and discussed, such as faith (salugenic, pathogenic), 

how to fasciliate spiritual wholeness, guilt, forgiveness, creative and empathic listening, burnout etc. There will also be some examination of 

pastoral care within theology. 

Written examination. Written assignmets. 

GFR302G • BA-Thesis in Theology • (10e) • Fall 

BA-Thesis in Theology 

GFR310G • Church History of Iceland - Change of Religion and the Birth of Church • (8e) • Fall 

Teacher: Hjalti Hugason Professor 

.n 

Written assignment (33%) and written examination at the end of term.n 

GFR311G • Exegesis of the Old Testament: The Prophets • (8e) • Fall 


Exegesis of the OT 

GFR312G • New Testament Theology • (6e) • Fall • 4f 

Teacher: Jón Magnús Ásgeirsson Professor 

Please observe the applicable requirements (prerequisites) for taking this course.This course introduces to the students the complexity and 

difficulty with regard to reading ancient texts like that of the New Testament. Ideas about how to define the nature and scope of New 

Testament Theology will be discussed and the direction of hermeneutics and method during the past decades and at present. Students will, 

further, be introduced to New Testament Apocrypha and the role they play for understanding Christian origins. Finally, the application of 

Semitic and Hellenistic motifs in texts will be explored in particular 

GFR313G • New Testament Theology • (8e) • Fall • 4f 


This course introduces to the students the complexity and difficulty with regard to reading ancient texts like that of the New Testament. Ideas 

about how to define the nature and scope of New Testament Theology will be discussed and the direction of hermeneutics and method during 

the past decades and at present. Students will, further, be introduced to New Testament Apocrypha and the role they play for understanding 

Christian origins. Finally, the application of Semitic and Hellenistic motifs in texts will be explored in particula 

Required preparation: Samtíðarsaga ásamt inngangsfræði Nýja testamentisins (GFR101G) 

GFR314G • Ecclesiology • (8e) • Fall 



Lectures on the church, its nature,part,religious life and sacraments. 

Written exame. 

GFR315G • Human sexuality,Ethics and Society • (8e) • Fall • 4f 


At the centre of the course is human sexuality seen from historical, social, cultural and religious perspectives. Resources come from the field 

of sexology, sociology, gender studies, ethics, philosophy and theology. Main topics are: understanding of human sexuality, sexual ethics, 

love, sex, marriage, sexual orientation, sexual harassment and sexual violence, constructivism and essentialism in sexology and sexual ethics, 

the concepts of "normal" and "abnormal", cultural relativism and professional ethics. 

Two written assignments 

GFR316G • Ecclesiology • (6e) • Fall 


Lectures on the church, its nature,part,religious life and sacraments. 

GFR317G • Church History of Iceland - Change of Religion and the Birth of Church • (6e) • Fall 


x 

GFR318G • Human sexuality,Ethics and Society • (6e) • Fall 


At the centre of the course is human sexuality seen from historical, social, cultural and religious perspectives. Resources come from the field 

of sexology, sociology, gender studies, ethics, philosophy and theology. Main topics are: understanding of human sexuality, sexual ethics, 

love, sex, marriage, sexual orientation, sexual harassment and sexual violence, constructivism and essentialism in sexology and sexual ethics, 

the concepts of "normal" and "abnormal", cultural relativism and professional ethics. 

GFR401G • Hebrew • (10e) • Spring • 5f 

Supervisory teacher: Gunnlaugur A Jónsson Professor 

257


Undergraduate 

Hebrew for beginners. 


GFR402G • BA-Thesis in Theology • (10e) • Spring 


GFR403G • BA-Thesis in Theology • (10e) • Summer 


GFR408G • Church History of Iceland - The Reformation • (8e) • Spring 


Church History 

GFR409G • Psychology of Religion • (4e) • Fall • 2f 


Addresses psychological theories on the origin and development of religious experience, religious concepts and religious belief and their 

formative effects on personality. Discussion of changes and development in religious life based on cognitive and ethical premises. 

Examniation at the end of term. 

GFR410G • Church and Modern Society • (8e) • Spring • 4f 


This course is part of diaconical studies but also part of practical theology. Survey of the development of the Icelandic society in the 19th and 

the 20th centuries in connection with the Church with emphasis on the connection between the Church and the Government. 

GFR501G • Exegesis of the New Testament: Synoptic Gospels, Matthew • (10e) • Fall • 4f 


Students will read selections from the Gospel of Matthew in the Greek language for syntactical analysis and experiment with translations 

based on theories of semantics. The historical and ideological context of the gospel will be viewed on the basis of contemporary sources as 

well as modern scholarly discussion of them. Students will be introduced to scholarly discussion on the compositional history of the gospel 

as well as on the most basic motifs of the text itself. The question of methodology and the reception history of the text will be viewed from 

the perspective of how students can apply these tools and knowledge for an independent study of their assigned passages from the gospel 

text. 

Required preparation: Forngríska I (GRÍ103G), Forngríska II (GRÍ201G) 

GFR502G • Religious Education • (4e) • Spring • 2f 


Discussion of the purpose of religious instruction in schools and congregations. Examination of the concept of religious socialization from a 

historical perspective and on the basis of the teachings of the Church and the role of the school in society. Instruction in the psychological 

ana premises of Christian pedagogics and teaching methods. Special emphasis on the baptismal instruction of the State Church and 

confirmations. Candidates will be required to participate in confirmation activities in a congregation under the supervision of the instructor.! 

GFR601G • Homilectical Seminar: Christian Messiage in Modern Society • (6e) • Spring • 2f 


Discussion of theories on communications and the media and practical training in the use of the media. Student will compose and deliver one 

sermon and complete other assignments, practical and written. The section of the course takes place in connetion with courses in Liturgics. 

The instructor will work with other instructors within and outside the Faculty. 

GFR603G • Church History: Special Elective. • (4e) • Spring 


Church History 

GFR604G • Exegesis of the NT: 1. Corinthians • (10e) • Spring 


Corinthians I read in Greek with a commentary recommended by theninstructor. Lectures and discussions of exegetical methods and readings 

ofnselected parts of the Gospel using the relevent techniques (grammatical,nhistorical and literary) for independent analysis and studying of 

thentexts. Emphasis is put on the final goal of exegesis, the transference andnapplication of the text to the present. Overview of the research 

historynof the Pauline epistles.n 

GFR605G • New Religious Movements • (6e) • Fall 


Teacher: Bjarni Randver Sigurvinsson 

All religious movements that have emerged in the western world during the past two centuries are commonly defined as new religious 

movements. Many of them have already reached Iceland, for example various occult movements. Whereas some of those movements are 

rooted in Christian tradition, many are heavily influenced by various eastern religions. The emergence of these religious movements will be 

discussed in combination with their history, ideology and social status both here in Iceland and abroad. A great emphasis will be laid on 

defining the basic religious symbolism of these movements and introducing the main theories of social prerequisites for their success. 

GFR606G • Liturgi • (6e) • Spring 


258


Undergraduate 

Liturgi 

GFR607G • Theology of the OT • (8e) • Spring 


n. 

GFR608G • Exegesis of the NT. Corinthians. • (8e) • Spring 


Corinthians I read in Greek with a commentary recommended by theninstructor. Lectures and discussions of exegetical methods and readings 

ofnselected parts of the Gospel using the relevent techniques (grammatical,nhistorical and literary) for independent analysis and studying of 

thentexts. Emphasis is put on the final goal of exegesis, the transference andnapplication of the text to the present. Overview of the research 

historynof the Pauline epistles.n 

GFR901G • Thesis in Old Testament • (10e) • Fall 


Final thesis in Old Testament studies. 

GFR902G • Thesis in the Old Testament • (10e) • Spring 


Thesis in the Old Testament 

GFR903G • Thesis in the Old Testament • (10e) • Summer 



GFR904G • Thesis in the Old Testament • (20e) • Fall 



GFR905G • Thesis in the Old Testament • (20e) • Spring 



GFR906G • Thesis in the Old Testament • (20e) • Summer 



GFR907G • Thesis in the New Testament • (10e) • Spring 

Supervisory teacher: Jón Magnús Ásgeirsson Professor 

Thesis in the New Testament 

GFR908G • Thesis in the New Testament • (10e) • Summer 



GFR909G • Thesis: The New Testament • (20e) • Fall 



GFR910G • Thesis: The New Testament • (20e) • Spring 



GFR911G • Thesis: The New Testament • (20e) • Summer 



GFR912G • Thesis in Christian Theology • (10e) • Fall 


Thesis in Christian Theology 

GFR913G • Thesis in Christian Theology • (10e) • Spring 



GFR914G • Thesis in Christian Theology • (10e) • Summer 



259


Undergraduate 

GFR915G • Thesis in Christian Theology • (20e) • Fall 



GFR916G • Thesis in Christian Theology • (20e) • Spring 



GFR917G • Thesis in Christian Theology • (20e) • Summer 



GFR918G • Thesis in Ethics • (10e) • Fall 


Thesis in Ethics 

GFR919G • Thesis in Ethics • (10e) • Spring 



GFR920G • Thesis in Ethics • (10e) • Summer 


GFR921G • Thesis in Ethics • (20e) • Fall 



GFR922G • Thesis in Ethics • (20e) • Spring 



GFR923G • Thesis in Ethics • (20e) • Summer 


GFR924G • Thesis in Church History • (10e) • Fall 


Thesis in Church History 

GFR925G • Thesis in Church History • (10e) • Spring 



GFR926G • Thesis in Church History • (10e) • Summer 



GFR927G • Thesis in Church History • (20e) • Fall 



GFR928G • Thesis in Church History • (20e) • Spring 



GFR929G • Thesis in Church History • (20e) • Summer 



GFR930G • Thesis in Pastoral Counselling • (10e) • Fall 

Supervisor: Sigfinnur Þorleifsson Lecturer (UK) - Assistant Professor (USA) 

Thesis in Pastoral Counselling 

GFR931G • Thesis in Pastoral Counselling • (10e) • Spring 



GFR932G • Thesis in Pastoral Counselling • (10e) • Summer 

260


Undergraduate 



GFR933G • Thesis in Pastoral Conselling • (20e) • Fall 



GFR934G • Thesis in Pastoral Conselling • (20e) • Spring 



GFR935G • Thesis in Pastoral Conselling • (20e) • Summer 



GFR936G • Thesis in Liturgical Music • (10e) • Fall 


Thesis in Liturgical Music 

GFR937G • Thesis in Liturgical Music • (10e) • Spring 



GFR938G • Thesis in Liturgical Music • (10e) • Summer 



GFR939G • Thesis in Liturgical Music • (20e) • Fall 



GFR940G • Thesis in Liturgical Music • (20e) • Spring 



GFR941G • Thesis in Liturgical Music • (20e) • Summer 



GFR942G • Thesis in Practical Theology • (10e) • Fall 


Thesis in Practical Theology 

GFR943G • Thesis in Practical Theology • (10e) • Spring 



GFR944G • Thesis in Practical Theology • (10e) • Summer 



GFR945G • Thesis in Practical Theology • (20e) • Fall 



GFR946G • Thesis in Practical Theology • (20e) • Spring 



GFR947G • Thesis in Practical Theology • (20e) • Summer 



GFR948G • Thesis in the New Testament • (10e) • Fall 



261


Graduate 

GFR001F • Doctoral Studies in Theology • (30e) • Fall 

Doctoral Studies in Theology 

GFR002F • Doctoral Studies in Theology • (30e) • Spring 


GFR003F • Doctoral Studies in Theology • (30e) • Summer 


GFR004F • Master's Thesis in Theology • (30e) • Fall 

Master's Thesis in Theology 

GFR005F • Master's Thesis in Theology • (30e) • Spring 


GFR006F • Master's Thesis in Theology • (30e) • Summer 


262

Faculty of Icelandic and Cultural Studies 

Undergraduate 


ABF022M • Lecture at Student Conference • (2e) • Spring 

Students receive 1 credit (2 ECTS) for a lecture given at a student conference. 

ABF103G • Critical Composition • (10e) • Fall • 4f 

Teacher: Gunnþórunn Guðmundsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Þröstur Helgason 

Discussion of various approaches to writing about literature and film (from research papers to reviews, polemical essays, and informal 

articles). Students will be trained in the various aspects of composition: locating and organizing material, using sources, building arguments, 

revising, and editing. This includes analyzing different critical discourses, as well as the implied reader and other relevant theoretical issues. 

This is a required course for students majoring in Comparative Literature and first-year students are urged to register for it. 

Weekly projects, final essay and mid-term exam. 

ABF104G • Literary Methods & Concepts • (10e) • Fall • 4f + 1u 

Supervisor: Guðni Elísson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Þorgerður E Sigurðardóttir 

Literary Methods & Concepts This is the introductory course and forms the basis for other courses in Comparative Literature. The aim is to 

acquaint the students with the main literary concepts and methodological foundations and to give them some experience in analysing texts. In 

addition to lectures there are small group discussion periods in connection with required essays. This course is to be taken during the first 

term. 

ABF111G • French Literature I • (10e) • Fall • 4f 


The course focuses on 18th and 19th century texts in order to examine the influences of various movments and concerns, such as the 

Enlightenment, Romanticism and Realism, especially in the novel, autobiography and poetry. Changes brought on by the revolution and 

industrialisation will be given due consideration. Authors read include Voltaire, Rousseau, Stendhal, Balzac, Georges Sand, Flaubert, 

Rimbaud, and Baudelaire. 

Course evaluation includes and oral exam, participation in group projects and essay. 

ABF112G • Medieval Literature • (10e) • Fall • 4f 

Assistant teacher: Sif Ríkharðsdóttir 

This course provides an overview of the main literary works in Europe during the Middle Ages. The course covers material ranging from 

Germanic heroic poetry to the works of the best known authors of the late Middle Ages, such as Chaucer and Dante. The main focus of the 

course will be to establish an overview of the various genres and literary trends of the period, while closer readings of the works will provide 

insight into their cultural, ideological and narratological context. Teaching will be in the form of lectures and discussions in class. 

Evaluation will be based on a midterm as well as a final exam. 

ABF210G • World Literary History • (10e) • Spring • 4f 

Assistant teacher: Hjalti Snær Ægisson 

The aim of this survey course is to sample the literary history of the last four millennia by reading a number of world masterpieces from 

Africa, Asia and Europe. Texts will be read in Icelandic translations. 

ABF213G • Literature II: Contemporary Arabic Literature: Women in Rebellion • (5e) • Spring • 2f 

Assistant teacher: Hoda Thabet S Heshmatallah 

In the novels of contemporary Arab Female Authors Ghada Samman (Syria), Salwa Bakr (Egypt), Ahlam Mosteghanemi (Algeria), Sahar 

Khalifeh (Palestine) and Hanan El-Sheikh (Lebanon) female suffering expresses the violence of abuse, religious fundamentalism and 

poverty. These novelists have created narratives in which characters rearticulate a sense of self in the face of forces that threaten to unmake 

them; a world in which women are in a state of transition by an inner compulsion to survive. In formulating a strategy for reading these 

postcolonial texts, we will apply contrapuntal reading, a method of analysis developed by Edward Said, Michel Foucault, Mikhail Bakhtin 

and Terry Eagleton. This approach to textual interpretation challenges the static quality of the politics of identity, allows us to move beyond 

the limitation of cultural borders, and expands our possibilities beyond conversation about gender, sex and the body. 

ABF214G • Russian Literature • (5e) • Spring • 2f 


19th and 20th century Russian literature. Poems, plays, prose, short stories and selections from greater works read in Russian. Work on 

translations from different works. Selected greater works read in translation. 

ABF218G • Contemporary German Literature • (10e) • Spring • 4f 

Assistant teacher: Benedikt Hjartarson Adjunct Lecturer 

The course deals with contemporary literature in German in a broad perspective, from the end of World War II to the present day. The focus 

will be mainly on the novel , but chosen short stories, novellas and poems will also be read, as well scholarly articles on the subject. 

ABF301G • The Vocabulary of the Body. • (10e) • Fall • 4f 

Assistant teacher: Sif Ríkharðsdóttir 

This course considers recent theories within Feminism and Gender Studies that approach the body both as a physical and theoretical object. 

Selected critical works, as well as literary texts by both male and female authors, will be read and theories about discourse, language, 

symbolism and the body will be used to analyze and discuss the texts read. No prior knowledge is required, but it is expected that at the end 

263


Undergraduate 

of the course students will be capable of working with and applying such critical theories on literary works. Active participation in classes 

through discussion, reading and various projects is expected. 

Evaluation is based on participation, short projects and a final paper. 

ABF303G • BA-Thesis • (10e) • Fall 

Supervisor: Gunnþórunn Guðmundsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Supervisor: Gottskálk Þór Jensson Senior Lecturer (UK) - Associate Professor (USA) 

The student chooses a topic in consultation with the supervisor. The thesis should be 30-40 typed pages and demonstrate the student's ability 

to work independently, to present an organized, reliable thesis, with proper handling of references and a clear, careful presentation. 

ABF304G • BA-Thesis • (20e) • Fall 



The student chooses a topic in consultation with the supervisor. The thesis should demonstrate the student's ability to work independently, to 

present an organized, reliable thesis, with proper handling of references and a clear, careful presentation. 

ABF305G • Directions in Literary Theory • (10e) • Fall • 3f + 1u 

Teacher: Dagný Kristjánsdóttir Professor 

Teacher: Benedikt Hjartarson Adjunct Lecturer 

Historical overview of the development of literary theory. The main emphasis is on twentieth century trends and methods. In addition to 

lectures there are small group discussion periods. 

ABF306G • Dramaturgic Theory • (10e) • Fall • 4f 

Assistant teacher: Trausti Ólafsson 

During the seminar the main theories of European and North American theatre and playwriting will be introduced. Starting with the ancient 

Greeks and having contemporary performance theory at the other end, the tension and connection between spoken word and action on stage 

will be discussed. A selection of plays and fragments from others will be read and investigated according to relevant dramaturgical theories; 

and three or four theatre performances selected by the student group will be analysed. Finally performance in contemporary public life will 

be discussed, Victor Turner's theories on 'social drama' introduced and the public events of today viewed according to his model. 

Evaluation: Written exam (50%). An essay on a selected subject (50%) 

ABF401G • BA-Thesis • (10e) • Spring 





ABF402G • BA-Thesis • (10e) • Summer 





ABF403G • BA-Thesis • (20e) • Spring 





ABF404G • BA-Thesis • (20e) • Summer 





ABF405G • Chinese Literature • (10e) • Spring • 4f 

Assistant teacher: Hjörleifur Sveinbjörnsson 

Students will read some short stories but mainly excerpts from the classic Chinese novels from the 14th to the 18th centuries. The origin of 

these texts can be traced back to the bustling market-places and teahouses of old. The development from these humble beginnings to works 

that merit consideration as works of world literature will be covered. Chief among those is the 18th century novel The Dream of the Red 

Chamber (alternative title: The Story of the Stone). 

Towards the end of term students will write an essay on a given topic from the works covered in the course. 

ABF406G • 19th Century Literature and Films • (10e) • Spring • 2f 

Assistant teacher: Alda Björk Valdimarsdóttir 

Four 19th century novels (including Charlotte Bronte's Jane Eyre and Jane Austen's Emma) will be analyzed along with a selection of their 

numerous film adaptations. 

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AMV101G • Non-Indoeuropean Language I: • (10e) • Fall • 4f 

Not taught 2008-2009. Please see Finnish for beginners FIN102G. 

AMV103G • History of Linguistics • (10e) • Fall • 4f 

Teacher: Magnús Snædal Rósbergsson Professor 

The major aspects of the history of linguistics traced from the antiquity through the middle ages till the beginning of the 19th Century. The 

Old Icelandic grammatical treatises. The major aspects of the history of linguistics in the 19th and 20th century. Emphasis is placed on the 

theories and discoveries that have been most influential in the development of ideas and methods in linguistics. 

AMV201G • Indoeuropean Comparative Linguistics I • (10e) • Spring • 3f 


The methods of Indoeuropean comparative linguistics will be introduced, the connections between the Indoeuropean languages traced, and 

the main details of their development discussed, with special attention to Icelandic. At the same time, there will be discussion of the basic 

features of the structure of one ancient Indoeuropean language, with reading of simple texts. 

AMV303G • BA-Thesis • (10e) • Fall 



BA-Thesis 

AMV304G • BA-Thesis • (20e) • Fall 



BA-thesis. 

AMV305G • Language and Culture • (10e) • Fall • 4f 


The course examines the human linguistic competence, the relation between 

language and various human activities (culture in a broad sense) but also if 

and how language shapes the semantic and cultural spheres created by man. 

AMV307M • Speech and Language Disorders: Introduction • (10e) • Fall • 4f 

Supervisor: Magnús Snædal Rósbergsson Professor 

Teacher: Bryndís Guðmundsdóttir 

Teacher: Brynja Jónsdóttir 

Introduction to speech and language difficulties. In the class the most common speech and language difficulties will be discussed such as 

articulation and voice problems, stuttering, hearing problems, aquired aphasia and agrammatism, and delayed language in children. 

Mid-term and end of term exams. 

AMV404G • BA-Thesis • (10e) • Spring 



BA-Thesis 

AMV405G • BA-Thesis • (10e) • Summer 



BA-Thesis 

AMV406G • BA-Thesis • (20e) • Spring 



BA-thesis. 

AMV407G • BA-Thesis • (20e) • Summer 



BA-thesis. 

AMV410G • Semantics • (10e) • Spring • 4f 


The basic concepts and methods of Semantics. Theories of the sign. The relations of semantics to morphology and syntax. 

AMV501G • Independent Study Project • (10e) • Fall 

The student chooses a subject in consultation with a regular teacher, studies it and writes a rapport or a paper on the subject. 

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AMV601G • Independent Study Project • (10e) • Spring 

The student chooses a subject in consultation with a regular teacher, studies it and writes a rapport or a paper on the subject. 

AMV901M • Exchange studies • (30e) • Fall 


AMV902M • Exchange studies • (30e) • Spring 


ÍSE001G • Self Study in Icelandic • (10e) • Fall 

Teacher: Kolbrún Friðriksdóttir Adjunct Lecturer 

This course is based on principles of autonomous learning and the overall aim is to practice fluency and accuracy through self-directed work 

under the supervision of an instructor. 

All students will go through the web-based beginners course Icelandic Online I plus and choose additionally one of the following subsections: 

grammar, oral comprehension or reading. Each sub-section will be offered in three different levels depending on student's ability or 

goals. 

Students will not have regular classes but work independently wherever suits them: at home or in computer centres on campus. Students 

meet one-on-one with the course instructor twice during the course to determine language goals and to set up an individualized instructional 

plan: 1) in the beginning of the term to get access to the online course and a suitable schedule, and 2) again midterm for continuing work and 

goals. Course instructor is available at in other times also. 

There will be a final exam (100%) in the end of the term. 50% of the final exam will be based on Icelandic Online I plus and 50% on the 

additional material each student chose with the teacher (listening or reading or grammar). 

ÍSE002G • Vocabulary I • (10e) • Fall • 4f 

Teacher: Sigríður D Þorvaldsdóttir Adjunct Lecturer 

Teacher: Guðlaug Stella Brynjólfsdóttir 

Teacher: Guðjón Ragnar Jónasson 

The aim is that students gain practical knowledge and understanding of basic grammar, syntax and vocabulary in Icelandic through reading, 

writing and oral communication. 

ÍSE003G • Vocabulary I • (10e) • Spring • 4f 


The aim is that students gain practical knowledge and understanding of basic grammar, syntax and vocabulary in Icelandic through reading, 

writing and oral communication. 

ÍSE004G • Pronunciation and Speech • (10e) • Fall • 4f 

Teacher: María Anna Garðarsdóttir Adjunct Lecturer 

Teacher: Brynja Grétarsdóttir 

Teacher: Jon Simon Markusson 

The aim is that students gain practical knowledge and understanding of basic features of the phonetic system in Icelandic. The focus is on 

oral communication for beginners and on the main features of pronunciation. The students work in pairs and in small groups in the 

classroom. One hour a week the students work independently in Language Lab or the Language Centre. 

ÍSE005G • Pronunciation and Speech • (10e) • Spring • 4f 


The aim is that students gain practical knowledge and understanding of basic features of the phonetic system in Icelandic. The focus is on 

oral communication for beginners and on the main features of pronunciation. The students work in pairs and in small groups in the 

classroom. One hour a week the students work independently in Language Lab or the Language Centre. 

ÍSE006G • Self Study in Icelandic • (10e) • Spring • 4f 


This course is based on principles of autonomous learning and the overall aim is to practice fluency and accuracy through self-directed work 

under the supervision of an instructor. 

All students will go through the web-based beginners course Icelandic Online I plus and choose additionally one of the following subsections: 

grammar, oral comprehension or reading. Each sub-section will be offered in three different levels depending on student's ability or 

goals. 




goals. Course instructor is available in other times also. 

There will be a final exam (100%) in the end of the term. 50% of the final exam will be based on Icelandic Online I plus and 50% on the 

additional material each student chose with the teacher (listening or reading or grammar). 

ÍSE007G • Vocabulary II • (10e) • Spring • 4f 


This course is a continuation of the course ÍSE003G Vocabulary I. 

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Then main aim of this course is to expand students' vocabulary in reading and writing. Course work will involve reading texts concerning 

daily topics and writing short essays of different types. Moreover, students will be reading a short Icelandic story and working on related 

comprehension and vocabulary assignments. 

Certain topics will be discussed in class where students will be motivated to practice everyday speech and communication. 

Basic Icelandic grammar will be introduced and trained at home/in class, such as gender and declension of nominals together with 

conjugation of verbs in the present and past tense. 

There will be a final exam in the end of the term. Moreover, students are supposed to return two term tests (home tests) to the teacher and a 

few short essays during the term. 

ÍSE008G • Text and Writing • (10e) • Spring • 4f 


The aim of this course is that students gain practical knowledge and understanding of some features of Icelandic grammar and language 

usage through reading and writing. 

ÍSE009G • Self Study in Icelandic II • (10e) • Spring 


This course is a continuation of the course ÍSE006G Self Study in Icelandic I, based on principles of autonomous learning and the overall 

aim is to practice fluency and accuracy through self-directed work under the supervision of an instructor. 

All students will go through the web-based course Icelandic Online II plus and choose additionally one of the following sub-sections: 

grammar, listening + pronunciation or reading + writing. Each sub-section will be offered in three different levels depending on student's 

ability or goals. 




goals. Course instructor is available in other times also. 

ÍSE014G • Icelandic Culture • (10e) • Fall • 4f 

Teacher: Ólafur Rastrick 

Icelandic Culture will give an overview of Icelandic culture from the Settlement to modern times with empasis on contemporary culture and 

art. It will cover the settler society, the literary culture, the rapid shift from rural to urban culture, music, visual arts, films, theatre, 

architecture and environmental issues. Students will read a varied selection of literary texts. Icelandic theatre will be discussed. Icelandic 

film-history will be discussed, and movies screened in class. Museums and galleries will be visited and students are introduced to Icelandic 

architecture. Ongoing debates on environmental issues will be discussed. Teaching will be in form of lectures, discussions, shows and 

museum visits. Icelandic Culture is open to all foreign students at the University of Iceland. The course is taught in English. 

Essay and quizzes. 

ÍSE101G • Self-Directed Study I • (4e) • Fall 


The students work independently on selected topics in Language Lab and the Language Centre. The focus is on listening and comprehending 

easy topics, and on the main features of pronunciation. Tutoring. 

Written examination at the end of term, 100%. 

ÍSE102G • Grammar I • (10e) • Fall • 4f 

Teacher: Jón Gíslason Adjunct Lecturer 

Teacher: Þóra Björk Hjartardóttir Senior Lecturer (UK) - Associate Professor (USA) 

A detailed survey of the basic features of Icelandic grammar, in particular inflectional morphology (noun declension and conjugation of 

verbs). The course is structured for those with serious interests in the study of the structure of the Icelandic language, for its own sake or as a 

part of their Icelandic language learning, and is not designed for those with casual interests in improving their language skills only. 

Teaching takes the form of informal lectures. The students are expected to do homework: read the material, work on their own notes and do 

home assignments. Home assignments will be distributed every week. Assignments are not graded, but should be considered as a very 

important part of the learning process and are therefore not to be neglected. The teaching language is mainly English, but gradually Icelandic 

will be used as well. 

Written exam. 

ÍSE103G • Icelandic Language I • (10e) • Fall • 4f 

Teacher: Guðlaug Stella Brynjólfsdóttir 

Teacher: Brynja Grétarsdóttir 


Emphasis is on the understanding of written language and the development of vocabulary by working with simple texts. Introduction to the 

basics of grammar.Written assignments. 

ÍSE104G • Conversational Practice I • (6e) • Fall • 4æ 





This course provides students with training in oral communication and in Icelandic pronunciation together with comprehension of spoken 

language for beginners. 

In class there will be focus on the main features of Icelandic pronunciation and certain examples practiced. Moreover, students will be 

motivated to practice everyday speech and communication in small groups. Students will prepare certain topics at home to discuss in class 

and will have the opportunity to give a lecture on chosen issues. Students are supposed to be well prepared for class and to participate in 

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discussion groups. 

There will be an oral exam in the end of the term together with students'lectures in class. 

ÍSE201G • Grammar II • (10e) • Spring • 3f 


The course is a continuation of the course Grammar I - Málfræði I. where some fundamental features of Icelandic grammar were addressed. 

The understanding of linguistic structure that students gained in that course, will be deepened. More declension classes of nouns will be 

introduced and verbs and their usage will be dealt with extensively, the compound tense forms in particular. The comparison of adjectives 

and its use will be introduced, and formal and functional features of pronouns will be emphasized. 

Teaching takes the form of informal lectures. Home assignments will be distributed every week. Assignments are not graded, but should be 

considered as a very important part of the learning process and are therefore not to be neglected. Teaching in Icelandic. 

Written exam. 

ÍSE202G • Conversational Practice II • (6e) • Spring • 3æ 

Teacher: Katrín Axelsdóttir Adjunct Lecturer 

Advanced training in oral communication and the understanding of spoken language. Taught in small groups. 

Oral examination at the end of term. 

ÍSE203G • Self-Directed Study II • (4e) • Spring 


The students work independently on selected topics in Language Lab and the Language Centre. The focus is on listening, comprehension and 

pronunciation. Tutoring. 

Written examination at the end of term, 100%. 

ÍSE204G • Icelandic Language II • (10e) • Spring • 3f 


More advanced training in the understanding of written language and the development of vocabulary by working with texts. Overview of 

grammar and written assignments. 

Written examination, 100%, at the end of term. 

ÍSE301G • Inflectional Morphology I • (5e) • Fall • 2f 

Teacher: Margrét Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The declension of nouns will be dealt with in depth, so will proper names, adjectives, numerals and adverbs, and themain associated concepts 

will be explored. Concepts like lexicon, generative grammar, analogy, predictability and markedness will be introduced. The size of 

declensional classes and their productivity will be investigated, as well as the assignment of loan words to particular classes of declension. 

Written examination, 100%. 

ÍSE302G • Language Usage I • (5e) • Fall • 2f 



Students are trained both in written Icelandic, through reading, assignments and essay writing. 

Assignments (25%), essay (15%) and a written examination (60%). 

ÍSE304G • Contemporary Literature • (10e) • Fall • 4f 

Teacher: Jón Karl Helgason Senior Lecturer (UK) - Associate Professor (USA) 

This course deals with recent Icelandic literature. Students will read a selection of prose, drama and poetry that has been published or 

performed in the last few years. 

ÍSE305G • Phonetics and Phonology • (5e) • Fall • 2f 


The course offers an in-depth study of sound formation in Icelandic and the main phonological processes of continuous speech. 

Written exam 

ÍSE306G • Icelandic Literature before 1550 • (10e) • Fall • 4f 

Assistant teacher: Páll Valsson 

The focus in this course is placed on a) the old heathen mythology as depicted in Icelandic Medieval literature and b) on the Icelandic Family 

Sagas. We will read poems from the Poetic Edda, sections of the Prose Edda, and four Icelandic Family Sagas, i.e. Hrafnkels saga, Njáls 

saga, Laxdæla saga and Egils saga. 

ÍSE401G • BA-Thesis • (10e) • Spring 

Supervisor: Sigríður D Þorvaldsdóttir Adjunct Lecturer 

Final Thesis. 

ÍSE402G • BA-Thesis • (10e) • Summer 

Supervisor: Sigríður D Þorvaldsdóttir Adjunct Lecturer 

Final Thesis. 

ÍSE403G • Inflectional Morphology II • (5e) • Spring • 2f 


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Subjects dealt with 

The course offers an in-depth study of various aspects of inflectional morphology, with special emphasis on pronouns and verbs. Concepts 

like lexicon, analogy, predictability and markedness will be discussed. Frequency of words and word classes will be also discussed, as well 

as inflectional changes. 

Course work 

Classes are lecture-based. Every week home assignments will be given, to be turned in to the teacher. These will be dealt with in class. 

Written examination, 100%. 

ÍSE404G • Icelandic History • (10e) • Spring • 4f 

An overview of Iceland's history from its beginning c. 874 to the turn of the 20th century. The main emphasis is placed on the period of the 

Icelandic Commonwealth, the distinctive/ characteristic features of Iceland's agricultural scociety in previous centuries, and the campaign 

independence of the 19th century. 

ÍSE405G • Language Usage II • (5e) • Spring • 2f 



The course serves the purpose of training students in listening comprehension and oral expression. To that end, a number of contemporary 

issues will be taken up, examined and dealt with by the students during classes and in home assignments. 

ÍSE406G • Folk Tales • (5e) • Spring • 2f 


The course is devoted to the Icelandic folktale-tradition and its role in the Icelandic society of today. Special emphasis is placed on the way 

in which contemporary writers and artists have used this tradition in the last few decades. Students will read a selection of folktales, modern 

Icelandic poetry and prose, as well as scholarly articles on the subject. 

ÍSE407G • Introduction to Literature • (5e) • Spring • 2f 

later 

ÍSE501G • Icelandic Literature before 1550 • (10e) • Fall • 4f 

Teacher: Páll Valsson 

The course deals with the history of Icelandic literature from 1550 to the present. Students will read a selection of poetry and prose from this 

period. Special emphasis is placed on identifying the ways in which the literature of the past has shaped modern Icelandic culture. 

ÍSE502G • Translation • (10e) • Fall • 4f 


Teacher: Gauti Kristmannsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Marion Lerner 

Teacher: Rúnar Helgi Vignisson 

A study of the main concepts in translation theory, based on the book by Peter Newmark, A Textbook of Translation (1988), especially 

Chapter 2 ('The Analysis of a Text'), Chapter 3 ('The Process of Translation') and Chapter 5 ('Translation Methods'). Photo-copied material, 

distributed at the beginning of the course, will also be used. 

In consultation with the instructor the students will choose a short text (c. 10 pages) in their native language for translation into Icelandic. 

They will give a report in class on these projects; the translations, along with class presentation, will take place of an examination. 

ÍSE503G • Syntax I • (5e) • Fall • 2f 


Objects of study 

A number of basic concepts will be dealt with, such as word class analysis, basic syntactic concepts, the classification of verbs and 

grammatical roles. The connections between syntax and semantics will be discussed. In particular, reflexive phenomena, the use of moods 

and direct speech will be dealt with, as will the passive voice, its formation and use. 



Assessment of progress 

Two home assignments will be given, each counting 40%. One will be dealt out before the spring break, the other at the end of term. 5% of 

the final result will be based on the results of weekly home assignments, of which a student shall have finished at least 7 out of 10. For oral 

presentations in class, where up to three students work together on a task, students may receive up to 15% of their total score. 

ÍSE504G • Language Usage III • (5e) • Fall • 2f 


In this course the students are trained in using the vocabulary of the media, both in oral communication and writing. 

Oral exam and weekly assignment. 

ÍSE601G • Language in the Media • (5e) • Spring • 2f 


The course is intended to help students develop a more proficient understanding of language in the media, in particular newspaper articles. 

The focus will be on expanding vocabulary and increasing the students awareness of how different registers and vocabulary affects language 

use. Translational problems, common errors and language policy are also dealt with. 

Assignments (30%) and a written examination at the end of term (70%). 

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ÍSE602G • Icelandic literature from 1550 • (10e) • Spring • 4f 


Until the end of the nineteenth century, majority of Icelanders lived in farming-districts all around the country. In the first decades of the 

twentieth century, people started to move to fishing-villages along the coastline, Reykjavik in particular. Later, people also started to move 

from these villages to the Reykjavik area. The course is devoted to Icelandic prose-fiction and movies that focus on this social development. 

We will read in Icelandic stories and novels by authors such as Halldór Laxness, Indriði G. Þorsteinsson, Svava Jakobsdóttir, Einar Kárason 

og Jón Kalman Stefánsson og see movies such as Börn náttúrunnar, Land og synir and Hafið. 

ÍSE603G • Syntax II • (5e) • Spring • 2f 


Objects of study 

The main emphasis will be on the use of verbal aspect. To that end, the semantics of the verb will be studied, as well as their interplay with 

the nature of their subject. Verbs will be classified on that basis. The use of aspects in Icelandic will be compared to corresponding syntactic 

phenomena in other languages as the occasion arises. 



Assessment of progress 

Two home assignments will be given, each counting 40%. One will be dealt out before the spring break, the other at the end of term. 5% of 

the final result will be based on the results of weekly home assignments, of which a student shall have finished at least 7 out of 10. For oral 

presentations in class, where up to three students work together on a task, students may receive up to 15% of their total score. 

ÍSK202M • Articulation, Diction and Voice • (5e) • Fall • 2f 

Assistant teacher: Margrét Pálsdóttir 

Sound formation; articulation and diction; use of the voice; reading of poetry and prose; stress and rhythm; the difference between the spoken 

and written language; speech and articulation problems. Special emphasis on theoretical talks at conferences, efficient use of slides and 

handouts and preparation for discussions. 

Assignments (20%). Presentation (20%). Verbal exam (60%). 

ÍSL001G • Research Project on a BA-level. • (10e) • Fall 

Research Project on a BA-level. 

ÍSL002G • Research Project on a BA-level. • (10e) • Spring 

Research Project on a BA-level. 

ÍSL101G • Writing for Practical Purposes • (10e) • Fall • 4f 

Teacher: Bjarki M. Karlsson Project Manager 

Students will receive training in functional writing with emphasis on advertising texts, news and newsletters, leaflets, manuals, e-mail and 

web-pages. How are such texts structured and in what way will they best serve their purpose? The course will concentrate on writing as a 

process, the basics of punctuation, grammar, style and the relation of text to media. 

ÍSL102G • Old Icelandic I • (10e) • Fall • 3f 

Teacher: Guðrún Þórhallsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The course gives an overview of the phonology and morphology of Old Icelandic. Proto-Norse sound changes that affected the structure of 

Old Icelandic will also be introduced. Old Icelandic sources will be discussed with samples of texts. The morphological structure of Old 

Icelandic will be treated in detail. 

Written examination (75%). Written homework assignments (25%). It is necessary to get at least the passing grade 5,0 on the written exam. 

ÍSL202G • Old Icelandic II • (5e) • Spring • 2f 

Teacher: Jón Axel Harðarson Professor 

This course is a direct continuation of Old Icelandic I. The phonology of Old Icelandic will be treated in detail and the most important 

phonological developments from the 12th to the 16th century discussed. The First Grammatical Treatise will be read and its importance for 

Icelandic and Nordic linguistics as well as for the history of linguistics explained. 

ÍSL301G • Trends and Methods in Literary Theory • (10e) • Fall • 3f + 1u 



Historical overview of the development of literary theory. The main emphasis is on twentieth century trends and methods. In addition to 

lectures there are small group discussion periods. 

Recommended preparation: Bókmenntafræði (ÍSL416G) 

ÍSL304G • The Eddas • (10e) • Fall • 4f 

Teacher: Ármann Jakobsson Senior Lecturer (UK) - Associate Professor (USA) 

The subject of this course is mediaeval Icelandic poetry, mainly Eddic and skaldic. 

Oral exam (50%). A short essay (40%). Other (10%). 

ÍSL305G • Novels in the 20th Century • (10e) • Fall • 4f 


Assistant teacher: Helga Birgisdóttir Adjunct Lecturer 

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In this course we will read selected novels focusing on the interaction between literature and visual culture, words and images. We start with 

visual literary texts, moving on to focalization and the way the text watches. We will examine texts inspired by photographs / paintings / 

cinematic adaptations and try to answer the question whether the word and the image have finally made their peace - or whether they remain 

at odds? 

Course examination will be in the form of short assignments and a thesis. 

ÍSL306G • Phonetics • (10e) • Fall • 4f 


Speech organs, speech production, and articulatory description. Phonetic transscription. Research methods in acoustic phonetics and speech 

perception. Demarcation and interface of phonetics and phonology. 

ÍSL405G • Study Methods in Icelandic • (10e) • Fall • 4f 

Teacher: Eiríkur Rögnvaldsson Professor 

The main objective of this course is to teach students the basics of academic writing. Topics include the use of dictionaries and web sources, 

the style and structure of academic papers, research methods in linguistics and literature, the proper use of scholarly sources and conventions 

regarding citations and bibliographies in the humanities. 

ÍSL406G • Introduction to Linguistics • (10e) • Fall 

Teacher: Sigríður Sigurjónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

An introduction to linguistic theory and methods of linguistic analyses. The goal is to acquaint students with the nature of human language 

and the main features of Icelandic grammar and Icelandic dialects. The main fields of linguistics will be introduced, e.g. phonetics, 

phonology, morphology and syntax, as well as various subfields, e.g. dialectology, sociolinguistics, language acquisition, brain and language, 

and comparative linguistics. Finally, the history of linguistics and the history of linguistic studies in Iceland will be briefly discussed. There 

are weekly problem sets and a written examination at the end of the course. 

10 written home assignments during the term (30% of final grade) and a written exam at the end of the term (70% of the final grade). 

Students have to pass the exam (get grade 5.0 or higher) to finish the course. 

ÍSL407G • Icelandic Phonetics and Phonology • (5e) • Spring • 2f 


Foundations of Icelandic sound patterns, articulation and acoustics. Phonetic ear training and transcription. Introduction to trends in 

phonological and phonetic theory and linguistic methodology. A survey of phonological and phonetic research on Icelandic. 

6 written homeassignments during the term (20% of final grade) and a written exam at the end of the term (80% of the final grade). Students 

have to pass the exam (get grade 5,0 or higher) to finish the course. 

ÍSL408G • Icelandic Morphology • (5e) • Spring • 2f 


The main aim of this course is to give students an overview of general morphology and a good overview of Icelandic word formation and 

inflection. The students will learn to know the main word formation processes (derivation and compounding) and gain a thorough knowledge 

of the Icelandic inflectional system. They should know the grammatical categories of Icelandic (gender, number, case, tense, person, etc.) 

and be able to describe their status and interactions. They should be able to describe Icelandic word formation and inflection with reference 

to theoretical models. At the end of the course, the students should be able to work with Icelandic morphology in an independent and 

coherent manner. 

The course deals with the foundations of morphology. We will look thoroughly at basic concepts like morpheme, word, root, affix, stem, 

etc. The difference between learned and active word formation will be explained and the most important word formation processes in 

Icelandic and their productivity will be discussed. Grammatical categories will be introduced with emphasis on their status and interaction in 

the grammatical system. The concepts marked vs. unmarked will be introduced and their importance in the inflectional description 

explained. We will look closely at the inflection of nouns, adjectives, pronouns, and verbs and examine their inflectional classes and 

variations. We will especially try to find out which classes are open and which ones are closed, what is general and what is exceptional, and 

how inflection can be described formally. 

Weekly assignments (30%) and a final written exam (70%). 

ÍSL409G • Icelandic Syntax and Semantics • (5e) • Fall • 4f 

Teacher: Jóhannes Gísli Jónsson Adjunct Lecturer 

This course covers the basic issues in Icelandic syntax, including parts of speech, phrasal categories, phrase structure rules, the syntactic 

classification of verbs, movements of various kinds and grammatical functions. Semantics and its relation to syntax will also be discussed. 

ÍSL414G • Applied Icelandic • (10e) • Spring • 3f 


The main objective of this course is to examine language use with special emphasis on theoretical aspects that should be of use in various 

jobs such as teaching, work in the media, publishing etc. The use of the Icelandic language from the perspective of pragmatics and discourse 

analysis will be explored. Different theories of various speech acts and the stylistics of language in speech and writing will be examined. 

Great emphasis is placed on training students in criticizing and improving their own texts as well as those of others, e.g. with respect to 

different registers. Further topics include Icelandic language policy, sociolinguistics and variation within Icelandic. 

ÍSL415G • Icelandic Literary History • (10e) • Spring • 3f 


Teacher: Sveinn Yngvi Egilsson Professor 

An overivew over Icelandic literary history from the beginning to the present day. Novelties and changes in Icelandic literature will be 

placed in context with contemporary currents in European literature. 

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ÍSL416G • Theory of Literature • (10e) • Fall • 4f 


Assistant teacher: Svavar Steinarr Guðmundsson 

The basic concepts of literary theory are discussed, with special attention to the three main types of literary writing, ie. narrative, drama and 

poetry. Lecture and practice sessions will be interchanged to give the student experience in analysing selected literary works. To complete 

the course the student must pass both parts of the course, homework projects and the written examination. 

Essays and a written exam. 

ÍSL420G • Lecture • (2e) • Fall 

Students who give a lecture on Mímisþing can get it evaluated. 

ÍSL420G • Lecture • (2e) • Spring 

Students who give a lecture on Mímisþing can get it evaluated. 

ÍSL422G • Medieval literature • (10e) • Spring • 4f 


The course focuses on the various ways in which medieval texts can be studied, referring to both medieval or modern literary theory. The 

characteristics of medieval textual culture will be discussed, as well as medieval attitudes to fact and fiction, entertainment and edification. 

Texts representing all of the most important genres of Icelandic medieval literature will be read. 

ÍSL425G • BA-Thesis • (10e) • Fall 

The BA-Thesis is written in consultation with the student's supervisor and must demonstrate the student's ability to work independently, to 

organize the material and use references and other scholarly material. 

ÍSL426G • BA-Thesis • (10e) • Spring 



ÍSL427G • BA-Thesis • (10e) • Summer 



ÍSL428G • BA-Thesis • (20e) • Fall 

Solely for students who choose the 90 credit major in Icelandic. 

ÍSL429G • BA-Thesis • (20e) • Spring 


ÍSL430G • BA-Thesis • (20e) • Summer 


ÍSL437G • Romanticism in Iceland • (10e) • Spring • 4f 


Later 

ÍSL438G • Old Icelandic and its Closest Relatives • (10e) • Spring • 2f 


This course gives an overview over the relationship of the Germanic languages. Short text samples from the old Germanic languages, i.e., 

Nordic languages, West Germanic languages and Gothic, will be read and discussed in class. 

Required preparation: Íslenskt mál að fornu I (ÍSL102G) 

ÍSL440G • Syntax • (10e) • Spring • 4f 


This course is an introduction into some of the basic ideas and topics in theoretical syntax. The topics include phrase structure, X-bar theory, 

functional projections, verb raising, argument structure, case marking, binding principles and locality principles. The discussion will be 

based on examples from Icelandic, English and many other languages. 

The grade for this course is based on homework assignments, a class lecture, an essay and a final exam. 

ÍSL441G • The Icelandic poetic language from skaldic poetry to rímur • (10e) • Spring • 4f 

Assistant teacher: Haukur Þorgeirsson 

The course deals with heiti, kennings and Geblümter Stil in Icelandic poetry. Topics include the common Nordic poetic heritage, Icelandic 

innovations, aesthetic and ideological views of the poetic language, the 

influence of the Prose Edda and the Laufás-Edda and the different uses of the poetic language depending on poetic genre. 

A special emphasis is placed on the centuries long conflict between poets composing in an elaborate and antique style and those who wanted 

to simplify the poetic language and rid it of its pagan heritage. 

The course will include the reading and interpretation of a significant amount of poetry. The goal is for students to become literate in the 

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Icelandic poetic language from its origins and into the 19th century. 

ÍSL504M • Small Medieval Tales • (10e) • Fall • 4f 

Teacher: Ásdís Egilsdóttir Professor 

Various small medieval tales, such as miracles, exempla, and the so-called þættir, will be read and discussed. We shall look into the 

ideology and purpose of such tales and discuss their European background. Some of the tales have been preseerved separately in 

manuscripts, others have been included in larger works. The manuscript tradition will be thoroughly discussed. 

ÍSL505M • Voyages in Literature • (5e) • Fall • 2f 


Later 

ÍSL506M • The 17th Century and Sjón • (10e) • Fall • 4f 


Later 

ÍSL507M • The Acquisition of Language • (10e) • Spring • 4f 


This course is a survey of linguistic research on first language acquisition. We will be concerned with the question of how a young child 

acquires his or her native language. The primary focus is on the biological foundations of language and grammatical development in 

language acquisition, that is, how the child develops the system of rules - syntactic, semantic, morphological, phonological - which comprise 

the grammar of his or her language. In the course we will concentrate on Icelandic language development, although we will also look at 

language development in English and other languages. 

One homeassignment (10%) where the students conduct a small longitudinal study on the language acquisition of an Icelandic child. 

Research paper (40% - 10 pages or so) on some aspect of the child's language development (phonetics, phonology, morphology, syntax, etc.). 

Final exam (50%). 

ÍSL601M • The Crime Novel • (10e) • Spring • 4f 

Teacher: Bergljót S Kristjánsdóttir Professor 

Students read a few novels of foreign authors who marked the developement of the crime story in the 19th and the 20th century (Poe, Conan 

Doyle, Christie, Chandler, Hammett, McBain). The course will nevertheless focus on the Icelandic crime story and its cultural and historical 

context. Various theoretical texts will be introduced, from Poe's ideas in the 19th century to contemporary cognitive poetics. 

ÍSL603M • Seminar: Gyrðir Elíasson • (10e) • Spring • 4f 

Supervisor: Bergljót S Kristjánsdóttir Professor 

Many scholars, poets and authors discuss the poems, short stories, novels and translations of Gyrðir Elíasson. Among those are: Ástráður 

Eysteinsson, Einar Kárason, Halldór Guðmundsson, Kriststján B. Jónasson, Linda Vilhjálmsdóttir, Sveinn Yngvi Egilsson, Vigdís 

Grímsdóttir og Valgerður Brynjólfsdóttir. 

ÍSL604M • Seminar: Language and Gender • (10e) • Spring • 4f 

Supervisory teacher: Guðrún Þórhallsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The course will discuss grammatical gender, the gender system of Icelandic and its history. The use of the three grammatical genders in 

Icelandic will be discussed, Icelandic words referring to men and women and the difference between men's and women's speech. The fight 

for equality in language (feminist language planning) will be covered as well and the Icelandic situation compared to other countries. Guests 

from within and outside the university will be invited to contribute to the seminar. 

The course is open to MA students and BA students, but MA students write more elaborate final papers. 

KVI001G • BA-Thesis in Film Studies • (10e) • Fall 

Supervisor: Björn Ægir Norðfjörð Adjunct Lecturer 





KVI002G • BA-Thesis in Film Studies • (10e) • Spring 






KVI003G • BA-Thesis in Film Studies • (10e) • Summer 






KVI101G • Film Theory and Analysis • (10e) • Fall 

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Teacher: Björn Ægir Norðfjörð Adjunct Lecturer 

This course is primarily an introduction to key concepts and methods for the analysis of film. The first half of the semester will be devoted to 

a systematic engagement with the language of film, by addressing in considerable detail cinematography, editing, narrative, sound, genre, 

etc. Screening sessions will allow students to apply the concepts studied to specific film texts. The second half of the semester will provide a 

historical overview of film theory, with students reading a wide range of texts by important theorists and philosophers of cinema, and 

watching historically relevant films. 

Two written exams, two papers. 

KVI104G • Film Authors • (10e) • Fall • 3f 


Teacher: Linda Y. Mokdad 

This course will focus on select works by three different film directors, Luis Buñuel, David Lynch, and Guy Maddin. It will attend to 

concerns and questions of authorship by (1) focusing on style, themes, and conventions of each individual filmmaker which point to a 

coherent body of work or personal creative vision; (2) making connections between the films of these said directors; and (3) examining how 

their films form examples of surrealist cinema or surrealism in cinema. Class evaluation will be based on participation (20%), a (8-10 pages) 

essay (40%), and a final exam (40%). The course will be taught in English. 

Course evaluation will be based on a final exam (40%), a paper (40%) and class participation (20%). 

KVI105G • European New Waves • (10e) • Fall • 4f 

Supervisory teacher: Björn Ægir Norðfjörð Adjunct Lecturer 


Teacher: Linda Y. Mokdad 

During the 1950s and 1960s a new generation of film directors transformed the European filmscape. In this class, quintessential works from 

France, Czechoslovakia, West-Germany and England will be screened, and analyzed with the help of key texts on these groundbreaking film 

movements. Class evaluation will be based on participation (20%) and two take-home exams (2 x 40%). The course will be taught in 

Icelandic. 

Class evaluation will be based on participation (20%) and two take-home exams (2 x 40%). The course will be taught in Icelandic. 

KVI201G • History of Film • (10e) • Spring • 3f 

Assistant teacher: Hjalti Snær Ægisson 

A historical overview of cinema from its emergence in the late 19th century to it contemporary role. The course will introduce students to 

influential film movements and styles from around the world, including Soviet Montage, French Impressionism, German Expressionism, 

classical Hollywood cinema, Italian Neorealism, Japanese Minimalism, the French New Wave, New German cinema, Third cinema, and 

Hong Kong action cinema. Diverse readings will provide a comprehensive overview supplementing screenings of key films. Particular 

emphasis will be placed on the aesthetic development of the film medium and its social and cultural relevance. 

KVI205G • Reykjavík in Literature, Films and Culture • (10e) • Spring • 4f 

Assistant teacher: Heiða Jóhannsdóttir 

Later 

LIS004G • International Art History of earlier times • (10e) • Fall • 3f 

Assistant teacher: Eiríkur Þorláksson 

This course will cover the major periods of western art history from the Middle Ages to the end of the 19th Century. It will span the periods 

of religious art in the Middle Ages (10th-14th centuries), Renaissance (15th and 16th centuries), Baroque (17th century), Rococo (18th 

century), Neo-Classic (end of 18th century), Romantic (19th century), Social Realism (19th century, Impressionism and Symbolism. A 

variety of art forms will be explored such as painting, sculpture, architecture, graphic art, weaving, leaded windows and photography. 

Attention will be given to how art reflects the society and how visual language reflects life and world views of each of the period, Shifts in 

perceptions of time and space, changes in the symbolism of the human body, the position and social role of artists, and how those in power 

use art will also be discussed. 

LIS101G • Methodology and History of Art Theory • (6e) • Fall • 2f 

Teacher: Hanna Guðlaug Guðmundsdóttir 

An introductory methods course consisting of two main parts: a)the foundation and development of art history. A look at the history of art 

and the theoretical grounds of art history as an independent subject, and the methodology, research methods and major theories of the 19th 

and 20th centuries. b)art analysis. An introduction to the chief methods of art analysis and art analysisi concepts. The unique "language" of 

art will be discussed as well as concepts such as visual language, visual thought, and visual composition in different times and social 

societies. The course will examine how different understandings of the concept of art analysis methods and to what to what extent art 

composition reflects the social system and ideology of the times, for example, concepts of time and space. 

LIS102G • Icelandic Visual Art 1870-1970 • (10e) • Fall • 3f 

Supervisor: Auður Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Æsa Sigurjónsdóttir 

Teacher: Aðalsteinn Ingólfsson 

A survey of Icelandic art from 1860 to 1960. The course will look at the origins of Icelandic modern art, selected Icelandic artists and factors 

influencing the Icelandic art scene, influence from foreign art ideas and movements, attempts at definging "national" Icelandic art, 

government support and influence on the development of visual art, the tension between proponents of "national" art and "non-national" art 

as well as between "expressive"art and " conceptual" forms of art presentation, local art education and the characteristics of art discussion as 

it appears in the printed media. An attempt will be made to evaluate unique characteristics of Icelandic visual art in relation to foreign 

developments and changes in Icelandic society and history. 

LIS103G • International Contemporary Art 1970 to the Present • (6e) • Spring • 2f 

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The evolution of international Contemporary Art from 1970 until the present will be discussed. Light will be shed on major trends, 

movements, ideas and individuals characterizing the era. Emphasis will be put on the introduction of new media and means which have 

appeared during the period such as; environmental art and installations, performance art and happenings, op-art and kinetic art, screen and 

video art, industrial and artificial materials, conceptual and photographic art. Attention will also be focused on the political, economic, and 

social background of artistic development during the period and an attempt will be made to evaluate it in relation to previous developments 

and the particular evolution of Icelandic art at the same time. Pertinent foreign exhibitions in the Reykjavík area will be visited if time 

allows. 

LIS105G • Contemporary Visual Culture • (5e) • Fall • 2f 

The course studies visual culture in terms of theories on visual culture. The emphasis will be on exploring the visual environment and the 

social background of art, without regard for the questions about aesthetics and artistic quality which art theory focuses on. We will discuss 

the importance of visual features in mass/recreational culture and about the general and typical in different media; in film, art, advertising, 

the visual environment of popular music and urban environment. 

LIS106G • International Modern Art History from 1870 to 1970 • (10e) • Fall • 3f 

Teacher: Auður Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Þóra Þórisdóttir 

A survey of the development of visual art from the upheaval of Modernism at the beginning of the 20th Century and through the major 20th 

century progressive movements up to 1975. The main principles, politics and characteristics of Modern art and its impact on later times will 

be clarified. The relationship between art and politics, philosophy, and societal development will be discussed and thought will be given to 

the radical reevaluation of the concept of aesthetics in art of the 20th century. How are changed perceptions of time and space reflected in 

art? How do the above-mentioned art movements disturb the people's general perceptions of the environment and reality? What is "inner" 

reality? Must art be visible? What is the deifference between visual language, the language we speak, and other forms of sign languege? 

International art exhibits shown in Iceland will be visited and tied into the course if possible. 

LIS107G • Artist's writings about Art and Aesthetics • (5e) • Fall • 2f 

later 

LIS201G • Icelandic Contemporary Art from 1970 to the Present • (6e) • Spring • 2f 


A survey of the development and unique characteristics of Icelandic art from 1960 to 2005 with special reference to social factors, shifts in 

worldview and its correalation with international art development. Focus will be given to selected Icelandic artists and factors influencing the 

Icelandic art scene in the final decades of the 20th century and the beginning of the 21st, the position of the younger generation of Icelandic 

artists in respect to the historical and cultural legacy, the characteristics of art discussion, changes in art education, museum and gallery 

operation and management and other important issues related to visual artists. 

LIS202G • Curating and Creating Exhibitions • (5e) • Fall • 2f 

Teacher: Hanna Guðlaug Guðmundsdóttir 

This course is thought for those who are interested in curating exhibitions and wish to explore the reasons behind the making of various types 

of exhibitions. Different kind of art exhibitions will be examined: solo exhibitions, group shows, large events and international festivals of 

art, art fairs and relevant venues: galleries, exhibition halls, museums and rented spaces. A historical account of curating and making of 

exhibitions will be given, and the ideology of art exhibitions and their promotion will be discussed. What is needed in order to organize an 

art exhibition, and how are the artists chosen? Financing of exhibitions and detailed expenses will be looked into. At the end of the course 

students make an exhibition of their own art, or by contributing to the exhibition catalogue and promotion material. 

LIS301G • BA-Thesis • (10e) • Fall 



Supervisory teacher: Æsa Sigurjónsdóttir 


present an organized, reliable document, with proper handling of references and a clear, careful presentation. 

LIS305G • Art in Public Spaces • (5e) • Fall • 2f 

Teacher: Æsa Sigurjónsdóttir 

The course will review the history and development of art in public spaces; its special characteristics, its relationship with those who hold 

positions of power, the environment, nature, architecture, and human behavior in an urban environment. We will explore the various 

expressions of art in public spaces and discuss the ideological and aesthetic contents of art works, as well as their therapeutic role of 

communication. We will study examples of how art in public spaces has among other things been used to make power visible, to preserve 

memories, manage flow within cities, reduce fear, make peace, and increase wellbeing. The examples will be from Iceland, Europe and the 

United States. 

LIS306G • Expression and Existance • (5e) • Fall • 2f 

later 

LIS307G • "Happenings" • (5e) • Fall • 2f 

later 

LIS401G • BA-Thesis • (10e) • Spring 

Supervisor: Æsa Sigurjónsdóttir 


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present an organized, reliable document, with proper handling of references and a clear, careful presentation. 

LIS405G • The Projects of an Art Museum • (5e) • Spring 

Avaible later 

LIS406G • Portraits: The History of Photography and Art Through Portraits • (5e) • Spring • 2f 

From the very beginning, portraits have been quite prevalent in the history of photography. Furthermore, self-portraits and documentary 

portraits became very visible in modern and contemporary art with the increased weight of photography in visual arts. Although it seems 

easy to define a portrait photograph, it is very complex and more often than not laden with social, political and personal meaning. By 

reviewing the history and development of the portrait in photography, we can study both the spirit of the times and artistic trends over a 150- 

year period. The review will include a large number of artists from the middle of the 19th century to the present; Nadar, August Sander and 

New Objectivism, artists working under the influence of Russian constructivism, dada and surrealism, as well as the work of the major 

documentary photographers of the 20th century. The course will also look at a large number of artists' self-portraits, from the seventies to the 

present, and at the development of the portrait in this country and the self-portraits of Icelandic artists over the past three decades. Taught at 

IAA. 

LIS407G • "Happenings" • (5e) • Spring • 2f 

later 

LIS408G • Abstract in the 20th and the 21st Century • (5e) • Spring • 2f 

later 

LIS409G • Landscape and nature in Art • (5e) • Spring • 2f 

later 

LIS410G • New-Media Art - Electronic and Digital Art • (5e) • Spring • 2f 

later 

LIS902G • Other studies • (34e) • Fall 


LIS906M • Exchange studies • (30e) • Fall 

Exchange studies. 

LIS907M • Exchange studies • (30e) • Spring 


MFR101G • From the History of Cultural Studies • (10e) • Fall • 3f 


This course entails the study of several texts from the past two centuries, texts that have proven central to Cultural Studies as a field or 

"discipline". An emphasis is placed on cultural inquiry and criticism in various forms, and on the problems and benefits of interdisciplinary 

methods when dealing with key concepts such as "culture", "art", "everyday life", and "entertainment" in the context of modernization, 

modern urban life and mass media. How do Cultural Studies facilitate and enrich our analysis of invididual texts and images, as well as other 

phenomena and performances? 

Course evaluation is based on short essays and take-home exams, and a final written exam. 

MFR201G • Contemporary Cultural Studies • (10e) • Spring • 4f 

Teacher: Auður Aðalsteinsdóttir Doctoral Graduate Student 

Teacher: Ásdís Guðrún Sigmundsdóttir 

The course introduces the main theories of cultural studies as they are currently practiced. Emphasis will be placed on studies of 

contemporary culture and the attempt to influence change. The focus will be on such issues as popular culture, production, reception and the 

technology that shapes the media. 

Recommended preparation: Þættir úr sögu menningarfræðinnar (MFR101G) 

Two assignments (50%) and a written final exam (50%) 

MFR202G • Animals in language and image • (10e) • Spring • 4f 

Assistant teacher: Gunnar Theodór Eggertsson 

later 

RIT001G • BA-thesis in Creative Writing • (10e) • Fall 

BA Thesis 

RIT002G • BA-Thesis in Creative Writing • (20e) • Fall 

BA Thesis 

RIT003G • BA-thesis in Creative Writing • (10e) • Spring 

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BA Thesis 

RIT004G • BA-thesis in Creative Writing • (10e) • Summer 

BA Thesis 

RIT005G • BA-Thesis in Creative Writing • (20e) • Spring 

BA Thesis 

RIT006G • BA-Thesis in Creative Writing • (20e) • Summer 

BA Thesis 

RIT101G • The Writing Process • (10e) • Fall • 4f 


This is an introductory course in creative writing. We discuss the writing process and various issues in connection with publishing. 

Participants write a number of short texts as well as a longer one. The course is mandatory for majors and minors in creative writing. 

Course evaluation depends on written assignments, class participation, progress and the quality of the texts. 

RIT102G • Poetry: Reading and Writing • (10e) • Fall • 4f 

Assistant teacher: Sigurður Pálsson 

A basic workshop in writing poetry. On the one hand students will hone their reading skills by analysing selected poems but on the other 

hand they experiment with writing poetry. The emphasis will be on 

experiments and play rather than literary concepts. Reading and the pleasure of the text will be the guiding lights. 

RIT201G • One and a Half: Screen Writing • (10e) • Spring • 4f 

Assistant teacher: Huldar Breiðfjörð 

The course focuses on the three-act structure of screenplays and other elements within them; plot, sub-plot, plot-points, sequences, etc. The 

lessons are a mix of "theoretical" studies, writing exercises and workshops. At the end of the course the student should have a good overview 

over the three-act structure and should also have finished writing a feature script. 

TÁK101G • Critical Composition • (5e) • Fall • 2f 

Assistant teacher: Auður Aðalsteinsdóttir Doctoral Graduate Student 

Discussion of various approaches to essay writing in the humanities. Students will be trained in the various aspects of composition: locating 

and organizing material, using sources, building arguments, revising, and editing. 

Weekly projects and one class exam. 

TÁK102G • Proficiency Course I • (10e) • Fall • 4f + 1æ 

Supervisor: Rannveig Sverrisdóttir Lecturer (UK) - Assistant Professor (USA) 

Supervisor: Kristín Lena Þorvaldsdóttir Adjunct Lecturer 

Teacher: Anna Guðlaug Gunnarsdóttir 

Aim: To teach students the basic language functions found in Icelandic Sign Language. Both expressive and comprehension skills will be 

emphasized throughout the course. 

Course subject: The main focus will be on language used in daily life and social uses of Icelandic Sign Language. Topics will include 

obligatory non-manual features of signs and classifier predicates and their importance in sign language. 

Methods: Lectures and practises during the lessons which students take active part in. 80% attendance in the course is insisted and is a 

prerequisite for the final examination. 

Assessment: Video assignments, written and oral exam. 

80% attendance in the course is insisted and is a prerequisite for the final examination. Assignments, written and oral exam. 

TÁK103G • Sign Language Linguistics Ia • (5e) • Fall • 2f 

Teacher: Kristín Lena Þorvaldsdóttir Adjunct Lecturer 

Aim: That students understand the basic elements and structure of sign languages in general. 

Course subject: A survey of the major features of the linguistic structure off Icelandic Sign Language and sign languages in general. The 

main topics will be phonology and syntax. 

Methods: Lectures where examples from Icelandic Sign Language are introduced. Students work on small assignments during the whole 

semester. 

Assessment: Written exam and assignments. 


TÁK104G • Deaf Culture and History I • (5e) • Fall • 2f 

Teacher: Steinunn L Þorvaldsdóttir 

Teacher: Kristín Lena Þorvaldsdóttir Adjunct Lecturer 

Aim: To introduce students to the history and culture of the deaf, both in Iceland and internationally. 

Course subject: Introduction to deaf culture and the history of deaf people and their education in Iceland and other countries. In this course 

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the students will look at minority groups, various forms of oppression, different cultures and communities, then examine possible parallels 

occurring within the deaf community in historical perspectives. 

Methods: Lectures and discussions in class, guest from the deaf society will give lectures. Students will visits institutes that concern the deaf 

society. Students work on assignments during the semester, both in groups and individually. Group assignments are introduced in class. 80% 

attendance in the course is insisted and is a prerequisite for the final examination. 

Assessment: To be announced. 


TÁK105G • Introduction to Linguistics • (5e) • Fall • 2f 




This course will cover some important concepts and ideas in linguistics, with special emphasis on phonology, morphology, syntax, semantics 

and second language acquisition. 

The final grade will be based om problem sets that are assigned every other week and a final exam where students may consult dictionaries 

(but nothing else). 

TÁK201G • Profiency Course II • (10e) • Spring • 4f + 1æ 


Aim: That students can express themselves in simple language and participate in conversations in Icelandic Sign Language. Both expressive 

and comprehension skills will be emphasized throughout the course. 

Course subject: A continuation of Proficiency Course I which is a required prerequisites. The students will learn and exercise more complex 

language functions found in Icelandic Sign Language. Non-manual features will continue to be a topic. 

Methods: Lectures and practises during the lessons which students take active part in. Students will use video to strengthen their fluency in 

Sign Language. 80% attendance in the course is insisted and is a prerequisite for the final examination. 


Required preparation: Færninámskeið I (TÁK102G) 


TÁK202G • Sign Language Linguistics Ib • (5e) • Spring • 2f 

Teacher: Rannveig Sverrisdóttir Lecturer (UK) - Assistant Professor (USA) 

Aim: That students understand the form and the meaning of signs and the productivity of sign languages. 

Course subject: A continuation of 05.10.02 Sign Language Linguistics Ia. A survey of the major features of the linguistic structure off 

Icelandic Sign Language and sign languages in general. The main topics will be morphology and semantics. 

Methods: Lectures where examples from Icelandic Sign Language are introduced. Students work on small assignments during the whole 

semester. 

Assessment: Written exam and assignments. 

Recommended preparation: Málfræði táknmáls Ia (TÁK103G) 

Written exam and essays. 

TÁK203G • Sign Language: Social Context • (5e) • Spring • 3f 

Supervisory teacher: Rannveig Sverrisdóttir Lecturer (UK) - Assistant Professor (USA) 

Aim: That students look at Icelandic Sign Language in the perspective of the sign language society. 

Course subject: This course begins with an overview of the major areas of sociolinguistics and of current sociolinguistic thinking and later 

with a focus on Sign language and the Sign language community in contact with Icelandic Language community. Topics include 

bilingualims, register, attitudes, contact language, language in art etc. 

Methods: Lectures and discussions. 


To be announced 

TÁK204G • Cultural Spheres • (10e) • Spring • 4f 

Supervisory teacher: Gunnþórunn Guðmundsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Benedikt Hjartarson Adjunct Lecturer 





Teacher: Gottskálk Þór Jensson Senior Lecturer (UK) - Associate Professor (USA) 

An interdisciplinary and introductory course entailing a dialogue between the academic fields of the department, i.e. comparative literature, 

film studies, gender studies, art studies, linguistics, cultural studies, sign language and interpreting studies and translation studies. The latest 

international developments in the field of humanities will be examined and questions asked about the relationship of academic studies and 

our world view(s). We will analyse the semiotic system of language, inquiring whether it can serve as the basis for our understanding of 

other semiotic systems. We will ask about the connection and relationship between different languages and linguistic worlds. What is 

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"multiculture"? How are spoken language, written language and visual language interconnected within society? What constitutes cultural 

literacy? Literature, art, film and other visual material will be examined in both a national and international context, with a view to how these 

semiotic systems influence the borderlines of gender, race, class, nation, and different world cultures. The study materials include theoretical 

and critical writings, literary works, visual art and images, and films, as well as some current media coverage. Evaluation is based on a diary 

that students keep and a written exam. 

Midterm exams and final exam. 

TÁK301G • BA-Thesis • (10e) • Fall 


BA-Thesis 

TÁK302G • Profiency Course III • (10e) • Fall • 4f + 1æ 


Aim: That students understand conversations in Icelandic Sign Language and can express themselves in the language. Students will rehears 

correct use of non-manual features with signs. 

Course subject: A continuation of Proficiency Course II which is a required prerequisites. An emphasis on expressive skills will continue and 

comprehension skills will get more value. New vocabulary will be practiced as well as specific vocabulary. The students will practice in 

'reading' sign language and work with sign language texts. 




Required preparation: Færninámskeið II (TÁK201G) 


TÁK303G • Sign Language Linguistics II • (10e) • Fall • 3f 


Aim: That students understand the grammatical elements of non-manual features in Icelandic Sign Language. The course will aim on 

developing skills for collecting data, analysing them and draw conclusions. 

Course subject: A continuation of Sign Language Linguistics Ia and Ib which are a required prerequisites. An emphasis on analysis and 

transcription of sign language. The grammatical elements of non-manual features will be discussed and students will be trained in using 

grammatical concepts on their own data. 

Methods: Lectures where examples from Icelandic Sign Language are introduced. Students work on assignments during the whole semester. 

Assessment: Assignments during the semester. 

Required preparation: Málfræði táknmáls Ia (TÁK103G), Málfræði táknmáls Ib (TÁK202G) 

Assignments and short essays. 

TÁK304G • Translation • (10e) • Fall • 4f 






Aim: To give students a basic knowledge of theories in translations and interpreting studies. 

Course subject: This course gives an introduction to translation studies and then focuses on interpreting in that context. The role and 

reactions of the interpreter in different situation will be discussed. 

Method: Lectures, students also give lectures and introduce their assignments in class. 

Assessment: Written exam in October and essay built on a lecture. 


TÁK305G • Deaf Culture and History II • (5e) • Fall • 2f 


Aim: To increase students' understanding and knowledge of deaf culture and history. The course is a continuation of Deaf Culture and 

History I which is a required prerequisites. 

Course subject: The main topic will be the history and culture of the deaf in Iceland. Part of the course is taught in Icelandic Sign Languages 

by deaf guest lectures. 

Method: Lectures of the teacher form only a small part of the course but students take actively part in class, talk about their assignments and 

give lectures. A basic knowledge of Icelandic Sign Language is necessary as students interview deaf person and analyse texts in Icelandic 

Sign Language. 

Assessment: To be announced 


TÁK401G • BA-Thesis • (10e) • Spring 


BA-Thesis 

TÁK402G • BA-Thesis • (10e) • Summer 


BA-Thesis 

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TÁK403G • Profiency Course IV • (10e) • Spring • 4f + 1æ 


Aim: That students understand more complex and various type of Icelandic Sign Language text and use grammatically correct language. 

Course subject: A continuation of Proficiency Course III which is a required prerequisites. Continuing emphasis on comprehension skills and 

discussions about sign language texts. Students work on assignments were they meet deaf people and practice different language usage and 

register. Continued work with videotapes and specific vocabulary. 




Required preparation: Færninámskeið III (TÁK302G) 


TÁK404G • Sign Language Linguistics III • (5e) • Spring • 2f 


Aim: That students understand the grammar of classifier predicates. The course will aim on developing skills for collecting data, analysing 

them and draw conclusions. 

Course subject: An emphasis on grammatical analysis of classifier predicates. Students work on independent analysis of classifier predicates 

in Icelandic Sign Languages. 

Methods: Lectures where examples from Icelandic Sign Language are introduced. Students work on assignments during the whole semester. 

Assessment: Assignments during the semester. 

Recommended preparation: Málfræði táknmáls II (TÁK303G) 

Assignments and essay. 

TÁK405G • Communication Theories • (5e) • Spring • 2f 


Aim: That students understand more complicated ways of communication when deafblind are concerned. 

Course subject: In this course general communication theories and problems concerning different ways of communication will be discussed 

with deafblindness and the communication of the deafblind as a main topic. 

Method: Partly lectures, students participate in discussions and work on assignments in class. 



TÁK406G • Translation II • (10e) • Spring • 3f 


Aim: That students understand the different structures of Icelandic and Icelandic Sign Language and the problems when translating from one 

language to another. Also that students will gain certain practice in translating between the two languages and analyse the problems with the 

translation. 

Course subject: In this course students will work on their own translation projects with emphasis on different equivalent, register and voice 

quality/intonation. The difference between spoken and written language will be discussed and typical problems in translation when sign 

language is involved. 

Method: Partly lectures, students work with assignments in class and participate in discussions. 80% attendance in the course is insisted and 

is a prerequisite for the final examination. 


Recommended preparation: Þýðingar (TÁK304G) 


TÁK501G • Theories of Interpreting • (5e) • Fall • 2f 


Teacher: Sabine Leskopf 

Aim: That students learn the basics in interpreting theories and theories on the role of the interpreter 

Course subject: Theories of the process of interpretation and different theories about the role of the interpreter will be discussed. Cultural 

and linguistic problems that occur in interpreting situations will be discusses as well as the role of the interpreter as connecting two 

different cultures. Different areas in interpreting and different situations will be analysed as well as conflicts of interest. 

Methods: Lectures by the teacher but students are supposed to be active in discussions. There will be assignments during the semester, both 

group assignments and individual. 

Assessment: To be announced 

Litterature: To be announced 


TÁK502G • Sign Language Interpreting I • (20e) • Fall • 2f + 8æ 


Teacher: Eyrún Helga Aradóttir 

Teacher: Júlía Guðný Hreinsdóttir 

Aim: To train students in interpreting between Icelandic and Icelandic Sign Language. The main focus will be on consecutive 

interpreting and to increase students vocabulary. 

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Undergraduate 

Course subject: The main focus will be on assessment and feedback, from assessing yourself to take assessments from others and give 

feedback to others. There will worked on issues as analysing of interpreting, cooperation of interpreters, fidelity to the profession, yourself 

and colleges. Practical exercises is part of the course. 

Methods: Great part of the course is built on practical exercises in the classroom and later out in the field. Students will receive a lot of 

personal teaching and practice. There will be lectures on theoretical issues a few times during the semester and assignments and reading 

material related to the lectures. Practical exercises in the field are not within timetable of the course. 

Assessment: Assignments during the semester (in the language lab), midterm exam, final exam and assignments from the theoretical 

part. Beside that each student has to finish 20 hours with a interpreter out in the field. 80% attendance in the course is insisted and is a 

prerequisite for the final examination. 

Litterature: Humphrey, Janice H. & Bob J. Alcorn. 2001. So You Want To Be An Interpreter? An Introduction to Sign Language 

Interpreting. H & H Publishers, Amarillo, Texas. 

TÁK601G • Ethics of Interpretation • (5e) • Spring • 2f 


Teacher: Ástríður Stefánsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The aim of this course is to increase the student's ability to deal in a thoughtful manner with ethical problems related to professionalism and 

the role of the interpretor. Main theories in ethics will be introduced, i.e. Utilitarianism, and deontological theories. Important ethical 

concepts like Justice, Human rights, Autonomy and Welfare will be studied along with professionalism and privacy. Special emphasise is 

placed on getting aqainted with the ideology of the interpretor and how to respond to ethical problems in their work. 

TÁK602G • Sign Language Interpreting II • (15e) • Spring • 8æ + 8v 


Teacher: Eyrún Helga Aradóttir 

Teacher: Júlía Guðný Hreinsdóttir 

Aim: To train students in interpreting between Icelandic and Icelandic Sign Language. The main focus will be on simultaneous 

interpreting. 

Course subject: Continuation of Sign Language Interpreting I. The main focus will be on more specific areas in interpreting as, 

interpreting for the deaf-blind, in Theatrical, Educational, Medical or Legal Settings etc. Students get practical exercises out in the field 

with working interpreters. 

Methods: Great part of the course is built on practical exercises in the classroom and later out in the field. Students will receive a lot of 

personal teaching and practice. There will be lectures on theoretical issues a few times during the semester and assignments and reading 

material related to the lectures. Practical exercises in the field are not within timetable of the course. 

Assessment: Weekly assignments in the language lab, midterm exam, final exam and assignments from the theoretical part. Beside that 

each student has to finish 40 hours with a interpreter out in the field and gets assessment for that work. 80% attendance in the course is 

insisted and is a prerequisite for the final examination. 

Litterature: To be announced 

Required preparation: Táknmálstúlkun I (TÁK502G), Túlkunarfræði (TÁK501G) 

Oral examination and assignments. 

ÞÝÐ001M • Translation Studies • (10e) • Fall • 4f 



Introductory course in translation studies in which we will create a reader where important texts in the field are gathered. The most important 

theories of translation studies will be discussed and put into the context of contemporary discourse on translation with a view of seeing how 

they can be applied in research. 

ÞÝÐ002M • Translation and Translation Technology • (5e) • Fall • 2f 

Teacher: Jón Pétur Friðriksson 

This course will be dedicated to the Computer Assisted Translation-technology available to translators. The use of translation memories and 

the construction of parallel corpora will be trained, in addition to dictionaries, the internet etc. We will consider language policy, technical 

terms and neologisms and the translator's working environment in general. It is hoped that experienced translators will contribute to the 

semnar. 

ÞÝÐ003M • History of Translation • (10e) • Spring • 3f 

Supervisory teacher: Gauti Kristmannsson Senior Lecturer (UK) - Associate Professor (USA) 

In this course the major authors in the history of translation will be covered, from ancient times to modernity. Selected texts that have been 

highly influential, indeed reviolutionary at times, will be read, discussed and translated. A special focus will be on the argumentation and the 

argumentation structures of authors who translated similar or the same texts. 

ÞÝÐ004M • Translation, Text and Discourse • (5e) • Spring • 2f 

Supervisor: Gauti Kristmannsson Senior Lecturer (UK) - Associate Professor (USA) 

The aim of the course is to apply the methods of linguistics and translation studies to reasearch the linguistic base of society, its sources and 

the discursive fields translation influences. With the application of discourse analysis both source texts and target texts will be analysed, 

particularly in the fields of law, business and the media. Furthermore, the dissemination of such texts into society as a whole will be 

examined and put into practice. 

ÞÝÐ901M • Exchange studies • (30e) • Fall 


ÞÝÐ902M • Exchange studies • (30e) • Spring 


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Graduate 

ABF019F • Directed Study in Comparative Literature A • (10e) • Spring 

A project is selected in consultation with a teacher, and that teacher must approve the student's research plans before she or he is permitted to 

register for a study of this kind. 

ABF020F • Directed Study in Comparative Literature A • (10e) • Fall 



ABF021F • Directed Study in Comparative Literature A • (10e) • Summer 



ABF022F • Directed Study in Comparative Literature B • (10e) • Spring 



ABF022M • Lecture at Student Conference • (2e) • Spring 

Students receive 1 credit (2 ECTS) for a lecture given at a student conference. 

ABF023F • Directed Study in Comparative Literature B • (10e) • Summer 



ABF024F • Directed Study in Comparative Literature B • (10e) • Fall 



ABF029F • Doctoral Studies in Comparative Literature • (30e) • Fall 

Doctoral Studies in Comparative Literature 

ABF030F • Doctoral Studies in Comparative Literature • (30e) • Spring 


ABF031F • Doctoral Studies in Comparative Literature • (30e) • Summer 


ABF035F • Directed Study in Comparative Literature D • (10e) • Fall 



ABF104F • MA-Thesis • (30e) • Fall 

MA-Thesis 

ABF205F • MA-Thesis • (30e) • Spring 

MA-Thesis 

ABF206F • MA-Thesis • (30e) • Summer 

MA-Thesis 

ABF701F • Culture stories • (10e) • Fall • 4f 


In the last couple of decades "cultural history" has become an increasingly popular field in the Humanities. "Cultural history" has come to 

serve as a kind of label for a new kind of historiography that aims at rethinking the methodology of "traditional" history writing. The 

seminar will deal with the main characteristics of "cultural history" thtat separate it from other approaches of historiography. The subject will 

be dealt with in a historical perspective, in order to analyse how "cultural history" has served as a field in which "traditional" history writing 

has been criticized in different periods. Students will read selected texts from different periods, from the emergence of "cultural history" as a 

specific field in the 18th century to the present day. 

ABF702F • Modernism in Films • (10e) • Fall • 4f 


Midway through the twentieth century a new generation of film directors began to alter the face of cinema both aesthetically and 

ideologically. They rejected the formulas and stereotypes of classical narrative cinema and developed instead more complex narratives and 

characters, or alternatively deconstructed both narrative and character. In this regard the modernist films were inherently self-reflexive and 

often addressed the film medium itself. This revolution in filmmaking was not only aesthetically motivated but also politically, as the 

opposition to classical narrative cinema was also a struggle against dominant ideology. 

The focus will be on films from western-Europe, so central to the modernist movement, but examples of films from communist Europe and 

other continents will also be screened, including films by such directors as Chantal Ackerman, Tomás Gutiérrez Alea, Michelangelo 

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Antonioni, Ingmar Bergman, Luis Buñuel, Rainer Werner Fassbinder, Federico Fellini, Jean-Luc Godard, William Greaves, Miklós Jancsó, 

Alexander Kluge, Dusan Makavejev, Pier Paolo Pasolini, Alain Resnais, Hans Jürgen Syberberg, Andrei Tarkovsky and Hiroshi 

Teshigahara. A variety of texts will be read that analyze specific films, address and define cinematic modernism, and study questions of film 

aesthetics and ideology in general. Class evaluations will be based on participation (30%) and a final paper (70%). 

ABF703F • The playwright and director Bertolt Brecht • (10e) • Fall • 4f 

Assistant teacher: Trausti Ólafsson 

In the course of the seminar the works of the playwright and theatre director Bertolt Brecht will be described. Brecht's main theories on 

theatre will be introduced and looked at and put into the context of cultural tendencies and the political situation of his times. A selection of 

Brecht's plays and poems will be read and analysed, thereby discovering diverse approaches Brecht had in his writing of theatre texts and 

poetry in the different periods of his life. Brecht's ideas about the art of the actor will be described and explained how they differ from those 

of Stanislavsky and Grotowski. Finally a historical view of Icelandic performances of Brecht's plays will be drawn up and influences of his 

theories on Icelandic theatre will be discussed. 

ABF801F • The Image of Women • (10e) • Spring • 4f 

later 

ABF802F • Mimesis • (10e) • Spring • 4f 


later 

ABF803F • Practical Research Seminar: Short Stories Collection • (10e) • Spring • 4f 


This research seminar revolves around the making of an international short story collection. Students do all kinds of tasks related to the 

edition of the collection, search for eligible stories and assist in the final selection of stories, translate stories or edit translations of them, do 

research on particular stories and the short story in general, write introductions, proofread and help locate copyright holders. 

Grades are based on practical assignments. 

AMV001F • Independent Study A • (10e) • Fall 

Independent study project. 

AMV002F • Independent Study A • (10e) • Spring 


AMV003F • Independent Study B • (10e) • Fall 


AMV004F • Independent Study B • (10e) • Spring 


AMV005F • MA-Thesis • (30e) • Fall 

MA-Thesis in Linguistics 

AMV006F • MA-Thesis • (30e) • Spring 


AMV007F • MA-Thesis • (30e) • Summer 


AMV307M • Speech and Language Disorders: Introduction • (10e) • Fall • 4f 

Supervisor: Magnús Snædal Rósbergsson Professor 

Teacher: Bryndís Guðmundsdóttir 

Teacher: Brynja Jónsdóttir 

Introduction to speech and language difficulties. In the class the most common speech and language difficulties will be discussed such as 

articulation and voice problems, stuttering, hearing problems, aquired aphasia and agrammatism, and delayed language in children. 

Mid-term and end of term exams. 

AMV901M • Exchange studies • (30e) • Fall 


AMV902M • Exchange studies • (30e) • Spring 


ÍSB001F • Doctoral Studies in Icelandic Literature • (30e) • Fall 

Doctoral Studies in Icelandic Literature 

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Graduate 

ÍSB002F • Doctoral Studies in Icelandic Literature • (30e) • Spring 


ÍSB003F • Doctoral Studies in Icelandic Literature • (30e) • Summer 


ÍSB006F • Directed Study • (10e) • Fall 

The student must choose a research area in consultation with a an academic member of the Icelandic Faculty, before he/she registers his/her 

research topic. A list of secondary literature relating to the topic must be handed in at the outset which will later be adapted to the conditions 

set down by the supervisor. The student and supervisor will hold regular meetings, at least five times during each term. 

ÍSB007F • Directed Study • (10e) • Spring 




ÍSB008F • Directed Study • (10e) • Summer 




ÍSB015F • MA-Thesis • (30e) • Spring 

MA-Thesis 

ÍSB016F • MA-Thesis • (30e) • Fall 

MA-Thesis 

ÍSB101F • ? • (10e) • Fall • 4f 


The pre-Christian religion of the North, as reflected in mediaeval Icelandic sources. 

ÍSB102F • Icelandic Sagas • (10e) • Fall • 4f 

Teacher: Guðrún Nordal Professor 

The question which underpins the course focuses on the genesis of the sagas of Icelanders. The manuscripts of the sagas of Icelanders from 

the 13th and 14th centuries serve as vindows through which to observe the society and culture which created the sagas. Some of the sagas are 

preserved in more than one version from the middle ages which opens up the possibility of a comparision between different texts of the same 

saga. The role of verse in the sagas will be considered and how the verses reveal the aesthetic qualities of the sagas, and indeed their roots in 

medieval learning. The different versions of the Book of Settlement from the 13th and 14th centuries have a complex relationship with the 

sagas which relate the settlement, and these complex links will be studied. The sagas of Icelanders will be viewed from the point of view of 

the literatures of Europe written at the same time. Some sagas will be under particular consideration, to mention a few, Njáls saga, Eyrbyggja 

saga, Fóstbræðra saga, Vatnsdæla saga, Bárðar saga, Bandamanna saga, and Laxdæla saga. 

ÍSB103F • Icelandic Novels 1850-1940 • (10e) • Fall • 4f 

Assistant teacher: Þröstur Helgason 

later 

ÍSB201F • Medieval Masculinitues • (10e) • Spring • 4f 


Masculinity is a rapidly growing field within Medieval Studies, with roots in gender and women studies. Various texts, both Old Norse 

Poetry and prose literature, will be read and discussed. The texts and their various and different images of masculinity will be studied in the 

light of recent research. 

ÍSF001F • MA-Thesis • (30e) • Fall 

MA-Thesis 

ÍSF002F • MA-Thesis • (30e) • Spring 

MA-Thesis 

ÍSF003F • MA-Thesis • (30e) • Summer 

MA-Thesis 

ÍSF004F • Directed Study • (10e) • Fall 

The student must choose a research area in consultation with a research fellow at Árnastofnun and an academic member of the Icelandic 

Faculty,before he/she registers his/her research topic. A list of secondary literature relating to the topic must be handed in at the outset which 

will later be adapted to the conditions set down by the supervisor. The student and supervisor will hold regular meetings, at least five during 

each term. 

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Graduate 

ÍSF005F • Directed Study • (10e) • Spring 




each term. 

ÍSF006F • Directed Study • (10e) • Summer 




each term. 

ÍSF007F • MA-Thesis • (30e) • Fall 

MA-Thesis 

ÍSF008F • MA-Thesis • (30e) • Spring 

MA-Thesis 

ÍSF009F • Research Project • (10e) • Fall 


ÍSK002F • Final M.Paed.Thesis • (30e) • Fall 

ÍSK003F • Final M.Paed.Thesis • (30e) • Spring 

? 

ÍSK004F • Final M.Paed. Thesis • (30e) • Summer 

Final Thesis 

ÍSK202M • Articulation, Diction and Voice • (5e) • Fall • 2f 


Sound formation; articulation and diction; use of the voice; reading of poetry and prose; stress and rhythm; the difference between the spoken 

and written language; speech and articulation problems. Special emphasis on theoretical talks at conferences, efficient use of slides and 

handouts and preparation for discussions. 

Assignments (20%). Presentation (20%). Verbal exam (60%). 

ÍSL005F • MA-Thesis • (30e) • Spring 

MA-Thesis 

ÍSL006F • MA-Thesis • (30e) • Summer 

MA-Thesis 

ÍSL440F • Directed Study • (10e) • Fall 




ÍSL441F • Directed Study • (10e) • Spring 




ÍSL442F • Directed Study • (10e) • Summer 




ÍSL443F • Writing and Editing • (10e) • Fall • 3f 


Teacher: Höskuldur Þráinsson Professor 


Training in various aspects of the writing and editing of scientific texts. Various kinds of texts (non-fiction) examined and evaluated. 

Training in reviewing and commenting on scientific texts and in other aspects of editorial work. The main emphasis will be on the writing of 

articles, but other kinds of texts will also be considered, both shorter (conference abstracts, reviews) and longer (theses, books). Texts on 

different subjects will be used as examples, especially writings in linguistics and literature. 

ÍSL504M • Small Medieval Tales • (10e) • Fall • 4f 


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Graduate 

Various small medieval tales, such as miracles, exempla, and the so-called þættir, will be read and discussed. We shall look into the 

ideology and purpose of such tales and discuss their European background. Some of the tales have been preseerved separately in 

manuscripts, others have been included in larger works. The manuscript tradition will be thoroughly discussed. 

ÍSL505M • Voyages in Literature • (5e) • Fall • 2f 


Later 

ÍSL506M • The 17th Century and Sjón • (10e) • Fall • 4f 


Later 

ÍSL507M • The Acquisition of Language • (10e) • Spring • 4f 


This course is a survey of linguistic research on first language acquisition. We will be concerned with the question of how a young child 

acquires his or her native language. The primary focus is on the biological foundations of language and grammatical development in 

language acquisition, that is, how the child develops the system of rules - syntactic, semantic, morphological, phonological - which comprise 

the grammar of his or her language. In the course we will concentrate on Icelandic language development, although we will also look at 

language development in English and other languages. 

One homeassignment (10%) where the students conduct a small longitudinal study on the language acquisition of an Icelandic child. 

Research paper (40% - 10 pages or so) on some aspect of the child's language development (phonetics, phonology, morphology, syntax, etc.). 

Final exam (50%). 

ÍSL601M • The Crime Novel • (10e) • Spring • 4f 

Teacher: Bergljót S Kristjánsdóttir Professor 

Students read a few novels of foreign authors who marked the developement of the crime story in the 19th and the 20th century (Poe, Conan 

Doyle, Christie, Chandler, Hammett, McBain). The course will nevertheless focus on the Icelandic crime story and its cultural and historical 

context. Various theoretical texts will be introduced, from Poe's ideas in the 19th century to contemporary cognitive poetics. 

ÍSL603M • Seminar: Gyrðir Elíasson • (10e) • Spring • 4f 

Supervisor: Bergljót S Kristjánsdóttir Professor 

Many scholars, poets and authors discuss the poems, short stories, novels and translations of Gyrðir Elíasson. Among those are: Ástráður 

Eysteinsson, Einar Kárason, Halldór Guðmundsson, Kriststján B. Jónasson, Linda Vilhjálmsdóttir, Sveinn Yngvi Egilsson, Vigdís 

Grímsdóttir og Valgerður Brynjólfsdóttir. 

ÍSL604M • Seminar: Language and Gender • (10e) • Spring • 4f 

Supervisory teacher: Guðrún Þórhallsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The course will discuss grammatical gender, the gender system of Icelandic and its history. The use of the three grammatical genders in 

Icelandic will be discussed, Icelandic words referring to men and women and the difference between men's and women's speech. The fight 

for equality in language (feminist language planning) will be covered as well and the Icelandic situation compared to other countries. Guests 

from within and outside the university will be invited to contribute to the seminar. 

The course is open to MA students and BA students, but MA students write more elaborate final papers. 

ÍSL704F • Early Germanic Languages • (10e) • Fall • 4f 


Text samples from the old Germanic languages will be read and discussed in class with linguistic comments. We will concentrate on the 

West Germanic languages (Old High German, Old Saxon and Old English), but a Gothic text may be added if the participants have not read 

Gothic before. 

Recommended preparation: Íslenskt mál að fornu I (ÍSL102G), Íslenskt mál að fornu II (ÍSL202G) 

ÍSM004F • Doctoral Studies in Icelandic Grammar • (30e) • Fall 

Doctoral Studies in Icelandic Grammar 

ÍSM005F • Doctoral Studies in Icelandic Grammar • (30e) • Spring 


ÍSM006F • Doctoral Studies in Icelandic Grammar • (30e) • Summer 


ÍSM009F • Research Project • (10e) • Fall 




ÍSM010F • Research Project • (10e) • Spring 



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Graduate 


ÍSM011F • Research Project • (10e) • Summer 




ÍSM017F • MA-Thesis • (30e) • Spring 

MA-Thesis 

ÍSM018F • MA-Thesis • (30e) • Fall 

MA-Thesis 

ÍSM101F • The New Construction and other syntactic variation in modern Icelandic. • (5e) • Fall • 2f 

Supervisor: Sigríður Sigurjónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Supervisor: Jóhannes Gísli Jónsson Adjunct Lecturer 

Various topics concerning syntactic variation in Icelandic will be covered in this course. The main emphasis will be on the new passive, but 

other issues such as Dative Substitution, the New Progressive, the use of moods in embedded clause and agreement with nominative objects 

will also be discussed. 

ÍSM102F • ? • (5e) • Fall • 2f 


Assistant teacher: Sigríður Sigurjónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Guðrún Þórhallsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Kristján Árnason Professor 


Assistant teacher: Jón Axel Harðarson Professor 

Assistant teacher: Eiríkur Rögnvaldsson Professor 

Assistant teacher: Jóhannes Gísli Jónsson Adjunct Lecturer 

later 

ÍSM201F • West-Nordic sound systems and variation • (10e) • Spring • 4f 

Teacher: Kristján Árnason Professor 

A comparative and contrastive view will be presented of West-Nordic sound patterns, especially those of Faroese and Icelandic. The 

similarities and differences among these varieties will be explored in the light of general theories in phonetics and phonology and with a 

sociolinguistic sidelight. Dialect differences and variation in speech will be viewed from the point of view of structural and social factors. 

ÍSM202F • The genetic relationship of the Germanic languages • (10e) • Spring • 4f 

Teacher: Jón Axel Harðarson Professor 

According to the traditional view Proto-Germanic split into three dialects, North Germanic, West Germanic and East Germanic, and the 

Germanic languages spoken today derive from the two first-mentioned; the Scandinavian languages are descendants of North Germanic, all 

the other languages are descendants of West Germanic. On the genetic relationship of the Germanic languages several other theories have 

been advanced, and the subject still attracts strong scholarly interest. In the seminar the different theories will be discussed and valued. 

ÍSM203F • Icelandic and Scandinavian Syntax • (10e) • Spring • 4f 


The course is an investigation of the syntactic structure of Icelandic and a study of comparative Scandinavian syntax. The main emphasis 

will be on Icelandic syntax and a synchronic comparison with the syntax of the other Scandinavian languages, but changes in the syntactic 

structure of these languages will also be considered. The main goal of the course is to get an overview of the syntactic similarities and 

differences between the Scandinavian languages and at the same time get a better understanding of syntactic change and what synchronic 

variation can tell us about linguistic change and its nature. Data from recent and ongoing 

research projects on syntactic variation in Scandinavian will be discussed, especially Icelandic and Faroese data. Recent books and papers on 

the topics of the course will be on the reading list. 

LIS906M • Exchange studies • (30e) • Fall 


LIS907M • Exchange studies • (30e) • Spring 


MIS104F • Texts, Reading and Interpretation I • (5e) • Fall • 2f 

Teacher: Viðar Pálsson 

The goals of this course -- and its sequel TRI2 in the spring semester -- are the following: (1) To develop skills in reading texts in Old 

Icelandic. (2) To give an overview of Icelandic medieval literature and history. (3) To introduce Icelandic medieval manuscripts and other 

primary sources, as well as some basic concepts regarding textual transmission. (4) To get acquainted with different types of printed editions 

of Old Icelandic texts, dictionaries, grammars, and other handbooks essential for doing research in Old Icelandic medieval 

studies. The first half of the course will be specifically designed to meet the needs of students with little training in reading Old Icelandic. 

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Graduate 

MIS105F • Introduction to Old Icelandic • (10e) • Fall • 4f 

Teacher: Haraldur Bernharðsson Research Scholar/Scientist 

This course is intended as an overview of the structure of Old Icelandic in preparations for the reading of Old Icelandic texts. main emphasis 

will be on the phonology and morphology, with an outline og the phonological development from Proto-Norse to Old Icelandic and a 

description of the morphological structure of Old Icelandic. 

MIS106F • Sagas of Icelanders • (10e) • Fall • 4f 

Teacher: Torfi Tulinius Professor 

This is an introductory course to the Sagas of Icelanders (Íslendingasögur). Several sagas will be read and interpreted. Different problems of 

literary history will be addressed as well as the place of these sagas in Icelandic and European literary history. 

MIS107F • The Feast in the Middle Ages • (5e) • Fall • 2f 

Teacher: Viðar Pálsson 

Presentation of the role of feasts and gifts in medieval culture. Description and study of feasts in Old Norse-Icelandic sources. 

MIS204F • Working with manuscripts • (10e) • Spring • 2f 

Introduction to West Norse paleography based on practical exercises and reading of manuscripts. Among the topics covered are: Icelandic 

manuscript culture; codicology; letter forms and abbreviations; the development of the orthography; scribal errors and emendations; 

transcription practices and basic text editing. 

MIS205F • Texts, Readings and Interpretation II • (5e) • Spring • 2f 


The candidates will read a wide variety of medieval Icelandic texts in their originals (Icelandic sagas, kings' sagas, romances, annals, 

chronicles, letters, encyclopedic works etc.). Texts such as Brennu-Njáls saga and Heimskringla will be granted special attention. Moreover, 

light will be cast on the texts from literary and historical perspectives, thereby giving students an extensive overview of the written culture of 

medieval Iceland. 

MIS206F • Legendary Sagas • (5e) • Spring • 2f 


A presentation and study of a hitherto neglected group of sagas (fornaldarsögur Norðurlanda), which have been attracting considerable 

critical attention in the last years. Several sagas will be examined in detail and different critical theory explored in their study. 

MIS301F • MA-Thesis • (30e) • Fall 

MA-Thesis - Medieval Icelandic Studies. 

MIS401F • MA-Thesis • (30e) • Spring 


MIS402F • MA-Thesis • (30e) • Summer 


MIS901F • Special project • (10e) • Fall 

Special project. 

RÚT001F • MA-Project • (30e) • Spring 

Supervisor: Guðni Elísson Senior Lecturer (UK) - Associate Professor (USA) 

MA-Project. 

RÚT002F • MA-Project • (30e) • Fall 

MA-Project. 

RÚT003F • MA-Project • (30e) • Summer 

MA-Project. 

TUN001F • Directed Study • (10e) • Fall 

Directed Study 

TUN002F • Directed Study • (10e) • Spring 


TUN003F • Directed Study • (5e) • Fall 


TUN004F • Directed Study • (5e) • Spring 


288


Graduate 

TUN101F • ? • (10e) • Fall • 4f 


The purpose of this course is to provide a research-oriented introduction to linguistic resources, their uses and growing importance in the 

fields of linguistics and language technology. Several types of resources will be discussed: word lists, corpora, word nets, dictionaries, etc. 

Special emphasis will be laid on introducing students to existing resources for Icelandic and training them in using these resources. 

TUN201F • ? • (10e) • Spring • 4f 

Supervisor: Eiríkur Rögnvaldsson Professor 

The course has two main aims. One aim is to teach methods for searching and analyzing historical corpora, as well as some basic textprocessing 

techniques with Python. The other aim is to get students to actually do corpus annotation and learn the corpus-building process by 

doing real annotation and developing consistent annotation guidelines for Icelandic. The course will be taught in English. 

TUN202F • MA-Thesis • (30e) • Spring 

MA-Thesis 

ÞÝÐ001F • Terminologia • (10e) • Spring • 4f 


This is a course for students in translation studies, Icelandic language and foreign languages. The goal is to introduce the main fields of 

terminology, its connection to other subjects, relation among object and concept, definitions, characteristics, intensions and extension, 

concept systems, relations between concepts, simple terms, compound terms, terminology and lexicography, dictionaries, , terminologies, 

standards and domain loss. The teaching is provided in the form of lectures, discussions, and projects. 

ÞÝÐ001M • Translation Studies • (10e) • Fall • 4f 



Introductory course in translation studies in which we will create a reader where important texts in the field are gathered. The most important 

theories of translation studies will be discussed and put into the context of contemporary discourse on translation with a view of seeing how 

they can be applied in research. 

ÞÝÐ002M • Translation and Translation Technology • (5e) • Fall • 2f 

Teacher: Jón Pétur Friðriksson 

This course will be dedicated to the Computer Assisted Translation-technology available to translators. The use of translation memories and 

the construction of parallel corpora will be trained, in addition to dictionaries, the internet etc. We will consider language policy, technical 

terms and neologisms and the translator's working environment in general. It is hoped that experienced translators will contribute to the 

semnar. 

ÞÝÐ003M • History of Translation • (10e) • Spring • 3f 


In this course the major authors in the history of translation will be covered, from ancient times to modernity. Selected texts that have been 

highly influential, indeed reviolutionary at times, will be read, discussed and translated. A special focus will be on the argumentation and the 

argumentation structures of authors who translated similar or the same texts. 

ÞÝÐ004M • Translation, Text and Discourse • (5e) • Spring • 2f 

Supervisor: Gauti Kristmannsson Senior Lecturer (UK) - Associate Professor (USA) 

The aim of the course is to apply the methods of linguistics and translation studies to reasearch the linguistic base of society, its sources and 

the discursive fields translation influences. With the application of discourse analysis both source texts and target texts will be analysed, 

particularly in the fields of law, business and the media. Furthermore, the dissemination of such texts into society as a whole will be 

examined and put into practice. 

ÞÝÐ010F • Drama Translation • (5e) • Fall • 2f 


later 

ÞÝÐ011F • Terminology management • (8e) • Fall 

Supervisory teacher: Ágústa Þorbergsdóttir Head of Department 

Course objective 

The objective of the course is that the students acquire the necessary skills for practical terminology work, to understand the purpose of 

terminology, i.e. to ensure unambiguous specialised communication. The course is a basis for further studies in terminology. 

The goal is to provide the basic theoretical concepts and to introduce the main fields of terminology and the relationship between special 

language and general language. Several practical exercises will be dealt during the course, e.g.exercises regarding concept systems, 

definitions and term formation. 

Four assignments must be submitted, three of which must receive a pass grade. 

ÞÝÐ101F • MA-Thesis • (30e) • Fall 

MA-Thesis 

289


Graduate 

ÞÝÐ102F • Certified translation and interpretation • (5e) • Fall • 2f 


This is primarily a preparatory course for those who are going to take the examination to become certified translators and interpreters. The 

major aspects of legal translation and interpreting will be covered. Students will work on previous examinations and will be introduced to 

basic translation theory. This course can also be taken as a part of the translation studies course. 

ÞÝÐ201F • MA-Thesis • (30e) • Spring 

MA-Thesis 

ÞÝÐ202F • MA-Thesis • (30e) • Summer 

MA-Thesis 

ÞÝÐ501F • Independant project in Translation studies • (10e) • Fall 

Independant study 

ÞÝÐ502F • Independant project in Translation studies • (5e) • Fall 


ÞÝÐ601F • Independant project in Translation studies • (10e) • Spring 


ÞÝÐ602F • Independant project in Translation studies • (5e) • Spring 


ÞÝÐ901M • Exchange studies • (30e) • Fall 


ÞÝÐ902M • Exchange studies • (30e) • Spring 


290

Faculty of History and Philosophy 

Undergraduate 


FOR101G • Methods I • (10e) • Fall • 3f + 3æ 

Teacher: Gavin Murray Lucas Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Hildur Gestsdóttir 

The course covers the basic stages of the archaeological process. The topics discussed include: History of methods; Law and Ethics; Desktop 

Preparation - Problems, Research designs and Budgets; Written sources - Non-intrusive Fieldwork - Field survey and fieldwalking; Aerial 

photography & Geophysics - Intrusive Fieldwork - Approaches to excavation; Methods of excavation & recording - Post-excavation - 

Archives, specialist work & conservation; Reports and publications; Storage and Dissemination. The course is taught through lectures and 

discussions but in the first week of semester the instruction will take place in the field. Other archaeology courses taught in the same 

semester will start later accordingly 

FOR102G • Work methods in Archaeology • (5e) • Fall • 2f 

Teacher: Þóra Pétursdóttir 

síðar 

FOR103G • Introduction to Archaeology I • (10e) • Fall • 3f 

Assistant teacher: Kristján Mímisson 

Overview and introduction to the aims and methods of archaeology. What is archaeology? The history of the discipline is discussed, its 

ideological base and its relationship with other disciplines. How are material remains used to shed light on social structure, the environment, 

economy and trade, religion and ideology, development and change? 

FOR201G • Icelandic Archaeology • (10e) • Spring • 4f 

Teacher: Orri Vésteinsson Senior Lecturer (UK) - Associate Professor (USA) 

The history of Icelandic archaeology and overview of principal excavations and research projects. The characteristics of Icelandic 

archaeological remains with an overview of the principal types of objects found, the available resources and the technology of Icelandic preindustrial 

society. Basic themes in Icelandic archaeology: the dating of the settlement and origins of the settlers, pagan society, farm 

abandonment, building traditions, church archaeology, trade and imports, health. Overview of Icelandic legislation on heritage protection and 

archaeological heritage management in Iceland. 

FOR202G • Methods II • (10e) • Spring • 3f 


This course goes into more depth with specific issues introduced in Methods I, i.a. with emphasis on methods specific to Icelandic 

condidtions. Topics include: Documentary research; Interviewing; Field Surveying techniques; Understanding Site Formation Processes; 

Interpreting stratigraphy and using matrices; Excavating burials; Recording standing buildings; Quantitative Methods; Databases; GIS and 

spatial analysis; The Report: Putting it Altogether. 

FOR204G • Prehistory • (10e) • Spring • 4f 

Assistant teacher: Vala Björg Garðarsdóttir 

The principal themes discussed are: Social structure and economy in thenpalaeolithic and mesolithic, the origines of agriculture and the 

firstncivilisations of Egypt, Mesopotamia, Indus valley, China and Meso-America,nthe spread of agriculture in Europe, the megalithic 

culture of AtlanticnEurope, the origins of metalworking in the Near-East, social structurenand social change in the bronze age and iron age, 

with emphasis on Europenand Scandinavia. n 

FOR301G • BA-Thesis • (10e) • Fall 

BA-Thesis 

FOR303G • Artefact Studies • (5e) • Fall • 2f 

Assistant teacher: Guðrún Alda Gísladóttir 

The course gives a general introduction to artefact studies, typology and material analysis, as well as introducing the principal artefact types 

found in Iceland: pottery, stone vessels and utensilis, jewellry and weapons, textiles, glass, clay pipes etc. 

Recommended preparation: Aðferðafræði I (FOR101G) 

FOR304G • Field Work Experience in Archaeology I • (5e) • Fall 

Teacher: Guðmundur Ólafsson 

Teacher: Steinunn J Kristjánsdóttir Lecturer (UK) - Assistant Professor (USA) 

Archaeological Survey. Advanced Foundation Course. This course will cover the history of archaeological survey in Iceland as well as the 

theory and main methods of survey. Sites will be visited and studied in the field, registered on maps and points taken with a GPS. The main 

emphasis will beon survey projects in the neighbourhood of Reykjavik so students can return home each day. 

FOR307G • Scandinavian Archeaology • (5e) • Fall • 2f 

Assistant teacher: Þórhallur Þráinsson 

later 

FOR401G • BA-Thesis • (10e) • Spring 

BA-Thesis 

291


Undergraduate 

FOR402G • BA-Thesis • (10e) • Summer 

BA-Thesis 

FOR405G • Palaeoecology • (5e) • Spring 

Assistant teacher: Árni Einarsson 

This is an introduction to palaeoecology aimed at students in archaeology but student in biology, geology and geography will also find it 

useful. The main emphasis is on how past environmental conditions can be read from sedimentary archives (soil and freshwater or marine 

sediments). The use of different indices (or proxies) will be introduced, including diatoms, Foraminifera, Cladocera, insects, seeds and plant 

and bacterial pigments. Other topics include: basic limnology, sediment sampling, dating techniques(including dendrochronology) and the 

history of the biota of Iceland. Problems encountered when extracting environmental information from ancient documents will also be 

discussed. 

FOR406G • Field Work Experience in Archaeology II • (10e) • Spring 

Supervisor: Steinunn J Kristjánsdóttir Lecturer (UK) - Assistant Professor (USA) 

Archaeological Excavation. Advanced Foundation course. The aim of the course is to increase the skills and knowledge of students in 

excavation methods and archaeological research so as to be able to work independently. Among other things, the computer recording 

program Intrasis will be taught as well as how to use a total station. Excavation site: Nes in Seltarnarnes. 

FOR407G • Field Course in Archaeology • (10e) • Summer 


For the completion of a 60 credit course in archaeology it is required that students attend a 4 week long structured field course in 

archaeology. To this end the University of Iceland collaborates with Hólar college which runs a field school in Hólar and the Institute of 

Archaeology which runs á field school in Vatsnfjörður. Both fulfill the university's requirements but they also only accept a limited number 

of students. In addition it is possible for students to attend a field school abroad or do a post-excavation project under the supervision of a 

permanent member of the teaching staff. Students must consult with the head of the discipline before deciding how they fulfill the field 

course requirement. 

FOR408G • Theoretical Archaeology • (5e) • Spring • 2f 


The aim of this course is to provide a general background to theoretical archaeology in Europe and North America. The course will look at 

the historical development of theory in archaeology, key themes and major schools of social theory which have been influential in 

archaeology. 

Recommended preparation: Inngangur að fornleifafræði I (FOR103G), Aðferðafræði I (FOR101G) 

FOR409G • Conservation for Archaeologists • (5e) • Spring • 2f 


Assistant teacher: Kristín Huld Sigurðardóttir 

The aim of the course is to introduce students to on site conservation, i.e. how to handle artefacts found in archaeological excavations, their 

stabilisation, lifting, packaging, labelling, transport and preparation for laboratory conservation. The preservation of archaeological remains 

in different types of soil and under different conditions will be discussed. 

FOR410G • Archaeology of Gender • (5e) • Spring • 2f 


This overview of the Archaeology of Gender will cover the history and development of the field from feminism and post-prosessualim, as 

well as the emphases and chief concepts in the discipline. The concept of gender is continually broadening and encompasses research on 

women, men, and children alike, as well as on specific social groups, age and life-course. The course will use examples taken from 

archaeological research that is based on the theories and methods of Archaeology of Gender. The objective is to introduce the student to the 

possibilities that the field offers within the framework of archaeological research in Iceland. 

FOR603G • Field Work Experience in Archaeology • (5e) • Summer 

The course requires participation in one or more of the following: archaeological excavation; post-excavation work, such as drawing, 

cleaning, registering, photographing and packing finds or the flotation and processing of samples; surveying remains in the field or from 

documentary sources, as well as work with cultural heritage, such as the acquisition of collections, curation of exhibitions or historic 

buildings, as well as guiding visitors around archaeological sites. Students must have the agreement of the teachers in archaeology about this 

work before it begins. At the end of the work, the student shall provide a certificate 

about their participation which will include a short description of the work by their supervisor. 

HSP101G • Introduction to the Philosophy of Science • (5e) • Fall • 2f 

Teacher: Erlendur Jónsson Professor 

Assistant teacher: Gunnar Júlíus Guðmundsson 

Introduction to some main concepts of contemporary philosophy of science, as well as theories of scientific progress and the nature of 

science. 

HSP102G • Critical Thinking • (5e) • Fall • 2f 

Teacher: Gunnar Ágúst Harðarson Senior Lecturer (UK) - Associate Professor (USA) 

The aim of this course is to introduce the student to the main concepts and methods of critical thinking, and to train her in critical thinking 

and argumentation, in philosophical texts as well as in everyday discourse, e.g. in the media. Main topics: The analysis of arguments and 

logical diagrams. Main fallacies and stratagems, how to find and avoid them. Practical exercises. 

Problem sets and final exam. 

292


Undergraduate 

HSP103G • Introduction to Philosophy • (10e) • Fall • 3f 


Assistant teacher: Pétur Jóhannes Óskarsson 

Assistant teacher: Arnar Elísson 

Assistant teacher: Jón Ásgeir Kalmansson 

This course discusses the question "What is Philosophy?" and the relationship of philosophy to science, art, religion and politics. We will 

read both classical and contemporary philosophy texts to study the different methods and problems of philosophy. 


HSP104G • Ancient Philosophy • (10e) • Fall • 4f 

Supervisory teacher: Mikael Marlies Karlsson Professor 

Assistant teacher: Gunnar Júlíus Guðmundsson 

Assistant teacher: Simon Reginald Barker 

A survey of ancient philosophy, based upon a close reading of primary texts from the works of the Presocratics, Plato and Aristotle, and their 

Hellenistic successors. 

50% midterm examination, 50% examination at end of term. 

HSP105G • Foundation Course in Philosophy • (5e) • Fall • 2f + 2d 

Supervisor: Páll Skúlason Professor 

Teacher: Gunnar Ágúst Harðarson Senior Lecturer (UK) - Associate Professor (USA) 

The main objectives of Philosophical Introduction to the Sciences is to motivate students to think critically about science and scientific 

activity in general and about the particular field of study that they have chosen to pursue. Students are to become acquainted with the nature 

and limitations of scientific thought and about its influence upon contemporary culture. In accordance with these objectives, this course 

discusses critical thinking, scientific method and the relationship between ethics and science. Interpretation and explanation in the human 

sciences are analyzed in light of the uniqueness of their subject matters (culture, text, history, language). These issues are considered in light 

of the theoretical ideas that have shaped Western society. Students will have an opportunity to pursue further and discuss these issues in 

specially organized discussion groups. 

HSP201G • Introduction to Logic • (10e) • Spring • 4f + 4æ 


Basic concepts of modern logic, logical form and validity, logical properties and logical inferential relations, the language of sentential logic, 

truth tables and truth table methods, the language of predicate logic and the logic of idenity, the theory of descriptions, proof methods in 

sentential logic and predicate logic, the logic of identity and logical properties of relations. 

40% mid term written examination, 40% written final examination, 20% home exercises. 

HSP202G • Introduction to Ethics • (10e) • Spring • 4f 


This course provides an overview of three principal moral theories: Aristotle's virtue ethics as presented in his Nichomachean Ethics, Kant's 

deontoloical ethics as presented in his Groundwork for the Metaphysics of Morals and John Stuart Mill's rule ethics as presented in 

Utilitarianism. 

The main objectives of this course are to 

- provide an overview of three principal moral theories: their princples, context and importance 

- train students to analyze and apply moral reasoning 

Learning objectives 

Upon completeing this course students should 

- have a grasp of the subject matter of ethics and of ethical concepts 

- have a grasp of the principal moral theories 

- be able to analyze and apply moral reasoning 

50% written mid-term examination, 50% written examination at end of term. 

HSP203G • Modern Philosophy • (10e) • Spring • 4f 

Supervisory teacher: Gunnar Ágúst Harðarson Senior Lecturer (UK) - Associate Professor (USA) 

Description 

A survey of Western philosophy in the 17th and 18th Centuries, with emphasis on selected topics in the epistomology and metaphysics of the 

period, based upon a close reading and comparison of primary texts. Descartes, Hume and Kant are the principal authors discussed. 

Teaching 

The teaching involves both lectures and discussions. Lectures will give an exposition of the subject and/or of its main topics. Discussions 

will adress more specific topics or questions. 

Learning outcomes 

By the end of this course students should demonstrate that they 

• know the main currents of thougth in Western philosophy in the 17th and 18th Centuries, 

• understand selected topics in the epistomology and metaphysics of the period, with particular emphasis on selected works by 

Descartes, Hume and Kant, 

• have had some training in reading, analysing and interpreting philosophical texts 

50% mid term examination and 50% examination at end of term. 

HSP205G • Introduction to Metaphysics • (10e) • Spring • 4f 

Assistant teacher: Ólafur Páll Jónsson Lecturer (UK) - Assistant Professor (USA) 

This course is dedicated to various issues in contemporary metaphysics. They include personal identity; free will; realism, anti-realism, and 

nominalism; possible worlds; and persistence through time. The metaphysics of sociality is also covered with a focus on individualism, 

collectivism, and the individual's relationship to society; the relation of language and thought to society; and social constructionism. 

293


Undergraduate 

Written assignments and final exam. 

HSP302G • BA-Thesis • (10e) • Fall 

Supervisor: Gunnar Ágúst Harðarson Senior Lecturer (UK) - Associate Professor (USA) 

The BA dissertation in philosophy is intended to develop the student's ability to examine a chosen philosophical subject or work and to write 

about it in accepted scholarly fashion. The dissertation is written under the supervision of a member of the regular philosophy teaching staff. 

Students apply electronically for a supervisor, using a specific form. Further information on the BA dissertation in philosophy is available on 

the website of the Faculty of History and Philosophy. 

HSP304G • Introduction to Epistemology • (10e) • Fall • 4f 


Knowledge and justification, attempts at defining the concept of knowledge, sources of knowledge, foundationalism and coherentism, 

theories of truth, scepticism, internalism and externalism. Based on the reading of classical texts in epistemology such as Plato's Theaetetus 

and selected sections from Locke's Essay, as well as a textbook in modern epistemology. 

30% mid-term essay, 20% presentation, 50% end of term examination. 

HSP306G • Introduction to Political Philosophy • (10e) • Fall • 4f 


Teacher: Páll Skúlason Professor 

In the first part of the course, we read some of classics of political philosophy, such as excerpts from the theories of Aristotle, Hobbes, 

Locke, Rousseau, Hegel and Marx. In the first part of the course, some of the main ideas of recent political philosophy are discussed. 

Particular emphasis will be on Rawls' theory of justice and its critical reception. 

Written and oral exams, an essay and a presentation. 

HSP308G • Directed Study in Philosophy • (5e) • Fall 

Assignment (and possibly a few lectures) connected with selected 2,5 cr. courses in parts III and V. 

HSP309G • Directed Study in Philosophy • (5e) • Fall 


HSP401G • 19th & 20th Century History of Ideas • (10e) • Spring • 3f + 1u 

Supervisory teacher: Sigríður Þorgeirsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

In this course, the reactions of some of the leading thinkers of this period against traditional views of freedom, human nature, society, morals, 

science and religion are discussed in some detail. 

At the end of the semester students are supposed to 

· have knowledge of main thinkers, their ideas and clashes between them in 19. and 20. century Western thought. 

· be able to detect the heritage and influence of these thinkers and their ideas in contemporary thought and outlooks 

· have concentrated on one specific thinker or school of thought, and done a presentation on it in class 

Final exam Essay Presentation 

HSP402G • Philosophy of Religion • (5e) • Spring • 2f 

Teacher: Sigríður Þorgeirsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Central topics in the philosophy of religion will be discussed, including attempts to prove the existence of God, arguments for atheism, as 

well as discussions of controversial Christian doctrines, and religious ethics. The aim throughout is to provoke thought and discussion, and to 

assist students in reaching an informed assessment of the philosophical evidence for and against theism, particularly Judeo-Christian theism. 

At the end of the semester students are supposed to 

· have knowledge of major proofs for the existence of god and criticism of them 

· have knowledge of some of the major critics of religion in modern times 

· be familiar with discussions of contemporary philosophers of religion, and a few of their 19th century precursors, on god and religion in 

postmetaphysical times 

One midsemester exam on the readings of the first part of the course (50%), and an exam at the end of the semester on the readings of the 

second half of the course (50%). 

HSP403G • BA-Thesis • (10e) • Spring 






HSP404G • BA-Thesis • (10e) • Summer 






294


Undergraduate 

HSP406G • Directed Study in Philosophy • (5e) • Spring 


HSP408G • Directed Study in Philosophy • (5e) • Spring 


HSP411G • Philosophy of Language • (5e) • Spring • 2f 


Topics selected from: proper names; definite descriptions; indexicality; anaphora; syntax-semantics distinction; semantics-pragmatics 

distinction; implicature; speech acts; meaning and intention; meaning and truth; indeterminacy of translation, rule-following. 

HSP415M • Seminar E: Privat Life and the Public Arena • (5e) • Spring • 2f 

Assistant teacher: Salvör Nordal Director 

later 

HSP416M • Seminar F: Hegel • (5e) • Spring • 2f 

Assistant teacher: Björn Þorsteinsson Project Manager 

Seminar F 

HSP417M • Directed Study in Seminar E: Privat Life and the Public Arena • (5e) • Spring 


Assignment in connection with Seminar E 

HSP418M • Directed Study in Seminar F: Hegel • (5e) • Spring 


Assignment connected with Seminar F 

HSP505M • Seminar A: Philosophy and Films • (5e) • Fall • 2f 



Seminar A: This seminar will consider both philosophical questions about movies (e.g. "What is a movie?") and philosophical questions 

raised in movies (e.g. "What is real?", "What is a marriage?"). 

HSP506M • Directed Study in Seminar A: Philosophy and Films • (5e) • Fall 


Assignment connected with Seminar A 

HSP507M • Seminar B: Moral Motivation • (5e) • Fall • 2f 


This seminar will explore the subject of moral motivation. The nature of the motives for moral action has been long debated and is 

considered to be a fundamental topic in ethical theory. The seminar will focus upon a careful examination of three classical theories of moral 

motivation - those of Aristotle, Hume and Kant - based upon a reading of their works and a number of contemporary commentaries. 

This seminar is taught in English. 

HSP508M • Directed Study in Seminar B: Moral Motivation • (5e) • Fall 


Assignment connected with Seminar B 

HSP701M • Visiting Professor's Seminar: • (5e) • Fall 


Teacher: Visiting professor 

Each semester, visiting professors from co-operating Universities abroad give seminars about their topics of specialty in philosophy. The 

seminars are taught in an intensive form, usually for 4 weeks, three days a week. The seminars are mainly intended for M.A. and doctoral 

students but 3d year B.A. students may also attend. The topic and time of the seminar will be advertized specifically each time. 

Short written exam, student participation and a seminar presentation. 



Visitor professor's seminar 





HSP704M • Bioethics and Ethics of Medicine • (10e) • Fall • 3f 


A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible 

effects upon medical services and health care policy. 

295


Undergraduate 

HSP705M • Ethics of Nature • (10e) • Fall • 4f 



The course deals with the connection between Man and Nature from the viewpoint of Moral Philosophy. It discusses the main proponents of 

and theories within Environmental Ethics and describes the roots of differing views of Nature, as well as different ethical orientations, i.e. 

anthropocentric, ecocentric, and biocentric positions. The course also deals with the integration of environmental and developmental issues, 

and with the connection between environmentalism and democracy. Amongst central issues discussed are the following: Can Ethics provide 

guidance in the solution of environmental problems?, What type of beings are worthy of moral considerability?, Can natural phenomena 

possess intrinsic value?, Do animals have rights?, Is there any fundanmental difference in men's and women's relations to Nature?, and, What 

is the ethical basis of sustainable development? 

HSP706M • Business Ethics • (10e) • Fall • 4f 



This course is a comprehensive examination into the major components of ethical and social responsibility including economic, legal, 

political, ethical and societal issues involving the interaction of business, government and society. 

HSP801M • Visiting Professor's Seminar: Marx then and now • (5e) • Spring 



HSP803M • Applied Ethics • (10e) • Spring • 4f 



The topic of this course will be the relation between theoretical and applied ethics. The focus will be on the application of ethics in dealing 

with practical problems in modern society. Issues such as free speech, euthanasia, abortions, animal rights, international justice, punishment 

and war will be discussed. The course is based on lectures with opportunities of discussion. 

Two essays 55% and final exam 45%. 

MIÐ202G • Introduction to Medieval Studies • (10e) • Spring • 4f 


Supervisory teacher: Helgi Þorláksson Professor 

Introduction to medieval cultural and ideological history, with emphasis on Europe. 

SAG101G • Making History • (10e) • Fall • 3f 

Supervisory teacher: Halldór Bjarnason Adjunct Lecturer 

Teacher: Ragnheiður Kristjánsdóttir Adjunct Lecturer 

This course introduces students to some of the basic skills that they will use in the study of history. The special character of history and its 

relationship with other fields of study will be discussed. The students will be introduced to the sources and methods used in historical 

research and the writing and presenting of historical work. - Students must register for the course in the beginning of their history study (first 

or second semester, depending on whether they start in January or September). 

Assessment of competence is based on six assignments which students deliver over the semester besides a written exam in the end. 

SAG102G • The History of Iceland before 1815 • (10e) • Fall • 3f 

Supervisory teacher: Helgi Þorláksson Professor 

Teacher: Halldór Bjarnason Adjunct Lecturer 

Teacher: Anna Agnarsdóttir Professor 

Origins, settlement (870-930) and the early community. Land, people and general conditions of life. The church and Christianity. The 

Commonwealth (930-1262) and its collapse. Those in power. King, people and nationalism. Honour and revenge, magic and growth of state 

power. Laws and power ca 1250 to1815. Literary culture, manuscripts and language. Iceland and the outer world. Trade monopoly and new 

industrial activity (Innréttingar). Government and economic development after 1787. 

SAG103G • Global History until 1815 • (10e) • Fall • 4f 

Supervisory teacher: Sveinbjörn Rafnsson Professor 


This survey course is divided into three parts: a) World History until 1500, b) World History 1500-1815 and c) a short essay on a topic from 

either period a or b. a)Pre-history. The ancient civilisations of India, China, Greece and Rome. Europe, Asia and Africa during the Middle 

Ages. Civilisations in America until 1500. Specific topics will be e.g. Greek historiography, the origins of the Roman Empire, medieval 

agriculture in Europe. Feudalism. Church and State. Education and cultural life. b)The Early Modern period. The age of discovery and the 

roots of empire. The Reformation and Counter-Reformation. Islam. The Scientific Revolution. The Enlightenment. Demography, the family 

and society. Politics from absolutism to democratic revolutions. Colonialism. Primary sources will be used extensively. c)A short essay. 

Students are required to pass all three parts of the course. 

SAG109G • Concepts in History and Presentation of Historical Work • (10e) • Spring • 4f 

Supervisory teacher: Guðmundur Jónsson Professor 

Teacher: Valur Ingimundarson Professor 

Teacher: Helgi Þorláksson Professor 


This course provides an introduction to the different ways in which history is thought about and presented. It aims to encourage students to 

think broadly and conceptually about history by introducing them to central concepts and analytical frameworks that have been used in 

296


Undergraduate 

historical study. These concepts include history and memory, culture, gender, nationalism and national identity, state, class and technology. 

In the second part of the course students will explore how historical knowledge is transmitted and introduced to different ways of presenting 

historical work through various channels, i.e. popular and academic history, mass media, museums and exhibitions. 

Required preparation: Sagnfræðileg vinnubrögð (SAG101G), Sagnaritun og söguspeki (SAG405G) 

SAG201G • History of Iceland since 1815 • (10e) • Spring • 3f 


This course is a survey of the main events of Icelandic history and the development of Icelandic society since around 1815 to the end of the 

twentieth century, with special emphasis on modernization, construction of a nation-state, the impact of the two world wars on Icelandic 

society, and general social change in the time since the foundation of the republic. Among the topics covered are: nationalism and the 

struggle for independence, the emergence of the nation-state, government and political struggles, foreign policy, economic development, 

welfare, education and culture. Students need to get minimum grade for all parts of the course to receive a passing grade. 

SAG202G • Global History after 1815 • (10e) • Spring • 3f 

Supervisory teacher: Valur Ingimundarson Professor 

Teacher: Ingi Sigurðsson Professor 

Assistant teacher: Ögmundur Jónasson 

This introductory course deals with Global History from 1815 to the beginning of the 21st century. In the first half of the course, the 

following themes will be covered with regard to the period 1815-1939: social classes in Europe, science and technology, and political ideas. 

Relations between Europe and North America and other parts of the world will be examined with regard to the period 1815-1918. The 

second half explores contemporary history since the interwar period, concentrating on the following themes: the changes in the international 

system; political ideologies such as communism and Nazism/fascism; the development of the welfare state in Europe and the European 

integration process; the Cold War and the roles of empires such as the United States and the Soviet Union; decolonization and its impact in 

Africa and Asia; and historical and contemporary aspects of the globalization debate. 

SAG209G • Looking for Sources in Archives • (5e) • Spring • 2f 

Teacher: Kristjana Kristinsdóttir Lecturer (UK) - Assistant Professor (USA) 

How to locate sources in archives. Sources in The National Archives of Iceland and regional archives access, possibilities, and limitations. 

Catalogues of archives will be examined as well as acquisition registers. Students can choose their own assignments. Suitable for students 

preparing a BA- or MA-Thesis or other academic work as well as journalism. 

SAG210G • Field Project in National Archives of Iceland • (5e) • Spring 

Teacher: Kristjana Kristinsdóttir Lecturer (UK) - Assistant Professor (USA) 

Kemur síðar 

SAG301G • BA-Thesis • (10e) • Fall 

Teacher: Guðmundur Jónsson Professor 

BA-Thesis 

SAG302G • BA-Thesis • (20e) • Fall 


BA-Thesis 

SAG304G • History, web, net • (5e) • Fall • 2f 

Teacher: Már Jónsson Professor 

The uses and abuses of the World Wide Web in the study and presentation of history. Information retrieval as practiced in search machines, 

libraries, databases and text-editions. Scholarly web-projects and the issue af 

quality vs. rubbish or propaganda. Students acquire a basic knowledge of HTML (Hypertext markup language) and present some 

assignements on their own homepage. 

SAG305G • The Summer of 1809 • (10e) • Fall • 4f 


later 

SAG401G • BA-Thesis • (10e) • Spring 

Supervisor: Guðmundur Jónsson Professor 

BA-Thesis 

SAG403G • BA-Thesis • (20e) • Spring 

Supervisor: Guðmundur Jónsson Professor 

BA-Thesis 

SAG405G • History of Historical Writing and Philosophy of History • (5e) • Fall • 3f 


The course is divided into two parts: a) History of historical writing. A survey will be given on the writing of history from antiquity until our 

times. b) Philosophy of history. Some basic topics of analytical philosophy of history will be discussed, such as historical truth, objectivity 

and explanations. 

Required preparation: Sagnfræðileg vinnubrögð (SAG101G) 

297


Undergraduate 

SAG406G • Democracy in the 20th Century • (10e) • Spring 


This course surveys the intellectual roots of the idea of representative government and parliamentarism in Iceland and the development of 

both in the 20th century. It explores ideas on suffrage, citizenship and women's rights, as well as the main aspects of the Icelandic 

constitution. 

SAG407G • Welfare, belief and upbringing in the 18th and 19th Century • (10e) • Spring • 4f 


The course deals with the ethical and moral values of Icelanders in the beginning of 20th century. The main channels and determinants of 

this socialization have their roots in 18th and 19th century and they will be studied. This includes homes, levels of reading and writing 

capabilities, manuscripts and printed matter, and operation of schools and socities. Gender perspective will be employed in the course and 

various primary source material will be read (from religious texts to literature) besides research. 

SAG408G • France in the 18th Century • (10e) • Spring • 4f 


later 

SAG502G • Women's education and ???? • (10e) • Fall • 4f 

Assistant teacher: Erla Hulda Halldórsdóttir Doctoral Graduate Student 

later 

SAG503G • Medieval history • (10e) • Spring • 4f 

Assistant teacher: Viðar Pálsson 

In the last few decades historians have increasingly approached the high Middle Ages (11th-13th c.) as an era of fundamental transformation 

of European society as a whole, and subsequently have found it ever more difficult to speak of the Middle Ages (500-1500) as a holistic 

period of its own, as used to be conventional. The high Middle Ages are now viewed (from an arguably justified standpoint) as a prelude to 

modern Europe, during which Europe's economic, social, political and cultural structures developed along the lines which would become 

characteristic and fundamental of its later ages. With this in mind the following themes will be explored: 1) The rise of the Roman Church 

and the reaction against it; 2) The origins and intensification of persecution of heretics by authorities of church and state; 3) The 

transformation of the aristocracy into nobility; 4) The growth of stately power alongside changing (and novel) ideas and philosophies on 

power, law, and justice; 5) Additionally, the concept "medieval/Middle Ages," will be taken into special consideration, as well as the 

philosophical/epistemological foundations of the practice of historical periodization. Readings and requirements: readings are in English, 

secondary sources dominant; prior knowledge of the basic medieval historical narrative is helpful but not essential. 

later 

SAG603G • Islam and Christianity 600-1700 • (10e) • Spring • 4f 


Origins and spread of both religions. Contacts and conquest in the first centuries through the medieval crusades, the fall of Constantinople in 

1453, the expulsion of the moriscos of Spain in 1609-1614 and the siege of 

Vienna in 1683. Ideological and religious underpinnings. Cultural communication in trade, travel, translations, missionary activities and war. 

Students get an overview of the subject and read specialized 

scholarly articles. 

SAG604G • Foreign influence and Icelandic Culture 1600-1900 • (10e) • Spring • 4f 


The course deals with foreign influences on Icelandic cultural history between 1600 and 1900. The core question is to what extent it was 

"Icelandic" ("home-made") and which influences were of foreign origin. Examples from a number of fields of study will be examined, 

including literature, schools and higher education. 

SAG703M • Poverty • (10e) • Fall • 4f 


This course explores scholarly and political debates about poor people in Iceland from the middle of the 19th century to the present. Under 

consideration are ideas on class divisions, the uneven distribution of wealth as well as the everyday life, conditions and politics of the rural 

and urban poor. Students will read texts on Icelandic history as well as important studies on other countries. 

298


Graduate 

FOR009F • Doctoral Studies in Archaeology • (30e) • Fall 

Doctoral Studies in Archaeology 

FOR010F • Doctoral Studies in Archaeology • (30e) • Spring 


FOR011F • Doctoral Studies in Archaeology • (30e) • Summer 


FOR101F • Individual Project A • (10e) • Fall 

? 

FOR102F • Viking Age Archaeology • (10e) • Fall • 3f 

Assistant teacher: Rúnar Leifsson 

Overview of the history of the Viking age and history of Viking research. Emphasis is placed on the archaeological evidence, the sites and 

the objects, and discussing how archaeological data has contributed to out understanding of this period. Particular attention is given to 

economic patterns, issues of ethnicity and state formation. 

FOR103F • Individual Project B • (10e) • Fall 

? 

FOR104F • Individual Project C • (20e) • Fall 

? 

FOR106F • Postgraduate Research Seminar • (4e) • Fall 


The postgraudate reasearch seminar is intended for doctoral students and second year MA students who have started on their reasearch 

projects. Students will present their research designs, draft texts and individual conclusions and take part in critical debate with their fellow 

students and teachers. 

FOR107F • The Settlement of the North Atlantic • (10e) • Fall • 4f 


later 

FOR108F • Historical landscapes • (10e) • Fall • 4f 


Course content 

The course gives an introduction to historical landscape analysis from a multitude of perspectives. Landscapes containing Norse cultural 

elements are the most frequently used examples, but the principles of analysis are applicable to historical landscapes from other regions and 

cultures. The course is organized around three main sequences, each with lectures, exercises and hand-ins. The sequences deal with the fossil 

records in the landscape (based on the physical remains of human activity), the organization of landscapes (as in property systems, 

boundaries, law, place-names, and folklore), and visual analysis (location of sites, monuments and the furnishing of a cultural landscape). 

FOR201F • Individual Project A • (10e) • Spring 

? 

FOR203F • Individual Project B • (10e) • Spring 

? 

FOR205F • Individual Project C • (20e) • Spring 

? 

FOR210F • Occasional Seminar in Archaeology I: The formation of social structure among colonists • (10e) • Spring • 2f 

Teacher: Orri Vésteinsson Senior Lecturer (UK) - Associate Professor (USA) 

The course is about how social structures take shape and develop in the aftermath of first-peopling. Theories about the social order of 

colonizing and immigrant groups will be discussed, as will be the transfer of institutions (families, households, tribes, associations et c.) from 

one country to another and the influence of the coyntry/countries of origin on the new one. The Icelandic case will be contrasted with other 

cases from world history and in the light of research on contemporary migrants. The theoretical tools and the different types of evidence 

available to archaeologists in the study of such issues will be reviewed, with emphasis on the study of settlement patterns and the formation 

of parishes and and local-government institutions. 

FOR211F • Occasional Seminar in Archaeology II: • (10e) • Spring • 4f 

Assistant teacher: Adolf Friðriksson 

Assistant teacher: Þóra Pétursdóttir 

Postcolonialism concerns the discussion on the variety of cultural structures and identities created by colonial encounters. Unlike 

colonialism, postcolonialism is not about the meeting of different cultures, who maintained their separate identities, but about the fusion, 

blending and recreation of cultures resulting from sustained colonial contact. The fusion can take place socially as well as culturally or 

299


Graduate 

politically. Postcolonialism denies therefore the clichéd view of essentialism by putting the emphasis on ever-changing cultures and 

identities. In the course, the impact postcolonialism has had on historical interpretations will be reviewed, at the same time as examples will 

be given on its influence on archaeological research. 

FOR212F • Themes in Icelandic Archaeology • (10e) • Spring • 4f 


Based on a general introduction to archaeological evidence and archaeological debate in Iceland, this course will look at new issues where 

archaeological evidence and reasoning can contribute new knowledge and understanding. 

FOR301F • MA-Thesis • (30e) • Fall 

MA-Thesis 

FOR401F • MA-Thesis • (30e) • Spring 

MA-Thesis 

FOR402F • MA-Thesis • (30e) • Summer 

MA-Thesis 

HMM101F • Introduction to Culture and Communication II • (10e) • Fall • 3f 

Supervisory teacher: Eggert Þór Bernharðsson Senior Lecturer (UK) - Associate Professor (USA) 


Assistant teacher: Guðbrandur Benediktsson 

Cultural material will be introduced, focusing on the needs of various consumers. Historical and contemporary data will be examined through 

the different media of still images, film, sound, text, staging, field trips, oral presentations and interviews. Intermediation and possible 

overlaps into multimedia will be discussed. Students will make their own presentations and introduce their material. 

HMM103F • Individual Project A • (10e) • Fall 

The student chooses a project for practical training of mediation in his/her field of study. The participants will benefit from the input of a 

specialized teacher as well as the supervisory teacher. When possible the projects will be developed in collaboration with institutions, 

societies or operators in the appropriate fields. 

HMM104F • Individual Project B • (10e) • Fall 




HMM105F • Individual Project C • (20e) • Fall 




HMM106F • Introduction to Culture and Communication I • (10e) • Fall • 3f 

Supervisory teacher: Sigurður Gylfi Magnússon Sessional Teacher (Non tenured Teacher) 



This course will focus on concepts, theories and definitions of culture, with particular emphasis on the importance of the Humanities in 

media and communication. The concept of memory will be analysed to evoke awareness of how historical memories are created and 

developed. Other areas of discussion will be: the ethics of public presentation, the legal framework, rules of procedure, the market 

environment of culture, the possibilities and limitations of "cultural production", and different media approaches to cultural events. 

HMM108F • Cultural management • (10e) • Fall • 3f 

Assistant teacher: Ingibjörg Þórisdóttir Project Manager 

Assistant teacher: Sif Gunnarsdóttir 

Later 

Assignments 

HMM109F • Documentaries • (10e) • Fall • 4f 

Assistant teacher: Emiliano Monaco 

The course will illustrate the history and theory of documentary filmmaking from a critical and contemporary point of view. Films and clips 

will be shown, discussed and contextualized in the history and theory of documentary filmmaking. Occasional master-classes and workshops 

as well as the final 10 minutes film project are of great importance in the developing of the course. An active participation of the students is 

requested. 

HMM201F • Presentation of Material in Exhibitions • (10e) • Spring • 3f 

Assistant teacher: Gerður Eygló Róbertsdóttir 

Assistant teacher: Guðbrandur Benediktsson 

Different approaches in show rooms will be examined. A variety of exhibitions will be viewed and the diverse underlying ideologies 

analysed. The main elements of museum operation will be discussed, listing different material and methods. Students will create an 

exhibition project. 

300


Graduate 

HMM202F • Individual project A • (10e) • Spring 




HMM203F • Individual project A • (10e) • Summer 




HMM204F • Individual project B • (10e) • Spring 




HMM205F • Individual project B • (10e) • Summer 




HMM206F • Individual project C • (20e) • Spring 




HMM207F • Individual project C • (20e) • Summer 




HMM210F • Text and speech • (10e) • Spring • 4f 


The main focus of this course is on oral and written presentation. Is it possible to build a bridge between the written and spoken language? 

How can we make the best use of both resources in order to present things in a clear and comprehensive way? Presentation, language and 

style in various media will be discussed and students will be trained in written and oral presentation. 

HMM211F • Practical media. From idea to practice. • (10e) • Spring • 4f 

Assistant teacher: Anna Hinriksdóttir Project Manager 

Different ideas call for different approaches while the same idea can be realized in various media depending on the objective, nature of the 

content and intended target groups. This course will examine how the same idea is 

approached differently in different media. Students will work with one concept in various exercises throughout the course and adapt it to 

different media. 

HMM212F • A Steady Stream of Words: Scribal Culture, Print Culture and Internet Publications • (10e) • Spring • 4f 

Assistant teacher: Sigurður Gylfi Magnússon Sessional Teacher (Non tenured Teacher) 

The course will have three dimensions: Firstly, the focus will be on the scribal culture - how people managed to produce books without the 

use of the printing press. Secondly, the book culture will be at center, how a book is created and what needs to be done to succeed in that line 

of business. Thirdly, the internet will be checked out, what possibilities it brings out for creative people. The course will be mixed with 

theoretical discussions and practical considerations. 

HMM213F • Historical tourism • (10e) • Spring • 4f 

Supervisory teacher: Eggert Þór Bernharðsson Senior Lecturer (UK) - Associate Professor (USA) 

The course is a cooperative project with Dalabyggð and during the Februar study week teaching will be held at Laugar, Sælingsdal. 

The course will deal with the general concept of historical tourism and what ideologies have formed its base. The different ways in which 

history is mediated and what methods are commonly used for that effect will be discussed in particular. Central questions include whether or 

not there is a difference between the presentation of history for tourists and presentations through other forms of media, as well as what are 

the key groups of people who partake in historical tourism. Furthermore it will be examined how historical tourism differs from other sorts of 

tourism and what reference points and quality standards are customary in historical tourism. 

Other issues concern the significance that historical tourism holds for the general image of a site and how that connects to ideas regarding the 

development of destinations and local self-sufficiency. Finally, the 

advancement of historical trails will be explored and Dalabyggð used as a case study. 

HMM301F • Final Project for an MA-Degree • (30e) • Fall 

The MA-Project is supervised by a specialist and/or the permanent teacher and the scope decided through collaboration. The final project 

must be: a) a scholarly introduction based on theoretical groundwork; and b) a practical project mediating a wide range of cultural material in 

an independent and distinct way. The introduction (a) should be the theoretical prerequisite for (b) and is expected to be a scholarly 

contribution to the field of culture and communication, elaborating on the theoretical framework and methodology and evaluating the results 

of the project. 

301


Graduate 

HMM401F • Final Project for an MA-Degree • (30e) • Spring 

The MA-Project is supervised by a specialist and/or the permanent teacher and the scope decided through collaboration. The final project 

must be: a) a scholarly introduction based on theoretical groundwork; and b) a practical project mediating a wide range of cultural material in 

an independent and distinct way. The introduction (a) should be the theoretical prerequisite for (b) and is expected to be a scholarly 

contribution to the field of culture and communication, elaborating on the theoretical framework and methodology and evaluating the results 

of the project. 

HSP003F • MA-Thesis • (30e) • Fall 

Cf. rules about the MA-Degree in the Department of Philosophy. 

HSP004F • MA-Thesis • (30e) • Spring 


HSP005F • MA-Thesis • (30e) • Summer 


HSP006F • M.Paed.-Thesis • (30e) • Fall 

Cf. rules about the M.Paed.-degree in the Department of Philosophy. 

HSP007F • M.Paed.-Thesis • (30e) • Spring 


HSP008F • M.Paed.-Thesis • (30e) • Summer 


HSP009F • MA-Research Project • (30e) • Fall 

A research project in Environmental Science and Nature ethics. 

HSP010F • MA-Research Project • (30e) • Spring 


HSP011F • MA-Research Project • (30e) • Summer 


HSP013F • Ethics of Science and Research • (6e) • Spring • 4f 


The course is for postgraduate students only. The course will be adapted to the needs of students from different fields of studies. 

Description: The topics of the course include: Professionalism and the scientist's responsibilities. Demands for scientific objectivity and the 

ethical of science. Issues of equality and ruling standards in scientific work. Power and science. Conflicts of interest in scientific work. 

Science and society. Research ethics. 

Objectives: In this course, the student will gain knowledge about the ethics of science and is trained in reasoning about ethical controversies 

relating to scientific studies and research in contemporary society. 


- students should have knowledge of ethics of science and of rules for research ethics 

- students should gain understanding of professionalism and the scientist's responsibilities 

- students should have thought about issues of equality and ruling standards in scientific work 

- students should have experience of participation in dialogue about ethical controversies and know how to meet alternative points of view 

with understanding and respect 

- have gained experience of explaining their conclusions and reasoning about the topic of study in the presence of the teacher and other 

students 

Modes of instruction: The instruction takes the form of lectures and discussion. The course is viewed as an academic community where 

students are actively engaged in a focused dialogue about the topics. Each student gives a presentation according to a plan designed at the 

beginning of the semester, and other students acquaint themselves with the topic as well for the purpose of participating in a teacher-led 

discussion. 

Students give a substantial presentation and write an essay. 

HSP017F • Directed Study in Philosophy • (5e) • Fall 

Only for students studying philosophy for the M.A.-degree (or an equivalent degree). This involves a paper (and possibly a few classes) in 

addition to other work in connection with 2 credits courses in Part III of the Philosophy syllabus marked with '*'. 

HSP018F • Directed Study in Philosophy • (5e) • Spring 




HSP019F • Directed Study in Philosophy • (5e) • Summer 



302


Graduate 

HSP020F • Research Thesis • (5e) • Fall 

Mainly for visiting students working on their final dissertation or an equivalent paper under the supervision of teachers of the Philosophy 

Department. The number of credits for this course is decided in each case by a meeting of the department in collaboration with the foreign 

host university. 

HSP021F • Research Thesis • (5e) • Spring 

Mainly for visiting students working on their final dissertation or an equivalent paper under the supervision of teachers of the Philosophy 

Department. The number of credits for this course is decided in each case by a meeting of the department in collaboration with the foreign 

host university. 

HSP028F • Doctoral Studies in Philosophy • (30e) • Fall 

Doctoral Studies in Philosophy 

HSP029F • Doctoral Studies in Philosophy • (30e) • Spring 


HSP030F • Doctoral Studies in Philosophy • (30e) • Summer 


HSP031F • Seminar in Philosophy I • (5e) • Fall 


The objective of this seminar is that MA students gain insight into and participate in academic discussion about a topic of relevance in 

contemporary philosophy. In this seminar recent texts from French philosophy will be discussed. The seminar is based on an active student 

participation and substantial presentations. 

Student participation and a seminar presentation. The presentation is also given to the teacher in a written form. 

HSP032F • Research Project in Seminar in Philosophy I • (5e) • Fall 

Supervisor: Vilhjálmur Árnason 


Research project in connection with 05.36.01 

HSP033F • Research Project in Seminar in Philosophy II • (5e) • Spring 

Research project in connection with seminar II 

HSP034F • Seminar in philosophy II • (5e) • Spring 


The objective of this seminar is that MA students gain insight into and participate in academic discussion about a topic of international 

relevance in the history of philosophy. In this seminar the philosophy of Schopenhauer will be discussed. The seminar is based on an active 

student participation and substantial presentations. 

Student participation and a seminar presentation. The presentation is also given to the teacher in a written form. 

HSP035F • MA-Research Project in Practical Ethics • (30e) • Fall 

A research project. 

HSP035F • MA-Research Project in Practical Ethics • (30e) • Spring 



HSP039F • Doctoral Studies in Philosophy • (30e) • Fall 


HSP301F • MA-Research Project • (30e) • Fall 

A research project in Environmental Science and Natural Resource Management. 

HSP302F • Field Work Related to Research Project • (20e) • Fall 

? 

HSP401F • MA-Research Project • (30e) • Spring 


HSP402F • MA-Research Project • (30e) • Summer 


HSP415M • Seminar E: Privat Life and the Public Arena • (5e) • Spring • 2f 


later 

303


Graduate 

HSP416M • Seminar F: Hegel • (5e) • Spring • 2f 


Seminar F 

HSP417M • Directed Study in Seminar E: Privat Life and the Public Arena • (5e) • Spring 


Assignment in connection with Seminar E 

HSP418M • Directed Study in Seminar F: Hegel • (5e) • Spring 


Assignment connected with Seminar F 

HSP505M • Seminar A: Philosophy and Films • (5e) • Fall • 2f 



Seminar A: This seminar will consider both philosophical questions about movies (e.g. "What is a movie?") and philosophical questions 

raised in movies (e.g. "What is real?", "What is a marriage?"). 

HSP506M • Directed Study in Seminar A: Philosophy and Films • (5e) • Fall 


Assignment connected with Seminar A 

HSP507M • Seminar B: Moral Motivation • (5e) • Fall • 2f 


This seminar will explore the subject of moral motivation. The nature of the motives for moral action has been long debated and is 

considered to be a fundamental topic in ethical theory. The seminar will focus upon a careful examination of three classical theories of moral 

motivation - those of Aristotle, Hume and Kant - based upon a reading of their works and a number of contemporary commentaries. 

This seminar is taught in English. 

HSP508M • Directed Study in Seminar B: Moral Motivation • (5e) • Fall 


Assignment connected with Seminar B 

HSP701F • Research Project in Philosophy • (10e) • Fall 



Assignment in Philosophy 



Teacher: Visiting professor 





HSP702F • Theories in Humanities • (10e) • Fall • 4f 

Supervisory teacher: Gavin Murray Lucas Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Már Jónsson Professor 


later 








HSP704M • Bioethics and Ethics of Medicine • (10e) • Fall • 3f 


A discussion of some controversial issues in the field of bioethics, in particular those relating to developments in genetics and their possible 

effects upon medical services and health care policy. 

HSP705M • Ethics of Nature • (10e) • Fall • 4f 



304


Graduate 








HSP706M • Business Ethics • (10e) • Fall • 4f 



This course is a comprehensive examination into the major components of ethical and social responsibility including economic, legal, 

political, ethical and societal issues involving the interaction of business, government and society. 

HSP801F • Research Project in Philosophy • (10e) • Spring 


assignment in Philosophy 

HSP801M • Visiting Professor's Seminar: Marx then and now • (5e) • Spring 



HSP803M • Applied Ethics • (10e) • Spring • 4f 



The topic of this course will be the relation between theoretical and applied ethics. The focus will be on the application of ethics in dealing 

with practical problems in modern society. Issues such as free speech, euthanasia, abortions, animal rights, international justice, punishment 

and war will be discussed. The course is based on lectures with opportunities of discussion. 

Two essays 55% and final exam 45%. 

HSP901F • Ethics of Nature • (6e) • Fall 

Supervisory teacher: Sigríður Þorgeirsdóttir Senior Lecturer (UK) - Associate Professor (USA) 









HSP902F • Prospectus • (20e) • Fall 

kemur síðar 

HSP903F • Prospectus • (20e) • Summer 


kemur síðar 

SAG001F • MA-Thesis • (30e) • Fall 

MA-Thesis. 

SAG002F • MA-Thesis • (30e) • Spring 

MA-Thesis. 

SAG003F • MA-Thesis • (30e) • Summer 

MA-Thesis. 

SAG004F • Doctoral studies in History • (30e) • Fall 

Doctoral studies in History 

SAG005F • M.Paed.- Research Project • (30e) • Fall 

M.Paed.-Research Project in history. 

SAG006F • M.Paed.- Research Project • (30e) • Spring 

M.Paed.-Research Project in history. 

SAG008F • Doctoral studies in History • (30e) • Spring 


305


Graduate 

SAG009F • Doctoral studies in History • (30e) • Summer 


SAG014F • Individual Special Subject A • (10e) • Fall 

Einstaklingsverkefni A 

SAG015F • Individual Special Subject A • (10e) • Spring 


SAG016F • Individual Special Subject A • (10e) • Summer 


SAG021F • ? • (10e) • Fall • 4f 


later 

SAG023F • Individual Project B • (10e) • Fall 

Individual Course 

SAG023F • Individual Project B • (10e) • Spring 

Individual Course 

SAG602F • Individual Subject C • (20e) • Fall 

. 

SAG603F • Individual Subject C • (20e) • Spring 

. 

SAG604F • Individual Subject C • (20e) • Summer 

. 

SAG703M • Poverty • (10e) • Fall • 4f 


This course explores scholarly and political debates about poor people in Iceland from the middle of the 19th century to the present. Under 

consideration are ideas on class divisions, the uneven distribution of wealth as well as the everyday life, conditions and politics of the rural 

and urban poor. Students will read texts on Icelandic history as well as important studies on other countries. 

SAG801F • Aspects in Intellectual History • (10e) • Spring • 4f 

Teacher: Ingi Sigurðsson Professor 

síðar 

SAG802F • ? • (10e) • Spring • 4f 

Teacher: Sveinbjörn Rafnsson Professor 

later 

SAG803F • ? • (10e) • Spring • 4f 

Teacher: Valur Ingimundarson Professor 

later 

SAG804F • The Kings of Iceland • (10e) • Spring • 4f 


The Historical Association (Sögufélag) has decided to publish a book The Kings of Iceland 1264-1944. Students are invited to write chapters 

on specific kings. The aim is to train students in writing for the general public 

306

Faculty of Sports, Social Education and Leisure Studies 

Undergraduate 

School of Education 


ÍÞH004G • Team handball • (6e) • Spring 

Supervisory teacher: Örn Ólafsson Lecturer (UK) - Assistant Professor (USA) 

The aim for the students is to 

• become more knowledgeable about the game of team handball 

• be able to educate the basic principles involved in coaching beginners ). 

• be know about the responsibility of coaching children 

• learn to coach the basic techniques of Handball (e.g. passing, receiving, dribbling, moving with out the ball, throwing etc.) 

• provide the information necessary for coaches to be able to conduct effective fitness training for children in team handball 

• be able to increase tactical awareness, and introduce the various demands of each playing position 

Contents 

• Basic techniques for youth 

• Principles of play, 

• Coaching children, 

• Organization, planning training sessions, making of training schedules, plans and programs, do's and don'ts of coaching. 

• Principles of teaching (the major principles involved in coaching). 

• Reading the match as a coach (basic guidelines for match analysis), principles of goalkeeping, the latest in coach education, group 

tactics (attacking, defending). 

• Physical training in handball 

Assignments 

In the course, students will deal with the concept of team handball training in schools and clubs in Iceland. The students will also be dealing 

with coaching the basic guidelines in technique, principles of play in team handball. The students will also be dealing with coaching the 

technique, principles of play and team handball games. 

Procedure 

Practice, lectures, discussions and handball exercises. 

Solve home projects and thesis. 

ÍÞH005G • Free running and mini trampoline • (4e) • Fall 

Supervisory teacher: Olga Bjarnadóttir 

The theme of this course is Free running and mini trampoline. Free running is introduced as a way to get your way through the environment. 

The aim is to learn students to attempt to pass all obstacles in their path in a smooth and fluid way. Basic elements will be learned such as 

vaulting, jumping, somersaults and other acrobatic movements, creating an athletic and aesthetically pleasing way of moving. Students will 

also study jumps on trampoline such as somersaults with rotation through major axis. Trampoline jump will be analyzed with the help from 

chronological age and students will try out different jumps with variable technique. 

ÍÞH006G • Football I • (5e) • Spring 


Teacher: Janus Friðrik Guðlaugsson Adjunct Lecturer 

Aims 


• become more knowledgeable about the game of football 

• be able to educate the basic principles involved in coaching beginners 

• be aware of the role and responsibilities as leaders and role models. 

• know the basic leadership principles (e.g. motivation, communication). 

• know about the responsibility of coaching children 

• learn to coach the basic techniques of football (e.g. passing, receiving, dribbling, heading, shooting etc.) 

• cover the physical and psychological development of children 

• establish nutritional guidelines for football players with focus on children 

• provide the information necessary for coaches to be able to conduct effective fitness training for children in football 

Contents 

• Basic techniques for youth 

• Principles of play, movement off the ball, teamwork, wall pass, take over, overlap, pressure, marking, support 

• The role of the coach (role and responsibilities) 

• Coaching children, coaching children in 1v1, 2v1, 2v2, etc., child development (physical and psychological). 

• Nutrition (fundamental diet/fluid intake), the human body and how it reacts to physical work, principles of fitness training. 

• Organization, planning training sessions, making of training schedules, plans and programs, do's and don'ts of coaching. 

• Principles of teaching (the major principles involved in coaching). 

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Undergraduate 

Assignments 

In the course, students will deal with the concept of football training in schools and clubs in Iceland. The students will also be dealing with 

coaching the basic guidelines in technique, principles of play and small football games. The focus will be on motor coordination, motor 

control and skill with a ball. 

Procedure 

Practice, lectures, discussions and football exercises. 

Solve home projects, thesis and examinations. 

ÍÞH007G • Football II • (5e) • Fall 


Supervisory teacher: Janus Friðrik Guðlaugsson Adjunct Lecturer 


• be able to teach the basic principles involved in coaching youth. 

• be able to increase tactical awareness, and introduce the various demands of each playing position 

• get introduced to sport psychology and mental training to coaches. 

• be able to cover the physical and psychological development of young adults. 

• establish nutritional guidelines for football players with focus on youth. 

• develop a basic understanding of the human body, and how it reacts to physical work. 

• cover the main principles involved in effective fitness training (endurance, strength, flexibility, coordination and speed training) 

for children and youth. 

• provide the information necessary for coaches to be able to conduct effective fitness training for youth in football. 

• deal with injured players, and how to react to injuries. 

Contents 

• Reading the match as a coach (basic guidelines for match analysis), principles of goalkeeping, the latest in coach education, group 

tactics (attacking, defending). 

• Leadership principles, motivation, introduction to sport psychology and sport psychology concepts. 

• Endurance and strength training, first aid and football injuries 

• Goal setting/plan making for a football club (the structure of a football club) principles of teaching 

• Fair play principles, and KSÍ regulations 

• Principles of goalkeeping (attacking the ball, shot stopping, dealing with crosses, practical drills for goalkeepers etc.), group 

tactics (attacking, defending), reading the match as a coach (by attending an official football match). 

• Endurance and strength training for footballers 

• Coaching 20 hours at a football club (coaches are required to plan, log, and execute their coaching over the Icelandic season (after 

KSÍ III), and then hand in their coaching log after the season. 

• Practical first aid 

Assignments 

In the course, students will deal with the concept of football training in football-clubs in Iceland. The students will also be dealing with 

coaching the technique, principles of play and football games. The focus will be on technique and tactical games. 

Procedure 

Practice, lectures, discussions and football exercises. 


ÍÞH009G • Canoeing • (6e) • Fall 

Supervisory teacher: Smári Stefánsson Adjunct Lecturer 

The theme of this course is outdoor education / recreasion and consentraits on traveling on water with canoe. The aim is to increase the 

student's padeling skills, make him capable of rescueing others from the water and teach those things to others. 

Evaluation will be in form of a instructional or educational material about canoing made by the student. Activity and vocational abilities will 

also be evaluated. 

ÍÞH012G • Golf and junior golf • (5e) • Fall 

Supervisory teacher: Hafþór Birgir Guðmundsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Jón Hafsteinn Karlsson 

Teacher: Anna Sigríður Erlingsdóttir 

The objective is that the student should be versed to teach beginners, kids and teenager the shallowness in golf. The student should be able to 

teach generally about golf rules and now how to help beginners to start to play golf. He should know a lot of golfing in Iceland and golf 

courses. The study is most practical. 

ÍÞH016G • Training of seniors and measurement • (5e) • Spring 


• learn about aging and how it is measured 

• be able to explain variability between and within groups and within individual 

• create interdisciplinary coverage of the physical dimensions of aging 

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Undergraduate 

• be able to summarize changes in height, weight, and body mass index across the life span and discuss factors that affect these 

changes 

• be able to describe the changes in the structure and function of the cardiovascular system with age 

• describe the effects of aging on muscular strength and power and detail the effects of resistance training 

• to identify the ways in which the multiple systems in the body contribute to balance and mobility 

• study researches of aging in the field as psychology, gerontology, health promotion, medicine, psychiatry nursing, occupational 

therapy, pharmacy, physical fitness, physical therapy and social work 

• get practice in reading and understanding research papers about aging and physical training 

• get schooling in preparing research for older people, pose, extract and present the outcome 

Assignments 

In the course, students will deal with the concept of aging, quantity and quality of life and individual differences. The students will also be 

dealing with changes in structure, capacity and endurance with ages cardiovascular and pulmonary function, muscular strength and power. 

Students will read researches to increase their ability to make use of research outcomes and will do exercises in older people to understand 

better the condition of this age group. Students will be trained in preparing a research, use of computer programs that do statistical analysis 

and publish research findings. The focus will also be on motor coordination, motor control and skill and the physical-psychosocial 

relationships. 

Procedure 

Lectures, discussions, researches and exercises. 


ÍÞH022G • Dance instruction • (4e) • Spring 

Supervisory teacher: Kári Jónsson Lecturer (UK) - Assistant Professor (USA) 

The theme of this course is dance instruction for primary and secondary school children. The aim is to increase the student's pedagogical 

skills of dancing, make him/her capable of teaching dance steps and instruct school children. The course emphasizes that the students 

manage the steps of both man and woman and are capable to plan and lead dance lessons. The course builds on former elementary dance 

skills. 

Recommended preparation: Hreyfing og íþróttir barna 2-6 ára (ÍÞH101G) or Hreyfing og íþróttir barna II (ÍÞH207G) 

Practical and oral examination 

ÍÞH023G • Dance instruction II • (4e) • Fall 


Teacher: Íris Anna Steinarrsdóttir 

The theme of this course is dance instruction for primary and secondary school children. The aim is to increase the student's pedagogical 

skills of dancing, make him/her capable of teaching dance steps and instruct school children. The course emphasizes that the students 

manage the steps of both man and woman and are capable to plan and lead dance lessons. The course builds on former elementary dance 

skills. 

Recommended preparation: Hreyfing og íþróttir barna 2-6 ára (ÍÞH101G) or Hreyfing og íþróttir barna II (ÍÞH207G) 

Practical and oral examination 

ÍÞH029G • Icelandic glíma (wrestling) and judo • (4e) • Spring 


In this course the aim is to introduce the traditional Icelandic glíma (wrestling) and judo. The students will learn some techniques, both 

offensive and defensive. Students will wrestle with each other and get the chance to be the referee. 

ÍÞH030G • Outdoor education and physical activity • (5e) • Spring 


In this course the aim is to teach the students how they, as teachers, can increase physical activity in a class by moving the teaching outside. 

The students will learn how to plan one day of outdoor teaching as well as longer period for example a semester. The students will get the 

opportunity to teach in the outdoors. 

ÍÞH031G • Winter mountaineering • (5e) • Spring 


In this course the aim is to give the student knowledge and skills to travel in the Icelandic mountains in winter conditions. After this course 

the student should be able to lead a small group on an easy mountaineering trip. 

ÍÞH032G • Wintersport activities • (6e) • Spring 


The study focuses on physical activity and Wintersport activities of the age of 10 to 16 years old children. General topics in the study are 

how to use Winterport as a tool for physical activity and how to adapt all kinds of physical activity in relation to growth and maturation for 

this age of children. The subjects in course are winter activities such as downhill skiing, skating and snowboard. Most of this course takes 

place in the town of Akureyri which has an outstanding facilities for Winterport. 

ÍÞH033G • Clinical health training • (5e) • Fall 

- 

ÍÞH034G • Sports psychology • (5e) • Spring 

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Undergraduate 

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ÍÞH035G • Marketing and management • (5e) • Fall 

- 

ÍÞH036G • Special education and training of people with disabilities • (10e) • Spring 

- 

ÍÞH037G • The professional field of health training • (5e) • Spring 

- 

ÍÞH038G • Sports, media and films • (6e) • Spring 

Supervisory teacher: Guðmundur Sæmundsson Adjunct Lecturer 

Teacher: Samúel Örn Erlingsson 


- 

ÍÞH039G • Athletics - field events • (5e) • Fall 


Teacher: Gunnhildur Hinriksdóttir Adjunct Lecturer 

Objective: To introduce to and enhance students' knowledge of technical aspects of field events in athletics in order to prepare them for 

coaching these events. 

Course content: Field events in athletics. Technical and preparatory exercises for high jump, long jump, triple jump, pole vault, shot put, 

discus throw, javelin throw and hammer throw. Analysis of technique and physique to improve performance. 

Teaching method: Classes will be practical, discussions and projects. 

ÍÞH040G • Volleyball • (4e) • Fall 

- 

ÍÞH041G • Track and field - track • (4e) • Fall 

- 

ÍÞH101G • Physical Activity and Sports for Young Children • (10e) • Fall 

Supervisory teacher: Ingi Þór Einarsson 

Teacher: Hafþór Birgir Guðmundsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Örn Ólafsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Olga Bjarnadóttir 

The study focus on physical activity and sport of the age of 2 to 8 years old children. General topics in the study is how to use sport as a tool 

for physical activity and how to adapt all kinds of physical activity in relation to growth and maturation for this age of children. Focus are on 

the Sport schools, the kinder garden, teaching and coaching methods, different movement activities, dance and how to promote better 

movement skills of this age group. Children's play and creativity and outdoor activities are also a central task in this study. The study is most 

practical. 

ÍÞH104G • Introduction to University Studies • (10e) • Fall 


Teacher: Kristjana Mjöll Sigurðardóttir Student Counsellor 

Teacher: Margrét Guðmundsdóttir Project Manager 

Teacher: Áslaug Harðardóttir 

Teacher: Guðrún Valgerður Ásgeirsdóttir Librarian 

Primary Aims: 

That students: get acquainted in the best possible way with the working procedures and attitudes of university studies, acquire academic and 

critical thought and master a theoretical and professional exposition of their knowledge and researches. 

Secondary Aims: 

That students 

• strengthen their writing skills, especially in working with research essays and other writing exercises, acquire knowledge about 

purposeful discussion, language usage and ability and learn the fundamental rules of text usage. 

• improve their studying techniques and become skilful in using libraries and library programs and searching for information on the 

internet, get practise in critical evaluation of referances, their usage and purposeful registration. Also that they get acquainted with 

the possibilities of information technology in the school setting and can connect it to the prevailing ideas of didactics. 

• get overview over the main trends and theories of Western philosophy and attitude towards university studies, theoretical work 

and researches, and get insight into research methodology in the field of pedagogy and didactics. That they get acquainted with 

the main methods of research, understand the differences and similarities of qualitative and quantitative research methods and 

know the basics of the research methods in question. 

Assignments: 

Students 

• learn about the basis of Western academic culture and get a very short overview over the main philosophical theories of the West. 

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Undergraduate 

They will be trained in using the most used research methods of pedagogy and didactics and will make one small quantitative 

research and another qualitative. They will also be trained in reading theoretical articles and research reports 

• will write a short thesis with references and sources and work with written language and texts of other kinds, i.e. research plans 

and research reports. They will get a short course in library and information reading. 

• will get a short course in study techniques and another course in usage of computer programs that can be used in communication, 

studying and teaching and do exercises that demonstrate that they have adopted the programs and connected them with the 

theories of didactics. 

Procedure: 

Lectures, discussions and exercises. 

Essays, home projects and examinations. 

ÍÞH106G • Physical education in primary schools • (10e) • Fall 


Teacher: Íris Anna Steinarrsdóttir 

Teacher: Guðrún Valgerður Ásgeirsdóttir Librarian 


for physical activity and how to adapt all kinds of physical activity in relation to growth and maturation for this age of children. Growth, 

mental and social development of the children is kept in mind when movement, exercise, drills and sports are selected. The study views what 

types of activity is recommended and which methods are good to use to stimulate development of children in this age group. The students 

also participate in winter activities such as downhill skiing, skating and snowboard. Most of this course takes place in the gym but some of it 

in the classroom. The subjects of the course are gymnastics, adaptations to ball sports, dance, athletics for children, and movement and 

expression with music. The students participate one week in primary school. 

A big part of the course will find place in the gymnasium where the student will learn about for example suitable games, dances and sports 

for this age. There will be a one week trip to Akureyri where the student will learn skiing/ snowboarding and skating. 

Evaluation will be in form of homework assignments, dance test and written examination. There is obligated atendance in the course. 

ÍÞH107G • Anatomy and Exercise physiology • (10e) • Fall 

Supervisory teacher: Ann-Helen Odberg Lecturer (UK) - Assistant Professor (USA) 


Aims: 

To increase the student's knowledge and understandig of human anatomy and basic principles in human physiology. The student will know 

the main concepts in the following subject areas: 

• Structure and function of musculoskeletal system, nervous system, metabolic systems, hormones, cardiovascular system, 

respiratory system, kidneys, immune system, and digestive system 

• Function of musculoskeletal system during movement 

• Structure and function of normal cells, transport through membrames and communication between cells 

• Structure and function of sensory systems such as eyes and vision, ears and hearing 

• Function of renal system and control of acid-base, balance and fluid and electrolyte balance 

Content: 

• Structure and function of cells, communication and control. Structure, function and transport through the cell membrane. 

• Structure and function of the nervous system. The somatic nervous system, autonomic nervous system, sympathetic- and 

parasympathetic nervous system. Structure of neurons, action potentials, and conduction of nerve impulses. 

• Muscles, types and structure. Origins and insertions of muscles, function of muscle and muscle groups. Function and control of 

muscles during movement. Structure and function of muscle cells. 

• Structure and function of the skeletal system, bones, joints and articulations, ligaments, origins and insertions. 

• Structure and function of the human body during movement. 

• Hormonal function, different types of hormons, control of hormonal secretion. 

• Cardiovascular system, structure of the heart and blood vessels. Blood composition and regulation of blood flow. Circulation of 

blood and lymph. Blood pressure control. 

• Pulmonary system, structure and function of lungs, lung volumes. Control of lung function, pulmonary diffusion and exchange 

between blood and lungs. 

• Renal function, structure of kidneys. Absorbtion, secretion and reabsorbtion of ions and water and fluid and electrolyte balance. 

Acid-base balance and control. 

• Immune system, structure and function of immune cells during viral and bacterial infections. 

• Digestive system, structure and basic function. 

• Metabolism and generation of ATP 

Oral and written examination, projects 

ÍÞH202G • Teaching swimming, first Aid and lifesaving • (10e) • Spring 


This course prepares teachers to teach all children at the elementary and high school levels in swimming, lifesaving and first aid. Emphasis is 

placed upon strategies for planning, instruction and assessment within classroom and in the swimming teaching environment, i.e. the 

swimming pool. Teaching proficiency depends on knowledge of swimming technique, lifesaving from water and first aid. Students get 

training in pedagogy of these skills. Students will also graduate as lifesaving and first aid teachers for the Red Cross. Practical teaching is 

emphasized. 

Students need to pass practical work in swimming technique and speed, practical test in lifesaving and first aid and pass a written test of the 

whole. 

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Undergraduate 

ÍÞH208G • Growth and Development • (10e) • Spring 

Supervisory teacher: Erlingur Sigurður Jóhannsson Professor 

Teacher: Ingi Þór Einarsson 

Teacher: Jónína Sæmundsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Anna Sigríður Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

General topics in the study are the knowledge and understanding of growth and development of children from birth and to youth. The study 

introduce the physiological, physiological and sociological aspects of growth and maturation, and emphasize especially the physiological and 

psychological aspect of the development. Aims such as genetic influence, child raise, sociological and environmental surrounding, culture 

and the development of the mind, are introduced and discussed in connection to their effect on growth and maturation in children and youth. 

Grading: Projects, seminars, and tests 

ÍÞH209G • Leisure activity • (10e) • Spring 


Teacher: Halldóra Vanda Sigurgeirsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Árni Guðmundsson Adjunct Lecturer 


Teacher: Björn Vilhjálmsson 

The aim of the study is to introduce the students to the value, meaning and practice of leisure activities among different groups of people in 

the modern society. The student are introduced to, participate and get to know the most common leisure activities for children, teenagers, 

grown ups and elderly. The students are expected to plan, evaluate, interact and demonstrate leisure activities for different groups and show 

the ability of leadership and understanding of communication, and how different leisure activities can build up and strengthen the group 

process. Outdoor activities and outdoor education are central topics in the study as well as leadership, communication and activity adjustment 

based on different group needs. 

Evaluation will be in form of homework assignments and a written examination. 

ÍÞH302G • Introduction to pedagogy with emphasis on Physical Education • (10e) • Fall 



Examines the principles of teaching as they relate to the development of the pupils in the elementary school, the role of the teacher in the 

school environment. This course is designed to prepare students to teach Physical Education effectively in the elementary schools. The goal 

is to integrate understanding of child development, physical education, health, curriculum and instruction and making curricula links. Some 

emphasis is also linked to children with special needs or disabilities. Students need to complete two weeks of practicum in the schools in the 

schools. 

ÍÞH305G • Basketball I • (6e) • Fall 


Teacher: Kjartan Kárason 

- 

ÍÞH306G • Body composition: Evaluation and Regulation • (10e) • Fall 

Supervisory teacher: Sigurbjörn Árni Arngrímsson Senior Lecturer (UK) - Associate Professor (USA) 


Objectives: 

• To get acquainted with basic concepts in physical activity epidemiology. 

• To broaden the knowledge of the interaction between lifestyle and health, prevention, and disease treatment. 

• To get acquainted with research on the association between lifestyle and diseases. 

• To gain knowledge of health promotion in the workplace, schools, and society. 

• To understand and use the concepts and methods of physical activity epidemiology to be able to read, disseminate, and use new 

knowledge in the field. 

Content: 

This course covers basic topics and concepts of physical activity epidemiology. The association of physical activity with general health, 

longevity, the immune system, mental health and diseases such as cardiovascular disease, diabetes, obesity, osteoporosis and cancer will be 

investigated. The students' will be acquainted with the physiological functions influencing the relationship between physical activity and 

disease development. The interaction of various lifestyle factors and their effects on health both in prevention and therapy will be presented 

as well as methods of health promotion with examples from epidemiological research and intervention studies. 

Teaching methology: 

The course centers around lectures as well as group and individual projects. Students are expected to be involved in discussions in class 

along with both group and individual projects. 

Required preparation: Líffæra- og lífeðlisfræði þjálfunar (ÍÞH206G) 

Final exam 70% Project 10% Presentation of health promotion 20% 

ÍÞH307G • Outdoor traveling techniques and navigation • (6e) • Fall 


In this course the aim is to give the student knowledge and skills to travel safely in the wilderness of Iceland. The student will learn how to 

use a map and a compass to find the way. After this course the student should be able to lead an outdoor trip in Iceland. 

ÍÞH309G • Coaching - the profession • (10e) • Fall 


312


Undergraduate 


Teacher: Kjartan Kárason 

Study of advanced topics in coaching as they relate to the development of the athlete, the coach, and the organization of sport in the society. 

Designed to present coaching theory that will guide coaches in the development of sport programs There is a coaching practicum of 3 weeks 

in a coaching environment. To provide the student with a practical coaching experience and introduce the student to the demands of the 

profession of coaching. 

ÍÞH310G • Physical education in primary schools • (10e) • Fall 


Teacher: Óskar Þórðarson Adjunct Lecturer 


for physical activity and how to adapt all kinds of physical activity in relation to growth and maturation for this age of children. Growth, 

mental and social development of the children is kept in mind when movement, exercise, drills and sports are selected. The study views what 

types of activity is recommended and which methods are good to use to stimulate development of children in this age group. The students 

also participate in winter activities such as downhill skiing, skating and snowboard. Most of this course takes place in the gym but some of it 

in the classroom. The subjects of the course are gymnastics, adaptations to ball sports, dance, athletics for children, and movement and 

expression with music. The students participate one week in primary school. 

A big part of the course will find place in the gymnasium where the student will learn about for example suitable games, dances and sports 

for this age. There will be a one week trip to Akureyri where the student will learn skiing/ snowboarding and skating. 

Recommended preparation: Hreyfing og íþróttir barna 2-6 ára (ÍÞH101G) 

Evaluation will be in form of homework assignments, dance test and written examination. There is obligated atendance in the course. 

ÍÞH311G • Coaching - planning • (5e) • Fall 

Supervisory teacher: Óskar Þórðarson Adjunct Lecturer 

Study of advanced topics in coaching as they relate to the development of the athlete, the coach, and the organization of sport in the society. 

Designed to present coaching theory that will guide coaches in the development of sport programs There is a coaching practicum of 3 weeks 

in a coaching environment. To provide the student with a practical coaching experience and introduce the student to the demands of the 

profession of coaching. 

Required preparation: Þjálffræði (ÍÞH304G) 

ÍÞH402G • Teaching - the profession • (10e) • Spring 



Teacher: Smári Stefánsson Adjunct Lecturer 

Teacher: Guðmundur Sæmundsson Adjunct Lecturer 

This course prepares teachers to teach all children at the elementary -, secondary college school level. Emphasis is placed upon strategies for 

planning, instruction and assessment within classroom and physical Education environment. Teaching proficiency depends on knowledge of 

subject matter, pedagogy, critical thinking and problem-solving skills, professional ethics, sensitivity to and respect for children and the 

socio- culture. Students need to complete a practicum of 3 weeks in the schools. 

Recommended preparation: Kennslufræði íþrótta (ÍÞH302G) 

Examination, practicum and lecture 

ÍÞH403G • Research methodology - Aims and contents • (10e) • Spring 


Teacher: Guðmundur Sæmundsson Adjunct Lecturer 

Aims and contents 


• get insight into research methodology in the field of science and sport studies 

• get acquainted with the main research methods qualitative and quantitative research methods 

• understand the differences and similarities of qualitative and quantitative research methods 

• understand ethical issues of conducting researches 

• get practice in reading and understanding research papers 

• understand some basic issues of descriptive and deductive statistics and acquire knowledge of important points in conducting 

interviews, doing field observations and interrogative observations. 

Assignments 

In the course, students will deal with the concept of research, basic foundation of science and scientific norms. Various research methods will 

be introduced, the research process dealt with as well as obtainment of sources and ethical values. Students will read researches to increase 

their ability to make use of research outcomes and will do exercises to understand better conduction of research. In the qualitative part of the 

course, the emphasis will be on introduction of that research tradition, the process of that type of research, and some of those methods used in 

such researches. In the statistical part of the course, one will deal with the main issues of descriptive statistics and some concepts of 

deductive statistics. Students will be trained in preparing a research, use of computer programs that do statistical analysis and publish 

research findings. 

Procedure 


Recommended preparation: Inngangur að háskólanámi (ÍÞH104G) 

Evaluation Solve home projects, essays, thesis and examinations. 

ÍÞH405G • Exercise Physiology • (10e) • Spring 

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Undergraduate 


Objectives: 

To increase students' knowledge of basic physiology and the responses of the body systems to exercise and training (exercise physilogy). 

Special empahis is on the applicability of exercise physiology to sports performance (sport physiology). Student should know the following 

topics: 

• The structure and function of muslces, the nervous system, metabolic pathways, hormones, and the cardiorespiratory systems 

• The adaptations of aforementioned systems to training 

• General principles of exercise training 

• Regulation of body temperature and body fluids 

• The responses and adaptations to altitude 

• Body composition 

• Aging and traing effects on aging 

• Gender differences 

Content: 

The structure on cells with emphasis on muscle and nerve cells. Transmission of nerve impulses and muscle contraction. Metabolic pathways 

and generation of ATP (energy) during activities of various intensity. Hormonal secretion and its effects and control during rest and exercise. 

The structure of the cardiorespiratory sysem (the oxygen transport system). Control of heart rate and ventilation. Blood composition and 

control of blood flow during activities of various intensity. The adaptions of muscles, the nervous system, metabolic pathways, hormones and 

the cardiorespiratory systems to training and factors that impact such adaptation. The impact of aforementioned adaptations on sports 

performance. General principles of exercise training and creations of exercise program. Overtraing and its effects. Body temperature 

regulation and the body's adaptations to extreme temperature. Exercise and training at altitude and the body's reponses to such an 

envirionment. Body composition and its evaluation and effects on sports performance. Ideal body weight. Changes in the body systems with 

aging the effects of the environement and training on the elderly. Gender differences in the body's repsonses to exercise and training as well 

as gender differences in body size and composition and sport performance. Pregnancy and exerciswe. Various tests to evaluate sport 

performance. 

Required preparation: Líffæra- og lífeðlisfræði þjálfunar (ÍÞH206G) 

Written test, projects, and reports. 

ÍÞH406G • Fitness, health promotion and leisure • (6e) • Spring 

Supervisory teacher: Gunnhildur Hinriksdóttir Adjunct Lecturer 



The aim of the study is to understand the health promotion and fitness training for different ages of people in public, elderly and the 

handicapped. The students are trained in making differentiated training programs and learn how to set goals for shorter and longer time. 

Central topics in the study are measurement procedures, the concept of training in practice, the understanding of training, fitness and health 

promotion in connection to leisure and society. The study emphasizes the students ability to understand and evaluate. Decisions, planning, 

leadership and practical work based on a theoretical, practical, individual and critical thinking. There is a coaching practicum in a coaching 

environment to provide the student with a practical coaching experience. 

Final exam, conditioning paper, projects related to practical experiences 

ÍÞH407G • Physical Activity and Sports for Adolescents • (10e) • Spring 


Teacher: Anna Lilja Sigurðardóttir 


Teacher: Óskar Þórðarson Adjunct Lecturer 

Teacher: Olga Bjarnadóttir 

The study focus on physical activity an sport for the adolescents. General topics in the study is how to use sport as a tool for physical activity 

and how to adapt all kinds of physical activity in relation to growth and maturation of this age. The students are motivated to be creative in 

their thinking and in their choices of activities. Focus are on commons and differences between sexes, adaptation of activities, teaching and 

coaching methods. Sports and competition, dance and youth trends are introduced. The study is most practical. 

ÍÞH408G • The work place • (10e) • Spring 


- 

ÍÞH501G • Leisure activity • (10e) • Fall 


Teacher: Halldóra Vanda Sigurgeirsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Árni Guðmundsson Adjunct Lecturer 



The aim of the study is to introduce the students to the value, meaning and practice of leisure activities among different groups of people in 

the modern society. The student are introduced to, participate and get to know the most common leisure activities for children, teenagers, 

grown ups and elderly. The students are expected to plan, evaluate, interact and demonstrate leisure activities for different groups and show 

the ability of leadership and understanding of communication, and how different leisure activities can build up and strengthen the group 

process. Outdoor activities and outdoor education are central topics in the study as well as leadership, communication and activity adjustment 

based on different group needs. 

Evaluation will be in form of homework assignments and a written examination. 

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ÍÞH503G • Nutrition, health and lifestyle • (10e) • Fall 

Supervisory teacher: Anna Sigríður Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Margrét Þóra Jónsdóttir 

Topics of this course are concepts and definitions used in nutritional science, main empahsis is on the macronutrients, but vitamins, minerals 

and other nutrients and non-nutrititive agents in foods will also be discussed. Main institutions in Iceland working in the field of nutrition 

science and related topics are presented together with available reports and information for the general public. The situation in Iceland, 

practical advice and simple cooking. Students discuss different needs for nutrients among populations and investigate their own food habits. 

Methods used in nutrition research are presented and its connection to other health related research. Finally nutrition information and 

prevention in the society are explored with emphasis on education in schools. 

Final exam 60% Homework and exercises 40% (attendance obligatory) 

ÍÞH506G • Fitness, health promotion and leisure • (10e) • Fall 

Supervisory teacher: Gunnhildur Hinriksdóttir Adjunct Lecturer 



The aim of the study is to understand the health promotion and fitness training for different ages of people in public, elderly and the 

handicapped. The students are trained in making differentiated training programs and learn how to set goals for shorter and longer time. 

Central topics in the study are measurement procedures, the concept of training in practice, the understanding of training, fitness and health 

promotion in connection to leisure and society. The study emphasizes the students ability to understand and evaluate. Decisions, planning, 

leadership and practical work based on a theoretical, practical, individual and critical thinking. There is a coaching practicum in a coaching 

environment to provide the student with a practical coaching experience. 

Final exam, conditioning paper, projects related to practical experiences 

ÍÞH507G • Research methodology - Aims and contents • (4e) • Fall 



Teacher: Kári Jónsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Erlingur Sigurður Jóhannsson Professor 

Teacher: Hróbjartur Árnason Lecturer (UK) - Assistant Professor (USA) 

Aims and contents 


• get insight into research methodology in the field of science and sport studies 

• get acquainted with the main research methods qualitative and quantitative research methods 

• understand the differences and similarities of qualitative and quantitative research methods 

• understand ethical issues of conducting researches 

• get practice in reading and understanding research papers 

• understand some basic issues of descriptive and deductive statistics and acquire knowledge of important points in conducting 

interviews, doing field observations and interrogative observations. 

Assignments 

In the course, students will deal with the concept of research, basic foundation of science and scientific norms. Various research methods will 

be introduced, the research process dealt with as well as obtainment of sources and ethical values. Students will read researches to increase 

their ability to make use of research outcomes and will do exercises to understand better conduction of research. In the qualitative part of the 

course, the emphasis will be on introduction of that research tradition, the process of that type of research, and some of those methods used in 

such researches. In the statistical part of the course, one will deal with the main issues of descriptive statistics and some concepts of 

deductive statistics. Students will be trained in preparing a research, use of computer programs that do statistical analysis and publish 

research findings. 

Procedure 


Recommended preparation: Inngangur að háskólanámi (ÍÞH104G) 

Evaluation Solve home projects, essays, thesis and examinations. 

ÍÞH508G • B.S. thesis - first part • (2e) • Fall 




Assistant teacher: Guðmundur Sæmundsson Adjunct Lecturer 

The object of this course is that students make a final essay or thesis that shows the depth and efficiency of their studies for the last 3 years. 

Its object is to show that they have learned how to make their own realistic aims for such work, which methods are to be used and how it is to 

be put in theoretical context. The students will get a thorough reiewing on methods, working rules and theories before they begin their work 

on their thesis. After that they work independently on their study in cooperation with their own guiding tutors. 

ÍÞH602G • The sociology, history and philosophy of sport. • (10e) • Spring 


Examines the institution of sport from social, political, economic, and cultural perspectives. Substantive topics may include: sexism and 

racism in sport; sport and the mass media; deviance in sport; sport and social mobility; sport and illegal doping; and the relationship of sport 

with religious, political and economic structures. Topics will also include philosophy of play, games, contest, and sport. Historical events of 

sport will be examined, history of the Olympic Games and Icelandic history of sport. 

Written exam and some written assignment. 

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ÍÞH603G • Undergraduate thesis: Part II • (8e) • Spring 






ÍÞH604G • Kinesiology, ergonomics, strength straining assessments and rehabilitation • (10e) • Spring 

Supervisory teacher: Ingi Þór Einarsson 

The curse emphasizes on the knowledge and understanding of basic mechanical rules and principles of human motion, particular explaining 

those principles pertinent to athletic techniques, strength- and flexibility training, walking analysis and body poisiture at work. The student 

are expected to analys and do an assesment based on mechanical principles to evaluate what is a good tecnique and movement, and do 

analysis of positures in workingplaces.The curse also takes part in evaluating jointpressure in ergonomics and look at forces acting upon and 

within a biological structure and the effects produced by such forces. 

The course emphasizes the knowledge and understanding of basic anatomy and how the body's structure works in movements. The students 

are expected to evaluate, design and analyze in a critical and theoretical way, why different strength and flexibility exercises differ in 

hardness and effectiveness. The students are introduced to tools and knowledge base of kinesiology to prepare clients for physical activity 

with strength training. 

Examination, practicum and lectures 

ÍÞH605G • Undergraduate thesis B.S. degree • (6e) • Spring 






TÓF004G • - • (8e) • Fall 

TÓF005G • - • (8e) • Spring 

TÓF101G • Introduction: Leisure and leisure activities • (10e) • Fall 

Supervisory teacher: Halldóra Vanda Sigurgeirsdóttir Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Árni Guðmundsson Adjunct Lecturer 

Teacher: Jakob Frímann Þorsteinsson Adjunct Lecturer 

An introduction to leisure and leisure studies. The aim of this course is that students will get an introdution to leisure in historical context, the 

meaning of leisure in today's society, the important roles of leaders, trends in leisure, leisure research, laws and regulations. Also that they 

will understand the nature of leisure and get to know the management and provision of Icelandic leisure services. 

Visit to a leisure service, report and introduction, paper on all leisure in an area in Iceland, answering questions and discussion on WebCT, 

homebased test. 

TÓF201G • Leisure and children • (10e) • Spring 



In this course the focus is on leisure activities for children age 6 to 12 in Iceland, the meaning of leisure for this age group, roles of leaders, 

childhood and leisure studies, how to help troubled children, the importance of democracy in working with children and visits to various 

organisations. Students will get training in how to organizise and evaluate leisure activities for this age group. 

TÓF203G • Life skills • (10e) • Spring 

Supervisory teacher: Ásdís Olsen Adjunct Lecturer 

"Lífsleikni" is the Curriculum Subject that develops skills in Social and Emotional Learning. The purpose of "lífsleikni" is to acquire the 

capacity to recognize and manage emotions, to develop caring and concern for others, make responsible decisions, establish positive 

relationships and handle challenging situations effectively. 

In this course we will acquaint ourselves with the methods suitable for the subject and practice work with emotional matters. 

Methods: Lectures, seminars and work groups. 

TÓF301G • Outdoor and adventure education • (10e) • Fall 

Supervisory teacher: Jakob Frímann Þorsteinsson Adjunct Lecturer 


Teacher: Smári Stefánsson Adjunct Lecturer 


Students will become competent in organizing outdoor activities for people of all ages in both summer and winter. Emphasis is on the value 

of outdoor and adventure education and how it can be used as an important and successfull tool in working with people, theories about 

outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on group work and 

cooperation and how to deal with problems, team building and improving self-esteem and self-image. Also on practical matters, such as 

chlothing, finding your way in the outdoors and environmental and safety issues. 

Students take one two night's journeys and two daytrips. 

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Students have to pay all travel. 

To finish the course students need to go on the mutual trips / journeys and deliver: - Reflection and self evaluation about the mutual trips / 

journeys. - Proposal for a outdoor activity with a group. - Evaluation report and a presentation about the outdoor activity. - A chapter 

summary and participation in a web discussions. 

TÓF401G • Field based project I • (10e) • Spring 



Students make use of their knowledge from courses previously studied and put into practice in the working field. Students will study the 

work of leisure activities workers on field who will involve them in their work and design a special learning program inside the working 

place. Students will also have an oppurtunity to visit other organizations and institutions who organizise leisure activities. Students make use 

of their knowledge from courses previously studied and put into practice in the working field. Students will study the work of leisure 

activities workers on field who will involve them in their work and design a special learning program inside the working place. Students will 

also have an oppurtunity to visit other organizations and institutions who organizise leisure activities. 

Students will keep a learning log while staying on field and will hand it to course teacher in the end of the term. They will attend meetings 

with their course teacher acording to schedual and weekly meetings with their mentor on field to seek advice and support. 

Student's performance will be valuated by their mentors and the learning log reports by their course teacher. They are rated finished or 

unfinished based on teachers's given information on report demands and performance. 

TÓF402G • Leisure and teenagers • (10e) • Spring 



The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled 

youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group. 

TÓF403G • Event and project management • (10e) • Spring 



The focus of this course is on training students in event- and project management which is organizised in the participants free time. 

TÓF501G • Management and financial management • (10e) • Fall 

Supervisory teacher: Ragnheiður E Stefánsdóttir 

After taking this course students should be more qualified to lead a group of teenagers or employees and have some insights in financial 

management. Topics that will be introduced and discussed are e.g. leadership and management, different leading methods, power, 

organizations and strategy. Some topics within financial management will also be introduced, including budget planning. 

TÓF502G • Leisure and the elderly • (10e) • Fall 


Supervisory teacher: Þórdís Lóa Þórhallsdóttir 

Leisure and the elderly. Leisure activities for the elderly in Iceland, the meaning of leisure, roles of leaders, leisure studies, importance of 

participation and visits to various organisations. 

TÓF601G • B.A. - Thesis • (10e) • Spring 



- 

TÓF602G • Leisure- and social studies • (10e) • Spring 



Work in this course is closly related to the courses field based project and B.A. - thesis. Students will have the oppurtunity to chose, within 

the field of leisure, groups or fields that interest them and they want to study further. For exampel leisure and children, leisure and teenagers, 

leisure and the elderly, outdoor education, sports and art. Students work within their chosen field in this course and also in the courses field 

based project and B.A.-thesis. The course ends with an open conference where students present their B.A. - thesis and discuss the main 

results. Students activily participate in planning the conference. 

TÓF603G • Field based project II • (10e) • Spring 



In this course students get the oppurtunity to deepen their knowledge in their chosen field. Studenst choose a place to conduct their field 

based studies and also do their B.A.-thesis in the same field. The focus is on active pariticipation of the students, role of the leader, 

management, organization and development of well planned leisure activities. Students will sharpen their abilities and attitudes in the light of 

the practical and academic knowledge they have accumulated in their studies so far and get a deeper understanding of the responsibilities of 

leisure workers now and in the future. 

TÓS101G • Introduction: Leisure and leisure activities • (10e) • Fall 



An introduction to leisure and leisure studies. The aim of this course is that students will get an introdution to leisure in historical context, the 

meaning of leisure in today's society, the important roles of leaders, trends in leisure, leisure research, laws and regulations. Also that they 

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will understand the nature of leisure and get to know the management and provision of Icelandic leisure services. 

Visit to a leisure service, report and introduction, paper on all leisure in an area in Iceland, answering questions and discussion on WebCT, 

homebased test. 

TÓS201G • Life skills • (10e) • Spring 


"Lífsleikni" is the Curriculum Subject that develops skills in Social and Emotional Learning. The purpose of "lífsleikni" is to acquire the 

capacity to recognize and manage emotions, to develop caring and concern for others, make responsible decisions, establish positive 

relationships and handle challenging situations effectively. 

In this course we will acquaint ourselves with the methods suitable for the subject and practice work with emotional matters. 

Methods: Lectures, seminars and work groups. 

TÓS202G • Leisure and children • (10e) • Spring 


In this course the focus is on leisure activities for children age 6 to 12 in Iceland, the meaning of leisure for this age group, roles of leaders, 

childhood and leisure studies, how to help troubled children, the importance of democracy in working with children and visits to various 

organisations. Students will get training in how to organizise and evaluate leisure activities for this age group. 

TÓS203G • Methods of Recreational Studies • (8e) • Spring • 3f 


- 

Required preparation: Tómstundafræði (FÉL104G) 

Assignment and take home exam. 

TÓS301G • Outdoor and adventure education • (10e) • Fall 


Students will become competent in organizing outdoor activities for people of all ages in both summer and winter. Emphasis is on the value 

of outdoor and adventure education and how it can be used as an important and successfull tool in working with people, theories about 

outdoor education and experiential learning, group processes, personal and social growth and development. Focus is on group work and 

cooperation and how to deal with problems, team building and improving self-esteem and self-image. Also on practical matters, such as 

chlothing, finding your way in the outdoors and environmental and safety issues. Students take one two night's journeys and two 

daytrips. Students have to pay all travel. 

To finish the course students need to go on the mutual trips / journeys and deliver: - Reflection and self evaluation about the mutual trips / 

journeys. - Proposal for a outdoor activity with a group. - Evaluation report and a presentation about the outdoor activity. - A chapter 

summary and participation in a web discussions. 

TÓS401G • Leisure and teenagers • (10e) • Spring 


The course focus on leisure activities for teenagers in Iceland, the meaning of leisure, roles of leaders, leisure studies, how to help troubled 

youth and visits to various organisations. Students will get training in how to organizise and evaluate leisure activities for this age group. 

TÓS402G • Field based project I • (10e) • Spring 


Students make use of their knowledge from courses previously studied and put into practice in the working field. Students will study the 

work of leisure activities workers on field who will involve them in their work and design a special learning program inside the working 

place. Students will also have an oppurtunity to visit other organizations and institutions who organizise leisure activities. Students make use 

of their knowledge from courses previously studied and put into practice in the working field. Students will study the work of leisure 

activities workers on field who will involve them in their work and design a special learning program inside the working place. Students will 

also have an oppurtunity to visit other organizations and institutions who organizise leisure activities. 


with their course teacher acording to schedual and weekly meetings with their mentor on field to seek advice and support. 

Student's performance will be valuated by their mentors and the learning log reports by their course teacher. They are rated finished or 

unfinished based on teachers's given information on report demands and performance. 

TÓS403G • Event and project management • (10e) • Spring 


The focus of this course is on training students in event- and project management which is organizised in the participants free time. 

TÓS501G • Management and financial management • (10e) • Fall 


After taking this course students should be more qualified to lead a group of teenagers or employees and have some insights in financial 

management. Topics that will be introduced and discussed are e.g. leadership and management, different leading methods, power, 

organizations and strategy. Some topics within financial management will also be introduced, including budget planning. 

TÓS502G • Leisure and the elderly • (10e) • Fall 

Supervisory teacher: Þórdís Lóa Þórhallsdóttir 

Leisure and the elderly. Leisure activities for the elderly in Iceland, the meaning of leisure, roles of leaders, leisure studies, importance of 

participation and visits to various organisations. 

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TÓS601G • Leisure- and social studies • (10e) • Spring 


Work in this course is closly related to the courses field based project and B.A. - thesis. Students will have the oppurtunity to chose, within 

the field of leisure, groups or fields that interest them and they want to study further. For exampel leisure and children, leisure and teenagers, 

leisure and the elderly, outdoor education, sports and art. Students work within their chosen field in this course and also in the courses field 

based project and B.A.-thesis. The course ends with an open conference where students present their B.A. - thesis and discuss the main 

results. Students activily participate in planning the conference. 

TÓS602G • B.A. - Thesis • (10e) • Spring 


- 

TÓS603G • Field based project II • (10e) • Spring 


In this course students get the oppurtunity to deepen their knowledge in their chosen field. Studenst choose a place to conduct their field 

based studies and also do their B.A.-thesis in the same field. The focus is on active pariticipation of the students, role of the leader, 

management, organization and development of well planned leisure activities. Students will sharpen their abilities and attitudes in the light of 

the practical and academic knowledge they have accumulated in their studies so far and get a deeper understanding of the responsibilities of 

leisure workers now and in the future. 

ÞRF001G • Psychology of adulthood • (10e) • Spring 

Supervisory teacher: Ingibjörg H Harðardóttir Lecturer (UK) - Assistant Professor (USA) 

This course provides an overview of the longest phase of the life cycle - adulthood covering the period from young to late adulthood. Main 

theories on development are presented and events of adulthood such as occupational status, marriage or parenthood will be discussed. 

Empowerment and communication are important issues that will be focused on. Researches on ageing processes and lifelong development 

will be presented. 

ÞRF101G • - • (10e) • Fall 

ÞRF104G • Lifespan Development • (10e) • Fall 

Supervisory teacher: Margrét Ólafsdóttir Adjunct Lecturer 

Teacher: Gyða Jóhannsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ingibjörg H Harðardóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Jón Sigurður Karlsson 

Assistant teacher: Jón Jónasson Lecturer (UK) - Assistant Professor (USA) 

Lifespan Development. The main focus of this class is on a holistic view of lifespan development. Main theories in the following areas are 

presented; cognitive development, emotional development, social development and moral development. Learning theories and ecological 

theories are introduced as well. The importance of interpersonal relationships, social environment and culture will be explored. The 

characteristics and changes within each developmental period through the lifespan will be presented. 

Examination and assignments. 

ÞRF106G • Research methods • (10e) • Fall 

Supervisor: Þórný Björk Jakobsdóttir Research Scholar/Scientist 

Supervisory teacher: Guðrún Valgerður Stefánsdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Kristján Þór Magnússon Doctoral Graduate Student 

Teacher: Kristján Ketill Stefánsson Doctoral Graduate Student 

The purpose of this course is to introduce to students research methods both qulitative and quantitative and their tradition in social sience. In 

the quantitative part of the course students will become knowledgeable about basic consept in statistics and issues regarding statistical 

signifacance. In the qualitative part of the course the purpose is to prepare students for doing research based on qualitative research methods. 

Special attention will be on inclusive and participatory research. Students learn how to practice their research skills by preparing and doing a 

research project. 

Research project (60%), examination (40%). 

ÞRF108G • Academic Writing and Effective Communication • (10e) • Fall 

Supervisory teacher: Jón Jónasson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Rannveig Björk Þorkelsdóttir 

Teacher: Þórunn Blöndal 


Teacher: Hanna Óladóttir Adjunct Lecturer 

The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and 

youth work. It trains those participating in the craft of research and academic writing, providing training in producing and presenting material 

of various kinds. The students use several methods and media in their work, including drama and digital media, analysing the their own and 

others' ways of interacting in order to increase their communicative competence. The course, which weighs 10 ECTS, is compulsory for 

those starting their studies in The Department of Social Pedagogy and Leisure Studies. 

ÞRF109G • Disabilty studies • (10e) • Fall 



The goal of this course is to introduce to students development of disability theories and disability studies. Among the issues covered will be 

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theories about social integration and normalization and how these have influenced services and peoples every day lives and circumstances. 

The theoretical discussion will be connected to the disabled movements, human rigts, law and disabled people's social situtation. The course 

focuses also on historical development and life histories of disabled people. 

ÞRF202G • Sociology • (10e) • Spring 

Supervisory teacher: Gestur Guðmundsson Professor 

Teacher: Guðrún Valsdóttir Adjunct Lecturer 

Content: 

1. Introduction to sociology of education with main emphasis on major theories on socialisation. 2. Sociology of welfare services, with 

emphasis on a sociological understanding of social problems and welfare regimes. 3. Sociology of youth, with emphasis on youth culture. 4. 

Sociology of family. The changing role of the family and changing division of labour within it, with emphasis on families who need welfare 

support. 5. Inclusive education with emphasis on current challenges in the light of sociological theories of exclusion and inclusion 

ÞRF204G • Psychological and physical development of childhood • (10e) • Spring 



Teacher: Jóhanna Einarsdóttir Lecturer (UK) - Assistant Professor (USA) 

The focus of the course is to give students a comprehensive overview of child and adolescent development. 

The processes that underlie developmental changes will be stressed so that students come away from the course with a firm understanding of 

the causes and complexities of development. Students will gain insight into how theory and research can be applied to a number of real-life 

settings. 

The course concentrates on specific topics such as prenatal development, physical development, cognitive development, development of 

language and symbol use, emotional development, moral development, attachment and development of the self, social development and peer 


Teaching methods: lectures, discussions in groups and 

Take-home assessment I, 15%; Take-home assessment II; Essay 15%; Final examination 55% 

ÞRF206G • Psychology of adulthood • (10e) • Spring 







ÞRF207G • Introduction to social education • (10e) • Spring 

Supervisory teacher: Sigrún Þuríður Broddadóttir Adjunct Lecturer 

Objectives: That student will gain knowledge of laws and regulations subjected to disabled people. That student will gain understanding of 

the social educators occupation and their occupational context and responsibilities. That student achieve insight and understanding of the life 

of disabled people and obtain perception of a life in a institution or condominium. Objectives: That student will gain knowledge of laws and 

regulations subjected to disabled people. That student will gain understanding of the social educators occupation and their occupational 

context and responsibilities. That student achieve insight and understanding of the life of disabled people and obtain perception of a life in a 

institution or condominium. 

Subjects: In this course all major laws, regulations and work frames that are correlated to the social educator's profession will be reviewed. 

Students will be introduced to fundamental service systems and categories concerning disabled people. Students will also receive 

introduction of the social educators work and in that purpose make some field visitations. In addition students will be introduced to real life 

of adult people which lives in an institution or condominium. Part of the course assignments are scheduled visits to institutions or 

condominiums, field research and interviews with disabled people in order to obtain insight in how they experience their own life and 

circumstances. 

Procedure: Lectures, discussions and field research. 

Projects 

ÞRF301G • Childhood disabilities, neurological diseases and mental health problems • (10e) • Fall 

Supervisory teacher: Solveig Sigurðardóttir Adjunct Lecturer 

Teacher: Ingólfur Einarsson 


The students will learn about normal development of children and the main problems which can lead to delayed and abnormal development. 

They will learn about the human nervous system, it's function and some diseases which can affect both the central and peripheral nervous 

system. The students will learn about normal development of children and the main problems which can lead to delayed and abnormal 

development. They will learn about the human nervous system, it's function and some diseases which can affect both the central and 

peripheral nervous system. 

The students will learn to recognise the symptoms and signs of the major childhood disabilities, such as: intellectual disabilities, autism 

spectrum disorders, cerebral palsy and other motor disorders, blindness and hearingloss. The etiologies of those disorders will be discussed 

as well as diagnostic tools. We will discuss genetics and study some chromosomal defects as well as learn about problems that can affect 

children who are born prematurely. The neurological diseases that will be discussed are: epilepsy, headaches, cerebral vascular diseases and 

traumatic brain injury. Emphasis will also be placed on emotional and behavior problems of children, such as anxiety, mood disorders, adhd 

and conduct disorders. 

The students will learn by listening to lectures and by participating in discussions. They will also do a written asignment. 

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ÞRF302G • Ethics and professionalism • (10e) • Fall 

Supervisory teacher: Ástríður Stefánsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Kolbrún Þorbjörg Pálsdóttir 

Assistant teacher: Sigrún Edda Theódórsdóttir Sign Language Interpreter 


the role of the social pedagog. Main theories in ethics will be introduced, i.e. Utilitarianism, and deontological theories. Important ethical 

concepts like Justice, Human rights, Autonomy and Welfare will be studied along with professionalism, privacy and ethics of science. In the 

latter half of the course special emphasise is placed on getting aqainted with ethical problems related to the field of the social pedagog. 

Web discussion and written essay (50%), an exam (50%). It is necessary to get minimum 5,0 in each part. 

ÞRF402G • Practicum: individual services • (10e) • Spring 

Supervisory teacher: Jóna Guðbjörg Ingólfsdóttir Adjunct Lecturer 

Supervisory teacher: Kristín Lilliendahl Adjunct Lecturer 

This course is combined with the course Developmental Therapy I- Theory and Practice (10 ects). It is an intertwined program of theory and 

practice, where students make use of their knowledge from courses previously studied and put into practice in the working field. Students 

will study the work of a developmental therapist on field who will involve them in their work and design a special learning program inside 

the working place. Students will also have an opportunity to visit other organizations and institutions who give service to people with 

disabilities. The aim of the course is to give students an oppurtunity to put into practice the person-centered program they planned in the 

previous course Developmental Therapy I and to give them a broader wiew of the whole professional practice they are studying for. 

Students will build a learning log when staying on field and will hand it to course teacher in the end of the term. They will attend weekly 

meetings with their mentor on field to seek advice and support. Student's performance will be valuated by their mentors and the learning log 

reports by their course teacher. They are rated finished or unfinished based on teachers's given information on report demands and 

performance. 

ÞRF403G • Methods in social education I: individual services • (10e) • Spring 



This course is combined with the course Practicum -Individual service(10e). 

The aim is for students to develop their knowledge and skills in planning and implementing person-centered programs for people with 

disabilities, and practice within the frame of law and nationwide declarations concernig service to disabled people. 

Students will study and practice professional skills like organizing and planning programs, 

special teaching approaches and the idealogy and theory theese factors are based on. 

The course emphasizes ethical discussions concernig goal settings and decision making and students will learn to practice in professional 

teams and co-operative settings. The focus is also on skills and approaches in working with parents, guardians and disabled people. 

The course will be tought by lecturing, discussions, special assignments and individual guidance while practicing on field. 

The evaluation is by a test of 40% and a completed program planning, implementing and outcome report of 60%. 

ÞRF404G • Health studies • (10e) • Spring 


That student will gain knowledge of how the health care system is constructed, and accomplishes knowledge of where to access the right 

service for every occasion. In addition there will be lectures about healthcare, health empowerment (enforcement) and aid tools. That student 

will obtain insight in daily routine and common health difficulties. That student will gain knowledge of how the health care system is 

constructed, and accomplishes knowledge of where to access the right service for every occasion. In addition there will be lectures about 

healthcare, health empowerment (enforcement) and aid tools. That student will obtain insight in daily routine and common health difficulties. 

That student will be self conches of the importance of health care, health empowerment and prevention. That student link together 

discussions about good health and health empowerment with disability studies. 

Subject: Discussions about the ideology of which the work of social educators is based upon. Particular introduction in the general health 

care service. Special emphasise on the fundamental issues of support and care, documentation of health reports and health empowerment. 

Deliberations about common health difficulties and drugs. Furthermore there will be discussions about diseases than can be a consequence of 

a disability or related to a certain disability. 

Procedure: Lectures, discussions, projects and field visits. 

Project. 

ÞRF406G • Augmentative and Alternative Communication - Techniques and Strategies • (10e) • Spring 


Teacher: Anna Soffía Óskarsdóttir 

Teacher: Sigrún Grendal Magnúsdóttir 

The aim of this course is to give basic knowledge in augmentative and alternative communication and the main intervention techniques and 

strategies in inclusive environments. Students will be introduced to: 

• Augmentative and alternative communication. 

• Well designed practices that promote social- and independent functioning. 

• User-friendly computer programs as well as electronic and non electronic devices. 

The evidence-base for these methods will be reviewed as well as the implications and implementations of relevant techniques and strategies 

will be discussed. Emphasis will be on the functional model that is how professionals design support by minimizing hindrances and adapting 

natural environments to enhance participation. 

The course will be taught by lecturing, discussions, video demonstrations. 

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ÞRF501G • Methods in social education II: professional role and comprehensive services • (10e) • Fall 

Supervisory teacher: Vilborg Jóhannsdóttir Lecturer (UK) - Assistant Professor (USA) 

The aim of this course is geared to the professional role of the social pedagogue - attitudes, knowledge, and skills - in the context of the 

comprehensive services of the modern welfare state. The concept of the welfare state is addressed, including its basic ideology and historical 

development. The specific aspects of the welfare services are examined, with special focus on the services for the disabled. A special 

emphasis is given to interdisciplinary and collaborative approach in ensuring human rights for disabled persons, including full participation 

in society. This involves attention being giving to the general services, integration and strategies against social exclusion. Thus the general 

legislation on local social services is examined as well as specific legislation on child protection with regard to the responsibilities of the 

social pedagogue in daily practice. A particular focus will be on the relationship between theory and practice, policy making, quality 

standards, guidelines and implementation of services in order to meet individual needs in a comprehensive manner. 

ÞRF502G • Management and leadership in welfare services • (10e) • Fall 

Supervisory teacher: Þór Garðar Þórarinsson Sessional Teacher (Non tenured Teacher) 

The course will discuss some of the basics of creating and maintaining a constructive and progressive values within individuals, groups and 

institutions. Participants will be ask to evaluate their own values while at the same time evaluating the values of their group. The course will 

also discuss the main theories in modern magenment, including project management, conflict management, quality control, knowledge 

management, policy making, individual training and support, how to use information technology in an effective way, team work in addition 

to the methods of the learning organization. The substance of the EFQM self evaluation model for companies and institutions will also be 

discussed and how it can be applied. 

ÞRF503G • Working with families • (10e) • Fall 


Major issues that will be discussed are: What is a family and what functions do families serve? How do family members affect each other 

and how does culture and socioeconomic status affect the family? How do institutions and professionals support families and what do 

researches report as a good cooperation. Knowledge of interview technic and communication and emphasesed. 

ÞRF505G • Culture and communication in an inclusive society • (10e) • Fall 

Supervisor: Ragnar Ingi Aðalsteinsson Adjunct Lecturer 

Supervisory teacher: Baldur Hafstað Professor 

- 

ÞRF506G • Occupational guidance and support for disabled people • (10e) • Fall 



- 

ÞRF507G • B.A. - Thesis • (10e) • Fall 


Missing 

ÞRF508G • Methods in social education II: professional role and comprehensive services • (20e) • Fall 










ÞRF601G • Practicum: comprehensive services • (10e) • Spring 

Supervisor: Björg Sigurðardóttir Deputy 


The purpose of this course is to give the students opportunity to specalize within their future working environment with special empasis 

given to the professional role of the social educator regarding management, organization and the developement of comprehensive services. A 

particular focus will be on the social educators role to advice and safeguard the disabled persons human rights. Students can choose to work 

with children and youth as well as with adults and the elderly within variety of services. An individual education plan will be developed by 

the practicum and course instructors for each student in the lights of the course objectives. Students will be evaluated on their performance in 

the field and their individual portfolio projects. 

ÞRF602G • Methods in social education III: leadership, service development and programme development • (10e) • Spring 


The purpose of this course is to enhance students understanding of major concepts, theories and models of service development and 

programme evaluation. This is done in accordance to the professional role of the social pedagogue. A special emphasis is both put on 

assisting students in understanding underlying theories and concepts as well as giving them opportunities for application in their future 

working environment. 

ÞRF603G • B.A. - Thesis • (10e) • Spring 


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Missing 

ÞRS101G • - • (10e) • Fall 

ÞRS105G • Lifespan Development • (10e) • Fall 



Teacher: Ingibjörg H Harðardóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Jón Jónasson Lecturer (UK) - Assistant Professor (USA) 

Lifespan Development. The main focus of this class is on a holistic view of lifespan development. Main theories in the following areas are 

presented; cognitive development, emotional development, social development and moral development. Learning theories and ecological 

theories are introduced as well. The importance of interpersonal relationships, social environment and culture will be explored. The 

characteristics and changes within each developmental period will be presented. 

Examination and assignments. 

ÞRS107G • - • (5e) • Fall 

Supervisory teacher: Ágústa Rós Björnsdóttir Project Manager 

- 

ÞRS109G • Research methods • (10e) • Fall 





The purpose of this course is to introduce to students research methods both qulitative and quantitative and their tradition in social sience. In 

the quantitative part of the course students will become knowledgeable about basic consept in statistics and issues regarding statistical 

signifacance. In the qualitative part of the course the purpose is to prepare students for doing research based on qualitative research methods. 

Special attention will be on inclusive and participatory research. Students learn how to practice their research skills by preparing and doing a 

research project. 

Research project (60%), examination (40%). 

ÞRS111G • Academic Writing and Effective Communication • (10e) • Fall 





The course focuses on practical professional communication, especially as it relates to prospective work in the fields of social pedagogy and 

youth work. It trains those participating in the craft of research and academic writing, providing training in producing and presenting material 

of various kinds. The students use several methods and media in their work, including drama and digital media, analysing their own and 

others' ways of interacting in order to increase their communicative competence. The course, which weighs 10 ECTS, is compulsory for 

those starting their studies in The Department of Social Pedagogy and Leisure Studies. 

Assessment will be based on course assignments. 

ÞRS114G • Disabilty studies • (10e) • Fall 



The goal of this course is to introduce to students development of disability theories and disability studies. Among the issues covered will be 

theories about social integration and normalization and how these have influenced services and peoples every day lives and circumstances. 

The theoretical discussion will be connected to the disabled movements, human rigts, law and disabled people's social situtation. The course 

focuses also on historical development and life histories of disabled people. 

ÞRS202G • Training II • (5e) • Spring 

- 

ÞRS203G • Sociology • (10e) • Spring 



Content: 

1. Introduction to sociology of education with main emphasis on major theories on socialisation. 2. Sociology of welfare services, with 

emphasis on a sociological understanding of social problems and welfare regimes. 3. Sociology of youth, with emphasis on youth culture. 4. 

Sociology of family. The changing role of the family and changing division of labour within it, with emphasis on families who need welfare 

support. 5. Inclusive education with emphasis on current challenges in the light of sociological theories of exclusion and inclusion 

ÞRS207G • Psychological and physical development of childhood • (10e) • Spring 




The focus of the course is to give students a comprehensive overview of child and adolescent development. It builds upon an introductionary 

course of lifespan development.The focus of the course is to give students a comprehensive overview of child and adolescent development. It 

builds upon an introductionary course of lifespan development. 

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The processes that underlie developmental changes will be stressed so that students come away from the course with a firm understanding of 

the causes and complexities of development. Students will gain insight into how theory and research can be applied to a number of real-life 

settings. 

The course concentrates on specific topics such as prenatal development, physical development, cognitive development, development of 

language and symbol use, emotional development, moral development, attachment and development of the self, social development and peer 

relationships. Teaching methods: lectures, discussions in groups and projects. 

ÞRS208G • Psychology of adulthood • (10e) • Spring 







ÞRS209G • Introduction to social education • (10e) • Spring 


Objectives: That student will gain knowledge of laws and regulations subjected to disabled people. That student will gain understanding of 

the social educators occupation and their occupational context and responsibilities. That student achieve insight and understanding of the life 

of disabled people and obtain perception of a life in a institution or condominium. Objectives: That student will gain knowledge of laws and 

regulations subjected to disabled people. That student will gain understanding of the social educators occupation and their occupational 

context and responsibilities. That student achieve insight and understanding of the life of disabled people and obtain perception of a life in a 

institution or condominium. 

Subjects: In this course all major laws, regulations and work frames that are correlated to the social educator's profession will be reviewed. 

Students will be introduced to fundamental service systems and categories concerning disabled people. Students will also receive 

introduction of the social educators work and in that purpose make some field visitations. In addition students will be introduced to real life 

of adult people which lives in an institution or condominium. Part of the course assignments are scheduled visits to institutions or 

condominiums, field research and interviews with disabled people in order to obtain insight in how they experience their own life and 


Procedure: Lectures, discussions and field research. 

Projects 

ÞRS210G • Training II - 10 ECTS • (10e) • Spring 

- 

ÞRS302G • Ethics and professionalism • (10e) • Fall 






Student lecture, written essay and an exam. 

ÞRS303G • Childhood disabilities, neurological diseases and mental health problems • (10e) • Fall 

Supervisory teacher: Solveig Sigurðardóttir Adjunct Lecturer 

Teacher: Ingólfur Einarsson 


The students will learn about normal development of children and the main problems which can lead to delayed and abnormal development. 

They will learn about the human nervous system, it's function and some diseases which can affect both the central and peripheral nervous 

system. 

The students will learn to recognise the symptoms and signs of the major childhood disabilities, such as: intellectual disabilities, autism 

spectrum disorders, cerebral palsy and other motor disorders, blindness and hearingloss. The etiologies of those disorders will be discussed 

as well as diagnostic tools. We will discuss genetics and study some chromosomal defects as well as learn about problems that can affect 

children who are born prematurely. The neurological diseases that will be discussed are: epilepsy, cerebral vascular diseases and traumatic 

brain injury. Emphasis will also be placed on emotional and behavior problems of children, such as anxiety, mood disorders, adhd and 

conduct disorders. 

The students will learn by listening to lectures and by participating in discussions. They will also do a written asignment. 

ÞRS304G • Electives • (5e) • Fall 

- 

ÞRS305G • Training III • (5e) • Fall 

- 

ÞRS306G • Ethics and professionalism • (5e) • Fall 



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Undergraduate 




Student lecture, written essay and an exam. 

ÞRS401G • Practicum: individual services • (10e) • Spring 

Supervisor: Björg Sigurðardóttir Deputy 



This course is combined with the course Developmental Therapy I- Theory and Practice (10 ects). It is an intertwined program of theory and 

practice, where students make use of their knowledge from courses previously studied and put into practice in the working field. This course 

is combined with the course Developmental Therapy I- Theory and Practice (10 ects). It is an intertwined program of theory and practice, 

where students make use of their knowledge from courses previously studied and put into practice in the working field. 

Students will study the work of a developmental therapist on field who will involve them in their work and design a special learning program 

inside the working place. Students will also have an oppurtunity to visit other organizations and institutions who give service to disabled 

people. The aim of the course is to give students an oppurtunity to put into practice the person-centered program they planned in the previous 

course Developmental Therapy I and to give them a broader wiew of the whole professional practice they are studying for. 


with their course teacher acording to schedual and weekly meetings with their mentor on field to seek advice and support. Student's 

performance will be valuated by their mentors and the learning log reports by their course teacher. They are rated finished or unfinished 

based on teachers's given information on report demands and performance. 

ÞRS402G • Methods in social education I: individual services • (10e) • Spring 



This course is combined with the course Practicum -Individual service (10ects). This course is combined with the course Practicum - 

Individual service (10ects). 

The aim is for students to develop their knowledge and skills in planning and implementing person-centered programs for people with 

disabilities, and practice within the frame of law and nationwide declarations concernig service to disabled people. 

Students will study and practice professional skills like organizing and planning programs, 

special teaching approaches and the idealogy and theory theese factors are based on. 

The course emphasizes ethical discussions concernig goal settings and decision making and students will learn to practice in professional 

teams and co-operative settings. The focus is also on skills and approaches in working with parents, guardians and disabled people. 

The course will be tought by lecturing, discussions, special assignments and individual guidance while practicing on field. 

The evaluation is by a test of 40% and a completed program planning, implementing and outcome report of 60%. 

ÞRS403G • Health studies • (10e) • Spring 


That student will gain knowledge of how the health care system is constructed, and accomplishes knowledge of where to access the right 

service for every occasion. In addition there will be lectures about healthcare, health empowerment (enforcement) and aid tools. That student 

will obtain insight in daily routine and common health difficulties. That student will gain knowledge of how the health care system is 

constructed, and accomplishes knowledge of where to access the right service for every occasion. In addition there will be lectures about 

healthcare, health empowerment (enforcement) and aid tools. That student will obtain insight in daily routine and common health difficulties. 

That student will be self conches of the importance of health care, health empowerment and prevention. That student link together 

discussions about good health and health empowerment with disability studies. 

Subject: Discussions about the ideology of which the work of social educators is based upon. Particular introduction in the general health 

care service. Special emphasise on the fundamental issues of support and care, documentation of health reports and health empowerment. 

Deliberations about common health difficulties and drugs. Furthermore there will be discussions about diseases than can be a consequence of 

a disability or related to a certain disability. 

Procedure: Lectures, discussions, projects and field visits. 

Project. 

ÞRS404G • Electives • (5e) • Spring 

- 

ÞRS405G • Training IV - 5 ECTS • (5e) • Spring 

- 

ÞRS406G • Methods and Techniques - Field of Disabilities • (10e) • Spring 


Teacher: Anna Soffía Óskarsdóttir 

Teacher: Sigrún Grendal Magnúsdóttir 

The aim of this course is to give insight into the main intervention techniques and strategies in inclusive environments. Students will be 

introduced to: 

• Augmentative and alternative communication. 

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Undergraduate 

• Well designed practices that promote social- and independent functioning. 

• User-friendly computer programs as well as electronic and non electronic devices. 

The evidence-base for these methods will be reviewed as well as the implications and implementations of relevant techniques and strategies 

will be discussed. Emphasis will be on the functional model that is how professionals design support by minimizing hindrances and adapting 

natural environments to enhance participation. 

The course will be taught by lecturing, discussions, video demonstrations and visits into real settings. 

ÞRS409G • Training IV - 10 ECTS • (10e) • Spring 

- 

ÞRS501G • Methods in social education II: professional role and comprehensive services • (10e) • Fall 










ÞRS502G • Management and leadership in welfare services • (10e) • Fall 


The course will discuss some of the basics of creating and maintaining a constructive and progressive values within individuals, groups and 

institutions. Participants will be ask to evaluate their own values while at the same time evaluating the values of their group. The course will 

also discuss the main theories in modern magenment, including project management, conflict management, quality control, knowledge 

management, policy making, individual training and support, how to use information technology in an effective way, team work in addition 

to the methods of the learning organization. The substance of the EFQM self evaluation model for companies and institutions will also be 

discussed and how it can be applied. 

ÞRS503G • Working with families • (10e) • Fall 


Major issues that will be discussed are: What is a family and what functions do families serve? How do family members affect each other 

and how does culture and socioeconomic status affect the family? How do institutions and professionals support families and what do 

researches report as a good cooperation. Knowledge of interview technic and communication and emphasesed. 

ÞRS508G • Culture and communication in an inclusive society • (10e) • Fall 

Supervisor: Ragnar Ingi Aðalsteinsson Adjunct Lecturer 


- 

ÞRS509G • Occupational guidance and support for disabled people • (10e) • Fall 


- 

ÞRS510G • Methods in social education II: professional role and comprehensive services • (20e) • Fall 










ÞRS601G • Practicum: comprehensive services • (10e) • Spring 


The purpose of this course is to give the students opportunity to specalize within their future working environment with special empasis 

given to the professional role of the social educator regarding management, organization and the developement of comprehensive services. A 

particular focus will be on the social educators role to advice and safeguard the disabled persons human rights. Students can choose to work 

with children and youth as well as with adults and the elderly within variety of services. An individual education plan will be developed by 

the practicum and course instructors for each student in the lights of the course objectives. Students will be evaluated on their performance in 

the field and their individual portfolio projects. 

ÞRS602G • Methods in social education III: leadership, service development and programme development • (10e) • Spring 


The purpose of this course is to enhance students understanding of major concepts, theories and models of service development and 

programme evaluation. This is done in accordance to the professional role of the social pedagogue. A special emphasis is both put on 

assisting students in understanding underlying theories and concepts as well as giving them opportunities for application in their future 

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Undergraduate 

working environment. 

ÞRS604G • B.A. - Thesis • (10e) • Spring 


Missing 

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Graduate 

ÍÞH004F • Physical activity epidemiology and health promotion • (10e) • Spring 


Objectives: 

• To introduce the fundamentals of body composition models and assessment methods in order to provide a platform to determine 

how best to measure body composition in different environments/applications. 

• To provide a mechanistic view of how body composition changes due to lifestyle, genetics or age can result in disease. 

• To explore the effects of exercise/physical activity and dietary modification on body composition changes. 

• Define the exercise prescription/recommendations to prevent body composition related diseases. 

Content: 

From a public health perspective, body composition is of great interest. This course will provide an in-depth understanding of human body 

composition and will span from the theoretical and technical aspects of body composition measurement to the link between body 

composition and disease (e.g. obesity, osteoporosis). Additionally, the roles that exercise/physical activity and dietary modification play in 

modulating body composition will be explored. The laboratory associated with this course will provide "hands-on" exposure to body 

composition assessment methodology. Students' presentations will also deepen student's knowledge on special body composition topics and 

provide practice in presenting results from research and scientific papers. 

Objectives: 

• To introduce the fundamentals of body composition models and assessment methods in order to provide a platform to determine 

how best to measure body composition in different environments/applications. 

• To provide a mechanistic view of how body composition changes due to lifestyle, genetics or age can result in disease. 

• To explore the effects of exercise/physical activity and dietary modification on body composition changes. 

• Define the exercise prescription/recommendations to prevent body composition related diseases. 

Test at the end of the course. Students will do reports/papers based on laboratory excercises. Students will make and deliver an oral 

presentation. 

ÍÞH005F • Aging and physical activity • (10e) • Fall 



Obectives: 

• To increase students' knowledge of the effect of aging on elderly health. 

• To understand responses and changes that occurs during aging and how physical activity effect the human body. 

• To realize the association between elderly's physical activity, health, and fitness 

Content: 

The main focus in the course is the biological and physiological changes that occur during aging. The changes associated with aging in body 

composition, bones, muscles, and cardiovascular system will be investigated and how these changes affect strength, endurance and anaerobic 

fitness. The course will explore elderly's physical activity and its importance for health and fitness with special emphasis on the association 

between physical activity, fitness, body composition and other lifestyle factors among elderly people. 

Projects, seminars, and tests 

ÍÞH006F • Independent study: practicum • (4e) • Fall 

---- 

ÍÞH022F • Sports nutrition • (10e) • Fall 



The main topic of this course are the macronutrients, focussing on their role and actual needs for training and performance. Fluid 

requirements, vitamins and minerals, antioxidants and supplements used in training will also be discussed. Students will scrutinize the newest 

research in the field of sports nutrition and study their limits and advantages. Students will also get practice in creating meal plans and 

assisting their clients in making reasonable food choices related to their training regime. 

Recommended preparation: Næring, heilsa og lífshættir (ÍÞH503G) 

ÍÞH102F • Exercise Physiology • (10e) • Fall 



Teacher: Sigurbjörn Árni Arngrímsson Senior Lecturer (UK) - Associate Professor (USA) 


Purpose:Purpose: 

• To increase understanding of the energy systems, and how properties of different types of muscle fibers and muscle work relate to 

the energy systems. 

• To explore the reasons for muscle fatigue, and the causes, consequences, and prevention of overtraining. 

• To increase knowledge of strength training, and the structure and methods of strength training. 

• To increase understanding of body composition, its methods, and how body composition affects sport performance. 

• To increase knowledge of the effects of dietary supplements on sports performance. 

Contents: This is a continuing course in exercise physiology where various topics will be explored in greater detail. The energy systems and 

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Graduate 

their interplay. Different types of muscle fibers, how the muscle fibers work, and how their work relates to the energy systems. The 

anaerobic energy systems and their adaptations with training. The causes of fatigue and overtraining and the prevention and treatment of it. 

The exercise physiology of strength training and body composition, their assumptions, methods, and usage. The effects of creatine and 

carbohydrate loading on the body and sports performance. 


ÍÞH106F • Growth, physical activity, and developmental physiology • (10e) • Fall 


Obectives: 

• To increase students' knowledge of the development, structure and function of the human body in relation to children's growth 

and maturation 

• To understand children's responses and adaptation to exercise and the effects of training on the human body 

• To realize the association between children's physical activity, health, and fitness 

Content: 

This course will span biological and physiological growth and maturation from birth to adulthood. The changes associated with growth and 

maturation in body composition, bones, muscles, and cardiovascular system will be investigated and how these changes affect strength, 

endurance and anaerobic fitness. Responses and adaptations of children and adolescents to exercise and training will be studied as well. The 

course will explore children's physical activity and its importance for health and fitness with special emphasis on the association between 

physical activity, fitness, body composition and other lifestyle factors among children and adolescents. 

Projects, seminars, and tests 

ÍÞH106F • Growth, physical activity, and developmental physiology • (10e) • Spring 


Obectives: 

• To increase students' knowledge of the development, structure and function of the human body in relation to children's growth 

and maturation 

• To understand children's responses and adaptation to exercise and the effects of training on the human body 

• To realize the association between children's physical activity, health, and fitness 

Content: 

This course will span biological and physiological growth and maturation from birth to adulthood. The changes associated with growth and 

maturation in body composition, bones, muscles, and cardiovascular system will be investigated and how these changes affect strength, 

endurance and anaerobic fitness. Responses and adaptations of children and adolescents to exercise and training will be studied as well, and 

the effects of sex hormones on body composition, general mindset, and responsiveness to training will be investigated. The course will 

explore children's physical activity and its importance for health and fitness. with special emphasis on the association between physical 

activity, fitness, body composition and other lifestyle factors among children and adolescents. 

Projects, essays, seminars, and tests 

ÍÞH107F • Seminar in sport and health sciences • (1e) • Fall 


- 

ÍÞH202F • Epidemiology and Excercise • (10e) • Spring 


Teacher: Sigurbjörn Árni Arngrímsson Senior Lecturer (UK) - Associate Professor (USA) 


Purpose: To deepen knowledge of the connection between lifestyle and health and explore research in that area. To increase knowledge of 

various lifestyle related diseases and the effects of physical activity and exercise on these diseases as prevention and intervention, as well as 

treatment. Purpose: To deepen knowledge of the connection between lifestyle and health and explore research in that area. To increase 

knowledge of various lifestyle related diseases and the effects of physical activity and exercise on these diseases as prevention and 

intervention, as well as treatment. 

Contents: The development of health related problems in the past one hundred years and future directions. Research methods in physical 

activity epidemiology. The mechanisms behind the protective effects of physical activity and exercise against various lifestyle related 

diseases will be explored in detail. Researches pertaining to the interplay between lifestyle, disease, and health as well as the adverse effects 

of physical activity will be read and investigated. Exercise promotion and exercise adherence in the consumer society of the 21st century will 

be emphasized, especially with behavioral and environmental determinants of physical activity in mind. Various methods to measure 

physical activity will be introduced. 


ÍÞH203F • Seminar in sport and health sciences • (1e) • Spring 


- 

ÍÞH305F • M.Ed. final project • (20e) • Fall 

Supervisory teacher: Anna María Hauksdóttir Project Manager 

- 

ÍÞH305F • M.Ed. final project • (20e) • Spring 

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Graduate 


- 

ÍÞH306F • M.Ed. final project • (30e) • Fall 


- 

ÍÞH306F • M.Ed. final project • (30e) • Spring 


- 

ÍÞH307F • Seminar in sport and health sciences • (1e) • Fall 


- 

ÍÞH405F • MS Thesis • (60e) • Fall 


- 

ÍÞH405F • MS Thesis • (60e) • Spring 


- 

ÍÞH409F • Seminar in sport and health sciences • (1e) • Spring 


- 

TÓF002F • - • (10e) • Spring 

- 

TÓF103F • Leisure and leisure activities • (10e) • Fall 


Leisure studies and leisure activities. The aim is that students will enhance their knowledge in the young studyfield of leisure studies. In the 

course we will look at leisure in historical context, definitions of leisure, the meaning of leisure, trends in leisure, leisure research, sociology 

of leisure and visits to various organisations. The aim is also to get a insight into leisure in Iceland, methods and theoretical perspectives. 

Answering questions and discussion on WebCT, field-visit, introduction and paper, theoretical research paper, introduction and newspaperarticle. 

Home based test. 

TÓF201F • Research in leisure activities • (10e) • Spring 



Research in leisure activities. Research in leisure and leisure activities, both foreign and Icelandic studies will be critically viewed. It is 

critical that students realize the importance of leisure studies and research to the improvement and evolvement of this young field. 

TÓF301F • Health promotion, public health, prevention and risk behaviour • (10e) • Fall 


- 

TÓF302F • The outdoors, games and education • (10e) • Fall 


- 

TÓF303F • M.Ed. final project • (20e) • Fall 


- 

TÓF404F • - • (20e) • Spring 


- 

ÞRF201F • Trends and visions in welfare service • (10e) • Spring 


Goals: 

That students gain overview over the structure of the Icelandic welfare system and examine it in comparison to welfare service in the other 

Nordic countries. 

That students examine challenges that the welfare services in the Nordic countries, Iceland included, will deal with over the next years and 

decades. 

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Graduate 

That students get a detailed description and insight into the policy making of the Ministry for Socials Affairs in their service to children and 

adults. 

That students get to know the main supportive functions of that policy. 

That students know the main focus in the organization and the execution of the current service. 

Subject: 

The course will introduce the main aspects of the Icelandic welfare system. The Icelandic welfare system in comparison to welfare system in 

the other Nordic countries. What is it that these systems have in common and what is it that differentiates them? Examined the main focus of 

the other Nordic countries in light of the challenges that the face in the welfare area in the next decades. The main focus areas of general and 

specific welfare service with handicapped in Iceland. The policy making of the Ministry of Social Affairs in the affairs of the disabled will be 

specifically introduced. In addition the main supportive functions will be discussed which are the service base, service evaluation, quality 

handbook and result measurement in the service. Then the organization of the service as it is currently will be discussed and the opportunities 

and threats that it might face in the next years and decades. Policy document of the government about access for everyone will be introduced. 

The main management methods that are used in public administration in Iceland will be introduced, including result management, 

management with goals and knowledge management where special focus will be on human resource management with the roles of middle 

management in mind. 

ÞRF203F • Leadership and management in social services • (10e) • Spring 


After taking this course students should be more qualified to lead and manage organizations in social services. Topics that will be introduced 

and discussed are e.g. leadership and management. Theories about organizations and strategy will be introduced. Human resource 

management will be discussed, including recruitment and selection, training and performance management. Finally we will discuss wage 

contract and what they include. 

ÞRF204F • Ethics and disability • (10e) • Spring 


The aim of this course is to increase the student's ability to deal in a thoughtful manner with ethical problems related to disability. Special 

emphasis is placed on relating ethical theories with the experience of those who have been working together with people with disability. 

Main emphasis is on respect, the common good, professionalism and research ethics. 

Conference lecture and a written essay (article) . 

ÞRF205F • Empowerment and disability research • (10e) • Spring 


The aim of this course is to introduce a new research methods within the field of disability studies based on collaboration between 

researchers and disabled people. The course will explore the development of social and disability research with disabled people. The 

strengths and challenges of collaborative research will be addressed and the consept empowerment in research will be discussed. 

Required preparation: Aðferðafræði rannsókna (MVS102F) 

ÞRF304F • M.Ed. final project • (30e) • Fall 


- 

ÞRF305F • M.Ed. final project • (20e) • Fall 


- 

ÞRF403F • - • (10e) • Spring 


The purpose of this course is to enhance the understanding of selected leadership issues in the light of the students work environment with 

special emphasis given to the role of middle managers. An emphasis is put on assisting students in understanding and applying concepts and 

theories relating to service development and programme evaluation. Students will learn the skills needed in order to plan and implement for 

developmental change as well as planning evaluation in their work environment. Professionalism, leadership and leadership roals will be 

discussed as well. 

ÞRF405F • - • (30e) • Spring 


- 

ÞRF406F • - • (20e) • Spring 


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Faculty of Teacher Education 

Undergraduate 


GLF003G • Problem-solving for pleasure • (5e) • Spring 

Supervisory teacher: Friðrik Aðalsteinn Diego Lecturer (UK) - Assistant Professor (USA) 

Problem solving for pleasure 

Various problems and problem solving techniques. Mathematical problems as well as other types of problems. The objective of this course is 

to enhance the pleasure each students derives from problem solving. Specialization in mathematics is not required. 

GLF005G • Teaching children who have Icelandic as a second language • (5e) • Spring 

Supervisory teacher: Sigurður Konráðsson Professor 


In this course the main terms in second language studies will be introduced, like those having to do with second language acquisition and 

bilingualism. Different approaches to teaching and teaching methods will be addressed with the emphasis on how these matters are done in 

schools in Iceland at the preschool and primary school level. Main studies in the field will be covered when needed. 

GLF008G • Metrics and Composing Poetry • (5e) • Fall 

Supervisory teacher: Ragnar Ingi Aðalsteinsson Adjunct Lecturer 

- 

GLF010G • Key topics in children's mathematics education • (5e) • Fall 

Supervisory teacher: Guðmundur Kristinn Birgisson Lecturer (UK) - Assistant Professor (USA) 

Students will get insight into the mathematics curriculum in primary school. They will read about research on how children's mathematical 

understanding develops and how to use that knowledge to plan mathematics teaching. Students will get an opportunity to try out new ideas 

while working with children. Emphasis will also be put on how mathematics is connected to other subjects and life in society in general. 

GLF015G • Strategies for Positive Behaviour Support • (5e) • Spring 

Supervisory teacher: Anna Lind G Pétursdóttir Lecturer (UK) - Assistant Professor (USA) 

- 

GLF016G • Computer Games, Virtual Worlds and Social Networks • (5e) • Fall 

Supervisory teacher: Salvör Kristjana Gissurardóttir Lecturer (UK) - Assistant Professor (USA) 

- 

GLF018G • Environmental studies for basic schools • (5e) • Spring 

Supervisory teacher: Eggert Lárusson Lecturer (UK) - Assistant Professor (USA) 

- 

GLF019G • Children and Disability • (5e) • Spring 

Supervisory teacher: Jónína Sæmundsdóttir Lecturer (UK) - Assistant Professor (USA) 

- 

GLF020G • Outcomes, learning processes and assessment • (5e) • Spring 

Supervisory teacher: Meyvant Þórólfsson Lecturer (UK) - Assistant Professor (USA) 

Students study the integration of learnig objectives/goals, intended learning outcomes, the learning process and its organisation and 

assessment of learning. The focus will be on goals, objectives, learning and assessment with respect to known curriculum theories and 

assessment policies. 

Course assessment is based on assignments during the course process and a final exam. Students themselves will participate in designing the 

assessment and final exam for the course. 

GLF022G • Making movies in the primary schools • (5e) • Spring 

Supervisory teacher: Magnús Sigurður Guðmundsson Adjunct Lecturer 

Course goals: 

- to gain knowledge of the cinematic technique 

- to be able to use the technique of move making or animating as an educational tool in teaching 

- to be able to use this technique as an instrument to develop educational material 

- to be able to teach prime school students this technique as a theory and as an approach in artistic 

Course subject: 

- digital cam-recorder 

- move making, theory and history 

- animation, theory and history 

- digital movies, filming, editing, and post-production 

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Workflow: 

Students undertake assignment's focused on gaining experience with, filming, editing and working with audio. 

Students create a demonstration of exercises concerning digital filming and digital editing, one short film and one short animation 

The student demonstrates in a written form that he has gained a profound knowledge of how this medium can be used as an instrument of 

developing teaching material, developing motion pictures and animations. 

Furthermore, defines the practical usage of this medium within the prime school educational system. 

In all the projects the emphasise are on the artistic and the educational factor 1. (40%) A short film max: 5 min 2. (40%) An animated short 

film max: 5 min. 3. (20%) An demonstration of exercises concerning digital filming and digital editing 

GLF023G • Arts and multiculturism • (5e) • Spring 

Supervisory teacher: Sigrún Guðmundsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Ásthildur Jónsdóttir 

This course addresses philosophical, historical, and sociopolitical contexts of multiculturalism in Iceland, with an emphasis on relationship 

between critical pedagogy and contemporary art practices. Current ideas about representation and identity are considered specifically in 

relation to a critique of mainstream notions of multiculturalism and art. 

Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings, from 

early childhood up to high school. 

GLF024G • Public health and health promotion • (5e) • Fall 


Teacher: Sandra Jónasdóttir 

Teacher: Jóhanna Eyrún Torfadóttir 

Teacher: Þrúður Gunnarsdóttir 

Teacher: Ólöf Guðný Geirsdóttir 

Assistant teacher: Hulda Sigurjónsdóttir 

Students will gain knowledge on some chosen topics regarding public health and health promotion with special focus on their own lifestyle 

and environment. 

Grades are based on three projects and an active discussion on Blackboard. 

GLF025G • Children's literature • (5e) • Fall 

Supervisory teacher: Helga Birgisdóttir Adjunct Lecturer 

Supervisory teacher: Anna Þorbjörg Ingólfsdóttir Lecturer (UK) - Assistant Professor (USA) 

- 

GLF027G • Crises in the Classroom • (5e) • Fall 

Supervisory teacher: Gunnar Egill Finnbogason Professor 

Teacher: Halla Jónsdóttir Adjunct Lecturer 

Assistant teacher: Þorvaldur Pálmason Project Manager 

The main purpose of the course is to discuss the best ways to react to traumas that come up in the students group for example, diseases, 

accidents and deathes. Discussions will include how the teacher and the school can react to and support individuals and groups in difficult 


Students will have to complete three essays, one individual and two group esseys. 

GLF028G • Critical Thinking • (5e) • Fall 

Supervisory teacher: Gunnlaugur Sigurðsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Kristján Kristjánsson Professor 

- 

GLF029G • Creative thinking • (5e) • Fall 

Supervisory teacher: Stefán Jökulsson Lecturer (UK) - Assistant Professor (USA) 

- 

GLF030G • Coping with Reading Difficulties/Dyslexia • (5e) • Fall 

Supervisory teacher: Steinunn Torfadóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Helga Sigurmundsdóttir Adjunct Lecturer 

- 

GLF032G • Three-dimensional design with Prodesktop • (5e) • Spring 

Supervisory teacher: Gísli Þorsteinsson Lecturer (UK) - Assistant Professor (USA) 

Course Description: The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of 

participants is 12 students. The main goal is to help student develop skills and knowledge concerning computer based 3D drawing and 

design. Teaching methods are mainly lectures and workshops in the computer classroom, discussions and homework. Course Description: 

The course is available for all English-speaking students. The course is without any preliminaries. Maximum number of participants is 12 

students. The main goal is to help student develop skills and knowledge concerning computer based 3D drawing and design. Teaching 

methods are mainly lectures and workshops in the computer classroom, discussions and homework. 

Course content: Prodesktop is 3D cad computer software that enables both teachers and students to draw up their own designs in a 

professional and easy manner. Students gets licence to use Prodesktop when the finish the course. The course is mainly based on the 

following: 

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• Students learn to set up Prodesktop; and organise a classroom setting for its use; 

• Students learn to use the software and draw simple projects they can later use in their own courses; 

• Students learn how to implement the content in the elementary by setting up course plans with simple projects; 

• Students learn to set up 3D objects on the Internet or in virtual reality and how to use Computer-aided manufacturing machines 

like prototype printer or CNC machine, based on Prodesktop designs. 

Support material: Websites and photocopies from the teacher. 

Students deliver their drawings, designs, and expositions for evaluation. 

GLF033G • The World According to Children • (5e) • Spring 


- 

GLF034G • Using Classroom Games to Enrich the Curriculum • (5e) • Spring 

Supervisory teacher: Ingvar Sigurgeirsson Professor 

Teacher: Ása Helga Ragnarsdóttir Adjunct Lecturer 

The course examines the use of educational classroom games. Emphasis is put on the use of a variety of games such as team building games, 

icebreakers, warmups, group games, name games, logic games, puzzles, educational board games, card games, simulations, movement 

games, song games, environmental games, word games and computer games. The use of games is related to research that has documented 

that play has a crucial role in the optimal growth, learning, and development of children from infancy through adolescence. Students explore 

the Internet as a source for educational games, as well as other relevant materials. Assessment is based on a reflective learning diary and a 

game collection portfolio. 

Portfolio and reflective diary 

GLF039G • Life skills • (5e) • Spring 


"Lífsleikni" is the Curriculum Subject that develops skills in Social and Emotional Learning. In this course we will work on our own social 

and emotional skills to prepare ourselves for our future work in educational settins with potentially delicate matters, but also to maximize our 

wellness in life and work. We'll acquaint ourselves with the methods of Cognative Behavioral Management and practice our own awareness 

through Mindfulness. 

Methods: Practical exercises and discussions. 

GLF042G • Classroom behaviour and teacher-student interaction • (5e) • Fall 

Supervisory teacher: Sólveig Karvelsdóttir Lecturer (UK) - Assistant Professor (USA) 

Course discription. Classroom discipline and management and teacher-student interactions. Teacher expectations and student motivation. 

How to prevent problems and cope effectively with behavioral difficulties. 

GLF043G • Home and school cooperation • (5e) • Spring 


- 

GLF045G • Whittling and Reading Forestry • (5e) • Fall 

Supervisor: Brynjar Ólafsson Adjunct Lecturer 

Teacher: Ólafur Oddsson 

- 

GLF046G • Outdoor education - learning and teaching outdoors • (5e) • Fall 

Supervisory teacher: Auður Pálsdóttir Adjunct Lecturer 

Teacher: Stefán Bergmann Senior Lecturer (UK) - Associate Professor (USA) 

- 

GLF047G • The classroom teacher - The homeroom teacher • (5e) • Spring 

Supervisory teacher: Lilja M Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 

This course deals with with fundamental issues regarding the role and responsibilities of the homeroom teacher. It is first and foremost of 

practical nature where ideas on how to plan and carry out differentied instruction are introduced, how to create a learning community within 

the classroom, strategies on classroom management and conflict resolution, on bullying, dealing with crisis in the classromm, on 

collaborating with parents and interviewing techniques. 

Assessment is based on participation, porfolio and a final project. 

GLF048G • Making instruments and music in schools • (5e) • Fall 

Supervisory teacher: Svala Jónsdóttir Adjunct Lecturer 

In this course students will be introduced to different possibilities of making simple instruments with children. Through their own 

experiments students will hopefully increase their understanding of the endless possibilities of making instruments and music. The aim is 

also to increase students capability to work with these elements with children. 

The students will be introduced to simple instruments from all over the world. They will be making their own instruments using different 

kinds of material, make their own designs and find solutions. They will make music with their instruments and perform. 

GLF050G • Folk Tales -- Myths -- Fairy- tales • (5e) • Spring 

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- 

GLF051G • Life skills - Equality • (5e) • Spring 


Practical Gender Studies that has to do with the purpose and ideas of the students, using the methodology of Life Skills Education. 

Methods: Practical exercises and discussions. 

GLF052G • The wonder of life • (5e) • Fall 

Supervisory teacher: Hrefna Sigurjónsdóttir Professor 

In this course the emphasis is on developing skills for the students to interpret nature, learn about diversity of life, about various adaptations 

of animals and plants and how all life is integrated in one ecosystem. Students will work on projects using information from different sources 

(books, internet, DVD, interviews) and plan teaching material for outdoor teaching where respect for nature among children is fostered. 

GLF053G • The youngest preschoolers - participation, communication and creation • (5e) • Spring 

Supervisory teacher: Hrönn Pálmadóttir Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Guðrún Bjarnadóttir Adjunct Lecturer 

- 

GLF054G • Cooperative learning • (5e) • Fall 

Supervisory teacher: Hafdís Guðjónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

This course focuses on the history, development and implementation of co-operative learning. The course will address different cooperative 

strategies, different roles and students' individual responsibilities in cooperative learning. Cooperative learning is fundamental to successfully 

educate a diverse group of learners and there for attention will be on how to adapt and change strategies, tasks and assessment to effectively 

include all students in the general classroom. 

Teaching methods in this course are lectures, individual and group work but all with a special emphasis on cooperative learning. 

Assignments are both individual and group work. 

GLF055G • Inclusive education and democracy, theory and practice • (5e) • Fall 


This course focuses on inclusive education and how to personalize learning for every learner. A framework for curricular design is 

introduced and explored how to design learning environment for a diverse group of students. Students will learn how to adapt teaching and 

learning strategies, learning material, assessment and the classroom to different learning and social needs. 

GLF056G • Nutrition, health and lifestyle • (10e) • Fall 


Teacher: Margrét Þóra Jónsdóttir 

Assistant teacher: Hulda Sigurjónsdóttir 

Topics of this course are concepts and definitions used in nutritional science, macronutrients, vitamins, minerals and other nutrients and nonnutrititive 

agents in foods. Main institutions in Iceland working in the field of nutrition science and related topics are presented together with 

available reports and information for the general public. The situation in Iceland, influence of culture and history on food consumption, 

practical advice and simple cooking. Students discuss different needs for nutrients among populations and investigate their own food habits. 

Methods used in nutrition research are presented and its connection to other health related research. Finally nutrition information and 

prevention in the society are explored with emphasis on education in schools. 

Final exam 60% Homework and exercises 40% (attendance obligatory) 

GLS026G • Diction and theatrical expression • (5e) • Spring 

Supervisory teacher: Sólveig Hauksdóttir Adjunct Lecturer 

- 

GLS087G • Maskmaking • (5e) • Fall 

Supervisory teacher: Jóhanna Vigdís Þórðardóttir Lecturer (UK) - Assistant Professor (USA) 

- 

Objective: At the end of the course the student should be familiar with a wide variety of materials and methods that are useful in working 

three-dimensionally. The objective is to awaken cerativity and curiosity towards mask making. The assignment is selected after deliberation 

and each mask will be unique. Methods suitable for young children as well as adults will be introduced. Material is paper, plaster bandages, 

papier maché and clay.The course is mostly studiowork as well as lectures and will end with exhibition.Students are to hand in a portfolio 

towards final grade. 

GSF003G • Three-dimentional form-ceramics and forming • (10e) • Fall 


This course is a continuation of Three-dimentional form. We will work in clay, light materials, and papier-mache. The course is mostly 

studiowork as well as lectures. At the end of the course the student should have become rather proficient at working independently, 

interpreting self-generated topics, and gained experience in following his concepts through from initial idea to finished work, as well as 

working with space and in setting up an exhibition. Students are to hand in a portfolio towards a final grade. 

GSF013G • Danish Language and Culture 1 • (10e) • Fall 

Supervisory teacher: Michael Dal Lecturer (UK) - Assistant Professor (USA) 

Students will become aquanted with Danish language and culture as well as the political and social history of Denmark. The language skills 

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are practiced through materials specially chosen to reflect culture and daily life in Denmark. 

GSF103G • Developmental Psychology • (10e) • Fall 

Supervisory teacher: Gyða Jóhannsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Anna Lind G Pétursdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Baldur Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 


Objectives: Objectives: 

The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through 

adolescence. At the end of the course students should: Have an understanding of the main theories of the development of children and 

adolescents; Know fundamental constructs that describe children's development and learning, and use them when working with youth; Show 

an understanding of different influences on development and how they interact; Describe and evaluate major research findings for the topics 

covered in the course; Be able to use theoretical arguments and empirical findings pertaining to child development in applied work; Show 

independent thinking in their approach to applied work with youth. 

Content: 

The course will cover a broad range of developmental changes during different phases of childhood and adolescence, and theories that 

describe and explain those changes. Theories of cognitive development, emotional and social development, the development of self, and 

moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature 

of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction 

between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong 

emphasis will be placed on the importance of understanding child development when working with children in applied settings. 

Procedure: 

The course will consist of lectures, discussions, and teacher-student meetings. Students' will have a chance to discuss the topics of the course 

and deepen their understanding of the age group they plan to focus on during their studies and work. Students will meet the instructors in 

small groups where they will receive guidance regarding their ideas and planning of class projects, literature research, and more. 

GSF104G • Introduction to Teaching and Learning • (10e) • Fall 

Supervisory teacher: Gunnar Börkur Jónasson 


Teacher: Torfi Hjartarson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Jóhanna Karlsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Hafþór Guðjónsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Meyvant Þórólfsson Lecturer (UK) - Assistant Professor (USA) 


Teacher: Svanborg Rannveig Jónsdóttir Doctoral Graduate Student 

Teacher: Sigríður Pétursdóttir Project Manager 

Teacher: Ragnheiður Hermannsdóttir 

Assistant teacher: Ingvar Sigurgeirsson Professor 


This introductory course provides an overview of contemporary perspectives on learning and teaching, learning and instructional theories, 

trends and issues. Main content includes different views on the learning concept, formal and informal learning, learning environments, 

teaching and assessment methods, motivation, instructional communication, instructional planning, curriculum development and 

collaboration. All concepts explored are related to instructional and classroom research, as well as recent educational development in Iceland. 

Special emphasis is placed on investigating the concepts of individualized/differentiated, inclusive and multicultural education. 

Procedure: Emphasis is on investigative and reflective studies, seminars, group work, projects, interactive lectures, field work and training. 

A reflective diary and a portfolio (partly digital), course participation and a written test. 

GSF105G • - • (10e) • Fall 

Supervisory teacher: Ingibjörg B Frímannsdóttir Lecturer (UK) - Assistant Professor (USA) 



Assistant teacher: Veturliði G Óskarsson Professor 

Assistant teacher: Sigurður Konráðsson Professor 

Assistant teacher: Baldur Hafstað Professor 

Assistant teacher: Ragnar Ingi Aðalsteinsson Adjunct Lecturer 

Assistant teacher: Þórður Helgason Adjunct Lecturer 

Assistant teacher: Hanna Óladóttir Adjunct Lecturer 

GSF201G • Icelandic I: Language and literature • (10e) • Spring 

Supervisory teacher: Anna Sigríður Þráinsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Helga Birgisdóttir Adjunct Lecturer 

Teacher: Ragnar Ingi Aðalsteinsson Adjunct Lecturer 

Theoretical background for Icelandic language and literature for teachers. The students consider the role of language in school and society 

and become acquainted with terms and concepts concerning language policy, literature and linguistics. 

Assignments (60%) an final examination (40%). 

GSF203G • Introduction to Social Studies • (10e) • Spring 

Supervisory teacher: Þorsteinn Helgason Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Gunnar J Gunnarsson Lecturer (UK) - Assistant Professor (USA) 

The course is an introduction to Social Studies as academic fields and as school subjects. The form, composition and content of the differents 

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subjects included as social studies are investigated for different countries and periods. The current curricula in Icelandic schools are studied 

and educational materials are scrutinized, e.g. by interviews with school teachers. Information literacy in social studies is trained by 

presentations and exercises. Each of the composite subjects is introduced, i.e. History, Sociology, Geography, and Religion. 

GSF206G • Information and Communication Technology in Schools • (10e) • Spring 

Supervisory teacher: Torfi Hjartarson Lecturer (UK) - Assistant Professor (USA) 

The focus in this course is on the interplay of the pupil, the school as an institution and information and communication technology as a tool 

in learning and teaching. The goal of the course is for student teachers to gain knowledge in this field of study, both by observing use of 

information and communication technology among teachers and pupils in schools and by reading research in Icelandic as well as 

international journals. Student teachers are supposed to use accepted methodology in field observations as well as in analyzing, interpreting 

and presenting their data. Student teachers are supposed to connect their findings from field research to theoretical discussion on the use of 

information and communication technology in learning and teaching. New knowledge acquired in this way will be published on the web 

where it is accessible to the student group as a base for critical discussion. This will also form the base for assessing which data are rigorous 

enough to be published as a contribution to the Icelandic school community. 2 course units out of 5 are reserved for teaching practice. 

GSF209G • Numbers and number operations • (10e) • Spring 

Supervisory teacher: Guðbjörg Pálsdóttir Lecturer (UK) - Assistant Professor (USA) 



Teacher: Kristín Halla Jónsdóttir Adjunct Lecturer 

Teacher: Kristín Bjarnadóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jónína Vala Kristinsdóttir Lecturer (UK) - Assistant Professor (USA) 

Content areas: Mathematics learning and teaching within the field of numbers and introduction to number theory, ratio and proportions and 

introduction to probability and statistics. 

Students adopt mathematical ways of work; exact use of symbols and reasoning. They improve their understanding of the basic concepts of 

numbers, numeration, place-value systems and number operations. The focus is on understanding the development of mathematics learning, 

both their own and children's learning. The student will plan and teach mathematics lessons based on problem solving in inclusive 

classrooms. 

Assessment is based on assignments and exams. All assignments must be submitted and teaching practice must be successfully completed. 

GSF210G • Danish as a foreign language • (10e) • Spring 


Overview of current principles and methods of teaching Danish as a foreign language and their implementation. Introduction to the national 

curriculum for Danish, teaching materials and resources. Special focus on the learner, learning strategies and learner autonomy. 

GSF211G • Teaching about heat, air, water and weather • (10e) • Spring 

Supervisory teacher: Haukur Arason Lecturer (UK) - Assistant Professor (USA) 


Teacher: Jón Hafsteinn Guðmundsson 

Teacher: Eggert Lárusson Lecturer (UK) - Assistant Professor (USA) 

This is an introductory science course that integrates three subjects, i.e. physics, chemistry and meteorology and focuses on the atmosphere, 

water and weather. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to 

them such as elements, compounds, mixtures, changes of states, chemical reactions, atomic theories, solubility, atmosphere, pressure, heat 

and temperature, heat transfer, interaction of heat and matter, water cycles and climate. Besides they will be taught how to deal with these 

concepts in practice, e.g. how to carry out simple experiments in physics and chemistry and record and measure meteorological phenomena. 

Emphasis will also be paid to the ideas young people bring to these issue and how they may be facilitated to develop those ideas toward 

scientific understanding. In addition, participants will inquire into the state curriculum and explore how commonly used textbooks present 

these issues. The overarching aim of this course is enabling the participants to teach the aforementioned phenomena and concepts effectively 

in the comprehensive school. Approaching these issues the participants will be encouraged to inquire into their own understandings of these 

phenomena and concepts and develop those understandings and their practical teaching competences by various means, e.g. by reading 

relevant textbooks and research articles, engaging in practical activities and interviewing pupils for the purpose of gaining insights into their 

ways of thinking about natural phenomena. 

GSF212G • Food, culture and health • (10e) • Spring 

Supervisory teacher: Ragnheiður Júníusdóttir 

Students will learn the basics in cooking and will learn how to prepare meals according to the recommendations of the Public Health 

Institute. 

GSF213G • Introduction to Design and Craft • (10e) • Spring 

Supervisory teacher: Brynjar Ólafsson Adjunct Lecturer 

This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn 

about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to 

used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical 

work, lectures and seminars. 


Literature: Collins Complete Woodworkers Manual and photocopies from the teacher. 

Students project are evaluated in the form of artefacts, drawings and descriptions. 

GSF215G • Introduction to English language teaching • (10e) • Spring 

Supervisory teacher: Róbert Berman Senior Lecturer (UK) - Associate Professor (USA) 

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Overview of principles, methods and best practices of English language teaching. Introduction to the national curriculum of English, teaching 

materials and resources. Focus on the learner, learning strategies, learner autonomy, teacher reflection and portfolio work. 

Continuous assessment. No exam or tests. 

GSF216G • Visual arts and field practice • (10e) • Spring 


Teacher: Kristín Ísleifsdóttir Adjunct Lecturer 

Teacher: Jón Reykdal Lecturer (UK) - Assistant Professor (USA) 

Objective: Emphasis on drawing, printmaking, and 

papermaking methods. Line drawing, color studies, composition, and different options of expression through various two and three 

dimensional media. Nature will be a primary source through the course. Photography will be used for documentation. Field trips and visits to 

art exhibitions and lectures on art will be held. This course emphazises on knowledge necessary to work with visual arts in education. 

Students are to hand in a portfolio towards a final grade. 

During field practise students focus on status of visual art in their "homeschools" and gather information according to questionnaire from 

their field practice teacher. Students make plans for teaching and teach, if suits for the situation in the school. 

Students write report about their experience in field practice. Report from the support teacher. 

GSF217G • Educational research • (6e) • Spring 

Supervisory teacher: Jóhanna Einarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Svanhildur Kr Sverrisdóttir 


Teacher: Guðmundur Kristinn Birgisson Lecturer (UK) - Assistant Professor (USA) 




Teacher: Þórdís Þórðardóttir Lecturer (UK) - Assistant Professor (USA) 

This course is an introduction to educational research. The main focus is on philosophical foundations and qualitative and quantitative 

methodology, concepts and procedures. At the end of the course students are expected to have a primary understanding of ideas and 

conceptions related to educational research and are able to understand and make use of research articles in the field of education. Students are 

also expected to have cultivated an inquiring stance and a critical attitude towards research and research findings. The learning environment 

includes lectures, assignments and discussion groups. Assessment is based on assignments and a final exam. 

GSF218G • Information Technology • (4e) • Spring 


Teacher: Stefán Jökulsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Salvör Kristjana Gissurardóttir Lecturer (UK) - Assistant Professor (USA) 

GSF219G • Philosophy of education and history of ideas • (10e) • Spring 

Supervisory teacher: Ólafur Páll Jónsson Lecturer (UK) - Assistant Professor (USA) 


Teacher: Sigurður Björnsson Lecturer (UK) - Assistant Professor (USA) 


Teacher: Gunnlaugur Sigurðsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Gunnar Egill Finnbogason Professor 


The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will 

be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary 

currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in 

pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and 

made able to locate contemporary currents in an ideological context. 

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and 

(iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, 

Key, Neill and Freire. 

Two short essays out of five (450 words each): 35% Presentation and direction of discussion in distance education environment: 30% Final 

exam: 35% 

GSF220G • Sociology and history of education • (10e) • Spring 

Supervisory teacher: Ólöf Garðarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Gestur Guðmundsson Professor 

Teacher: Dóra S Bjarnason Professor 




The course combines a sociological and historical approach to education. It provides a general introduction to major theories on socialisation 

and examines the varying roles of different actors, such as church, families, municipalities and state, in the historical development of 

education. It pays special attention to a sociological understanding of questions of diversity in the present situation. 

GSF222G • Embroidery and Design • (10e) • Spring 


Students will add to their previous knowledge of embroidery and design in addition to working with quilting and other decorating methods 

with regard to what is suitable to pupils of specific age. New teaching methods will be introduced in which individual and multicultural 

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approaches are applied in accordance to pupils' different interests and needs, as well as regarding each school level. Emphasis will be on 

students increasing their understanding through participation and intuition and by integrating professional and aesthetic knowledge and 

practices. The work will be based on ideas, design, field work and the student's holistic view grounded on the elementary school's needs and 

relevant pedagogy. 

GSF301G • Literary theory and schoolteaching • (10e) • Fall 

Supervisory teacher: Þórður Helgason Adjunct Lecturer 

Different literary critical methods will be introduced and examined with respect to various literary texts from different time periods. Fairy 

tales and folktales will be dicussed in the light of recent theories. An emphasis will be put on practical assignments and exercises for the 

future school teacher. No final examination; however, the student may exspect a quis or two during the teaching period where certain aspects 

of the course will be covered. 

GSF302G • Icelandic II: Language education • (10e) • Fall 



Theoretical and practical background for teaching and learning Icelandic language and literature on primary and secondary levels. The 

student is to become conscious of the teacher as a role model or example as far as oral and written language is concerned. Furthermore, the 

student will be trained in evaluating and assessing textbooks and other teaching material. 

Required preparation: Íslenska I: Mál og bókmenntir (GSS201G) or Íslenska I: Mál og bókmenntir (GSF201G) 

Assignments (60%) and final examination (40%). 

GSF303G • Silversmithing • (10e) • Fall 


The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things 

and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple 

projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them 

to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school 

students with simple projects for beginners. 

Course content: 

a) Students learn use hand tools for silversmith; 

b) Students learn to organise a classroom for silversmith, 

c) Students learn to methods for making jewelleries and applied artefacts from silver, copper, and brass. 

Support material: Websites and photocopies from the teacher 


GSF305G • History, research and teaching • (10e) • Fall 



The course is an introduction to historical research and the teaching of history as a school subject. Current methods of historical inquiry are 

introduced and practiced through short exercises. Historical representation is analysed in its differents forms, such as research monographs, 

surveys, textbooks and films. The students practice oral history by making an interview and collecting material on a common theme and 

present their results as a website on the Internet. 

Evaluation is based on several assignments evenly spread over the term. 

GSF306G • Society • (10e) • Fall 


The aim of the course is that students acquire a sociological understanding of the structure of society, especially the relations between 

economy, politics, public administration, civic organisations, the family and other institutions, as well as youth culture and other informal 

groups. The content of the course will be centred around contemporary themes, such as ongoing changes in the division of labour between 

state and municipalities and the broader theme of globalisation and its implications for the nation state and our understanding of society. 

GSF307G • Religious studies and religious education • (10e) • Fall 

Supervisory teacher: Gunnar J Gunnarsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Sigurður Pálsson 

Aims: The aim of the course is to give the students basic knowledge about the major religions of the world and how to prepare teaching and 

learning in religious studies in the elementary school. The aim is also to give them knowledge about research on children and religion. They 

are also trained in discussing issues and questions about religion and view of life.Aims: The aim of the course is to give the students basic 

knowledge about the major religions of the world and how to prepare teaching and learning in religious studies in the elementary school. The 

aim is also to give them knowledge about research on children and religion. They are also trained in discussing issues and questions about 

religion and view of life. 

Content: Religion, religious experience, the quest for meaning and the main concepts of religious studies. The major religions of the world, 

i.e. Judaism, Christianity, Islam, Hinduism, Buddhism, and other religions, such as Baha'i, Sikhism, Taoism, Confucianism and Shinto. Also: 

The role of religion nowadays, new religious movements, multiculturalism and pluralism, prejudice and tolerance, and religious education in 

multicultural societies. 

Teaching methods: Lectures and discussion groups. The students write a paper on religion and teaching and learning in religious studies. 

The course grade is based on performance on final exam and paper. 

GSF308G • Introduction to Geography: Maps and the Geography of Iceland • (10e) • Fall 


Goals: 

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At the end of the course Students 

• have skills in working with remote sensing data and maps and aerial photographs of geographical phenomena, 

• are skilled in landscape photographing and are able to relate it to geomorphic processes 

• can analyze and compare the geographical characteristics of Iceland and understand their relationship 

• can analyze the interaction of land and the ocean around Iceland, 

• understand the main features of the weather and climate as they influence settlements in Iceland. 

• know how to effectively use maps and geographic images in the classroom, 

• know the main teaching resources available 

• know research in geography and geography teaching. 

Topics: 

The making and reading of many types of maps and air photos; globes, scale, symbols, projections, air photos, make use of GPS, compass 

and the stereoscope, make simple 3D photos and work with them. Latitudes and longitudes, time zones. 

Types and origin of the main landscape features of Iceland, mountains, hills and valleys, fjords, glaciers, plateaux, lowlands, beaches and 

coasts. The geological structure of Iceland, weathering and erosion. 

The atmosphere, radiation and energy balance, main characteristics of temperature, barometric pressure, precipitation, air masses, fronts and 

cyclones, weather forecasting and weather in Iceland. Tide, ocean currents, fishing grounds, the water cycle. 

Magazines for professional geography teachers will be introduced as well as research into how students can have fun while learning 

geography. 

Procedure: 

Emphasis will be on practical work that can be put to use in schools. Lectures, discussions, project work (indoor and outdoor) and extensive 

use will be made of ICT. 

GSF309G • The Student and Internet-based Learning • (10e) • Fall 


Assistant teacher: Carlos Ari Ferrer 

Student teachers are expected to become familiar with research about Internet-based learning, connect new media technology with theories of 

teaching and learning, use diverse on-line tools and learning environments, describe different types of net-based societies, become familiar 

with the legal framework (copyright) issues of net-based material and collaborative work (open source, creative commons etc.), become 

familiar with connectivity of on-line content (rss, tagging etc.), use varied media channels and digital resources and consider access barriers 

or digital divides in networked societies. This course is about learning on the Internet, students searching for and creating knowledge over the 

Internet in a connected world. The course will explore several software tools, resources and on-line services for net-based learners. The 

student teacher will design Internet-based learning experiences in diverse Internet learning communitites, construct diverse on-line learning 

and teaching materials and participate in collaboration projects (wiki projects etc.) or efforts to diminish access barriers on the Internet for 

disadvanged groups. The course is student centered and project based involving both individual tasks and group tasks. 

GSF310G • Communication and media literacy • (10e) • Fall 


The course has three strands. The first links media and communication studies to teaching and learning, dealing with questions concerning 

the nature of understanding and meaning-making through different sign systems and media. The second strand has to do with critical media 

literacy and the pedagogies it has fostered. Here the focus is on the mass media, their political and cultural role as well as their ways of 

representing reality and shaping our identities. Finally, the course tackles students' media production and ways of using new digital media as 

instruments of learning. 

Matið tekur til verkefni og virkni nemenda: Skrifleg verkefni 40%, verkleg verkefni 40% og virkni 20%. Virkniþátturinn vísar meðal annars 

til samvinnu og þátttöku í samræðu. 

GSF313G • Geometry and Algebra • (10e) • Fall 

Supervisory teacher: Kristín Bjarnadóttir Senior Lecturer (UK) - Associate Professor (USA) 

The main objective of this course is to prepare students for teaching algebra and geometry in elementary school. Participants will 

learn/review concepts in geometry and algebra and how these can be applied to solving mathematical problems. In particular the following 

will be covered: points, lines, angles, measurements, figures in the plane, solid figures, transformations, proportions, congruence, 

expressions, variables, equations and functions. The participants will be introduced to research on how children's understanding of basic 

concepts in algebra and geometry develops and the teacher's possibilities in creating an environment that encourages effective learning where 

students acquire varied mathematical skills. In particular, the use of the internet and educational software, for that purpose will be introduced. 

GSF314G • Danish Language usage and Acquisition 1 • (10e) • Fall 


The course focuses on the Danish grammar system, grammar rules and language acquisition. Attention is given to how Danish is taught in 

upper primary school. Also atttention is given to characteristics of written and spoken language, text types, style and register. Emphasis will 

among other things be placed on common errors and error analysis. Students will also work on improving their Danish language skills, 

particularly reading, writing and oral communication. 

GSF318G • Textile design I • (10e) • Fall 

Supervisory teacher: Fríður Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

This course focuses on the basic of textile design process, the appropriate manipulation of forms and colours, two-dimensional criteria in 

design, the technology of different textile skills, textile materials and preferable implements. Participants are encouraged to develop 

knowledge about learning and teaching strategies while working on own aesthetic ideas and design products. The course is based on lectures, 

practical seminars on campus and individual design projects. 

Required preparation: Sjónlistir og vettvangsnám (GSF216G) or Sjónlistir og vettvangsnám (GSS219G) 

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GSF320G • Nature of Iceland • (10e) • Fall 




The objectives with this course are to prepare students for teaching about the nature of Iceland and discuss environmental issues with pupils. 

The approach is an integrated one where geology, biology, geography and outdoor education are all on the agenda. The students learn about 

the basic facts in the geological history and geomorphology of Iceland, different soil types, soil erosion, weather systems and the ocean 

around Iceland. They learn about natural selection and adaptation and evaluate their own understanding.They study plant and animal 

communities and adaptations of animals and plants. Reforestation and soil conservation in Iceland will be discussed and studied. The 

students get experience in sampling and identifying rocks, plants and animals in different ecosystems and learn about the Icelandic breeds of 

the domestic animals with emphasis on their special adaptations. Field trips and outdoor work will be a feature of the course. 

(1) Exam (practical and from reading)- 40% (2) nature trail for children - 30% (3) Concept understanding - self evaluation and reading (in 

evolution or ecology)- 20% (4)discussion and work on the web- 10% 

GSF321G • Human physiology and animal behavior • (10e) • Fall 



In this course the students learn human physiology, health education and animal and human behaviour. They read about research on 

understanding of concept about the human body and do their own literature research and a small study in a chosen area. The students are 

expected to develop a good understanding of the structure and function of the different organ systems of the human body as well as the 

overall organisation. They learn about the importance of healthy lifestyles and how to educate teenagers in that area. In the second part of the 

course they learn about and study in the field animal behaviour from different viewpoints, i.e. learning, evolution, and development. They 

study foraging behaviour, reproductive behaviour, communication, social behaviour, different types of learning, the genetics of behaviour, 

cognitive abilities and animal welfare. They study and discuss teaching material for schools in this area and look into possibilities of use of 

the internet and videos in teaching. 

GSF322G • Teaching and learning in middle school • (10e) • Fall 

Supervisory teacher: Jóhanna Karlsdóttir Lecturer (UK) - Assistant Professor (USA) 




- 

Required preparation: Nám og kennsla: Inngangur (GSS104G) or Nám og kennsla: Inngangur (GSF104G) 

GSF323G • Teaching and learning of adolescents • (10e) • Fall 

Supervisory teacher: Halla Jónsdóttir Adjunct Lecturer 

Teacher: Kristín Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Ásdís Olsen Adjunct Lecturer 

Assistant teacher: Kristín Lilliendahl Adjunct Lecturer 

- 


GSF324G • Geometry • (10e) • Fall 

Supervisory teacher: Kristín Halla Jónsdóttir Adjunct Lecturer 


Euclidian Geometry of the plane: Triangles, quadrilaterals, polygons, circles, parallel and perpendicular lines Similarity. Formalizing 

Geometric proofs. Ruler and compass constructions. Area. Analytical geometry: Distance and slope, equations of lines and circles. Solid 

Geometry: Planes, polyhedrons, cylinders, cones and spheres. Orthogonality and angles. Volume. Introduction to Trigonometry. 

GSF325G • Mathematics teaching and learning in grades 7-10 • (10e) • Fall 

Supervisory teacher: Guðný Helga Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Guðbjörg Pálsdóttir Lecturer (UK) - Assistant Professor (USA) 

The emphasis is on mathematics learning and teaching mathematics in grades 7-10, mainly algebra and statistics. Students study the main 

goals of teaching mathematics in schools and how to promote mathematics learning in the classroom. In the practice periods students will try 

different approaches to teaching mathematics with emphasis on investigations and the aid of ICT. 

Assessment is based on assignments and an exam at the end of the term. All assignments must be submitted and teaching practice must be 

successfully completed. 

GSF327G • Healthfood • (10e) • Fall 


Teacher: Heiða Björg Hilmisdóttir 


This course will further build on the recommendations of the Public Health Institute about nutrition and healthy eating. Emphasis will be on 

meals that are easily prepared, inexpensive, and nutritious. 

GSF328G • The child in the early grades of primary school • (10e) • Fall 

Supervisory teacher: Gunnhildur Óskarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Baldur Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Hlín Helga Pálsdóttir Adjunct Lecturer 

On completing this course, the students have acquired a practical and theoretical knowledge of young children's socialization in modern 

society. Furthermore, the students have become familiar with, and have received training in the implementation of instructional aids aimed at 

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enhancing the pupils' overall development. 

Special emphasis will be on the influence family and school have on children's cognitive, social and emotional development. In order to link 

theory and practise, there will be opportunities for students to study selected issues in the field (classroom). 

Recommended preparation: Þroska- og námssálarfræði (GSS103G) or Þroska- og námssálarfræði (GSF103G), Nám og kennsla: Inngangur 

(GSS104G) or Nám og kennsla: Inngangur (GSF104G) 

GSF329G • English Language and Use • (10e) • Fall 


Students will develop an understanding of the nature and structure of English grammar, become familiar with grammar concepts and 

terminology and will become acquainted with common errors made by English learners. Students will also learn the fundamentals of 

academic writing in English. 

Continuous assessment based on written and oral assignments, and a portfolio. There is also a final exam. 

GSF330G • English Language and Culture I • (10e) • Fall 

Supervisory teacher: Samúel Currey Lefever Lecturer (UK) - Assistant Professor (USA) 

Teacher: Anna Jeeves 

Students will become acquainted with the culture and language of the British Isles, including the political and social history and regional 

variations of the English language. There will be extensive practice in spoken and written English. 

Assessment will be based on oral and written assignments and a final written exam. 

GSF331G • The development of language and literacy • (10e) • Fall 



Teacher: Þóra Sæunn Úlfsdóttir 

The central aim of this course is that students: 

- Develop their understanding of the basic developmental steps in the acquisition of language and literacy in pre-school and through the early 

years of primary school 

- Explore the theoretical underpinnings of language and literacy 

- Become familiar with the major causes and patterns of individual differences in the acquisition process, such as speech and language 

disorders, bilingualism and hearing impairment. 

- Increase their ability to critically evaluate contemporary evidence and issues in the promotion of children's language and literacy skills 

- Become able to apply their knowledge in educational settings 

Main topics include: 

- Phonological development, the development of vocabulary, semantics, grammar and pragmatics. Metalinguistic development (i.e. 

phonological awareness) 

- Theoretical approaches to language and literacy 

- Linguistic underpinnings of reading and developmental stages of reading 

- Social and educational correlates of language and literacy 

- Promotion of language and literacy in the school years. 

- Deviations from normal acquisition process, such as bilingualism (i.e. learning Icelandic as a second language, the development of sign 

languge), specific language impairment, childhood stuttering and developmental disorders. 

GSF334G • Teaching about motion, forces and energy • (10e) • Fall 


The main objective of this introductory course is to educate students about motion, forces, and energy to prepare them for teaching these 

subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and 

scientific concepts related to them such as simple machines, elastic properties of matter, motion, circular motion, rotation, velocity, 

acceleration, force, inertia, mass, lows of motion, various forces such as gravitational forces, frictional forces, elastic forces, electric forces, 

magnetic forces, buoyancy, dynamic lift, adding forces, momentum, center of mass, angular momentum, rotational inertia, torque, work, 

power, various energy forms such as thermal energy, kinetic energy, gravitational energy, elastic energy, electromagnetic energy, chemical 

energy, energy in waves, nuclear energy, transformation of energy from one form to anther, conservation of energy, useable energy, energy 

in nature, energy in society. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. 


scientific understanding. Additional emphasis will be on how these issues relate to the function of society. Participants will inquire into the 

state curriculum and explore how commonly used textbooks present these issues. Approaching these issues the participants will be 

encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical 

teaching competences. 

GSF335G • Nature as inspiration for creativity • (10e) • Fall 


Teacher: Brynjar Ólafsson Adjunct Lecturer 


Teacher: Sigrún Guðmundsdóttir Lecturer (UK) - Assistant Professor (USA) 

Objective: To introduce students to fine arts and craft methods and show how nature can be a source in the process. The objective is to 

awaken creativity and curiosity towards fine arts, textiles and handcrafts for students. The basics of fine arts and crafts, color and form will 

be introduced. Photography will be used for documentation and to generate lectures on art and design history will be held. Work art 

and craft assignments, lectures, written assignments, field trips and visits to art exhibitions and museums. Students are to hand in a portfolio 

towards a final grade. 

GSF336G • Computer graphics and digital design • (10e) • Fall 

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Supervisory teacher: Gunnsteinn Gíslason Adjunct Lecturer 

Teacher: Magnús Sigurður Guðmundsson Adjunct Lecturer 

This course deals with the emerging of digital imaging and creating educational projects of informative and communicative content. The 

projects are directly connected with the field of interests or expertise. 

The teaching method are based on lecturing and personal tutoring in a hand on experience environment. 

The students will undertake several projects concerning the technical and the aesthetic aspect of visual and communicative art along with 

educational aspects. 

The initials of computer graphics and visual imaging in a educational method are based on lectures and tutoring, in a hands on experience 

environment. The students will undertake several projects concerning the technical and the aesthetic aspect of visual art along with 

educational aspects.. 

Students will learn the initials of computer software's such as Photoshop and Illustrator etc. 

Student will learn the initial of using digital filming and animation as a tool for artistic expression and for producing teaching material. 

GSF401G • Literary history • (10e) • Spring 

Supervisory teacher: Kristján Jóhann Jónsson Senior Lecturer (UK) - Associate Professor (USA) 

Main trends and ideas in the Icelandic literary history from 1550, particularly during the period after 1800. Children literature will be studied 

and discussed in a historical and contemporary context. An emphasis will be put on practical assignments and exercises for the future school 

teacher. The student may exspect a quiz or two during the teaching period where certain aspects of the course will be covered. No final 

examination. 

GSF402G • Icelandic language I: Language structure • (10e) • Spring 

Supervisory teacher: Veturliði G Óskarsson Professor 

Teacher: Sigurður Konráðsson Professor 

Units of language, from phoneme to sentence, with main emphasis on the word, it's structure and meaning. Students learn different ways of 

analysing language and language acquisition, in particular the acquisition of the lexicon. Students study different texts, among them texts 

from pupils in elementary school, and carry out a small linguistic research. 


GSF405G • Bible studies and Bible stories • (10e) • Spring 


Aims: The aim of the course is to give the students basic knowledge about the Bible, both the Old and the New Testament, and the role of the 

Bible as the Holy Scripture of Christianity and its influence on culture and society. The students will also get some training in interpreting 

Bible texts and how to use these texts in the classroom.Aims: The aim of the course is to give the students basic knowledge about the Bible, 

both the Old and the New Testament, and the role of the Bible as the Holy Scripture of Christianity and its influence on culture and society. 

The students will also get some training in interpreting Bible texts and how to use these texts in the classroom. 

Content: The Bible, the Old and the New Testament, its background, history, theology etc. and its influence on culture and society nowadays 

and in earlier times. Also: The meaning and interpretation of different books and texts of the Bible and Bible stories as a teaching and 

learning material in the classroom. 

Teaching methods: Lectures and discussion groups. The students write a paper on the interpretation of a chosen Bible text. 


GSF407G • The Teacher and Internet-based Learning • (10e) • Spring 


Student teachers get to know and explore theories on distance education with emphasis on teaching and organisation of learner activity. 

Different software systems designed for teaching and learning over the Net willl be introduced. Student teachers learn to use digital tools and 

systems to teach at a distance and support net-based learning. Student teachers get to know systems used by teachers and school authorities 

for registration and administrative tasks including communication with parents and homes. Student teachers learn to put up data bases of 

their own, for administrative tasks, teaching and learning. Attention is also paid to software systems that are intended to facilitate 

organisation of personal files, contacts, time schedules and daily activities. Student teachers, furthermore, get acquainted with basic units and 

technical principles that make up computer technologies and computer network infrastructures paying special attention to security issues 

involved. 

GSF410G • History Far and Wide • (10e) • Spring 

Supervisory teacher: Helgi Skúli Kjartansson Professor 

Teacher: Ólöf Garðarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Þorsteinn Helgason Senior Lecturer (UK) - Associate Professor (USA) 

The course takes up some of the long lines of World History, especially ones which link up with Icelandic history. 

Themes of the course include expansion (of populations, linguistic groups, religions, and ruling elites; through migration, conquest, contact 

etc.), rise and fall (of states, cultures, economies), stages of development, slavery, and the coexistence of different cultures/religions. 

The approach varies between the causal, comparative (e.g. slavery in different societies) and theoretical (theories of World History/Global 

History; stages of development). 

Students gain experience of seeking historical information, discussing and analysing it. They do a variety of assignments (individually and in 

small groups) which are assessed for the course grade. 

Mainly a series of assignments, also an activity grade and a final take-home exam, returned over the Internet. 

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GSF412G • Numbers and Number Theory • (10e) • Spring 

Supervisory teacher: Freyja Hreinsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The Natural Numbers: divisibility, prime numbers, proof by induction, the Euclidean algorithm.The Integers: solutions to linear Diophantine 

equations, solutions to congruence equations and systems of congruence equations, Pythagorean triples, Fermat's little theorem and Euler's 

theorem. The Rational Numbers: decimal expansions and fractions. Approximations of irrational numbers by rational numbers and continued 

fractions. The Real Numbers: rational and irrational solutions to polynomial equations, arithmetic numbers, algebraic numbers. Formulas for 

solutions to quadratic, cubic and quartic equations. Cauchy sequences and convergents of infinite continued fractions. Approximations to pi. 

Recommended preparation: Tölur og reikniaðgerðir (GSS214G) or Tölur og reikniaðgerðir (GSF209G), Rúmfræði og algebra (GSF313G) or 

Rúmfræði (GSF324G) 

GSF413G • Danish Language usage and Acquisition 2 • (10e) • Spring 


This course is a continuation of Danish Language and Acquisition 1. The course focuses on grammar system and syntax in Danish. There 

will also be focus on spoken language and its specific characteristics. Also there will be given attention to the importance of developing the 

pupils' interlanguage as well as their oral ability. 

GSF416G • Textile history • (10e) • Spring 


This course focuses on history and development in Icelandic textiles where the Icelandic sheep wool always played an important role. 

Participants will be expected to acquire broad knowledge and understanding about textile material culture and design, the cultural influences 

and the technology of materials. Each student undertakes an individual research project with specified aims, objectives, research methods and 

expected outcomes. The course is based on lectures, interviews, practical seminars on campus and individual assignment. 

GSF418G • Genes, Cells and Biotechnology • (10e) • Spring 

Supervisory teacher: Stefán Bergmann Senior Lecturer (UK) - Associate Professor (USA) 

This course is called Genes, Cells and Biotechnology with emphasis on basic concepts and processes in genetics and cell biology. The 

students analyze and discuss objects in biotechnology and moral questions appearing in that field. They analyze curriculum, teaching 

materials and methods in schools and how biotechnology could be included in science and technology teaching in primary and secondary 

schools. 

GSF419G • Danish Language and Culture 2 • (10e) • Spring 


Attention will be given to theories of reception of literary products. Focus will also be on Danish literature for children and teenagers. In 

addition to discussing literary works, students will explore media and film in order to broaden their knowledge of current issues in Danish 

society. Students get practice in creative and academic writing. 

GSF420G • Primary mathematics • (10e) • Spring 



The course main goals are that students:The course main goals are that students: 

- are familiar with the foundations of teaching mathematics in primary school 

- know how children's understanding of mathematical cocepts and procedures develops 

Topics: 

Exploring what it means to do mathematics and developing understanding in mathematics. Learnig to paln mathematics teaching in a 

problem based classroom and building assessment into insruction. 

Assessment is based on assignments and an exam at the end of the term. All assignments must be submitted and teaching practice 

successfully comleted. 

GSF421G • Mathematics teaching and learning for all • (10e) • Spring 



Students will learn about the main ideas on the learning and teaching mathematics to all students. The focus will be on inquiry and how to 

structure the teaching so every pupil will get the most out of classroom situations. Students will spend 3/5th of the time in practice where 

they plan teaching and try their ideas with pupils in schools. In connection with the practice period students read about and discuss the 

profession of the mathematics teacher and the importance of being reflective and develop professionally. 

GSF423G • Earth in space • (10e) • Spring 


Teacher: Kristinn Arnar Guðjónsson 

The purpose of this course is give an overview of the Earth as a planet in our solar system with emphasis on gravity, the energy budget and 

seasons, phases of the moon and children's ideas about these phenomena and also describe the physical geography of the Earth, particularly 

geomorphology and geological history, weather and climatic zones and their relation to the vegetation belts, tides, ocean currents and the 

main fishing grounds. Man's impact on the physical environments will be discussed with respect to concepts such as pollution and 

greenhouse effect. This course is heavily focused on teaching about the Earth in Icelandic compulsory schools. 

GSF424G • School based home-economics • (10e) • Spring 


The goal of this course is to prepare students for the practical component of their studies and teach them to prepare a variety of healthy 

meals. 

Required preparation: Matur menning heilsa (GSF212G) or Matur menning heilsa (GSS217G) 

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GSF425G • Microbiology and food science • (10e) • Spring 


The purpose of this course is to give students the fundamental knowledge of microbiology with respect to safety, storage, and cleanliness in 

dealing with ingredients. In the latter part, food science, students learn about the food groups and their origin, as well as what the various 

meal ingredients contain with respect to the food groups. 

GSF426G • English Language and Culture II • (10e) • Spring 


Teacher: Samúel Currey Lefever Lecturer (UK) - Assistant Professor (USA) 

Students will become acquainted with the culture and language of North America, including the political and social history, and with 

regional variations of the English language. They will become acquainted with the differences between Standard English as used in North 

America and Britain. Improved essay writing is also emphasised in the course. 

No exam or tests. Continuous assessment, largely in the form of reports, reaction papers, essays and a portfolio. 

GSF428G • Ceramics, Art History and Visual Culture • (10e) • Spring 

Supervisory teacher: Ólafur Kvaran Professor 


Ceramics cover two-third of the course. At the end of the course the student should be familiar with basic techniques in working with clay 

and glazes. Students examine the nature of clay as a material for current issues in art, process and idea generation. The studio component of 

the program intersects with art teaching, art, design and handicrafts. The student should have gained enough knowledge in modelling clay, 

glazing and firing for teaching at elementary levels. 

One third of the course is an introductory course in art history and visual culture in the western world. The focus will be on major eras 

within art history, from the Greek period until the end of the 20th century. Art history, the art concept, interpretation, experiencing art, style, 

photography, art eductaion, art musuems, art galleries, master pieces, modernism and post-moderism are all theories and concepts which will 

be examined during this course alongside many others. 

Course Format: Studiowork,lectures and student assignments along with visits to local art museums. 

Students deliver their works and portfolio for evaluation. Short assignment and a written exam at the end of term in art history. 

GSF429G • Literacy and teaching to read • (10e) • Spring 

Supervisory teacher: Rannveig Auður Jóhannsdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Guðmundur Björn Kristmundsson Senior Lecturer (UK) - Associate Professor (USA) 


The aim of the course is to cover the main concepts and relations between language, literacy and reading development. Also to know about 

the ideology of different readingmethods and to declare dyslexia. The aim is also to develop critical skills regarding reading and the teaching 

of reading in primary education. The student will need to use critical skills when discussing and evaluating of reading and the teaching of 

reading 

GSF430G • Teaching in Practice • (10e) • Spring 



Teacher: Sólveig Jakobsdóttir Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Þuríður Jóhannsdóttir Lecturer (UK) - Assistant Professor (USA) 


The course evolves around a 3 or 4 week period of teaching practice with emphasis on information technology and media. Student teachers, 

teacher trainers on location and faculty responsible for the course form an intensive learning community focusing on the practicum 

experience of student teachers from different angles and across school institutions, subjects or tasks. Students need to plan their practicum 

and teaching efforts carefully, reflect on their learning experiences during the practicum process, evalute results and communicate vividly 

with all parties concerned. Varied examples of good practice at different schools or in other educational settings will be introduced and 

involved in the course. 3 or 4 course units out of 5 are reserved for teaching practice. 

GSF432G • Teaching about waves, light, sound, electricity and magnetism • (10e) • Spring 


The main objective of this introductory course is to educate students about waves, sound, light and electromagnetism to prepare them for 

teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these 

issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, 

propagation and interaction with matter, light production, propagation and interaction with matter, electricity, charges, electrical forces, 

electric currents, magnets, magnetic force, production and utilization of electricity. Besides they will be taught how to illustrate these 

concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people bring to these issue and how 

they may be facilitated to develop those ideas toward scientific understanding. In addition, participants will inquire into the state curriculum 

and explore how commonly used textbooks present these issues. Approaching these issues the participants will be encouraged to inquire into 

their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences. 

GSF436G • The Pedagogy of Art and Crafts and Field Practice I • (10e) • Spring 



Teacher: Agnes Elsa Þorleifsdóttir 

The aim of the course is to prepare students for teaching visual arts and crafts in elementary schools. Students learn about pedagogy of art 

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focusing on theories and practise. Students make samples of elementary school projects in art for certain age and make plans for teaching 

with support from art and craft teachers. 

Students deliver their projects and teaching plans for evaluation. Report from the support teacher. 

GSF437G • Curriculum Development in the area of Design and Craft • (10e) • Spring 


This course aims is to give students opportunities for developing their knowledge and skills based on their personal interest for a specific are 

inside of subject area Design and Craft. Students work with different material and methods and connect their work in a practical manner to 

their future profession as teachers. 


Students deliver their projects for evaluation with drawings and descriptions. 

Examples of work could be as following: 

• Old traditional craft 

• Use of untraditional materials 

• Use of innovative methods in craft 

• Designing collection of projects for the elementary school 

GSF438G • Teaching English to young learners • (10e) • Spring 


Students will develop competence in the methodology of teaching English to young children with special focus on the skills of listening and 

speaking. The coursework consists of oral and written assignments, discussions, presentations project work. The course includes 4 credits of 

practice teaching. 

Assessment will be based on oral and written assignments and a teaching portfolio. 

GSF502G • Nature, society and art in early primary education • (10e) • Fall 

Supervisor: Þorvaldur Pálmason Project Manager 




Teacher: Hrefna Sigurjónsdóttir Professor 

Teacher: Helga Rut Guðmundsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Kristín Norðdahl Lecturer (UK) - Assistant Professor (USA) 

The course is on natural and social sciences in the early primary classroom. The focus will be on how concept development and 

constructivist ideas about teaching and learning. Special issues and tasks will be chosen within nature and social sciences such as: the human 

body, the family, the school, transport and traffic, the home and the environment, chemistry in the kitchen, transport, electricity, trees, plants 

and animals, stones and earth, chosen issues from Icelandic history. The focus will also be on environmental education and life skills 

education and the teaching of all these important issues in the primary school. 

GSF503G • Medieval language and literature • (10e) • Fall 


Teacher: Veturliði G Óskarsson Professor 

Sagas (e.g. the Icelandic family sagas) and eddas (Norse mythology and heroic poetry) and other medieval texts. This is a broad spectrum 

covering many types of prosa and poetry. The texts will be discussed and examined with respect to content, style, metric, and development of 

the Icelandic language from the time of settlement till the time of reformation. An emphasis will be put on practical assignments and 

exercises for the future school teacher. 

Oral and written assignments. 

GSF505G • 3D Design and constructions of educational toys • (10e) • Fall 


The main goal is to help student to develop their knowledge and skill to design educational toys with 3D software and build it. Teaching 

methods are base on lectures and practical work. Students learn to use 3D cad, which enables them to draw up their own designs in a 

professional and easy manner. Students design and make educational toys for different age. 


Students deliver their designs in a form of drawings and artefacts for evaluation. 

GSF507G • Teaching Social Studies • (10e) • Fall 

Supervisory teacher: Ása Helga Ragnarsdóttir Adjunct Lecturer 

Teacher: Lilja M Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 

This course deals with the social studies curriculum and subject matters, including religion, e.g. by analysing published teaching material, 

how it is presented and the rationale for the selection of that material. Ideas regarding the integration of the curriculum will be explored 

together with planning units using diverse, creative teaching methods. Teaching and learning of young adolescents will be discussed and 

their ideas about society and religion; and research in this field will be presented. Critical areas of social studies will be addressed and the 

rational for making decisions in this regard. This course prepares students for their practicum and student teacher experience. This 

preparation is accomplished with classroom discussions, presentations, readings, projects, assignments, teaching a unit in the practicum as 

well as reflections, curriculum design, instructional planning and the use of resources as well as evaluation. 

GSF508G • Human geography • (10e) • Fall 





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• know the main factors controlling population size for any particular area 

• can identify geographical characteristics of cultural areas, 

• knows where to find relevant population statistics and how to assess them, 

• knows how nature and natural resources limit the choices of human occupations, 

• is able to debate logically geographical issues in an ever changing world 



Topics: 

Demography: population changes, migration, age and gender structure, demographic characteristics of different areas. Distribution of 

religion and the main language groups. Cultural regions. Causes of national and international strifes and divisions. 

Settlements: Urban and rural settlement patterns and problems. 

Economy: Rich and poor countries, Environmental problems. 

Industries: Agriculture, manufacturing industries and their location, commerce, communications and transport. 

Teaching: Students will explore teaching ideas of these topics and research into teaching and learning geography. 

Procedure: 

Emphasis will be on practical work that can be put to use in schools. Lectures, discussions, project work and extensive use will be made of 

ICT. 

GSF509G • Lifeskills in primary school • (10e) • Fall 


Supervisory teacher: Erla Kristjánsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Ásdís Olsen Adjunct Lecturer 

The purpose of this course is to develop an understanding of theory and practice, and research associated with current practice of social, 

emotional and academic education (SEAL), democratic citizenship and character education. Participants will enhance their own capacity for 

self-awareness and awareness of others; and acquire knowledge and skills for implementing this approach in the classroom and school. 

Three assignments: 

I. Self-test in interaction skills. (20%) 

II. Peer teaching (participants are divided into groups and each group gets one selected life skills lesson to teach). (30%) 

III. Final paper, (50%) 

GSF510G • Algebra • (10e) • Fall 


1. Schoolalgebra: Variables. Polynomials, rational functions. 2. Elements from abstract algebra: Sets and operations. Groups, rings and 

fields; Elementary and middle school algebra in view of these algebraic structures. 3. Selected topic for further study: Groups, Abelian 

groups, finite groups, cyclic groups. Subgroups, normal subgroups, cosets. Theorems of Caylay and Lagrange. Homomorphism, kernel, 

isomomorphism. Factor groups. Fundamental theorem of group homomorphisms. Symmetry groups of finite figures and border patterns. 4. 

Elements from linear algebra: Vectors and matrices. Rings of matrices. Systems of linear equations. 

Required preparation: Tölur og reikniaðgerðir (GSS214G) or Tölur og reikniaðgerðir (GSF209G) 

GSF511G • Research on mathematics learning • (10e) • Fall 



Students learn about the research area mathematics education and research methods used in the field. They read about new research on 

mathematics learning and teaching and explore how perspectives on mathematics learning have developed, especially in the late 20th 

century. The focus is on mathematics learning and the teacher's role in promoting learning in the classroom. 



GSF513G • Information and Media Centers • (10e) • Fall 


Student teachers explore research on school libraries, information and media centers as well as information and communication technology 

in educational contexts with emphasis on school development. Student teachers organize or join projects in schools, involving teacher 

collaboration, student group work, integration of subjects, digital research, elaboration and mediation of results. Student teachers develop 

supporting learning or training materials connected to these projects and are expected to contemplate carefully on organisation, time 

schedules and evaluation. Student teachers are informed about digital search machines and registration systems applied by school libraries. 

They are offered opportunities to registrate materials and search for varied resources in different ways. They get to know school libraries or 

information media centers examplifying different approaches of schools to the integration of information and communication technology 

within and across subject fields. Student teachers are encouraged to consider field trips, museum visits and museum education as valuable 

educational resources to complement traditional research in library settings, digital searches and media productions in schools. 2 course units 

out of 5 are reserved for teaching practice. 

GSF514G • Digital Image and Video Editing, Writing and New Media • (10e) • Fall 



Teacher: Carlos Ari Ferrer 

In this course student teachers work with selected digital tools to create graphic designs, compact text messages, images and videos. Student 

teachers are expected to investigate important aspects of visual storytelling and design, become familiar with different ways of applying new 

media in visual communication and get to know basic principles of how to communicate text/s or still messages on screen or print. Student 

teachers will learn to take digital pictures and video clips, to evaluate the quality of digital images or videos, write storyboards and plan 

production of short movies, use editing tools for combining stills, videos, text and sound, use diverse software tools for image editing, 

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graphic design and vector drawing as well as to write short text messages for diverse uses. They will also be challenged to suggest and plan 

projects for children and teenagers involving graphic design, image editing and video productions. 

GSF515G • Teaching Danish at lower secondary level • (10e) • Fall 


Teacher: Þórunn Erna Jessen Adjunct Lecturer 

The aim of the course is to promote students' professional development through exposure to relevant principles, approaches and teaching 

ideas through discussions and tasks. The course provides direct preparation for teaching practice. 

Recommended preparation: Danska sem erlent mál (GSF210G), Dönsk málnotkun og máltaka nemenda 1 (GSF314G), Danskt mál og 

menning 1 (GSF013G), Dönsk málnotkun og máltaka nemenda 2 (GSF413G) 

GSF516G • Daily language and expression in Danish • (10e) • Fall 


Teacher: Þórunn Erna Jessen Adjunct Lecturer 

The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of 

the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and 

stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. 

Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, 

story telling, and reading aloud. 

Recommended preparation: Danska sem erlent mál (GSF210G), Dönsk málnotkun og máltaka nemenda 1 (GSF314G), Danskt mál og 

menning 1 (GSF013G) 

GSF517G • Community health • (10e) • Fall 


Teacher: Ragnheiður Júníusdóttir 



This course is for students who have already gained basic knowledge in the field of basic nutritional science. The main emphasis is on 

common chronic disease and the importance of nutrition, physical activity and other lifestyle factors (smoking, drugs etc.) for health. Also 

the special needs under circumstances such as sports, illness and the different ages of life will be discussed. The course will train students in 

communicating health related information, and to use, read and write scientific abstracts. 

Required preparation: Næring, heilsa og lífshættir (ÍÞH503G) or Næring, heilsa og lífshættir (GLF056G) 

Final exam 50%, projects 50%. Students have to attend to exercises. 

GSF518G • Feastive cooking • (10e) • Fall 




Students will learn more sophisticated methods of cooking. They will learn how to prepare and organize meals for large dinner parties, such 

as during holidays, and to attend to their guests. 

GSF519G • Textile design II • (10e) • Fall 


This course focuses on variable textile design processes working from three dimensional criteria proportions in the human body and clothing. 

Participants will be expected to provide an understanding and knowledge of social and cultural influences on textile design and design 

processes. Students complete a critical research project where they are encouraged to enter competitions, develop professional practical skills 

in textiles which reflect their interests and demonstrate expertise, vision and associate teaching and learning strategies in textiles. The course 

is based on lectures, practical seminars on campus and individual design projects. 

GSF522G • Painting and Art History • (10e) • Fall 

Supervisory teacher: Jón Reykdal Lecturer (UK) - Assistant Professor (USA) 

Teacher: Ólafur Kvaran Professor 

Course Description: 

After completing this course, students will have: 

- been familiar with sketchwork and trained in seeking motifs based on the 

- course's theme: man in space. 

- the ability to use contemporary sketching and photography as an aid in art creation. 

- have acquired a technical and profound experience in painting with warercolors and oil colors. 

- the ability to recognize diverse eras within Icelandic Art History 

- the ability to interpret art and associate this knowledge to Art education 

- the ability to appreciate art museums and be able to utilize them for research and information gathering. 

Course outline: 

In the painting course subjects are gathered from daily life and nature with observation and sketching. Students can use cameras and other 

digital media for generation of new ideas. 

Excursions to museums and galleries are part of the course. 


The Art history course covers one fifth and is an introductory course in Icelandic Art History of the 20th century. The focus will be on major 

eras within that history, as landscape art, expressionism, abstract art, popart, new-painting, performances ands video-art. 

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Course Format: Lectures and student assignments along with visits to local art museums. Art History - Icelandic Art History of the 20th 

century. 

The students paintings are evaluated, the concept, process and results. In art history a short assignment and a written exam at the end of term. 

GSF523G • Science teaching • (10e) • Fall 




This is a theoretical and practical course closely connected to a practicum component that is the major part of the course (10 ECTS). Prior to 

the practicum the participants will be involved in a microteaching that requires them to prepare and teach a particular subjects to their peers. 

During the practicum the participants will be required to keep a teaching diary in order to reflect on their experiences and develop their 

pedagogical thinking. Besides, they will be required to keep a portofolio all through the course for the purpose of taking care of all their 

teaching plans and after-class evaluations. This portofolio will also include three assignments, one addressing the pre-practicum period, 

another being a close analysis of a particular lesson during the practicum and the last one a kind of self-study ("I as science teacher?") where 

the participant draws a portrait of herself or himself as prospective science teacher. 

GSF524G • Teaching about modern physics and chemistry. • (10e) • Fall 



The main objective of this course is to educate students about the origin and nature of modern physics and chemistry and to prepare them for 

teaching these subjects in Icelandic compulsory school. Participants are given a summary of the history of physics and chemistry and 

introduced to certain issues of interest in the beginning of the 21st century. The function and importance of physics and chemistry in modern 

society will also be addressed. The participants are expected to develop a general understanding of certain issues and concepts of 20th 

century physics and chemistry such as special and general relativity, quantum mechanics, structure of the atom and nucleus, nuclear 

reactions, radioactivity and subatomic particles, with special emphasis on how these relate to physical and chemical properties of matter and 

the structure of the periodic table. Besides they will be taught how these concepts relate to modern technology, society, and world view. 

Participants will inquire into the state curriculum and explore how commonly used textbooks present these issues. They will be encouraged 

to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching 

competences. 

GSF525G • Ecology and kingdoms of life • (10e) • Fall 



In this course students learn about the basic concepts in ecology and analyse their own understanding of the same concepts. The students 

learn about the role of different organisms in ecosystems, their features and adaptations and study them in the field. They study population 

ecology and interactions in communities. The organisms that characterize Icelandic ecosystems will be focused on; birds, fishes, mammals, 

insects, crustacians, molluscs, plants, algae, fungi. The students learn about the basic features and specialities of Icelandic ecosystems. The 

students alsodiscuss and study how environmental education and ecology is intertwined and work on projects where they organize the 

teaching of ecology and environmental education in schools. The focus is on field trips and project work. 

(1)Exam based on the textbook and lecture notes (40%) (2)teaching plan where pupils learn about Icelandic ecosystems, with emphasis on 

outdoor education and environmental education (25%) (3) students choose a group of organism and represent it to other students (15%) (4) 

participation in discussions on the web (20%) 

GSF526G • Teaching English at lower secondary level • (10e) • Fall 


Teacher: Brynhildur A Ragnarsdóttir 

The students will develop competence in the methodology of teaching English to students at lower secondary level based on the objectives of 

the national curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials and lesson 

evaluation. The course includes 6 credits of practice teaching. 

Required preparation: Enskt mál og málnotkun (GSF329G), Inngangur að enskukennslu (GSF215G) 

Assessment will be based on oral and written assignments and a teaching portfolio including analysis and reflection on the teaching practice. 

GSF527G • EFL learning and second language acquisition • (10e) • Fall 



Current research in the teaching of English as a foreign language, especially research on learning styles; learner strategies; learning 

problems; learner autonomy; language assessment and action research. The course includes reading, speaking and writing components, a 

classroom research project and student-led seminars. 

Required preparation: Enskt mál og málnotkun (GSF329G), Inngangur að enskukennslu (GSF215G) 

Continuous assessment based on active participation, active reading and related assignments, discussion, projects and presentations. 

GSF533G • Reading and writing • (10e) • Fall 

Supervisory teacher: Baldur Sigurðsson Senior Lecturer (UK) - Associate Professor (USA) 


Reading and writing for children from 9 years on. The course is based on theories, developmental work and practice. Reading and writing 

disorders with special consideration of the Icelandic written language. Possible intervention for this age group. 


Recommended preparation: Íslenska II: Íslenskukennsla (GSS301G) or Íslenska II: Íslenskukennsla (GSF302G) 

GSF534G • Modern history • (10e) • Fall 


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Assistant teacher: Gestur Guðmundsson Professor 

The course is a combination of macro- and micro-perspectives on history in modern societies, i.e. from the 19th century onwards, mainly in 

Iceland. Structural changes and individual life stories will be studied simultaneously. Students will be trained in using statistical information, 

critically studying media information, discussing trends in historical research and writing and surveying educational materials. Students will 

write a paper based on original research such as interviews, pictures and written documents. 

GSF535G • Drama, stories and narration • (10e) • Fall 



Teacher: Jóhanna Fjóla Ólafsdóttir Lecturer (UK) - Assistant Professor (USA) 

Aims: That the students gain understanding and training in using drama methods to involve students in storytelling. That the students look at 

the value of good stories for live-skill teaching. (5 to 13 years old.). That the students gain basic knowledge in storytelling. 

Working in Drama workshops. Visit to school. Reading, written and oral assignments. Different assignments and participating in workshops. 

GSF536G • The Pedagogy of Art and Crafts and Field Practice II • (10e) • Fall 








GSF537G • B.Ed. Thesis • (10e) • Fall 

Supervisor: Ingibjörg B Frímannsdóttir Lecturer (UK) - Assistant Professor (USA) 



- 

GSF601G • B.Ed. thesis • (10e) • Spring 



- 

GSF603G • Sociology of families and family history • (10e) • Spring 

Supervisory teacher: Dóra S Bjarnason Professor 


The course offers an introduction to the sociology of families and family history spanning the 19th to the early 21st century. The aim is that 

students get an understanding of family history, demographic changes and changes in the Icelandic/ western family as an institution, and of 

relevant theories and methods involved in family research. The focus is on exploring changes in Icelandic and western families from the 

emerging modernisation to the post modern multicultural globalisation area. Students explore and analyse the growing diversity of families 

in the context of socio-, economic and technological changes in Iceland and in a broader western and global context; changes in gender 

divisions, roles and conditions of children and adults at home and in the labour market, divorce, lone parenthood, heterosexual and nonheterosexual 

families, domestic violence, families of immigrants and families of disabled people, reproduction technologies. Changes in the 

Icelandic welfare state and family policy are also explored. Students are encouraged to think about the course content both as a preparation 

for their work with parents as professionals and as future teachers of social studies. 

GSF604G • Religion and culture • (10e) • Spring 


Aims: The aim of the course is to give the students knowledge about some important parts of the history of Christianity and the close 

relationship between religion and culture in history and present time. They understand the influence of religions on culture and society and 

on literature and arts and learn to use examples of this influence in the classroom. 

Content: Some important parts of the history of Christianity, especially in Iceland and the interaction between religion and culture. The focus 

is also on religious themes in literature, music, visual arts and films. 

Teaching methods: Lectures, seminars and work groups. 

Required preparation: Trúarbragðafræði og trúarbragðakennsla (GSS324G) or Biblíufræði og biblíusögur (GSS422G), Trúarbragðafræði og 

trúarbragðakennsla (GSF307G) or Biblíufræði og biblíusögur (GSF405G) 

The course grade is based on group work and paper. 

GSF605G • Regional geography and selected student topics • (10e) • Spring 



• know of different ways on dividing the world into regions 

• know the geographical concepts, theories and models that have been used to analyze and describe human society on the earth 

• know the main features of the geography of Europe, i.e. physical factors, population and economy and occupations 

• know the main world organizations and Iceland's position in the league of nations 

• understand the different ways of dividing the world into regions are able to prepare lessons in geography and assess them 

• have successfully worked on geographical projects of his own choice 

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• know research in geography and the teaching of geography. 


Topics: 

The Geography of Iceland: An overview of nature and natural resources, economical activities, transport and land use in Iceland. 

The Nordic Countries: An overview of nature and natural resources, economical activities, transport and land use and a brief analysis of 

cooperation between these countries. 

Organization of the countries of the world: European and World Organizations. 

World Regions: Defining regions based on different criteria such as national borders, languages, religion, economical factors and history. 


Procedure: 


ICT. 

GSF610G • Consumer education, ethics and interior design • (10e) • Spring 


Students will learn about the role of the consumer in our complex society, as well as to understand their own responsibility as a consumer. In 

the latter part of this course interior design, the purpose is to make students able to understand the balance between practical factors and 

aesthetic factors in putting together a home. 

GSF611G • - • (10e) • Spring 

- 

GSF614G • Astronomy and evolution of life • (10e) • Spring 



The main objective of this course is to educate students in the fields of astronomy, cosmology, evolutionary biology and history of life on 

Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, 

the evolution of stars, about galaxies and the universe, its origin, and development as well as about the origin of life, evolutionary forces and 

the evolutionary history of life forms on Earth. Different ideas about origin of life will be discussed and which evolutionary forces have been 

and still are at work in shaping species of different organisms. Natural catastrophes which have caused major extinctions will be discussed 

and students choose one group of organism which characterized one era in the history of life. Special emphasis will be put on the 

evolutionary history of human evolution. Finally research on concept understanding of young students in these areas will be discussed as 

well as teaching these subjects in Icelandic compulsory school. 

GSF616G • Curriculum and Instruction - Professional Skills • (10e) • Spring 



This course focuses on providing the student teachers with competences for becoming professionals in their field and supporting them in 

laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the 

responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put 

on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and cooperative 

skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school 

development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with 

practicum and the students' B.Ed. theses. 

Teaching methods: Emphasis is on inquiry lectures, investigative and reflective studies, seminars, group work, projects, portfolios, field 

studies and fieldwork. 

Portfolio:60%. Oral test which includes presentation of portfolio (40%). 

GSF617G • Independent study - Textiles in-depth • (10e) • Spring 



Students will choose a project of interest within textile studies which they are keen on exploring in-depth. They can opt to deepen their 

knowledge in certain textiles and/or working methods in the profession or choose new aspects in the field. This is an independent study were 

the student is to conduct a research, displaying professional skills, development and design methods. There is great emphasis on students' 

presentation and personal interpretation of the research results. 

GSF618G • Computer Assisted Language Learning (CALL) • (10e) • Spring 


In this course students will be aquainted with Computer Assisted Language Learning (CALL). The goals are to provide students with the 

ability to work with ICT in language teaching. The students will work with interactive teaching programs and how they can apply them in 

language teaching. 

GSF619G • Icelandic and drama in education • (10e) • Spring 

Supervisory teacher: Guðmundur Björn Kristmundsson Senior Lecturer (UK) - Associate Professor (USA) 


Icelandic and drama in primary education will be the main subjects of the course. Icelandic and teaching of Icelandic will be studied, both 

theoretically and practically. Icelandic language as a subject according to the National curriculum will be discussed as well as the importance 

of language arts in other school subjects and dayly life. Drama in education will be studied theoretically and practically. Students are 

supposed to know and understand drama as a subject as well as a tool for learning. The two subjects, Icelandic and drama, will be connected 

and studied how they could benefit from each other. 

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GSF625G • Calculus • (10e) • Spring 



The main objective is to introduce students to Calculus, its prerequisites and applications. The following will be covered: Linear functions, 

polynomials and their graphs. Exponential, logarithmic and trigonometric functions and their properties. Limit, continuity and the derivative 

of a function. Derivatives of basic functions, products and composite functions. Integration. Solutions of simple differential equations and 

linear systems of differential equations. Introduction to functions of several variables, derivatives and integration. Applications of calculus. 

Subjects from linear algebra. 


Recommended preparation: Rúmfræði og algebra (GSF313G) or Rúmfræði (GSF324G) 

GSF626G • Play and technology • (10e) • Spring 



Student teachers discuss and write about research articels and other resources on computer use by young children in preschool and 

elementary school settings. They get to know illuminating examples of work within chosen schools and are expected to contemplate on 

fruitful ways to apply information technology and digital media with young students. Attention is paid to digital entertainment and 

edutainment for children as well as systematic ways to categorize and evalute entertaining and educating materials. Student teachers 

construct slideshows and visual stories with an array of digital applications emphasizing digital research and creative use of movement, 

picture and sound. Students get to experiment and create in a playful and unexpected manner with technological artifacts and everyday tools 

to encourage explorative and creative thought. The course, furthermore, explores technological systems or construction kits designed for 

children to illuminate technical design, programming and robotics. Students meet school teachers making use of such technologies and get to 

experiment with construction kits under their guidance. 

GSF628G • Icelandic language II: Syntax and style • (10e) • Spring 


This course emphazises research, theory and knowledge necessary to be able to work with grammar and language use, syntax and stylistics. 

The goal is that in the end of the course the student will know the presuppostions of word classes and be able to teach grammar, and to teach 

language, style and litterature as a part of each other. 

Assessment is a project and a written exam, 50% each. 

GSF630G • Designing and making from glass • (10e) • Spring 


This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, 

form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied 

artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different 

techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The 

course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, 

bowls and sculptures. 



GSF631G • Two- and three-dimensional form • (10e) • Spring 



Objective: The student will deepen his understanding as well as knowledge of materials and methods useful in work with two- and threedimensional 

form . Life drawing, and color studies.The student should have gained broad understanding and be able to apply creative 

thought in own work as well as working with children. Students are to hand in a portfolio towards a final grade. 

GSS004G • Three-dimentional form-ceramics and forming • (10e) • Fall 


This course is a continuation of Three-dimentional form. We will work in clay, light materials, and papier-mache. The course is mostly 

studiowork as well as lectures. At the end of the course the student should have become rather proficient at working independently, 

interpreting self-generated topics, and gained experience in following his concepts through from initial idea to finished work, as well as 

working with space and in setting up an exhibition. Students are to hand in a portfolio towards a final grade. 

GSS010G • - • (10e) • Spring 

Supervisory teacher: Hróbjartur Árnason Lecturer (UK) - Assistant Professor (USA) 

In this course students aquaint themselves with theories about adult learners. In this course students aquaint themselves with theories about 

adult learners. 

GSS027G • Exchange student practicum • (40e) • Spring 

GSS103G • Developmental Psychology • (10e) • Fall 

Supervisory teacher: Steinunn Gestsdóttir Lecturer (UK) - Assistant Professor (USA) 




Teacher: Valgerður Ólafsdóttir 

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The course will aim to provide students with a comprehensive understanding of the developmental changes that take place from birth through 

adolescence. 

Content: 



moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature 

of individual differences, continuity and discontinuity of development, as well as plasticity of development will be discussed. The interaction 

between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong 

emphasis will be placed on the importance of understanding child development when working with children in applied settings. 

Procedure: 

The course will consist of lectures, discussions, and teacher-student meetings. Students' will have a chance to discuss the topics of the course 

and deepen their understanding of the age group they plan to focus on during their studies and work. Students will meet the instructors in 

small groups where they will receive guidance regarding their ideas and planning of class projects, literature research, and more. 

Class assessment consists of a written report on a research project, final exam, and class attendance. 

GSS104G • Introduction to Teaching and Learning • (10e) • Fall 







Teacher: Gunnar Börkur Jónasson 





This introductory course provides an overview of contemporary perspectives on learning and teaching, learning and instructional theories, 

trends and issues. Main content includes different views on the learning concept, formal and informal learning, learning environments, 

teaching and assessment methods, motivation, instructional communication, instructional planning, curriculum development and 

collaboration. All concepts explored are related to instructional and classroom research, as well as recent educational development in Iceland. 

Special emphasis is placed on investigating the concepts of individualized/differentiated, inclusive and multicultural education. 

Procedure: Emphasis is on investigative and reflective studies, seminars, group work, projects, interactive lectures, field work and training. 

A reflective diary and a portfolio (partly digital), course participation and a written test. 

GSS105G • Written and Spoken Icelandic • (10e) • Fall 



Teacher: Ingibjörg B Frímannsdóttir Lecturer (UK) - Assistant Professor (USA) 



Teacher: Þórður Helgason Adjunct Lecturer 


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GSS106G • Electives • (10e) • Fall 

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GSS201G • Icelandic I: Language and literature • (10e) • Spring 

Supervisory teacher: Anna Sigríður Þráinsdóttir Lecturer (UK) - Assistant Professor (USA) 



Theoretical background for Icelandic language and literature for teachers. The students consider the role of language in school and society 

and become acquainted with terms and concepts concerning language policy, literature and linguistics. 


GSS207G • Information and Communication Technology in Schools • (10e) • Spring 


The focus in this course is on the interplay of the pupil, the school as an institution and information and communication technology as a tool 

in learning and teaching. The goal of the course is for student teachers to gain knowledge in this field of study, both by observing use of 

information and communication technology among teachers and pupils in schools and by reading research in Icelandic as well as 

international journals. Student teachers are supposed to use accepted methodology in field observations as well as in analyzing, interpreting 

and presenting their data. Student teachers are supposed to connect their findings from field research to theoretical discussion on the use of 

information and communication technology in learning and teaching. New knowledge acquired in this way will be published on the web 

where it is accessible to the student group as a base for critical discussion. This will also form the base for assessing which data are rigorous 

enough to be published as a contribution to the Icelandic school community. 2 course units out of 5 are reserved for teaching practice. 

GSS210G • Danish as a foreign language • (10e) • Spring 


Overview of current principles and methods of teaching Danish as a foreign language and their implementation. Introduction to the national 

curriculum for Danish, teaching materials and resources. Special focus on the learner, learning strategies and learner autonomy. 

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GSS211G • Introduction to Social Studies • (10e) • Spring 



The course is an introduction to Social Studies as academic fields and as school subjects. The form, composition and content of the differents 

subjects included as social studies are investigated for different countries and periods. The current curricula in Icelandic schools are studied 

and educational materials are scrutinized, e.g. by interviews with school teachers and classroom observations. Content area and information 

literacy in social studies is trained by presentations and exercises. Each of the composite subjects is introduced, i.e. History, Sociology, 

Geography and Religion. 


GSS212G • Music, drama and dance: Foundation • (10e) • Spring 

Supervisory teacher: Kristín Á Ólafsdóttir Adjunct Lecturer 


Aims: 

* That the students realize the value of the arts for maturity, education and culture and can rationalise the aims of exercising the arts in 

elementary schools. 

*That the students discover possibilities in interconnecting music, drama and dance in education and cogitate their foundation as elementary 

teachers in the arts. 

The students attend concerts, theatre and dance performances, interview artists and study theories about experience of the arts and the 

importance of the arts in education. In workshops the students experiment in connecting experience of the arts with work in elementary 

schools. 

The course is compulsory for those students that specialize as music-, drama- or danceteachers. 


GSS213G • Teaching about heat, air, water and weather • (10e) • Spring 




This is an introductory science course that integrates three subjects, i.e. physics, chemistry and meteorology and focuses on the atmosphere, 

water and weather. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to 

them such as elements, compounds, mixtures, changes of states, chemical reactions, atomic theories, solubility, atmosphere, pressure, heat 

and temperature, heat transfer, interaction of heat and matter, water cycles and climate. Besides they will be taught how to deal with these 

concepts in practice, e.g. how to carry out simple experiments in physics and chemistry and record and measure meteorological phenomena. 


scientific understanding. In addition, participants will inquire into the state curriculum and explore how commonly used textbooks present 

these issues. The overarching aim of this course is enabling the participants to teach the aforementioned phenomena and concepts effectively 

in the comprehensive school. Approaching these issues the participants will be encouraged to inquire into their own understandings of these 

phenomena and concepts and develop those understandings and their practical teaching competences by various means, e.g. by reading 

relevant textbooks and research articles, engaging in practical activities and interviewing pupils for the purpose of gaining insights into their 

ways of thinking about natural phenomena. 

GSS214G • Numbers and number operations • (10e) • Spring 



Teacher: Kristín Halla Jónsdóttir Adjunct Lecturer 

Teacher: Guðný Helga Gunnarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Content areas: Mathematics learning and teaching within the field of numbers and introduction to number theory, ratio and proportions and 

introduction to probability and statistics.Content areas: Mathematics learning and teaching within the field of numbers and introduction to 

number theory, ratio and proportions and introduction to probability and statistics. 

Students adopt mathematical ways of work; exact use of symbols and reasoning. They improve their understanding of the basic concepts of 

numbers, numeration, place-value systems and number operations. The focus is on understanding the development of mathematics learning 

both their own and children's learning. The student will plan and teach mathematics lessons based on problem solving in inclusive 

classrooms. 

GSS215G • Introdution to Design and Craft • (10e) • Spring 


This is a basic course in wood work. Students learn to used hand tools and machines, they design and make artefact from wood and learn 

about old craft traditions. The course is base on practical work, lectures and seminars. This is a basic course in wood work. Students learn to 

used hand tools and machines, they design and make artefact from wood and learn about old craft traditions. The course is base on practical 

work, lectures and seminars. 


Literature: Collins Complete Woodworkers Manual and photocopies from the teacher. 

Students project are evaluated in the form of artefacts, drawings and descriptions. 

GSS217G • Food, culture and health • (10e) • Spring 


Students will learn the basics in cooking and will learn how to prepare meals according to the recommendations of the Public Health 

Institute. 

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GSS218G • Introduction to English language teaching • (10e) • Spring 


Overview of principles, methods and best practices of English language teaching. Introduction to the national curriculum of English, teaching 

materials and resources. Focus on the learner, learning strategies, learner autonomy, teacher reflection and portfolio work. 

Continuous assessment. No exam or tests. 

GSS219G • Visual arts and field practice • (10e) • Spring 




Objective: Emphasis on drawing, printmaking, and 

papermaking methods. Line drawing, color studies, composition, and different options of expression through various two and three 

dimensional media. Nature will be a primary source through the course. Photography will be used for documentation. Field trips and visits to 

art exhibitions and lectures on art will be held. This course emphazises on knowledge necessary to work with visual arts in education. 


During field practise students focus on status of visual art in their "homeschools" and gather information according to questionnaire from 

their field practice teacher. Students make plans for teaching and teach, if suits for the situation in the school. 

Students write report about their experience in field practice. Report from the support teacher. 

GSS220G • Educational research • (6e) • Spring 


Teacher: Svanhildur Kr Sverrisdóttir 







This course is an introduction to educational research. The main focus is on philosophical foundations and qualitative and quantitative 

methodology, concepts and procedures. At the end of the course students are expected to have a primary understanding of ideas and 

conceptions related to educational research and are able to understand and make use of research articles in the field of education. Students are 

also expected to have cultivated an inquiring stance and a critical attitude towards research and research findings. The learning environment 

includes lectures, assignments and discussion groups. Assessment is based on assignments and a final exam. 

GSS221G • Sociology and history of education • (10e) • Spring 







The course combines a sociological and historical approach to education. It provides a general introduction to major theories on socialisation 

and examines the varying roles of different actors, such as church, families, municipalities and state, in the historical development of 

education. It pays special attention to a sociological understanding of questions of diversity in the present situation. 

GSS222G • Philosophy of education and history of ideas • (10e) • Spring 



Teacher: Sigurður Björnsson Lecturer (UK) - Assistant Professor (USA) 





The main objective of this course is to prepare students for a critical approach to ideas and methods in pedagogy and education. Students will 

be introduced to the main ideas that have shaped schools and education in the western tradition and made able to locate contemporary 

currents in an ideological context. The main objective of this course is to prepare students for a critical approach to ideas and methods in 

pedagogy and education. Students will be introduced to the main ideas that have shaped schools and education in the western tradition and 

made able to locate contemporary currents in an ideological context. 

The course is organized around three basic topics: (i) The human being as a rational, sentient and ethical being, (i) the aims of education and 

(iii) freedom and democracy. Among the philosophers and educational theorists discussed in the course are Plato, Rousseau, Kant, Dewey, 

Key, Neill and Freire. 

Tvo short essays out of five (450 words each): 35% Presentation and direction of discussion: 30% Final exam: 35% 

GSS223G • Information Technology • (4e) • Spring 





GSS224G • Electives • (10e) • Spring 

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GSS227G • Embroidery and Design • (10e) • Spring 


Students will add to their previous knowledge of embroidery and design in addition to working with quilting and other decorating methods 

with regard to what is suitable to pupils of specific age. New teaching methods will be introduced in which individual and multicultural 

approaches are applied in accordance to pupils' different interests and needs, as well as regarding each school level. Emphasis will be on 

students increasing their understanding through participation and intuition and by integrating professional and aesthetic knowledge and 

practices. The work will be based on ideas, design, field work and the student's holistic view grounded on the elementary school's needs and 

relevant pedagogy. 

GSS301G • Icelandic II: Language education • (10e) • Fall 



Teacher: Baldur Hafstað Professor 

Theoretical and practical background for teaching and learning Icelandic language and literature on primary and secondary levels. The 

student is to become conscious of the teacher as a role model or example as far as oral and written language is concerned. Furthermore, the 

student will be trained in evaluating and assessing textbooks and other teaching material. 



GSS302G • Silversmithing • (10e) • Fall 



The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them to make simple things 

and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school students with simple 

projects for beginners. The course main goal is to help student develop their basic skill and knowledge in silversmith, in order to enable them 

to make simple things and jewelleries from silver, copper, and brass. They will also learn to organise a course for the elementary school 

students with simple projects for beginners. 


a) Students learn use hand tools for silversmith; 

b) Students learn to organise a classroom for silversmith, 

c) Students learn to methods for making jewelleries and applied artefacts from silver, copper, and brass. 

Support material: Websites and photocopies from the teacher 


GSS304G • Communication and media literacy • (10e) • Fall 


The course has three strands. The first links media and communication studies to teaching and learning, dealing with questions concerning 

the nature of understanding and meaning-making through different sign systems and media. The second strand has to do with critical media 

literacy and the pedagogies it has fostered. Here the focus is on the mass media, their political and cultural role as well as their ways of 

representing reality and shaping our identities. Finally, the course tackles students' media production and ways of using new digital media as 

instruments of learning. 

GSS308G • The Student and Internet-based Learning • (10e) • Fall 


Student teachers are expected to become familiar with research about Internet-based learning, connect new media technology with theories of 

teaching and learning, use diverse on-line tools and learning environments, describe different types of net-based societies, become familiar 

with the legal framework (copyright) issues of net-based material and collaborative work (open source, creative commons etc.), become 

familiar with connectivity of on-line content (rss, tagging etc.), use varied media channels and digital resources and consider access barriers 

or digital divides in networked societies. This course is about learning on the Internet, students searching for and creating knowledge over the 

Internet in a connected world. The course will explore several software tools, resources and on-line services for net-based learners. The 

student teacher will design Internet-based learning experiences in diverse Internet learning communitites, construct diverse on-line learning 

and teaching materials and participate in collaboration projects (wiki projects etc.) or efforts to diminish access barriers on the Internet for 

disadvanged groups. The course is student centered and project based involving both individual tasks and group tasks. 

GSS310G • Textile design I • (10e) • Fall 


This course focuses on the basic of textile design process, the appropriate manipulation of forms and colours, two-dimensional criteria in 

design, the technology of different textile skills, textile materials and preferable implements. Participants are encouraged to develop 

knowledge about learning and teaching strategies while working on own aesthetic ideas and design products. The course is based on lectures, 

practical seminars on campus and individual design projects. 

Required preparation: Sjónlistir og vettvangsnám (GSS219G) or Sjónlistir og vettvangsnám (GSF216G) 

GSS312G • Teaching and learning of adolescents • (10e) • Fall 

Supervisory teacher: Kristín Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 



Teacher: Kristín Lilliendahl Adjunct Lecturer 

Assistant teacher: Gunnar Börkur Jónasson 

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GSS313G • Mathematics teaching and learning in grades 7-10 • (10e) • Fall 



The emphasis is on mathematics learning and teaching mathematics in grades 7-10, mainly algebra and statistics. Students study the main 

goals of teaching mathematics in schools and how to promote mathematics learning in the classroom. In the practice periods students will try 

different approaches to teaching mathematics with emphasis on investigations and the aid of ICT. 



GSS314G • History, research and teaching • (10e) • Fall 



The course is an introduction to historical research and the teaching of history as a school subject. Current methods of historical inquiry are 

introduced and practiced through short exercises. Historical representation is analysed in its differents forms, such as research monographs, 

surveys, textbooks and films. The students practice oral history by making an interview and collecting material on a common theme and 

present their results in a professional way. 


GSS315G • Introduction to Geography: Maps and the Geography of Iceland • (10e) • Fall 


Goals: 


• have skills in working with remote sensing data and maps and aerial photographs of geographical phenomena, 

• are skilled in landscape photographing and are able to relate it to geomorphic processes 

• can analyze and compare the geographical characteristics of Iceland and understand their relationship 

• can analyze the interaction of land and the ocean around Iceland, 

• understand the main features of the weather and climate as they influence settlements in Iceland. 

• know how to effectively use maps and geographic images in the classroom, 



Topics: 

The making and reading of many types of maps and air photos; globes, scale, symbols, projections, air photos, make use of GPS, compass 

and the stereoscope, make simple 3D photos and work with them. Latitudes and longitudes, time zones. 

Types and origin of the main landscape features of Iceland, mountains, hills and valleys, fjords, glaciers, plateaux, lowlands, beaches and 

coasts. The geological structure of Iceland, weathering and erosion. 

The atmosphere, radiation and energy balance, main characteristics of temperature, barometric pressure, precipitation, air masses, fronts and 

cyclones, weather forecasting and weather in Iceland. Tide, ocean currents, fishing grounds, the water cycle. 

Magazines for professional geography teachers will be introduced as well as research into how students can have fun while learning 

geography. 

Procedure: 

Emphasis will be on practical work that can be put to use in schools. Lectures, discussions, project work (indoor and outdoor) and extensive 

use will be made of ICT. 

GSS317G • Music, computers, and electric instruments • (10e) • Fall 

Supervisory teacher: Helga Rut Guðmundsdóttir Lecturer (UK) - Assistant Professor (USA) 

This course teaches the use of computers for making music notation, recording music and the making of music videos. Basic skills for 

playing the drumset and electric band instruments are introduced. Students will gain insight into working with computers and electric 

intruments with students. The course involves group projects and band playing. 

GSS318G • Music, drama and dance throughout the ages • (10e) • Fall 


Teacher: Una Þorleifsdóttir 

Teacher: Karen María Jónsdóttir 

The aim of the course is students' insight into the world of performing arts, their history and interrelation with ideaological currents during 

various periods. Students are expected to aquire basic skills in discussing art in a professional and critical manner as well as gaining insight 

into their own identidy as art teachers. This will be done through lectures, workshops, discussions and attending performing arts events. 

GSS319G • Don't hesitate - dance! • (10e) • Fall 

A basic course in dance education. Students emphasis on kinesthetic and bodily development of children and the basic concepts in dance and 

dance education. 

GSS323G • Teaching and learning in middle school • (10e) • Fall 





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GSS324G • Religious studies and religious education • (10e) • Fall 


Teacher: Sigurður Pálsson 

Aims: The aim of the course is to give the students basic knowledge about the major religions of the world and how to prepare teaching and 

learning in religious studies in the elementary school. The aim is also to give them knowledge about research on children and religion. They 

are also trained in discussing issues and questions about religion and view of life.Aims: The aim of the course is to give the students basic 

knowledge about the major religions of the world and how to prepare teaching and learning in religious studies in the elementary school. The 

aim is also to give them knowledge about research on children and religion. They are also trained in discussing issues and questions about 

religion and view of life. 

Content: Religion, religious experience, the quest for meaning and the main concepts of religious studies. The major religions of the world, 

i.e. Judaism, Christianity, Islam, Hinduism, Buddhism, and other religions, such as Baha'i, Sikhism, Taoism, Confucianism and Shinto. Also: 

The role of religion nowadays, new religious movements, multiculturalism and pluralism, prejudice and tolerance, and religious education in 

multicultural societies. 

Teaching methods: Lectures and discussion groups. The students write a paper on religion and teaching and learning in religious studies. 


GSS326G • Geometry and Algebra • (10e) • Fall 


The main objective of this course is to prepare students for teaching algebra and geometry in elementary school. Participants will 

learn/review concepts in geometry and algebra and how these can be applied to solving mathematical problems. In particular the following 

will be covered: points, lines, angles, measurements, figures in the plane, solid figures, transformations, proportions, congruence, 

expressions, variables, equations and functions. The participants will be introduced to research on how children's understanding of basic 

concepts in algebra and geometry develops and the teacher's possibilities in creating an environment that encourages effective learning where 

students acquire varied mathematical skills. In particular, the use of the internet and educational software, for that purpose, will be 

introduced. 

Assessment is based on assignments and a final examination. Teaching practice must be successfully completed. 

GSS329G • Danish Language usage and Acquisition 1 • (10e) • Fall 


The course focuses on the Danish grammar system, grammar rules and language acquisition. Attention is given to how Danish is taught in 

upper primary school. Also atttention is given to characteristics of written and spoken language, text types, style and register. Emphasis will 

among other things be placed on common errors and error analysis. Students will also work on improving their Danish language skills, 

particularly reading, writing and oral communication. 

GSS330G • Danish Language and Culture 1 • (10e) • Fall 


Students will become aquanted with Danish language and culture as well as the political and social history of Denmark. The language skills 

are practiced through materials specially chosen to reflect culture and daily life in Denmark. 

GSS331G • The Dramateacher • (10e) • Fall 



Aims: That the students can exercise and instruct oral and physical expression and get familiar with the basic elements and technique of 

theatre and drama work. That the students gain confidence in creativity and discover manifold possibilities in using drama in education. The 

course is compulsory for those students that specialize as dramateachers. 

Assignments: Training in improvisation, oral and physical expression and creation of drama assignments for education. Inspection and 

presentation of drama actually used in icelandic elementary schools. 


GSS335G • Nature of Iceland • (10e) • Fall 




The objectives with this course are to prepare students for teaching about the nature of Iceland and discuss environmental issues with pupils. 

The approach is an integrated one where geology, biology, geography and outdoor education are all on the agenda. The students learn about 

the basic facts in the geological history and geomorphology of Iceland, different soil types, soil erosion, weather systems and the ocean 

around Iceland. They learn about natural selection and adaptation and evaluate their own understanding.They study plant and animal 

communities and adaptations of animals and plants. Reforestation and soil conservation in Iceland will be discussed and studied. The 

students get experience in sampling and identifying rocks, plants and animals in different ecosystems and learn about the Icelandic breeds of 

the domestic animals with emphasis on their special adaptations. Field trips and outdoor work will be a feature of the course. 

(1) Exam (practical and from reading)- 40% (2) nature trail for children - 30% (3) Concept understanding - self evaluation and reading (in 

evolution or ecology)- 20% (4)discussion and work on the web- 10% 

GSS336G • Human physiology and animal behavior • (10e) • Fall 



In this course the students learn human physiology, health education and animal and human behaviour. They read about research on 

understanding of concept about the human body and do their own literature research and a small study in a chosen area. The students are 

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expected to develop a good understanding of the structure and function of the different organ systems of the human body as well as the 

overall organisation. They learn about the importance of healthy lifestyles and how to educate teenagers in that area. In the second part of the 

course they learn about and study in the field animal behaviour from different viewpoints, i.e. learning, evolution, and development. They 

study foraging behaviour, reproductive behaviour, communication, social behaviour, different types of learning, the genetics of behaviour, 

cognitive abilities and animal welfare. They study and discuss teaching material for schools in this area and look into possibilities of use of 

the internet and videos in teaching. 

GSS337G • Geometry • (10e) • Fall 

Supervisory teacher: Kristín Halla Jónsdóttir Adjunct Lecturer 


Euclidian Geometry of the plane: Triangles, quadrilaterals, polygons, circles, parallel and perpendicular lines Similarity. Formalizing 

Geometric proofs. Ruler and compass constructions. Area. Analytical geometry: Distance and slope, equations of lines and circles. Solid 

Geometry: Planes, polyhedrons, cylinders, cones and spheres. Orthogonality and angles. Volume. Introduction to Trigonometry. 

GSS339G • Healthfood • (10e) • Fall 




This course will further build on the recommendations of the Public Health Institute about nutrition and healthy eating. Emphasis will be on 

meals that are easily prepared, inexpensive, and nutritious. 

GSS340G • The child in the early grades of primary school • (10e) • Fall 



Teacher: Baldur Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

On completing this course, the students have acquired a practical and theoretical knowledge of young children's developmental potential in 

modern society. Furthermore, the students have become familiar with and have received training in the implementation of instructional aids 

aimed at enhancing the pupils' overall development. 

Special emphasis will be on the influence family and school have on children's cognitive, social and emotional development. To link theory 

and practise there will be opportunities for students to study selected issues in the field (classroom). 

Required preparation: Þroska- og námssálarfræði (GSS103G) or Þroska- og námssálarfræði (GSF103G), Nám og kennsla: Inngangur 

(GSS104G) or Nám og kennsla: Inngangur (GSF104G) 

GSS341G • English Language and Use • (10e) • Fall 


Students will develop an understanding of the nature and structure of English grammar, become familiar with grammar concepts and 

terminology and will become acquainted with common errors made by English learners. Students will also learn the fundamentals of 

academic writing in English. 

Continuous assessment based on written and oral assignments, and a portfolio. There is also a final exam. 

GSS342G • English Language and Culture I • (10e) • Fall 


Teacher: Anna Jeeves 

Students will become acquainted with the culture and language of the British Isles, including the political and social history and regional 

variations of the English language. There will be extensive practice in spoken and written English. 

Assessment will be based on oral and written assignments and a final written exam. 

GSS343G • Literary theory and schoolteaching • (10e) • Fall 

Supervisory teacher: Þórður Helgason Adjunct Lecturer 

Different literary critical methods will be introduced and examined with respect to various literary texts from different time periods. Fairy 

tales and folktales will be dicussed in the light of recent theories. An emphasis will be put on practical assignments and exercises for the 

future school teacher. No final examination; however, the student may exspect a quis or two during the teaching period where certain aspects 

of the course will be covered. 

GSS344G • Society • (10e) • Fall 


The aim of the course is that students acquire a sociological understanding of the structure of society, especially the relations between 

economy, politics, public administration, civic organisations, the family and other institutions, as well as youth culture and other informal 

groups. The content of the course will be centred around contemporary themes, such as ongoing changes in the division of labour between 

state and municipalities and the broader theme of globalisation and its implications for the nation state and our understanding of society. 

GSS345G • The development of language and literacy • (10e) • Fall 



The central aim of this course is that students: 

- Develop their understanding of the basic developmental steps in the acquisition of language and literacy in pre-school and through the early 

years of primary school 

- Explore the theoretical underpinnings of language and literacy 

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- Become familiar with the major causes and patterns of individual differences in the acquisition process, such as speech and language 

disorders, bilingualism and hearing impairment. 

- Increase their ability to critically evaluate contemporary evidence and issues in the promotion of children's language and literacy skills 

- Become able to apply their knowledge in educational settings 

Main topics include: 

- Phonological development, the development of vocabulary, semantics, grammar and pragmatics. Metalinguistic development (i.e. 

phonological awareness) 

- Theoretical approaches to language and literacy 

- Linguistic underpinnings of reading and developmental stages of reading 

- Social and educational correlates of language and literacy 

- Promotion of language and literacy in the school years. 

- Deviations from normal acquisition process, such as bilingualism (i.e. learning Icelandic as a second language, the development of sign 

languge), specific language impairment, childhood stuttering and developmental disorders. 

GSS348G • Teaching about motion, forces and energy • (10e) • Fall 


The main objective of this introductory course is to educate students about motion, forces, and energy to prepare them for teaching these 

subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and 

scientific concepts related to them such as simple machines, elastic properties of matter, motion, circular motion, rotation, velocity, 

acceleration, force, inertia, mass, lows of motion, various forces such as gravitational forces, frictional forces, elastic forces, electric forces, 

magnetic forces, buoyancy, dynamic lift, adding forces, momentum, center of mass, angular momentum, rotational inertia, torque, work, 

power, various energy forms such as thermal energy, kinetic energy, gravitational energy, elastic energy, electromagnetic energy, chemical 

energy, energy in waves, nuclear energy, transformation of energy from one form to anther, conservation of energy, useable energy, energy 

in nature, energy in society. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. 


scientific understanding. Additional emphasis will be on how these issues relate to the function of society. Participants will inquire into the 

state curriculum and explore how commonly used textbooks present these issues. Approaching these issues the participants will be 

encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical 

teaching competences. 

GSS349G • Nature as inspiration for creativity • (10e) • Fall 


Teacher: Brynjar Ólafsson Adjunct Lecturer 



Objective: To introduce students to fine arts and craft methods and show how nature can be a source in the process. The objective is to 

awaken creativity and curiosity towards fine arts, textiles and handcrafts for students. The basics of fine arts and crafts, color and form will 

be introduced. Photography will be used for documentation and to generate lectures on art and design history will be held. Work art 

and craft assignments, lectures, written assignments, field trips and visits to art exhibitions and museums. Students are to hand in a portfolio 

towards a final grade. 

GSS350G • Computer graphics and digital design • (10e) • Fall 

Supervisory teacher: Gunnsteinn Gíslason Adjunct Lecturer 


This course deals with the emerging of digital imaging and creating educational projects of informative and communicative content. The 

projects are directly connected with the field of interests or expertise. 

The teaching method are based on lecturing and personal tutoring in a hand on experience environment. 

The students will undertake several projects concerning the technical and the aesthetic aspect of visual and communicative art along with 

educational aspects. 

The initials of computer graphics and visual imaging in a educational method are based on lectures and tutoring, in a hands on experience 

environment. The students will undertake several projects concerning the technical and the aesthetic aspect of visual art along with 

educational aspects.. 

Students will learn the initials of computer software such as Photoshop and Illustrator etc. 

Student will learn the initial of using digital filming and animation as a tool for artistic expression and for producing teaching material. 

GSS401G • Literary history • (10e) • Spring 


Main trends and ideas in the Icelandic literary history from 1550, particularly during the period after 1800. Children's literature will be 

studied and discussed in a historical and contemporary context. An emphasis will be put on practical assignments and exercises for the future 

school teacher. The student may exspect a quiz or two during the teaching period where certain aspects of the course will be covered. No 

final examination. 

GSS402G • Icelandic language I: Language structure • (10e) • Spring 



Units of language, from phoneme to sentence, with main emphasis on the word, it's structure and meaning. Students learn different ways of 

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analysing language and language acquisition, in particular the acquisition of the lexicon. Students study different texts, among them texts 

from pupils in elementary school, and carry out a small linguistic research. 


GSS405G • The Teacher and Internet-based Learning • (10e) • Spring 


Student teachers get to know and explore theories on distance education with emphasis on teaching and organisation of learner activity. 

Different software systems designed for teaching and learning over the Net willl be introduced. Student teachers learn to use digital tools and 

systems to teach at a distance and support net-based learning. Student teachers get to know systems used by teachers and school authorities 

for registration and administrative tasks including communication with parents and homes. Student teachers learn to put up data bases of 

their own, for administrative tasks, teaching and learning. Attention is also paid to software systems that are intended to facilitate 

organisation of personal files, contacts, time schedules and daily activities. Student teachers, furthermore, get acquainted with basic units and 

technical principles that make up computer technologies and computer network infrastructures paying special attention to security issues 

involved. 

GSS408G • History Far and Wide • (10e) • Spring 

Supervisory teacher: Helgi Skúli Kjartansson Professor 


Teacher: Þorsteinn Helgason Senior Lecturer (UK) - Associate Professor (USA) 

The course takes up some of the long lines of World History, especially ones which link up with Icelandic history.The course takes up some 

of the long lines of World History, especially ones which link up with Icelandic history. 

Themes of the course include expansion (of populations, linguistic groups, religions, and ruling elites; through migration, conquest, contact 

etc.), rise and fall (of states, cultures, economies), stages of development, slavery, and the coexistence of different cultures/religions. 

The approach varies between the causal, comparative (e.g. slavery in different societies) and theoretical (theories of World History/Global 

History; stages of development). 

Materials range from primary sources through scholarly studies to fiction (films, novels). 

Students gain experience of seeking historical information, discussing and analysing it. They do a variety of assignments (individually and in 

small groups) which are assessed for the course grade. 

Mainly a series of assignments, also an activity grade and a final take-home exam, returned over the Internet. 

GSS414G • Textile history • (10e) • Spring 


This course focuses on history and development in Icelandic textiles where the Icelandic sheep wool always played an important role. 

Participants will be expected to acquire broad knowledge and understanding about textile material culture and design, the cultural influences 

and the technology of materials. Each student undertakes an individual research project with specified aims, objectives, research methods and 

expected outcomes. The course is based on lectures, interviews, practical seminars on campus and individual assignment. 

GSS415G • Primary mathematics • (10e) • Spring 


Supervisory teacher: Jónína Vala Kristinsdóttir Lecturer (UK) - Assistant Professor (USA) 

The course main goals are that students: 

- are familiar with the foundations of teaching mathematics in primary school 

- know how children's understanding of mathematical cocepts and procedures develops 

Topics: 

Exploring what it means to do mathematics and developing understanding in mathematics. Learnig to paln mathematics teaching in a 

problem based classroom and building assessment into insruction. 



GSS416G • Mathematics teaching and learning for all • (10e) • Spring 



Students will learn about the main ideas on the learning and teaching all students mathematics. The focus will be on inquiry and how to 

structure the teaching so every pupil will get the most out of classroom situations. Students will spend 3/5th of the time in practice where 

they plan teaching and try their ideas with pupils in schools. In connection with the practice period students read about and discuss the 

profession of the mathematics teacher and the importance of being reflective and develop professionally. 



GSS417G • Music in schools • (10e) • Spring 


The basic tenants of this course include theories of music education and the practice of music in schools. The course combines theoretic work 

with practical methods and applications for music teachers to be. Students will study the music curriculum and work with it in making there 

own syllabus as well as gaining insight into their own identidy as art teachers. 

GSS418G • Dance in schools • (10e) • Spring 

The basic tenants of this course include theories and curriculum of dance education and the practice of dance in schools. The course 

combines theoretic work with practical methods and applications for dance teachers to be. 

GSS419G • From an idea to a performance • (10e) • Spring 

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Aims: That the students gain basic knowledge and training in using process drama to create various performances with their students mainly 

working from the student's ideas and to evaluate the outcome of these performances. That the students consider the importance of a good 

performance and gain some training in oral expression. 

Working in Drama workshops with the basic's in making small performances in and out of the classroom. Theater visits. Oral and written 

assignments. Different assignments and participating in workshops. 

GSS422G • Bible studies and Bible stories • (10e) • Spring 


Aims: The aim of the course is to give the students basic knowledge about the Bible, both the Old and the New Testament, and the role of the 

Bible as the Holy Scripture of Christianity and its influence on culture and society. The students will also get some training in interpreting 

Bible texts and how to use these texts in the classroom.Aims: The aim of the course is to give the students basic knowledge about the Bible, 

both the Old and the New Testament, and the role of the Bible as the Holy Scripture of Christianity and its influence on culture and society. 

The students will also get some training in interpreting Bible texts and how to use these texts in the classroom. 

Content: The Bible, the Old and the New Testament, its background, history, theology etc. and its influence on culture and society nowadays 

and in earlier times. Also: The meaning and interpretation of different books and texts of the Bible and Bible stories as a teaching and 

learning material in the classroom. 

Teaching methods: Lectures and discussion groups. The students write a paper on the interpretation of a chosen Bible text. 


GSS423G • Numbers and Number Theory • (10e) • Spring 


The Natural Numbers: divisibility, prime numbers, proof by induction, the Euclidean algorithm.The Integers: solutions to linear Diophantine 

equations, solutions to congruence equations and systems of congruence equations, Pythagorean triples, Fermat's little theorem and Euler's 

theorem. The Rational Numbers: decimal expansions and fractions. Approximations of irrational numbers by rational numbers and continued 

fractions. The Real Numbers: rational and irrational solutions to polynomial equations, arithmetic numbers, algebraic numbers. Formulas for 

solutions to quadratic, cubic and quartic equations. Cauchy sequences and convergents of infinite continued fractions. Approximations to pi. 


Recommended preparation: Rúmfræði og algebra (GSS326G) or Rúmfræði (GSS337G) 

GSS425G • Danish Language usage and Acquisition 2 • (10e) • Spring 


This course is a continuation of Danish Language and Acquisition 1. The course focuses on grammar system and syntax in Danish. There 

will also be focus on spoken language and its specific characteristics. Also there will be given attention to the importance of developing the 

pupils' interlanguage as well as their oral ability. 

GSS428G • Genes, Cells and Biotechnology • (10e) • Spring 


This course is called Genes, Cells and Biotechnology with emphasis on basic concepts and processes in genetics and cell biology. The 

students analyze and discuss objects in biotechnology and moral questions appearing in that field. They analyze curriculum, teaching 

materials and methods in schools and how biotechnology could be included in science and technology teaching in primary and secondary 

schools. 

GSS429G • Danish Language and Culture 2 • (10e) • Spring 


Attention will be given to theories of reception of literary products. Focus will also be on Danish literature for children and teenagers. In 

addition to discussing literary works, students will explore media and film in order to broaden their knowledge of current issues in Danish 

society. Students get practice in creative and academic writing. 

GSS430G • Literacy and teaching to read • (10e) • Spring 





The aim of the course is to cover the main concepts and relations between language, literacy and reading development. Also to know about 

the ideology of different readingmethods and to declare dyslexia. The aim is also to develop critical skills regarding reading and the teaching 

of reading in primary education. The student will need to use critical skills when discussing and evaluating of reading and the teaching of 

reading 

GSS432G • Earth in space • (10e) • Spring 


Teacher: Kristinn Arnar Guðjónsson 

The purpose of this course is give an overview of the Earth as a planet in our solar system with emphasis on gravity, the energy budget and 

seasons, phases of the moon and children's ideas about these phenomena and also describe the physical geography of the Earth, particularly 

geomorphology and geological history, weather and climatic zones and their relation to the vegetation belts, tides, ocean currents and the 

main fishing grounds. Man's impact on the physical environments will be discussed with respect to concepts such as pollution and 

greenhouse effect. This course is heavily focused on teaching about the Earth in Icelandic compulsory schools. 

GSS433G • Astronomy and evolution of life • (10e) • Spring 


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The main objective of this course is to educate students in the fields of astronomy, cosmology, evolutionary biology and history of life on 

Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, 

the evolution of stars, about galaxies and the universe, its origin, and development as well as about the origin of life, evolutionary forces and 

the evolutionary history of life forms on Earth. Different ideas about origin of life will be discussed and which evolutionary forces have been 

and still are at work in shaping species of different organisms. Natural catastrophes which have caused major extinctions will be discussed 

and students choose one group of organism which characterized one era in the history of life. Special emphasis will be put on the 

evolutionary history of human evolution. Finally research on concept understanding of young students in these areas will be discussed as 

well as teaching these subjects in Icelandic compulsory school. 

GSS434G • School based home-economics • (10e) • Spring 


The goal of this course is to prepare students for the practical component of their studies and teach them to prepare a variety of healthy 

meals. 

Required preparation: Matur menning heilsa (GSF212G) or Matur menning heilsa (GSS217G) 

GSS435G • Microbiology and food science • (10e) • Spring 


The purpose of this course is to give students the fundamental knowledge of microbiology with respect to safety, storage, and cleanliness in 

dealing with ingredients. In the latter part, food science, students learn about the food groups and their origin, as well as what the various 

meal ingredients contain with respect to the food groups. 

GSS437G • English Language and Culture II • (10e) • Spring 



Students will become acquainted with the culture and language of North America, including the political and social history, and with 

regional variations of the English language. They will become acquainted with the differences between Standard English as used in North 

America and Britain. Improved essay writing is also emphasised in the course. 

No exam or tests. Continuous assessment, largely in the form of reports, reaction papers, essays and a portfolio. 

GSS438G • Ceramics, Art History and Visual Culture • (10e) • Spring 



Ceramics cover two-third of the course. At the end of the course the student should be familiar with basic techniques in working with clay 

and glazes. Students examine the nature of clay as a material for current issues in art, process and idea generation. The studio component of 

the program intersects with art teaching, art, design and handicrafts. The student should have gained enough knowledge in modelling clay, 

glazing and firing for teaching at elementary levels. 

One third of the course is an introductory course in art history and visual culture in the western world. The focus will be on major eras 

within art history, from the Greek period until the end of the 20th century. Art history, the art concept, interpretation, experiencing art, style, 

photography, art eductaion, art musuems, art galleries, master pieces, modernism and post-moderism are all theories and concepts which will 

be examined during this course alongside many others. 

Course Format: Studiowork, lectures and student assignments along with visits to local art museums. 

Students deliver their works and portfolio for evaluation. Short assignment and a written exam at the end of term in art history. 

GSS439G • Instruction and learning in Sign Language I • (10e) • Spring 

Teacher: Valgerður Stefánsdóttir 

The overarching goal is to prepare the sudents for teaching all the subject matters within the elementary school in Sign Language. The 

students will read research about the education of children who are Deaf. Furthermore, they will learn how to create a learning environment 

and learning material that supports the educational needs of this student population.The overarching goal is to prepare the sudents for 

teaching all the subject matters within the elementary school in Sign Language. The students will read research about the education of 

children who are Deaf. Furthermore, they will learn how to create a learning environment and learning material that supports the educational 

needs of this student population. 

Students will get oportunity to reflect on their experience within a given learning situation in order to: 1)better understand the resources 

students bring into the classroom, and 2) learn how to work through obstacles they may face in their future classrooms. 

GSS440G • Teaching in Practice • (10e) • Spring 



Teacher: Sólveig Jakobsdóttir Senior Lecturer (UK) - Associate Professor (USA) 




The course evolves around a 3 or 4 week period of teaching practice with emphasis on information technology and media. Student teachers, 

teacher trainers on location and faculty responsible for the course form an intensive learning community focusing on the practicum 

experience of student teachers from different angles and across school institutions, subjects or tasks. Students need to plan their practicum 

and teaching efforts carefully, reflect on their learning experiences during the practicum process, evalute results and communicate vividly 

with all parties concerned. Varied examples of good practice at different schools or in other educational settings will be introduced and 

involved in the course. 3 or 4 course units out of 5 are reserved for teaching practice. 

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GSS442G • Teaching about waves, light, sound, electricity and magnetism • (10e) • Spring 


The main objective of this introductory course is to educate students about waves, sound, light and electromagnetism to prepare them for 

teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these 

issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, 

propagation and interaction with matter, light production, propagation and interaction with matter, electricity, charges, electrical forces, 

electric currents, magnets, magnetic force, production and utilization of electricity. Besides they will be taught how to illustrate these 

concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people bring to these issue and how 

they may be facilitated to develop those ideas toward scientific understanding. In addition, participants will inquire into the state curriculum 

and explore how commonly used textbooks present these issues. Approaching these issues the participants will be encouraged to inquire into 

their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences. 

GSS443G • Drama in the curriculum - (Emphasis on the teacher training) • (10e) • Spring 


The course is compulsory for those students that specialize as drama teachers. Aims: That the students gain practice in schools in using 

drama as a subject on its own and as a methods around the curriculum. 

Planning lessons. Teaching training in schools. Evaluation of the students planning and teaching. 

GSS444G • Curriculum Development in the area of Design and Craft • (10e) • Spring 


This course aims is to give students opportunities for developing their knowledge and skills based on their personal interest for a specific are 

inside of subject area Design and Craft. Students work with different material and methods and connect their work in a practical manner to 

their future profession as teachers. 



Examples of work could be as following: 

• Old traditional craft 

• Use of untraditional materials 

• Use of innovative methods in craft 

• Designing collection of projects for the elementary school 

GSS445G • The Pedagogy of Art and Crafts and Field Practice I • (10e) • Spring 








GSS446G • Teaching English to young learners • (10e) • Spring 


Students will develop competence in the methodology of teaching English to young children with special focus on the skills of listening and 

speaking. The coursework consists of oral and written assignments, discussions, presentations and project work. The course includes 4 

credits of practice teaching. 

Assessment will be based on oral and written assignments and a teaching portfolio. 

GSS506G • Medieval language and literature • (10e) • Fall 


Teacher: Baldur Hafstað Professor 

Sagas (e.g. the Icelandic family sagas) and eddas (Norse mythology and heroic poetry) and other medieval texts. This is a broad spectrum 

covering many types of prosa and poetry. The texts will be discussed and examined with respect to content, style, metric, and development of 

the Icelandic language from the time of settlement till the time of reformation. An emphasis will be put on practical assignments and 

exercises for the future school teacher. 

Oral and written assignments. 

GSS509G • Teaching Social Studies • (10e) • Fall 



This course deals with the social studies curriculum and subject matters, including religion, e.g. by analysing published teaching material, 

how it is presented and the rationale for the selection of that material. Ideas regarding the integration of the curriculum will be explored 

together with planning units using diverse, creative teaching methods. Teaching and learning of young adolescents will be discussed and 

their ideas about society and religion; and research in this field will be presented. Critical areas of social studies will be addressed and the 

rational for making decisions in this regard. This course prepares students for their practicum and student teacher experience. This 

preparation is accomplished with classroom discussions, presentations, readings, projects, assignments, teaching a unit in the practicum as 

well as reflections, curriculum design, instructional planning and the use of resources as well as evaluation. 

GSS510G • Lifeskills in primary school • (10e) • Fall 



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The purpose of this course is to develop an understanding of theory and practice, and research associated with current practice of social, 

emotional and academic education (SEAL), democratic citizenship and character education. Participants will enhance their own capacity for 

self-awareness and awareness of others; and acquire knowledge and skills for implementing this approach in the classroom and school. 

Three assignments: 

I. Self-test in interaction skills. (20%) 

II. Peer teaching (participants are divided into groups and each group gets one selected life skills lesson to teach). (30%) 

III. Final paper, (50%) 

GSS511G • Algebra • (10e) • Fall 


1. Schoolalgebra: Variables. Polynomials, rational functions. 

2. Elements from abstract algebra: Sets and operations. Groups, rings and fields; Elementary and middle school algebra in view of these 

algebraic structures. 

3. Selected topic for further study: Groups, Abelian groups, finite groups, cyclic groups. Subgroups, normal subgroups, cosets. Theorems of 

Caylay and Lagrange. Homomorphism, kernel, isomomorphism. Factor groups. Fundamental theorem of group homomorphisms. Symmetry 

groups of finite figures and border patterns. 

4. Elements from linear algebra: Vectors and matrices. Rings of matrices. Systems of linear equations. 


GSS512G • Research on mathematics learning • (10e) • Fall 


Teacher: Kristín Bjarnadóttir Senior Lecturer (UK) - Associate Professor (USA) 


Students learn about the research area mathematics education and research methods used in the field. They read about new research on 

mathematics learning and teaching and explore how perspectives on mathematics learning have developed, especially in the late 20th 

century. The focus is on mathematics learning and the teacher's role in promoting learning in the classroom. 



GSS513G • Principles and processes of music education • (10e) • Fall 


A course on music educational theories, philosophies, and research. Students are encouraged to deepen their knowledge and understanding of 

various views on music education in a broad context. Introduction of research literature and research methods in music education. 

GSS514G • Choral conducting and children's voices • (10e) • Fall 


This course teaches choral conduting techniques and vocal teachniques. Particular emphasis is placed on knowledge of the child voice in 

terms of training and development in a choral situation. 

GSS516G • Creative dance • (10e) • Fall 

This course teaches the main elements and methods in creative dance. Students learn how to use creative dance as a tool to bring different 

groups together and how to conduct a group and create a artistic event within schools through dance. 

GSS517G • Information and Media Centres • (10e) • Fall 


Student teachers explore research on school libraries, information and media centers as well as information and communication technology 

in educational contexts with emphasis on school development. Student teachers organize or join projects in schools, involving teacher 

collaboration, student group work, integration of subjects, digital research, elaboration and mediation of results. Student teachers develop 

supporting learning or training materials connected to these projects and are expected to contemplate carefully on organisation, time 

schedules and evaluation. Student teachers are informed about digital search machines and registration systems applied by school libraries. 

They are offered opportunities to registrate materials and search for varied resources in different ways. They get to know school libraries or 

information media centers examplifying different approaches of schools to the integration of information and communication technology 

within and across subject fields. Student teachers are encouraged to consider field trips, museum visits and museum education as valuable 

educational resources to complement traditional research in library settings, digital searches and media productions in schools. 2 course units 

out of 5 are reserved for teaching practice. 

GSS518G • Teaching Danish at lower secondary level • (10e) • Fall 


The aim of the course is to promote students' professional development through exposure to relevant principles, approaches and teaching 

ideas through discussions and tasks. The course provides direct preparation for teaching practice. 

Recommended preparation: Danska sem erlent mál (GSS210G), Dönsk málnotkun og máltaka nemenda 1 (GSS329G), Danskt mál og 

menning 1 (GSS330G), Dönsk málnotkun og máltaka nemenda 2 (GSS425G) 

GSS519G • Daily language and expression in Danish • (10e) • Fall 


The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of 

the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and 

stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. 

Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, 

story telling, and reading aloud. 

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Recommended preparation: Danska sem erlent mál (GSS210G), Dönsk málnotkun og máltaka nemenda 1 (GSS329G), Danskt mál og 

menning 1 (GSS330G) 

GSS520G • Community health • (10e) • Fall 


Teacher: Ragnheiður Júníusdóttir 



This course is for students who have already gained basic knowledge in the field of basic nutritional science. The main emphasis is on 

common chronic disease and the importance of nutrition, physical activity and other lifestyle factors (smoking, drugs etc.) for health. Also 

the special needs under circumstances such as sports, illness and the different ages of life will be discussed. The course will train students in 

communicating health related information, and to use, read and write scientific abstracts. 

Required preparation: Næring, heilsa og lífshættir (ÍÞH503G) or Næring, heilsa og lífshættir (GLF056G) 

Final exam 50%, projects 50%. Students have to attend to exercises. 

GSS521G • Modern history • (10e) • Fall 



The course is a combination of macro- and micro-perspectives on history in modern societies, i.e. from the 19th century onwards, mainly in 

Iceland. Structural changes and individual life stories will be studied simultaneously. Students will be trained in using statistical information, 

critically studying media information, discussing trends in historical research and writing and surveying educational materials. Students will 

write a paper based on original research such as interviews, pictures and written documents. 

GSS530G • Digital Image and Video Editing, Writing and New Media • (10e) • Fall 


In this course student teachers work with selected digital tools to create graphic designs, compact text messages, images and videos. Student 

teachers are expected to investigate important aspects of visual storytelling and design, become familiar with different ways of applying new 

media in visual communication and get to know basic principles of how to communicate text/s or still messages on screen or print. Student 

teachers will learn to take digital pictures and video clips, to evaluate the quality of digital images or videos, write storyboards and plan 

production of short movies, use editing tools for combining stills, videos, text and sound, use diverse software tools for image editing, 

graphic design and vector drawing as well as to write short text messages for diverse uses. They will also be challenged to suggest and plan 

projects for children and teenagers involving graphic design, image editing and video productions. 

GSS532G • Textile design II • (10e) • Fall 


This course focuses on variable textile design processes working from three dimensional criteria proportions in the human body and clothing. 

Participants will be expected to provide an understanding and knowledge of social and cultural influences on textile design and design 

processes. Students complete a critical research project where they are encouraged to enter competitions, develop professional practical skills 

in textiles which reflect their interests and demonstrate expertise, vision and associate teaching and learning strategies in textiles. The course 

is based on lectures, practical seminars on campus and individual design projects. 

GSS535G • Human geography • (10e) • Fall 



• know the main factors controlling population size for any particular area 

• can identify geographical characteristics of cultural areas, 

• knows where to find relevant population statistics and how to assess them, 

• knows how nature and natural resources limit the choices of human occupations, 

• is able to debate logically geographical issues in an ever changing world 



Topics: 

Demography: population changes, migration, age and gender structure, demographic characteristics of different areas. Distribution of 

religion and the main language groups. Cultural regions. Causes of national and international strifes and divisions. 

Settlements: Urban and rural settlement patterns and problems. 

Economy: Rich and poor countries, Environmental problems. 

Industries: Agriculture, manufacturing industries and their location, commerce, communications and transport. 


Procedure: 


ICT. 

GSS540G • Feastive cooking • (10e) • Fall 


Students will learn more sophisticated methods of cooking. They will learn how to prepare and organize meals for large dinner parties, such 

as during holidays, and to attend to their guests. 

GSS544G • Painting and Art History • (10e) • Fall 


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Teacher: Ólafur Kvaran Professor 

Course Description: 


- been familiar with sketchwork and trained in seeking motifs based on the 

- course's theme: man in space. 

- the ability to use contemporary sketching and photography as an aid in art creation. 

- have acquired a technical and profound experience in painting with warercolors and oil colors. 

- the ability to recognize diverse eras within Icelandic Art History 

- the ability to interpret art and associate this knowledge to Art education 

- the ability to appreciate art museums and be able to utilize them for research and information gathering. 

Course outline: 

In the painting course subjects are gathered from daily life and nature with observation and sketching. Students can use cameras and other 

digital media for generation of new ideas. 

Excursions to museums and galleries are part of the course. 


The Art history course covers one fifth and is an introductory course in Icelandic Art History of the 20th century. The focus will be on major 

eras within that history, as landscape art, expressionism, abstract art, popart, new-painting, performances ands video-art. 

Course Format: Lectures and student assignments along with visits to local art museums. Art History - Icelandic Art History of the 20th 

century. 

The students paintings are evaluated, the concept, process and results. In art history a short assignment and a written exam at the end of term. 

GSS545G • Nature, society and art in early primary education • (10e) • Fall 







The course is on natural and social sciences in the early primary classroom. The focus will be on how concept development and 

constructivist ideas about teaching and learning. Special issues and tasks will be chosen within nature and social sciences such as: the human 

body, the family, the school, transport and traffic, the home and the environment, chemistry in the kitchen, transport, electricity, trees, plants 

and animals, stones and earth, chosen issues from Icelandic history. The focus will also be on environmental education and life skills 

education and the teaching of all these important issues in the primary school. 

GSS546G • Science teaching • (10e) • Fall 

Supervisory teacher: Hafþór Guðjónsson Senior Lecturer (UK) - Associate Professor (USA) 

This is a theoretical and practical course closely connected to a practicum component that is the major part of the course (10 ECTS). Prior to 

the practicum the participants will be involved in a microteaching that requires them to prepare and teach a particular subjects to their peers. 

During the practicum the participants will be required to keep a teaching diary in order to reflect on their experiences and develop their 

pedagogical thinking. Besides, they will be required to keep a portofolio all through the course for the purpose of taking care of all their 

teaching plans and after-class evaluations. This portofolio will also include three assignments, one addressing the pre-practicum period, 

another being a close analysis of a particular lesson during the practicum and the last one a kind of self-study ("I as science teacher?") where 

the participant draws a portrait of herself or himself as prospective science teacher. 

GSS547G • Teaching about modern physics and chemistry. • (10e) • Fall 



The main objective of this course is to educate students about the origin and nature of modern physics and chemistry and to prepare them for 

teaching these subjects in Icelandic compulsory school. Participants are given a summary of the history of physics and chemistry and 

introduced to certain issues of interest in the beginning of the 21st century. The function and importance of physics and chemistry in modern 

society will also be addressed. The participants are expected to develop a general understanding of certain issues and concepts of 20th 

century physics and chemistry such as special and general relativity, quantum mechanics, structure of the atom and nucleus, nuclear 

reactions, radioactivity and subatomic particles, with special emphasis on how these relate to physical and chemical properties of matter and 

the structure of the periodic table. Besides they will be taught how these concepts relate to modern technology, society, and world view. 

Participants will inquire into the state curriculum and explore how commonly used textbooks present these issues. They will be encouraged 

to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching 

competences. 

GSS548G • Ecology and kingdoms of life • (10e) • Fall 


In this course students learn about the basic concepts in ecology and analyse their own understanding of the same concepts. The students 

learn about the role of different organisms in ecosystems, their features and adaptations and study them in the field. They study population 

ecology and interactions in communities. The organisms that characterize Icelandic ecosystems will be focused on; birds, fishes, mammals, 

insects, crustacians, molluscs, plants, algae, fungi. The students learn about the basic features and specialities of Icelandic ecosystems. The 

students also discuss and study how environmental education and ecology is intertwined. 

(1)Exam based on the textbook and lecture notes (40%) (2)teaching plan where pupils learn about Icelandic ecosystems, with emphasis on 

outdoor education and environmental education (25%) (3) students choose a group of organism and represent it to other students (15%) (4) 

participation in discussions on the web (20%) 

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GSS549G • Teaching English at lower secondary level • (10e) • Fall 


Teacher: Brynhildur A Ragnarsdóttir 

The students will develop competence in the methodology of teaching English to students at lower secondary level based on the objectives of 

the national curriculum for English. They will get practice in lesson planning, use of a variety of activities and materials and lesson 

evaluation. The course includes 6 credits of practice teaching. 

Required preparation: Enskt mál og málnotkun (GSS341G), Inngangur að enskukennslu (GSS218G) 

Assessment will be based on oral and written assignments and a teaching portfolio including analysis and reflection on the teaching practice. 

GSS550G • EFL learning and second language acquisition • (10e) • Fall 



Current research in the teaching of English as a foreign language, especially research on learning styles; learner strategies; learning 

problems; learner autonomy; language assessment and action research. The course includes reading, speaking and writing components, a 

classroom research project and student-led seminars. The course includes 2 credits of practice teaching. 

Required preparation: Enskt mál og málnotkun (GSS341G), Inngangur að enskukennslu (GSS218G) 

GSS551G • 3D Design and constructions of educational toys • (10e) • Fall 


The main goal is to help student to develop their knowledge and skill to design educational toys with 3D software and build it. Teaching 

methods are base on lectures and practical work. Students learn to use 3D cad, which enables them to draw up their own designs in a 

professional and easy manner. Students design and make educational toys for different age. 


Students deliver their designs in a form of drawings and artefacts for evaluation. 

GSS552G • Instruction and learning in Sign Language II • (10e) • Fall 

The overarching goal is to prepare the sudents for teaching all the subject matters within the elementary school in Sign Language. The 

students will read research about the education of children who are Deaf. Furthermore, they will learn how to create a learning environment 

and learning material that supports the educational needs of this student population.The overarching goal is to prepare the sudents for 

teaching all the subject matters within the elementary school in Sign Language. The students will read research about the education of 

children who are Deaf. Furthermore, they will learn how to create a learning environment and learning material that supports the educational 

needs of this student population. 

Students will get oportunity to reflect on their experience within a given learning situation in order to: 1)better understand the resources 

students bring into the classroom, and 2) learn how to work through obstacles they may face in their future classrooms. 

GSS562G • Reading and writing • (10e) • Fall 


Teacher: Baldur Sigurðsson Senior Lecturer (UK) - Associate Professor (USA) 

Reading and writing for children from 9 years on. The course is based on theories, developmental work and practice. Reading and writing 

disorders with special consideration of the Icelandic written language. Possible intervention for this age group. 

GSS565G • The Pedagogy of Art and Crafts and Field Practice II • (10e) • Fall 








GSS601G • B.Ed. thesis • (10e) • Spring 



- 

GSS606G • Sociology of families and family history • (10e) • Spring 



The course offers an introduction to the sociology of families and family history spanning the 19th to the early 21st century. The aim is that 

students get an understanding of family history, demographic changes and changes in the Icelandic/ western family as an institution, and of 

relevant theories and methods involved in family research. The focus is on exploring changes in Icelandic and western families from the 

emerging modernisation to the post modern multicultural globalisation area. Students explore and analyse the growing diversity of families 

in the context of socio-, economic and technological changes in Iceland and in a broader western and global context; changes in gender 

divisions, roles and conditions of children and adults at home and in the labour market, divorce, lone parenthood, heterosexual and nonheterosexual 

families, domestic violence, families of immigrants and families of disabled people, reproduction technologies. Changes in the 

Icelandic welfare state and family policy are also explored. Students are encouraged to think about the course content both as a preparation 

for their work with parents as professionals and as future teachers of social studies. 

GSS607G • Religion and culture • (10e) • Spring 

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Undergraduate 


Aims: The aim of the course is to give the students knowledge about some important parts of the history of Christianity and the close 

relationship between religion and culture in history and present time. They understand the influence of religions on culture and society and 

on literature and arts and learn to use examples of this influence in the classroom. 

Content: Some important parts of the history of Christianity, especially in Iceland and the interaction between religion and culture. The focus 

is also on religious themes in literature, music, visual arts and films. 

Teaching methods: Lectures, seminars and work groups. 

Required preparation: Trúarbragðafræði og trúarbragðakennsla (GSS324G) or Biblíufræði og biblíusögur (GSS422G), Trúarbragðafræði og 

trúarbragðakennsla (GSF307G) or Biblíufræði og biblíusögur (GSF405G) 

The course grade is based on group work and paper. 

GSS609G • The art of listening and the art of creating • (10e) • Spring 


Teacher: Kristín Valsdóttir Adjunct Lecturer 

This is a course in music appreciation tied in with the history of music and the performance arts. Students are encouraged to listen to many 

different genres of music and to seek background information on the music. Furthermore, students are engaged in musical workshops of 

creating music. The workshops accomodate both musically trained and untrained individuals. 

GSS610G • Principles and processes of dance in education • (10e) • Spring 

A course on dance educational theories, philosophies, and research. Students are encouraged to deepen their knowledge and understanding of 

various views on dance education in a broad context. Introduction of research litterature and research methods in dance education. 

GSS611G • Dance in cultural and social perspective • (10e) • Spring 

A course on cultural and social meaning of dance and its manifestation in the community. Students gain further skills in traditional and social 

dances and its meaning as a communication tool. 

GSS613G • Consumer education, ethics and interior design • (10e) • Spring 


Students will learn about the role of the consumer in our complex society, as well as to understand their own responsibility as a consumer. In 

the latter part of this course interior design, the purpose is to make students able to understand the balance between practical factors and 

aesthetic factors in putting together a home. 

GSS625G • Independent study - Textiles in-depth • (10e) • Spring 



Students will choose a project of interest within textile studies which they are keen on exploring in-depth. They can opt to deepen their 

knowledge in certain textiles and/or working methods in the profession or choose new aspects in the field. This is an independent study were 

the student is to conduct a research, displaying professional skills, development and design methods. There is great emphasis on students' 

presentation and personal interpretation of the research results. 

GSS627G • Regional geography and selected student topics • (10e) • Spring 



• know of different ways on dividing the world into regions 

• know the geographical concepts, theories and models that have been used to analyze and describe human society on the earth 

• know the main features of the geography of Europe, i.e. physical factors, population and economy and occupations 

• know the main world organizations and Iceland's position in the league of nations 

• understand the different ways of dividing the world into regions are able to prepare lessons in geography and assess them 

• have successfully worked on geographical projects of his own choice 

• know research in geography and the teaching of geography. 


Topics: 

The Geography of Iceland: An overview of nature and natural resources, economical activities, transport and land use in Iceland. 

The Nordic Countries: An overview of nature and natural resources, economical activities, transport and land use and a brief analysis of 

cooperation between these countries. 

Organization of the countries of the world: European and World Organizations. 

World Regions: Defining regions based on different criteria such as national borders, languages, religion, economical factors and history. 


Procedure: 


ICT. 

GSS641G • - • (10e) • Spring 

- 

GSS642G • Curriculum and Instruction - Professional Skills • (10e) • Spring 


369


Undergraduate 

This course focuses on providing the student teachers with competences for becoming professionals in their field and supporting them in 

laying the foundation for their own professional working theory. This will be obtained by building up knowledge and understanding of the 

responsibilities which is imbued in teaching and the skills needed for self evaluation in various situations in the field. An emphasis is also put 

on providing the student teachers with skills regarding the role of the classroom teacher and classroom management; team-teaching and cooperative 

skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school 

development, school evaluation and school ethos will be looked into together with research on teachers. Finally this will be linked with 

practicum and the students' B.Ed. theses. 

Teaching methods: Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies 

and fieldwork. 

Portfolio:60%. Oral test which includes presentation of portfolio (40%). 

GSS643G • Computer Assisted Language Learning (CALL) • (10e) • Spring 


In this course students will be aquainted with Computer Assisted Language Learning (CALL). The goals are to provide students with the 

ability to work with ICT in language teaching. The students will work with interactive teaching programs and how they can apply them in 

language teaching. 

GSS644G • Icelandic and drama in education • (10e) • Spring 



Icelandic and drama in primary education will be the main subjects of the course. Icelandic and teaching of Icelandic will be studied, both 

theoretically and practically. Icelandic language as a subject according to the National curriculum will be discussed as well as the importance 

of language arts in other school subjects and dayly life. Drama in education will be studied theoretically and practically. Students are 

supposed to know and understand drama as a subject as well as a tool for learning. The two subjects, Icelandic and drama, will be connected 

and studied how they could benefit from each other. 

GSS653G • Calculus • (10e) • Spring 



The main objective is to introduce students to Calculus, its prerequisites and applications. The following will be covered: Linear functions, 

polynomials and their graphs. Exponential, logarithmic and trigonometric functions and their properties. Limit, continuity and the derivative 

of a function. Derivatives of basic functions, products and composite functions. Integration. Solutions of simple differential equations and 

linear systems of differential equations. Introduction to functions of several variables, derivatives and integration. Applications of calculus. 

Subjects from linear algebra. 


Recommended preparation: Rúmfræði og algebra (GSS326G) or Rúmfræði (GSS337G) 

GSS655G • Play and technology • (10e) • Spring 



Student teachers discuss and write about research articels and other resources on computer use by young children in preschool and 

elementary school settings. They get to know illuminating examples of work within chosen schools and are expected to contemplate on 

fruitful ways to apply information technology and digital media with young students. Attention is paid to digital entertainment and 

edutainment for children as well as systematic ways to categorize and evalute entertaining and educating materials. Student teachers 

construct slideshows and visual stories with an array of digital applications emphasizing digital research and creative use of movement, 

picture and sound. Students get to experiment and create in a playful and unexpected manner with technological artifacts and everyday tools 

to encourage explorative and creative thought. The course, furthermore, explores technological systems or construction kits designed for 

children to illuminate technical design, programming and robotics. Students meet school teachers making use of such technologies and get to 

experiment with construction kits under their guidance. 

GSS656G • Icelandic language II: Syntax and style • (10e) • Spring 


This course emphazises research, theory and knowledge necessary to be able to work with grammar and language use, syntax and stylistics. 

The goal is that in the end of the course the student will know the presuppostions of word classes and be able to teach grammar, and to teach 

language, style and litterature as a part of each other. 

Assessment is a project and a written exam, 50% each. 

GSS660G • Principles and processes in drama in education • (10e) • Spring 


Aims: That the students gain knowledge of the policy and historical development of educational drama and are familiar with new researches 

in the field. That the students gain survey of the many possibilities to use drama round the curriculum. 

Assignment: Working with theories and planning. Workshops. Oral and written assignments. 


GSS661G • Designing and making from glass • (10e) • Spring 


This course aim is to train students in using different techniques to form artefacts from glass, for example by using the Tiffanies method, 

form a glass in an oven and make mosaic pictures. The course emphasis is on artistic design and construction of jewelleries and applied 

artefacts. Examples of projects are window decorations, bowls and sculptures. This course aim is to train students in using different 

techniques to form artefacts from glass, for example by using the Tiffanies method, form a glass in an oven and make mosaic pictures. The 

370


Undergraduate 

course emphasis is on artistic design and construction of jewelleries and applied artefacts. Examples of projects are window decorations, 

bowls and sculptures. 



GSS662G • Two- and three-dimensional form • (10e) • Spring 


Teacher: Jóhanna Vigdís Þórðardóttir Lecturer (UK) - Assistant Professor (USA) 

Objective: The student will deepen his understanding as well as knowledge of materials and methods useful in work with two- and threedimensional 

form . Life drawing, and color studies.The student should have gained broad understanding and be able to apply creative 

thought in own work as well as working with children. Students are to hand in a portfolio towards a final grade. 

ÍÞH026G • Rock climbing • (6e) • Fall 


In this course the aim is to give the student knowledge and skills to be able to set up the proper gear for a secure climbing. The student will 

learn how to belay and improve his/her climbing techniques. 

Evaluation will be in form of student portofolio and vocational abilities. Activity will also be evaluated. 

ÍÞH027G • Water works and training • (6e) • Fall 


This course introduces the many possibilities of using the water for fun, teaching and fitness. Students are introduced to swimming training, 

water aerobics, babyswimming, waterpolo and other activities done in the water. The study emphasizes the importance of students exploring 

the subjects by writing papers on the main activities in water training. 

A written technical asignment, make teaching plans and teach some water activity 

KEN101G • Teaching vocational subjects • (10e) • Fall 



- 

KEN102G • Research, writing and academic work methods • (5e) • Fall 

Supervisory teacher: Baldur Sigurðsson Senior Lecturer (UK) - Associate Professor (USA) 


- 

KEN103G • Individuality, special education and teaching in a diverse classroom • (5e) • Fall 



- 

KEN104G • Adult education, parent collaboration, professional training and continuing education • (5e) • Fall 


- 

KEN202G • Teaching vocational subjects and practicum • (10e) • Spring 

Supervisory teacher: Leifur A. Ísaksson 


- 

KEN203G • Curriculum of vocational subjects, materials and assessment • (10e) • Spring 


- 

KEN204G • The relationship between school and professional life • (5e) • Spring 

- 

LSF003G • Practicum • (8e) • Fall 

LSF009G • Practicum - preschool teacher education - old programme • (8e) • Fall 


Assistant teacher: Sigríður Stefánsdóttir Project Manager 

- 

LSF101G • The Preschool • (10e) • Fall 

Supervisory teacher: Bryndís Garðarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Sólveig Hauksdóttir Adjunct Lecturer 

371


Undergraduate 

Teacher: Sigurlaug Bjarnadóttir 




This course emphazises research, theory and practice within early childhood education and the role of preschools in the Icelandic education 

system. The courses aim is for students to get to know the Icelandic preschool curriculum and relate to methods used in preschools. Students 

will be supported in developing skills in analyzing and discussing the role of the preschool, the environment and the role of the preschool 

teacher in a theoretical perspective. In relation to that students develop their skills in organizing childrens education and environment. A part 

of the course, 4 credits/2 weeks, takes place in schools within the field of early childhood education, where students will under supervision 

make observations and work on assignments in relation to the courses subject. 

Assessment is based on projects, journal writing and an exam. 

LSF201G • Children's creativity (music, litterature and visual arts) • (10e) • Spring 



Teacher: Sigríður Pálmadóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Arngunnur Sigurþórsdóttir 


This course emphazises research, theory and knowledge necessary to be able to work with litterature, music, and visual arts as part of early 

childhood education. The goal is that students should know main teaching methods that creative work is based on. Also that students will 

gain knowledge from the field of litterature, visual arts and music with own maturity in mind and teaching of young children. The students 

will show that they have gained broad mindness and originality and can apply creative thought in own work as well as working with 

children. A part of the course is within the field of early childhood education where students will under supervision lead work based on the 

subject matter of the course. Assessment is based on a portfolio that will show students knowledge and skills in all subject matters of the 

course (litterature, music, and visual arts). 

LSF302G • The local environment as a source for learning • (10e) • Fall 


Supervisory teacher: Kristín Norðdahl Lecturer (UK) - Assistant Professor (USA) 

Teacher: Haukur Arason Lecturer (UK) - Assistant Professor (USA) 

Teacher: Gunnhildur Óskarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 




Teacher: Ann-Helen Odberg Lecturer (UK) - Assistant Professor (USA) 


The emphasis is on that students realise how they can use children's local environment as a source for learning about science and 

mathematics. The importance of children's outdoor learning and children's motion for their health and development is stressed and how 

teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of number, 

volume and organisms in their local environment, water and air. 

Assessment is partly based on assignments were students work with literature, do own inquiries and try different approaches in teaching. An 

exam is at the end of the term. 

LSF303G • Creative learning in Preschool • (10e) • Fall 

Supervisory teacher: Sigríður Pálmadóttir Lecturer (UK) - Assistant Professor (USA) 




The course emphazises theory and research within drama, speech, visual arts and music. The goal is that students gain skills in leading 

creative work in preschools with emphasis on visual and performing arts and music. Also that students can show knowledge and ability in 

their own work as well as in planning and working with preschool children. A part of the course is within the field of the preschool where 

students will display their abilities to organize and evaluate ways to use the subject matter of the course. Attendance is compulsory. 

Assessment is based on a portfolio and tasks that will display student's knowledge and skills in subject matter of the course (music, visual 

and performing arts). In order to pass the demands of the course, the minimum average grades should be no lower than 5.0 in all subjects, 

along with sufficient attendance and performance in the field studies. 

LSF304G • The Preschool Child • (10e) • Fall 

Supervisory teacher: Kristín Karlsdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Hrönn Pálmadóttir Lecturer (UK) - Assistant Professor (USA) 


The main emphases of the course builds on the assumption that each child has capabilities to learn and develop. The theoretical underpinning 

supports the view that children learn throug play and activities were they follow their own ideas. This also involves the view that childrens 

learning takes place through being interactive in their social context and that they have the right to influence their own situation in the 

preschool. The courses aim is to support students in developing their own critical reflection in order to be able to discuss and rationalise their 

approach, making conections between theory and practice. A part of the course takes place in schools within the field of early childhood 

education, where students will under supervision make observations and work on assignments in relation to the courses subject. 

Required preparation: Þroska- og námssálarfræði (GSF103G), Leikskólafræði I - Leikskólinn sem menntastofnun (LSF101G) 

Assessment is based on participation in online discussions, journal writing and an exam. 

LSF401G • Inclusive preschool • (10e) • Spring 


372


Undergraduate 



The main aims of the course are that students are supposed to: The main aims of the course are that students are supposed to: 

-improve their ability to manage diversity in the preschool, 

- look into their own attitudes towards diversity, 

-get acquainted with the ideology of inclusion. 

Topics: It is emphasized that the preschool welcomes all children on their own premises and the diversity is an advantage. Research of 

inclusion in preschool will be discussed as well as rights of children. Different methods in observation and evaluation will be addressed and 

how the preschool teacher can cooperate with Child-support Services and social workers. 

LSF403G • Language development and emergent literacy • (10e) • Spring 

Supervisory teacher: Freyja Birgisdóttir Lecturer (UK) - Assistant Professor (USA) 




The goals of this course are: 

• That students become familiar with the foundations of development of language and literacy in preschool-age children 

• That students are familiar with the main theories on language development, as well as pedagogy, culture and community 

• That students are familiar with the main theories on bilingualism, such as sign language and Icelandic as a second language 

• That students learn diverse methods to encourage and support the language of children, also children with Icelandic as a second 

language 

• That students learn diverse methods to encourage the development of literacy 

• That students are aware of the main language abnormalities that may occur amongst preschool-age children, and when there is 

reason to seek specialised assistance in language development 

• That students are familiar with untraditional communication methods when communication with disabled children 

• That students are able to apply their knowledge in a professional manner with children in their field of work 

Required preparation: Þroska- og námssálarfræði (GSS103G) or Þroska- og námssálarfræði (GSF103G) 

LSF501G • Transition from preschool to primary school • (10e) • Fall 

Supervisor: Jónína Vala Kristinsdóttir Lecturer (UK) - Assistant Professor (USA) 


Supervisory teacher: Jóhanna Einarsdóttir Professor 


Teacher: Anna Magnea Hreinsdóttir 

Teacher: Sigríður Sturludóttir Project Manager 


Teacher: Guðrún Bjarnadóttir Adjunct Lecturer 


The course aims are that students: The course aims are that students: 

- become acquainted with the education and learning of the oldest children in the preschool and the youngest children in primary school, 

- understand the effects that the transition between school levels has on children, teachers and families, 

- become aware of teaching methods which contribute to continuity in learning in pre- and primary schools, 

- learn to organise and lead children's teamwork. 

Topics: Transition and continuity between school levels and perspectives of children, teachers and parents; learning premises and 

opportunities of young children; emergent literacy; building with unit blocks (creation and mathematics); working with the project approach. 

LSF502G • The Playschool Teacher • (10e) • Fall 

Supervisory teacher: Þórdís Þórðardóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Bryndís Garðarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Sigríður Stefánsdóttir Project Manager 

On completing this course the students have become familiar with current traditions and trends in teaching preschool children and will be 

able to connect theories and ideology with policy making in preschools, they have developed understanding of the preschool teacher 

profession and the context that influences it, and developed critical thinking will be able to reflect on their ideas and beliefs. Special 

emphasis will be placed on the ideas of Dewey, constructivism and post-modern ideas of early childhood education. 

Required preparation: Þroska- og námssálarfræði (GSS103G) or Þroska- og námssálarfræði (GSF103G), Leikskólafræði I - Leikskólinn sem 

menntastofnun (LSS101G) or Leikskólafræði I - Leikskólinn sem menntastofnun (LSF101G), Leikskólafræði II - Leikur og samskipti 

(LSS305G) or Leikskólafræði II - Leikur og samskipti (LSF304G) 

LSF601G • Science, community and arts in preschool • (10e) • Spring 




The emphasis is on science, community and arts in preschool children's education. Students will investigate how to scaffold children's 

learning in these fields with emphasis on "hands on - minds on" approaches. The importance of education for sustainable development will 

be stressed and students will study different approaches using science, social studies and arts to stimulate children's learning, values and 

actions in that area. 

LSF602G • Communication, collaboration and leadership • (10e) • Spring 


Supervisory teacher: Arna Hólmfríður Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 

373


Undergraduate 


The purpose of this course is to enhance students understanding of a) communication, learning and improved competence of adults in the 

preschool and b) roles of early childhood educational leaders. At the end of the course students is supposed to have the competence to 

analyze their own communication skills, communication problems in the preschool and how to deal with it. They are also supposed to have 

gained knowledge about the role of leaders and managers, especially the department leaders, and how they perform their job regarding 

children, staff and families. Students will therefore be trained to carry out difficult interviews in the preschool and emphasis in on 

multicultural education and early intervention. 

(1) A written report and a group presentation based on an analysis of a specific communication and leadership issues by the use of a 

theoretical framework developed from the literature. (2) A portfolio based on a review of the literature in communication and leadership 

related to students' work in the preschool field. 

LSS101G • The Preschool • (10e) • Fall 

Supervisory teacher: Bryndís Garðarsdóttir Lecturer (UK) - Assistant Professor (USA) 


Teacher: Sigurlaug Bjarnadóttir 




This course emphazises research, theory and practice within early childhood education and the role of preschools in the Icelandic education 

system. The courses aim is for students to get to know the Icelandic preschool curriculum and relate to methods used in preschools. Students 

will be supported in developing skills in analyzing and discussing the role of the preschool, the environment and the role of the preschool 

teacher in a theoretical perspective. In relation to that students develop their skills in organizing childrens education and environment. A part 

of the course, 4 credits/2 weeks, takes place in schools within the field of early childhood education, where students will under supervision 

make observations and work on assignments in relation to the courses subject. 

Assessment is based on projects, journal writing and an exam. 

LSS201G • Children's creativity (music, litterature and visual arts) • (10e) • Spring 



Teacher: Sigríður Pálmadóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Arngunnur Sigurþórsdóttir 


This course emphazises research, theory and knowledge necessary to be able to work with litterature, music, and visual arts as part of early 

childhood education. The goal is that students should know main teaching methods that creative work is based on. Also that students will 

gain knowledge from the field of litterature, visual arts and music with own maturity in mind and teaching of young children. The students 

will show that they have gained broad mindness and originality and can apply creative thought in own work as well as working with 

children. A part of the course is within the field of early childhood education where students will under supervision lead work based on the 

subject matter of the course. Assessment is based on a portfolio that will show students knowledge and skills in all subject matters of the 

course (litterature, music, and visual arts). 

LSS302G • The local environment as a source for learning • (10e) • Fall 



Teacher: Haukur Arason Lecturer (UK) - Assistant Professor (USA) 





Teacher: Ann-Helen Odberg Lecturer (UK) - Assistant Professor (USA) 


The emphasis is on that students realise how they can use children's local environment as a source for learning about science and 

mathematics. The importance of children's outdoor learning and children's motion for their health and development is stressed and how 

teachers can integrate these into children's education. Students will investigate different approaches to scaffold children's learning of number, 

volume and organisms in their local environment, water and air. 

Assessment is partly based on assignments were students work with literature, do own inquiries and try different approaches in teaching. An 

exam is at the end of the term. 

LSS304G • Creative learning in Preschool • (10e) • Fall 

Supervisory teacher: Sigríður Pálmadóttir Lecturer (UK) - Assistant Professor (USA) 




The course emphazises theory and research within drama, speech, visual arts and music. The goal is that students gain skills in leading 

creative work in preschools with emphasis on visual and performing arts and music. Also that students can show knowledge and ability in 

their own work as well as in planning and working with preschool children. A part of the course is within the field of the preschool where 

students will display their abilities to organize and evaluate ways to use the subject matter of the course. Attendance is compulsory. 

Assessment is based on a portfolio and tasks that will display student's knowledge and skills in subject matter of the course (music, visual 

and performing arts). In order to pass the demands of the course, the minimum average grades should be no lower than 5.0 in all subjects, 

along with sufficient attendance and performance in the field studies. 

LSS305G • The Preschool Child • (10e) • Fall 


374


Undergraduate 


Teacher: Hrönn Pálmadóttir Lecturer (UK) - Assistant Professor (USA) 


The main emphases of the course builds on the assumption that each child has capabilities to learn and develop. The theoretical underpinning 

supports the view that children learn throug play and activities were they follow their own ideas. This also involves the view that childrens 

learning takes place through being interactive in their social context and that they have the right to influence their own situation in the 

preschool. The courses aim is to support students in developing their own critical reflection in order to be able to discuss and rationalise their 

approach, making conections between theory and practice. A part of the course takes place in schools within the field of early childhood 

education, where students will under supervision make observations and work on assignments in relation to the courses subject. 

Required preparation: Leikskólafræði I - Leikskólinn sem menntastofnun (LSS101G) 

Assessment is based on participation in online discussions, journal writing and an exam. 

LSS401G • Inclusive preschool • (10e) • Spring 




The main aims of the course are that students are supposed to: The main aims of the course are that students are supposed to: 

-improve their ability to manage diversity in the preschool, 

- look into their own attitudes towards diversity, 

-get acquainted with the ideology of inclusion. 

Topics: It is emphasized that the preschool welcomes all children on their own premises and the diversity is an advantage. Research of 

inclusion in preschool will be discussed as well as rights of children. Different methods in observation and evaluation will be addressed and 

how the preschool teacher can cooperate with Child-support Services and social workers. 

LSS402G • Language development and emergent literacy • (10e) • Spring 





The goals of this course are: 

• That students become familiar with the foundations of development of language and literacy in preschool-age children 

• That students are familiar with the main theories on language development, as well as pedagogy, culture and community 

• That students are familiar with the main theories on bilingualism, such as sign language and Icelandic as a second language 

• That students learn diverse methods to encourage and support the language of children, also children with Icelandic as a second 

language 

• That students learn diverse methods to encourage the development of literacy 

• That students are aware of the main language abnormalities that may occur amongst preschool-age children, and when there is 

reason to seek specialised assistance in language development 

• That students are familiar with untraditional communication methods when communication with disabled children 

• That students are able to apply their knowledge in a professional manner with children in their field of work 

Required preparation: Þroska- og námssálarfræði (GSS103G) or Þroska- og námssálarfræði (GSF103G) 

LSS501G • Transition from preschool to primary school • (10e) • Fall 

Supervisor: Jónína Vala Kristinsdóttir Lecturer (UK) - Assistant Professor (USA) 




Teacher: Anna Magnea Hreinsdóttir 

Teacher: Sigríður Sturludóttir Project Manager 


Teacher: Guðrún Bjarnadóttir Adjunct Lecturer 


The course aims are that students: The course aims are that students: 

- become acquainted with the education and learning of the oldest children in the preschool and the youngest children in primary school, 

- understand the effects that the transition between school levels has on children, teachers and families, 

- become aware of teaching methods which contribute to continuity in learning in pre- and primary schools, 

- learn to organise and lead children's teamwork. 

Topics: Transition and continuity between school levels and perspectives of children, teachers and parents; learning premises and 

opportunities of young children; emergent literacy; building with unit blocks (creation and mathematics); working with the project approach. 

LSS502G • The Playschool Teacher • (10e) • Fall 


Teacher: Bryndís Garðarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Sigríður Stefánsdóttir Project Manager 

On completing this course the students have become familiar with current traditions and trends in teaching preschool children and will be 

able to connect theories and ideology with policy making in preschools, they have developed understanding of the preschool teacher 

profession and the context that influences it, and developed critical thinking will be able to reflect on their ideas and beliefs. Special 

emphasis will be placed on the ideas of Dewey, constructivism and post-modern ideas of early childhood education. 

Required preparation: Þroska- og námssálarfræði (GSS103G) or Þroska- og námssálarfræði (GSF103G), Leikskólafræði I - Leikskólinn sem 

menntastofnun (LSS101G) or Leikskólafræði I - Leikskólinn sem menntastofnun (LSF101G) 

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Recommended preparation: Leikskólafræði II - Leikur og samskipti (LSS305G) or Leikskólafræði II - Leikur og samskipti (LSF304G) 

LSS602G • Science, community and arts in preschool • (10e) • Spring 



Teacher: Hanna Ragnarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The emphasis is on science, community and arts in preschool children's education. Students will investigate how to scaffold children's 

learning in these fields with emphasis on "hands on - minds on" approaches. The importance of education for sustainable development will 

be stressed and students will study different approaches using science, social studies and arts to stimulate children's learning, values and 

actions in that area. 

LSS603G • Communication, collaboration and leadership • (10e) • Spring 




The purpose of this course is to enhance students understanding of a) communication, learning and improved competence of adults in the 

preschool and b) roles of early childhood educational leaders. At the end of the course students is supposed to have the competence to 

analyze their own communication skills, communication problems in the preschool and how to deal with it. They are also supposed to have 

gained knowledge about the role of leaders and managers, especially the department leaders, and how they perform their job regarding 

children, staff and families. Students will therefore be trained to carry out difficult interviews in the preschool and emphasis in on 

multicultural education and early intervention. 

(1) A written report and a group presentation based on an analysis of a specific communication and leadership issues by the use of a 

theoretical framework developed from the literature. (2) A portfolio based on a review of the literature in communication and leadership 

related to students' work in the preschool field. 

LSS604G • B.Ed. thesis • (10e) • Spring 



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MEX006G • Disability Studies and Inclusive Schooling • (6e) • Fall 


The course is an introductory course for all students interested in inclusive schooling and quality education for diversity of learners. 

Focus: Disability research and theories; families of disabled students, and disability in school and society. Processes of school inclusion and 

exclusion are explored as well as methods of heterogeneous group teaching, and supports for general education teachers and special teachers 

wanting to improve the quality of teaching and learning in one school for all. 

Teaching methods: Discussion groups, lectures, projects and visits. 

MEX006G • Disability Studies and Inclusive Schooling • (6e) • Spring 


The course is an introductory course for all students interested in inclusive schooling and quality education for diversity of learners. 

Focus: Disability research and theories; families of disabled students, and disability in school and society. Processes of school inclusion and 

exclusion are explored as well as methods of heterogeneous group teaching, and supports for general education teachers and special teachers 

wanting to improve the quality of teaching and learning in one school for all. 

Teaching methods: Discussion groups, lectures, projects and visits. 

MEX020G • Icelandic Nature and Cultural Legacy • (10e) • Fall 




Nature of Iceland: Students learn about the weather and climate, geology, vegetation and animal life. They attend lectures about the geology 

of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the 

seashore and familiarize themselves with life in the lakes and rivers. They also learn about the vegetation of Iceland and the Icelandic horse - 

a horseriding trip is optional. Field trips (1-6 hours) are an important ingredient of this part of the course. 

Cultural Legacy: An Icelandic Family Saga wil be read. Also some Edda-poems about gods and heroes, together with chapters from Snorri's 

Edda (Ódin, Thor, Frigg, etc.). Some Icelandic folk tales and familiar motifs from oral tradition will be looked into, and Icelandic fairy tales 

will be compared to those of neighbouring countries. An afternoon-trip to a historical place will be made, and one visit to a 

historical museum in Reykjavík. 

Teaching methods: Lectures, seminar and group work. 

MEX020G • Icelandic Nature and Cultural Legacy • (10e) • Spring 



Nature of Iceland: Students learn about the weather and climate, geology, vegetation and animal life. They attend lectures about the geology 

of Iceland and go on fieldtrips to see volcanoes, hotsprings and lava and study the geography of the country. They go birdwatching, to the 

seashore and familiarize themselves with life in the lakes and rivers. They also learn about the vegetation of Iceland and the Icelandic horse - 

a horseriding trip is optional. Field trips (1-6 hours) are an important ingredient of this part of the course. 

Cultural Legacy: An Icelandic Family Saga wil be read. Also some Edda-poems about gods and heroes, together with chapters from Snorri's 

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Edda (Ódin, Thor, Frigg, etc.). Some Icelandic folk tales and familiar motifs from oral tradition will be looked into, and Icelandic fairy tales 

will be compared to those of neighbouring countries. An afternoon-trip to a historical place will be made, and one visit to a 

historical museum in Reykjavík. 

Teaching methods: Lectures, seminar and group work. 

MEX021G • Storyline, an Approach to Teaching and Learning • (6e) • Fall 


Developed over the last 30 years and is now used in at least 30 countries all over the world. Throughout the selected topics, problems are 

identified or posed, the children hypothesize, they test the hypotheses, and they evaluate suggestions in the light of different criteria. During 

all of these activities, they modify, elaborate, and criticize their own theories about the world inside their heads. Students will be given 

lectures on the theories the Storyline approach is based on, workshops where they can try out a topic, and they will be given opportunities to 

plan their own storyline topics by making topic plans. 

Teaching methods: Lectures, seminars, group work. 

MEX021G • Storyline, an Approach to Teaching and Learning • (6e) • Spring 


Developed over the last 30 years and is now used in at least 30 countries all over the world. Throughout the selected topics, problems are 

identified or posed, the children hypothesize, they test the hypotheses, and they evaluate suggestions in the light of different criteria. During 

all of these activities, they modify, elaborate, and criticize their own theories about the world inside their heads. Students will be given 

lectures on the theories the Storyline approach is based on, workshops where they can try out a topic, and they will be given opportunities to 

plan their own storyline topics by making topic plans. 

Teaching methods: Lectures, seminars, group work. 

MEX022G • Teaching Practice • (4e) • Fall 

Supervisory teacher: Sigríður Pétursdóttir Project Manager 

Aims and content: Exchange students are offered teaching practice in Icelandic primary and lower secondary schools where they have the 

opportunity to get familiar with Icelandic schools and the school system. Students will introduce their home country and participate in the 

school work and different subject teaching as applicable every time, such as language teaching or art and craft. These are decided according 

to students field of interests and organisation of the school work. 

MEX022G • Teaching Practice • (4e) • Spring 


Aims and content: Exchange students are offered teaching practice in Icelandic primary and lower secondary schools where they have the 

opportunity to get familiar with Icelandic schools and the school system. Students will introduce their home country and participate in the 

school work and different subject teaching as applicable every time, such as language teaching or art and craft. These are decided according 

to students field of interests and organisation of the school work. 

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KEN201F • Introduction to Teaching • (10e) • Fall & Spring • 2f + 1u 

Supervisory teacher: Guðrún Geirsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Hafdís Ingvarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

The aim of the course is to give students an insight into main theories and research of learning and teaching. Main topics of the course are 

theories and research on learning and teaching, teachers' professionalism, school culture and school development. 

Written exam and assignments (minimal grade of 5,0 required in the exam). 

KEN203F • The Teaching of Social Sciences • (10e) • Fall & Spring • 2f + 1u 

Teacher: Súsanna Margrét Gestsdóttir 

Each student in the Teaching Diploma shall take a course based on his major parallel to the courses Teaching Practical Training and 

Introduction to Teaching. The main subject of the course is syllabus design, teaching methods and assessment, but in other respects the 

courses emphasise the characteristics of the subject in question. 

Assignments. Attendance is compulsary. A minimum grade of 5,0 is required for the main assignment. 

KEN204F • Foreign Languages Teaching • (10e) • Fall & Spring • 2f + 1u 

Supervisory teacher: Anna Jeeves 


The aim of the module is to help students develop their understanding and knowledge of the FL (foreign language). Teachers' role, and 

to develop their ability to reflect on their individual personal philosophy about learning and teaching. Theories and current ideas 

concerning the learning and teaching of the curriculum area are studied. Students develop confidence in professional enquiry and 

discussion of learning and teaching their subject. 

Teaching: Teaching takes the form of discussions, interactive lectures, practical teaching demonstrations and workshops. 

Assessment: There is no final examination. Assessment is through assignments and submission of a task-based portfolio. Minimum 

requirements are grade 5.0 in the portfolio. 

KEN205F • The Teaching of the Icelandic Language • (10e) • Fall & Spring • 2f + 1u 


Each student in the Teaching Diploma shall take a course based on his major parallel to the courses KEN207F Teaching: Practical Training 

and KEN201F Introduction to Teaching. The main subject of the course is syllabus design, teaching methods and assessment, but in other 

respects the courses emphasise the characteristics of the subject in question. 

Assignments. Attendance is compulsory. A minimum grade of 5.0 is required for the main assignment. 

KEN206F • The Teaching of Natural Sciences • (10e) • Fall & Spring • 2f + 1u 


Teacher: Ólöf Dóra Bartels Jónsdóttir 

The main of the course is to have the participants develop their ideas regarding science learning and science teaching so that they are in better 

positionto teach their respective disciplinary subjects. The course is built on the idea that learning how to teach is basically a matter of 

developing one's practical professional knowledge, i.e. to reflect on and shape one's ideas on how he or she is going to think and act as 

subject teacher. 

Assignments. Attendance is compulsary. A minimum grade of 5.0 is required for the main assignment. 

KEN207F • Teaching: Practical Training • (10e) • Fall & Spring 



This course is connected to the courses Introduction to Teaching and Learning and Teaching School Subjects and should be taken 

simultaneously. The aim of the course is to train students in teaching and interacting with students and to introduce them to school culture 

and working procedures. Each students is allotted secondary school where s/he spends a couple of hours each week under supervision during 

both terms. 

The teaching practice is assessed based on an assessment system. Attendance in all sections of the course is compulsory. When students have 

met all the requirements of the course they receive a grade of "completed" in their diplomas. 

KEN211F • The Teaching of Business Courses • (10e) • Fall & Spring 

Supervisory teacher: Petra Bragadóttir 

The primary goal of the course is that participants develop their ideas on business education and teaching, in order to be prepared to teach 

such courses. The course is based on the idea that the student teacher is developing his/her theory of practice/work, that is, reflecting on and 

developing his/her ideas on how he/she would like to and will work as a teacher. 

MVS009F • Learning theories • (10e) • Spring 

Supervisory teacher: Ragnhildur Bjarnadóttir Senior Lecturer (UK) - Associate Professor (USA) 



Content The concept of learning and its definitions from different theoretical perspectives will be in focus. Student teachers are supposed to 

gain knowledge on the most prominent learning theories, such as behaviourism, and constructivist theories based on cognitive as well as 

socio-cultural theories. Concepts on motivation in learning in and out of school will be especially addressed. Transfer of knowledge e.g. 

between school and work and theories on learning in the workplace will be dealt with. Emerging theories such as situated learning and 

cultural-historical activity theory will be discussed. Student teachers are supposed to get acquainted with recent research on learning where 

those theories and concepts are applied and analyze how different theoretical perspectives on learning influence educational practice as well 

as research. 

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Procedure The teaching mode will be a mixture of lectures, dialogue and seminars where student teachers present and discuss their 

assignments, which are supposed to create a link between the theories and the practise field of education. Student teachers are supposed to be 

independent in their working methods and prepared to present their understanding and opinions in public. As the student group might have 

different experiences and interests, teachers aim to differentiate assignments. Teachers will have in mind to connect the course content and 

teaching with learning methods used in the course. Attendance in campus sessions is required. 

Students will work on assignments that combine the theoretical knowledge they are gaining, educational research and practice in the field of 

education (usually in schools) 50% Written examination 50% 

MVS011F • Action research • (10e) • Spring 


Teacher: Hafdís Guðjónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and 

development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into 

different camps. The main emphasis though will be on action research in Icelandic schools, how it has developed until now and how it might 

be taken further. Also there will be an emphasis on learning in action: The participants will not only learn about action research but also learn 

to do action research. 

Required preparation: Aðferðafræði rannsókna (MVS102F) or Aðferðafræði rannsókna (MVS102F) 

MVS101F • Theories in Sociology and Philosophy of Education • (10e) • Fall 





Teacher: Guðrún Geirsdóttir Lecturer (UK) - Assistant Professor (USA) 




Teacher: Ingólfur Ásgeir Jóhannesson 

The content of the course will be centred around contemporary themes, such as ongoing changes in the division of labour between state and 

municipalities and the broader theme of globalisation and its implications for the nation state and our understanding of society. 

MVS102F • Methodology of research • (10e) • Spring 

Supervisory teacher: Þuríður Jóhannsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Amalía Björnsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ingibjörg V Kaldalóns 

Teacher: Guðrún Kristinsdóttir Professor 

Students in this course are expected to deepen their knowledge and skills in educational research methodology. Common research traditions, 

their similarities and differences will be treated as well as ethical issues procedures and regulations related to research practice. Students 

exercise the use of prevalent research approaches. Quality issues of research will be treated. 

Assessment will be grounded in assignments. 

MVS103F • The methodology of research • (10e) • Fall 

Supervisory teacher: Amalía Björnsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ingibjörg V Kaldalóns 


Assistant teacher: Rannveig G Halldórsdóttir 

Assistant teacher: Kristján Ketill Stefánsson Doctoral Graduate Student 

Assistant teacher: Sigríður Sigurðardóttir 

Students in this course are expected to deepen their knowledge and skills in educational research methodology. Common research traditions, 

their similarities and differences will be treated as well as ethical issues procedures and regulations related to research practice. Students 

exercise the use of prevalent research approaches. Quality issues of research will be treated. 

Assessment will be grounded in assignments. 

MVS201F • Qualitative Research Methods I • (10e) • Spring 

Supervisory teacher: Guðrún Kristinsdóttir Professor 

Aim: 

Students learn about qualitative research traditions in education, their origin and epistemological prerequisites of these schools and related 

research methodology and how this relates to professional practice in education. The course aims at deepening and broadening students' 

knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of 

data collection and analysis, such as field studies, a variety of interview approaches discourse and conversational analysis and documentary 

studies. Students learn about research ethics and learn to explore, discuss and analyze issues at stake in qualitative research 


Evaluation: Four assignments; tw on collecting and analyzing resarch data weigh 15% each, one discussion assignment weighs 10% and one 

exercise which entails carrying through a small independent study weighs 60%. 

MVS202F • Quantitative Methods I • (10e) • Spring 

Supervisory teacher: Amalía Björnsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Quantitative methodology and statistics. Student will collect their own data and analysis it. SPSS will be used for data analysis. In statistics 

the main topics are correlation, regression and statistical tests. Students have to come to classes three times during the semester and work 

online between study sessions. 

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Projects (60%) and test (40%). 

MVS301F • M.Ed. final project • (20e) • Fall 


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- 



- 

MVS401F • M.Ed. final project • (20e) • Spring 

Supervisor: Anna María Hauksdóttir Project Manager 

- 



- 



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NOK001F • Seminar on Mathematics Education B. Mathematical Competencies • (10e) • Fall 



Students study recent international research on goals of mathematics teaching, curricula, assessment and textbooks and develop insight into 

relations between research and developmental activities. They study historical and recent curriculum documents from different countries and 

analyze the policies presented there. They explore mathematical competencies and build up their own view of current conditions of 

mathematical education and its desirable development. Special attention is devoted to the development in Iceland. Students choose their area 

of research to study independently, write about and present in the seminar. 

NOK002F • Current and controversial topics in early childhood education • (10e) • Fall 


Assistant teacher: Arna Hólmfríður Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 

On completing this course, the students have acquired a deeper knowledge of various topics and controversial issues in early childhood 

education. Special emphasis will be placed on different views on children and childhood, cooperation between playschools and primary 

schools, teachers' pedagogical beliefs and cooperation between school and family. 

NOK004F • Adolescence: Development, well-being, and the school • (10e) • Spring 

Supervisory teacher: Kristín Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 


Objectives: 

Students should gain an understanding of the major developmental changes that take place during adolescence and the uniqueness of the 

adolescent period, as well as how these changes relate to the challenges that often characterize adolescence. Perspectives from developmental 

psychology and educational science will be entwined to create a fuller understanding of the topic. 

Subject: 

What constitutes positive development and risk behaviors during the adolescent period. Physical- and cognitive changes, identity 

development, gender differences, and changes in self-regulation during the adolescent years, and implications of these changes for future 

development. Research pertaining to the influences of the peer group and the family on adolescent development. Academic achievement, 

students' wellbeing in school, and how teachers can promote positive development of youth. 

Organization: 

The course consists of lectures and recitations. Theories and research on each topic will be introduced in lectures. Much of the course will be 

in the form of recitations, where students will present selected studies within the field and lead in-dept conversations of the study they 

present. Students will write a paper on the study where they relate the findings to theory and applied work with adolescents. 

Students will also do a study on youth culture, where they study adolescents interacting with peers or analyze a movie or a documentary. 

This project provides students with an opportunity to show how they can apply their knowledge of theory and research to understand 

adolescent behavior. 

Assessment will consist of four parts; presentation and report of an empirical article, group assignment, participation in class discussions, 

exam. 

NOK005F • Development of young children's mathematical ideas • (10e) • Spring 


Students learn about main theories used in matematics education research today. Emphasis is on constructivism and social and cultural 

perspectives in mathematics education. Students learn about new research in the area and study the theories and research methods they are 

based on. They study how to prepare a research plan and how research results can be used to develop teaching and learning. 

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Assessment is based on assignments, groupwork and an exam at the end of term. All assignments have to be submitted. 

NOK006F • Effective Communication • (10e) • Spring 


The course covers theories of communication in order to make professional communicators, such as information workers, media people and 

teachers, more skillful in their production of media material of different sorts. Students analyse media programmes and work on projects 

which put them to the test in terms of organising and cooperating, finding communication problems and solving them. Furthermore, each 

student completes an assignment dealing with the kind of work in which he wants to specialise.Throughout the course, the emphasis is on 

linking theory and practice. 

NOK007F • Curriculum Development: What to teach and why? • (10e) • Spring 

Supervisory teacher: Ingvar Sigurgeirsson Professor 

This course examines contemporary issues and trends in the development, design and implementation of curriculum. Special emphasis is on 

relating curriculum issues and curriculum theory to the Icelandic context, the development of the National Curriculum, the politics of the 

curriculum, school-based curriculum development, school reform, curriculum evaluation and curriculum research in Iceland. Curriculum 

analyses methods are also explored. The course is based on lectures, seminars (campus-based as well as web-based seminars), workshops, 

independent studies and teamwork assignments. 

NOK008F • Learning and teaching on the Internet • (10e) • Spring 


The scope of this course is research and projects about communication, presentation and structure of content and learning environments on 

the Internet. The course is project oriented and workshop based and evaluation will be based on student participation and on-line work 

(eportfolio). Most class meetings and student work will take place on-line and in virtual spaces using various on-line tools. Students will 

work on tasks such as: 

• prepare instructional material, interactive content and research articles for use in netbased learning environments 

• participate in research/projects about Internet media in learning and teaching 

• design learning environments and learning processes on the Internet where content, student learning spaces, evaluation, 

communication and group work are connected 

• discuss research and innovative projects about use of Internet in teaching and learning and link new media with theories af 

learning and teaching 

• design various forms of Internet learning environments such as elearning, blended learning, homework - learning outside the 

school. 

NOK009F • To experience art - can it be taught? • (10e) • Fall 



- Gained historical and theoretical knowledge concerning the pedagogy of visual arts 

- The ability to indentify main methods and objectives and be able to link them to an ideological and philosophical context. 

- Gained knowledge of the history of visual arts in an ideological context. 

- The ability to interpret, describe and explain works of art. 

Course Outline: 

1.General discussions concerning perceptions, interpretations and comprehensions of art works. 

2.Various traditions pertaining to interpretations and comprehensions within the pedagogy of visual arts. 

Course Format: Lectures and student training session along with visits to local art museums. Artists will visit to discuss their work. 

A written exam at the end of term. 

NOK010F • Museums and education • (10e) • Fall 



- Gained insight into the development of museums as an educational and training environment. 

- Gained knowledge regarding museums and their role in preserving and endorsing Icelandic cultural history. 

- Obtained an understanding regarding heterogeneous theories and methods within museumology. 

- Obtained the ability to use museums as training and informational institutions. 


The course shall reinforce the relationship between museums and the educational system and support diversified teaching methods. 

The National Museum and the National Gallery of Iceland will be examined, their exhibitions, their collection of art works and research 

status. 

Course Format: Lectures and visits to local art museums. 

A written exam and a project at the end of term. 

NOK011F • Learning and Teaching in the 21st Century • (10e) • Fall 


The main focus of the course is to seek answers to the question: What kind of schools do we want for the 21 st Century? Participants read 

about and reflect on prominent ideas and theories about learning and teaching. Throughout this course they will be asked to reflect on the 

session's topic(s) and relate it (them) back to their own particular teaching situation. Assessment is based on three assignments. 

Objectives 

Through the course students should 

• deepen their understanding of learning, thinking, understanding and teaching 

• be able to use their knowledge to create a learning environment which enhances learning, thinking and understanding of students 

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at different age levels 

• use their experience and knowledge to work towards improvements and develop their sense of self-efficacy 

• relate their own ideas and opinions to research findings and theories 

• state their thoughts in a theoretical and well-founded way. 

NOK012F • Trends in natural science education • (10e) • Spring 

Supervisory teacher: Marey Allyson Macdonald Professor 






Teacher: Auður Pálsdóttir Adjunct Lecturer 





This course addresses science education in a historical and ideological context. Its main goal is that the participants develop a sound 

understanding of how ideas in science education have developed over time, in particular through the past five decades and given rise to new 

thoughts on learning and new curriculum projects and materials. It is hoped that such an insight will enable the participants to understand 

better the current status of science teaching in Iceland and worldwide and be more able to engage productively in research and educational 

activities in the field of science education. The participants will be required to carry out various tasks, including exploring books and papers 

addressing science education and prominent theories about cognition and learning relevant to science education (e.g. constructivist and sociocultural 

theories) and present their findings and reflections in seminars of different kinds of interest to them. Assessing the assignments 

weight will be given to the participants' knowledge of the field (the literature) and their ability to use this knowledge to construct 

independent, coherent and reflective arguments. 

NOK013F • Stylistics and translation • (10e) • Fall 



This course examines selected topics in stylistics and translation theories. Examples from various periods of the literary history will be 

investigated, and the students will do experiments with different stylistic and rhetorical devices. They will also look into the style of 

journalists, essayists, biographers et.c. Translations of various texts will be studied and practiced. Special attention will be payed to the 

practical aspect of school teaching: How can the subject of the course come in use in primary school teaching? 

NOK014F • Language development from birth to ten • (10e) • Fall 

Supervisory teacher: Hrafnhildur Ragnarsdóttir Professor 

Teacher: Rannveig Oddsdóttir Sessional Teacher (Non tenured Teacher) 

The main goal of this course is that students acquire solid theoretical and descriptive knowledge of language development from infancy 

through the first elementary school years, of the range and causes of indidual variation, and that they explore and begin to implement the 

implications of this knowledge for their education practices. 

Special emphasis will be on aspects of language development that meet the following criteria: 

a) are to a high degree influenced by interaction with parents, teachers and the socio-cultural environment. 

b) are strongly related to literacy development and school success 

c) are central on the current research arena. 

The central topics chosen for this years course are vocabulary and the construction of extended contextualized and decontextalized discourse 

(conversations, narratives and expositories), but phonological and grammatical development will also be dealt with. Students will explore 

recent literature in these domains and ways to keep up with relevant research in the future. They are expected to gain an understanding of the 

multiple interdependencies between the different aspects of language development and cognitive, social and emotional development, as well 

as of what kind of interaction and teaching constitutes the best context for development and learning. They will get training in informal 

evaluation of children's linguistic proficiency and the planning of research based teaching and intervention. Finally, in the light of new 

knowledge obtained in this course, students will be stimulated to consciously reevaluate their own conceptions of their role (as teachers and 

parents) in children's language development, their own teaching practices and of the role of language in children's overall development. 

NOK014F • Language development from birth to ten • (10e) • Spring 


Teacher: Rannveig Oddsdóttir Sessional Teacher (Non tenured Teacher) 

The main goal of this course is that students acquire solid theoretical and descriptive knowledge of language development from infancy 

through the first elementary school years, of the range and causes of indidual variation, and that they explore and begin to implement the 

implications of this knowledge for their education practices. 

Special emphasis will be on aspects of language development that meet the following criteria: 

a) are to a high degree influenced by interaction with parents, teachers and the socio-cultural environment. 

b) are strongly related to literacy development and school success 

c) are central on the current research arena. 

The central topics chosen for this years course are vocabulary and the construction of extended contextualized and decontextalized discourse 

(conversations, narratives and expositories), but phonological and grammatical development will also be dealt with. Students will explore 

recent literature in these domains and ways to keep up with relevant research in the future. They are expected to gain an understanding of the 

multiple interdependencies between the different aspects of language development and cognitive, social and emotional development, as well 

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as of what kind of interaction and teaching constitutes the best context for development and learning. They will get training in informal 

evaluation of children's linguistic proficiency and the planning of research based teaching and intervention. Finally, in the light of new 

knowledge obtained in this course, students will be stimulated to consciously reevaluate their own conceptions of their role (as teachers and 

parents) in children's language development, their own teaching practices and of the role of language in children's overall development. 

NOK015F • Research with young children • (10e) • Fall 


This course places emphasis on research with young children; i.e. research where children are participants. Seeking children's perspectives 

and recognizing their points of view emerges from the sociology of childhood, the children's right movement, and postmodern views on 

children which seeks to explore childhood and children as areas of study in their own right. Special emphasis will be placed on 

methodological and ethical dilemmas in doing research with children. 


NOK016F • Creative learning and teaching in natural and social sciences • (10e) • Spring 




The focus of the course is on childrens' active learning about their natural and social environment. How children assimilate concepts and 

ideas of themselves and the world around them and why it is important to explore and use their ideas for further understanding and learning. 

The focus will also be on concept development and constructivist ideas about teaching and learning and on Howard Gardner's multiple 

intelligences and how to use these when working with young school children. The focus will also be on environmental education and life 

skills education and how to integrate these. 

NOK017F • The classroom teacher, roles and responsibilities • (10e) • Spring 


This course focuses on the classroom teacher as the advocate for children and adolescents. The main emphasis is on roles and responsibilities 

the classroom teacher takes on, collaboration (e.g. teachers, professionals and parents) and professional development. The participants will 

reflect on and analyze their working theory. They will integrate their learning with their own practice by writing case and commentary from 

their experience in their classroom. The course work is based on lectures, seminars on campus and through the web, individual and group 

assignments. 

NOK018F • Research and school practices • (10e) • Fall 



Teacher: Kristín Karlsdóttir Lecturer (UK) - Assistant Professor (USA) 

This course focuses on Icelandic and international research on learning and teaching, including both formal research on schools and teachers 

but also research done by teachers. The participants will be expected to acquire broad knowledge about these issues and to use it to reflect on 

their own school experiences and develop their own thinking in this regard. Particular emphasis will be given to basic ideas such as the 

notions of research, learning and teaching. Througout the course the students will be required to keep a reading journal linked to their 

litterature readings. Other ways of working include small group discussions, assignments and lectures. Students will be assessed on the basis 

of their reading journals and a final assignment of their own choice. 

NOK019F • Information & Communication Technology (ICT) in Education and School Development • (10e) • Fall 


Supervisory teacher: Þuríður Jóhannsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Sólveig Jakobsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Almar Miðvík Halldórsson 

Assistant teacher: Björg Pétursdóttir 

Assistant teacher: Júlíus Kristján Björnsson 

The course focuses on the effects of the information revolution on culture, education and schools. ICT-related policy, curriculum and school 

practice will be examined with a socio-cultural perspective. Concepts, theories and research will be introduced, discussed and related to 

practice and experiences. Participants in the course will acquire an understanding of technology integration in schools and its potential to 

influence school development and to affect teaching and learning. They will gain knowledge of how students' computer-related skills and 

attitudes have been developing for the past years as well as their in and out-of-school computer use. They will be able to use ICT effectively 

throughout the process of doing/writing a research/theory-based project/paper. Participants will form and become active members of a 

learning community. 

NOK020F • The art of writing and literature • (10e) • Spring 


In this course, different types and genres of literary texts will be read and analysed, as a practical base for creative writing of various kinds - 

with the needs of the school teacher of literature and writing in mind. 

NOK021F • Seminar on Mathematics Education A: Research in mathematics education • (10e) • Spring 


Students learn about main theories used in matematics education research today. Emphasis is on constructivism and social and cultural 

perspectives in mathematics education. Students learn about new research in the area and study the theories and research methods they are 

based on. They study how to prepare a research plan and how research results can be used to develop teaching and learning. 

Required preparation: Kenningar um nám barna og fullorðinna (MVS009F) 

NOK022F • Algebra and linear algebra • (10e) • Spring 

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Algebra: sets and binary operations on sets. Groups, subgroups, normal subgroups and factor groups. Finite groups and groups of 

permutations. Group homomorphisms and isomorphisms. Rings, fields, ideals and ring homomorhisms. Polynomial rings and matrix rings. 

Linear algebra: vectors in 2-space and 3-space, projections, lines and planes in 3-space. Linearly independent vectors, solutions to linear 

equations systems (Gaussian elimination), matrices. Determinants and inverses of matrices. Linear transformations. 

NOK024F • Science in schools- main concepts and practical work • (10e) • Spring 


Teacher: Auður Pálsdóttir Adjunct Lecturer 



This course is an inquiry into the key ideas in science that are emphasized in the national curriculum and what research has told us about 

student understanding of these key ideas. The ideas in question are amongst others Darwins's evolutionary theory, photosynthesis, the cell, 

ecosystems, Newton's law, energy, Lavoasier's conservation law of mass. In the physics part particular emphasis will be given to the 

historical context of i.e. how these ideas came into being and developed over time. In the second part of the course special attention will be 

given to practical work in science education including both indoor and outdoor activities where the emphasis is to integrate different subjects. 

The teaching environment will include lectures, literature research, student presentation, discussions and assignments. 

(1) reading and reflections on articles about research on student understanding of science concepts and laws (2) planning and carrying out of 

a practical lesson (3) project on the weather (4) project on life in the spring (5) planning of a nature trail- 25% (6) participation in discussions 

on the web- 25% 

NOK025F • What does research say about science education? • (10e) • Fall 


This is a theoretical and practical course within the field of science education. The primary goal is that the participants develop a sound 

knowledge of research into science learning and teaching and will be able to use this knowledge in practice, whether as teachers or 

researchers. One focus will be research on science learning, how pupils learn science, what difficulties they grapple with and how these 

difficulties may be responded to. A second focus will be research on promising science teaching approaches. A third focus will be the status 

of science in the education system and in schools and what conditions promote or hinder science delivery. It is expected that the participants 

gain a good understanding of different research methods used in science education research and develop a critical attitude toward such 

endeavour. Participants will be expected to make inquiries into their own practice as teachers and inquire into pupils' ideas about natural 

phenomena or to acquaint themselves with databases from national or international projects or to conduct small scale qualitative research into 

experience of children and/or teachers in science education. Learning approaches include reading research papers, and creating concise 

abstracts about them, short essay assignments and analytical exercises. 

NOK026F • Language and Literacy • (10e) • Spring 




The main object of this course is to introduce students to current theories of reading and reading instruction. Topics will include (but are not 

limited to) history and perspectives on learning to read, linguistic underpinnings of reading, developmental stages of reading, evaluation of 

materials for reading instruction, and effective reading programs. 

NOK027F • Icelandic and international History of Art from the end of 19th century • (10e) • Spring 



- Gained substantial knowledge of the methodology of History of Art. 

- Gained theoretical and historical knowledge concerning Icelandic and international History of Art and its role in the 20th Century. 

- Captured the main concepts of of methods of interpretation. 

- The ability to group together works of art and identify their ideological background. 

- The ability to analyze unique artistic traits amongst Icelandic and international focal artists during this time. 


1. Introduction to Art History. 

2. Methods of interpretation 

3. Artistic movements in international History of Art from the end of 19th Century to the present day. 

4. The development of Icelandic Art History and how it relates to international History of Art. 

Course Format: Lectures, seminars and visits to local art museums. 


NOK028F • Linguistics • (10e) • Fall 


This course examines selected topics in linguistics with special emphasis on Icelandic and the teaching of Icelandic in primary schools. 

NOK029F • Language and grammar teaching • (10e) • Spring 



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NOK030F • The Spectrum of Teaching Methods - Differentiated Instruction • (10e) • Spring 

Supervisory teacher: Lilja M Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 

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Graduate 

This course deals with the spectrum of teaching methods from direct and formal approaches to informal methods. Emphasis is put on 

theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is put on examining 

differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based 

learning, holistic education, project-based learning, negotiating the curriculum and authentic learning). 

Reflective Journal 40% 

On-line Seminar Participation 10% 

On-Campus Seminar Participation 10% 

Main Project 40% 

NOK031F • Student Assessment and Testing • (10e) • Spring 


Goals and content: Students will identify and understand main concepts and ideas concerning assessment, evaluation and measurement of 

learning, be able to apply these concepts while studying and analyzing fieldwork, deal with matters of opinion regarding assessment and 

particiapate in investigating assessment and measurement in schools. Main ideas and concepts from the area of assessment and measurement 

of learning will be comprehended. 

Course organization and assessment: Lectures, seminars, group discussion, group assignments & individual assignments. Assessment may 

change or evolve in collaboration with participants when course has started. Plan: Final examination at the end of course (40%), group 

assignment and individual assignments (40%) and informal assessment of student's contribution and disposition (20%). 

NOK032F • Interpersonal and Organizational Communication • (10e) • Spring 


The course deals with social interaction in schools; theories, research and skills. Emphasis is put on exploring the various sides of 

communicative skills (such as gender and cultural aspects) and on participants developing their own interpersonal skills, through reflection 

and practice. Among topics covered are teamwork, classroom management strategies, effective parent-school relationships and conflict 

resolution. Assessment is based on a reflective diary, teamwork and an essay. 

Reflective diary 20%; teamwork 30%; essay 50%. 

NOK034F • Play and creativity • (10e) • Fall 



This course emphazises research, theory and knowledge of creative work and play in early childhood education. The goal is that students 

should know and be able to use reasearch findings relating to creative work and play when oraganizing work with preschool and primary 

school children. Also stundents should realize the importance of creative thinking in early childhood education as well as know the methods 

to stimulate and motivate play and art activities within the frame of the curriculum. Students will show that they have gained initiative, 

analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in 

different areas of arts. Assessment is based on a portfolio that will show students knowledge and skills in all subject matters of the course. 

NOK036F • Education for Sustainable Development (ESD) • (10e) • Spring 


This is a course in Environmental Education (EE) with emphasis on Education for Sustainable Development (ESD). It is designed for 

postgraduate students with different background. They can choose aspects of EE and sustainable development (SD) for their work according 

to their experiences and interest. The participants should develop understanding of modern EE, the ideology of sustainable development and 

how it could be implemented. They develop understanding of the role of different sciences and education in implementation of SD. They 

should be able to analyze and describe different views, values and conflicts of interests that appear in connection with SD and be able to 

analyze outcomes and validity of research and developmental projects on SD and ESD. Participants should be able to organize instruction for 

ESD and discuss arguments for it and influences on school curriculum. Main content issues are: Concepts of the environment, ecology, 

economics, environmental ethics, sustainability, EE and ESD. Other issues are the development of EE, SD in the society, programes on SD 

and sustainability in economic and everyday life. What skills are needed to participate in discussions about the environment and conflicts and 

to find democratic solutions? Analyses of projects in EE and ESD for example, MUVIN (EE in Nordic Countries), Baltic 21, Eco-schools, 

projects from the Comenius network SEED (School Development through Environmental Education) and ENSÍ a network of research 

institutions and governments in Europe. Participants work on different pojects in and out of the school, collect data from observations and 

interviews and analyze the outcomes and try to find solutions for the development af ESD within the formal education system. Students read 

about research in the area and give reports of that work. Their work will be assessed, the pojects, their initiatives and creativity. 

NOK037F • History of Mathematics • (10e) • Fall 


The first part of the course is an overview of the history of mathematics from ancient times, such as ancient Babylonian, Egypt and Greek 

mathematics as well as topics from the Orient. Special attention is devoted to Islamic influence in Europe in late medieval times and the 

renewal of mathematics in Europe during the renaissance. In continuation selected topics from modern times will be studied. Students 

develop projects on selected themes where emphasis is on mathematical content as well as on cultural and historical aspects. 

NOK038F • Real Numbers and Real Functions • (10e) • Spring 


The course aims at enhancing students' skills in mathematical computations as well as their knowledge of the subject matter, increasing selfconfidence 

with respect to questions of curricula. Course content: Numerical sequences and series, convergence and convergence tests. 

Elements from calculus include limits, continuous functions, differentiable functions, integrable functions. Axioms for the natural numbers. 

Rational numbers and real numbers. Taylor-series and approximation of functions. Elements from number theory include Euclid's algorithm, 

its application in solving certain Diophantine equations and connection to continous fractions. Algebraic numbers, the existence of 

transcendental numbers. Proofs of irrationality for the numbers e and pi. 

NOK040F • The value of the arts in education - an enquiry through theory and research • (10e) • Spring 

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Graduate 



The subject of the course is to examine current and past theories on the value of the arts in education. Philosophical writings on the 

importance of including the arts and "hands-on" practices in education will be explored. Students will be encouraged to approach the subject 

from a personal perspective. The main object is to develop tools for informed debate on the value and implications of the arts in education in 

the context of culture and society. 

Essay and written assignments 

NOK041F • Teaching literature • (10e) • Fall 


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NOK042F • Distance Education • (10e) • Spring 

Supervisory teacher: Sólveig Jakobsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Students know trends, issues, and theories in the field, as well as designing for distance delivery with different types of methods, media, and 

delivery tools. Other goals are individually defined and based on the needs and interests of students taking the course. Students participate in 

online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based 

learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics 

related to DE. 

NOK043F • Media, education and society • (10e) • Fall 



The course connects some key theories of media and communication to education. Firstly, the focus is on media education and media 

literacy: What should children and young people know about the media and their role in society? What does it mean to be literate in a digital 

world and how should we develop and implement a pedagogy of new media? Secondly, the emphasis is on pupils' media production as way 

of knowing: What do they learn about the subject-matter in question, and the medium they are using, when they produce their own material, 

e.g. in the form of webs or mini-documentaries? What do they learn about communication, co-operation and, indeed, themselves in the 

process of production? Those participating in the course make their own media material and write a portfolio, describing their learning and 

linking of theory and practice. 

NOK044F • The Digital Divide, Assistive Technology and Inclusion • (10e) • Spring 


The scope of this course is the digital divide or the difference in access to the digital society by different groups and individuals and inclusion 

of all regardless of factors such as disability, geographical location, socio-economical status, gender and age. The course is on-line and is 

project based and focus on design based research. 

NOK046F • Teaching outside through sustainable design • (10e) • Fall 


Teacher: Ólafur Oddsson 


students. Teaching outside through sustainable design is a new direction in Craft and Design Education. The course focuses on using 

Icelandic woods and ecological design. Students learn about the ecosystem of the Icelandic woods and how the can design artefacts for daily 

use from wet wood. They learn to use traditional whittling methods, which can be used securely in school education. 

Students deliver their designs, and expositions for evaluation. 

NOK047F • Three-dimensional design and innovation in design and crafts • (10e) • Fall 



students. The main goal is to help student develop their skill and knowledge in using Computer Aided Design and Computer Aided 

Manufacturing. Students get the 3D software Prodesktop for free. The course also deals with the Icelandic pedagogical model for Innovation 

Education. Students learn to set up applications for design protections and how they can set up courses for the elementary school using the 

above knowledge. Teaching methods are mainly lectures and workshops in the computer classroom, discussions and homework. 

Students deliver their drawings, designs and expositions for evaluation. 

NOK048F • Multimedia Design in Education • (10e) • Spring 


This course explores the potential and constraints of interactive multimedia design in educational contexts. Students learn how to approach 

instructional design processes and are introduced to an array of tools to work with text, graphical interfaces, pictures, video and sound. They 

experiment with such tools, attempt to design or describe their own multimedia projects, review and discuss research regarding this field of 

activity in schools and are expected to recognize ways to have students at different age levels do project work of their own. Students 

interested in publishing interactive multimedia content are expected to understand instructional design processes involved and realize the 

importance of team efforts and expertise in such an undertaking. 

Recommended preparation: Nám og kennsla á Netinu (NOK008F) 

NOK049F • Seminars in language and literacy • (10e) • Spring 





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Graduate 


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NOK050F • Reading, writing and reading comprehension: emphasis in teaching • (10e) • Spring 



The main topics of the course include teaching of reading, reading comprehension and writing, at the beginner and intermediate levels. 

Emphasis is placed on definining the multiple ties between reading, reading comprehension and writing when teaching beginners, and those 

further along. The course takes into account different paths in teaching of reading, reading comprehension and writing, evaluated against a 

backdrop of research results and theories. Assessment methods and tests of reading, reading comprehension and writing will be examined, as 

well as assessment related to these features. Various influences in the development reading, reading comprehension and writing will be taken 

into account, particular in regards to educational materials, educational environment, teachers and pedagogists. 

Required preparation: Mál og lestur (NOK026F) 

NOK052F • Language and literacy in middle and lower secondary school • (10e) • Spring 



Teacher: Guðmundur Kristmundsson 

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NOK053F • Bilingual development and literacy • (10e) • Fall 

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NOK054F • Curriculum materials in theory and practice • (10e) • Fall 


The course deals with different kinds of curriculum materials, such as textbooks, web-based materials and teaching guides, their 

characteristics and use. Students will be acquainted with linguistic, pedagogic and content based methods of research and textbook literacy. 

They will write a review of a textbook or other materials besides producing their own materials, as part of the assessment of the course. 

NOK055F • Language and Reading Disabilities • (10e) • Fall 



The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. 

Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy 

development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading 

difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences 

in literacy development. 

On completing the course students should be able to: 

• Understand the relationship between language- and reading disabilities 

• Consider and evaluate theories, causes, symptoms and definations on specific learning difficulties/dyslexia 

• Appraise the theoretical underpinnings of reading comprehension and how to react to reading comprehension problems 

• Recognice different symptoms of specific decoding and comprehension difficulties, and be able to select effective methods of 

teaching 

• Understand and examine theories about the development of reading and writing and detect possible problems that students may 

encounter in the literacy acquisition process 

• Appreciate the importance of early identification and become able to evaluate cases and organize effective teaching programmes 

• Ctirically evaluate research findings on the effectiveness of different teaching methods and programmes for students with 

dyslexia 

• Understand and evaluate the psychological and social consequenses of reading and learning difficulties 

• Appreciate factors that affect learning to read in languages other than Icelandic 

Course organisation: Lectures, discussions, case studies, short investigations, groupwork, and individual work. 

Group assignment (20%). Report (20%) Individual assignment (60%) 

NOK058F • Writing in a foreign or second language • (10e) • Fall 


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NOK059F • Literacy and dyslexia in language education • (10e) • Fall 


- 

NOK060F • Language assessment and innovation in language teaching • (10e) • Spring 


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NOK061F • IT and distance education in language teaching • (10e) • Spring 


- 

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Graduate 

NOK101F • Art and Design History • (10e) • Fall 



- Gained substantial knowledge of the methodology of History of Art and Design 

- Gained theoretical and historical knowledge concerning History of Art and Design history 

- Captured the main concepts of methods of interpretation. 

- The ability to group together works of art and design and identify their ideological background. 


1. Introduction to Art History. 

2. Methods of interpretation 

3. Artistic movements in international History of Art and Design. 

Course Format: 

Lectures, seminars and visits to local art museums. 


NOK102F • Research in music education • (10e) • Fall 


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NOK103F • Music in the education of children - theories, methods and objectives • (10e) • Fall 


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NOK104F • Art, nature and society • (10e) • Fall 


Teacher: Ásthildur Jónsdóttir 

This course addresses how Arts-based environmental education helps people to see the connection between nature and culture in our society. 

Students will discover how artists use nature and natural material in their creations. 

Emphasis are on the relationship between critical pedagogy and contemporary art practices in connection with contemporary artists that use 

the nature and interpretation of the society. 

Topics include art creation, discussions and visits. The course addresses pedagogy and curriculum in a variety of educational settings. 

NOK105F • Creativity and innovation in textiles for preschools and primary schools • (10e) • Fall 


Students will choose a subject within the framework of textile studies and develop assignments and teaching materials for preschool or 

elementary school students. Students will deepen their knowledge of the subject through experimenting and developmental work. Focus will 

be on creative thinking and the presentation of the work should project that approach. The students should write a theological essay 

presenting clear arguments for the goals and emphasis of their work. Their final work should include a professional presentation of their 

project supported by clear arguments. 

NOK106F • Textile design • (10e) • Fall 


Goals: a student 

- has deepened a knowledge and an understanding in using patterns and design in making cloths and is able to utilize them in a skilled 

project work 

- has obtained a qualification to carry out experiments and reason a solution on modelling of textiles with skilled and artistic creation and 

apply them systematically in a job, investigatory and research work 

- can take an independent, skilled and well-grounded decisions in working with textiles based on the knowledge of the diverse textile 

methods in cloth making 

- knows a historical and cultural background of cloth making and development in fashion and textile design 

Course projects 

Independent investigatory and an innovation project where an accent is laid on an interplay of artistic interpretations and an application of 

miscellaneous textile methods with diverse materials, threads, forms and colours. 

Student will be given an opportunity to an individual presentation and an argumentation of the projects results. 

NOK201F • Working in inclusive practices • (10e) • Spring 


The main purpose of the course is to prepare participants to work with diverse group of students in inclusive practices and to study research 

on inclusive practices, ideas of inclusive education, and main concepts. The focus is on teaching strategies and educative assessment that 

works well for diverse groups of students, and adapting teaching and learning to students with special needs. 

Content 

The focus is on inclusive practices. Participants create personal curriculum for individual students and adapt them to students special needs. 

During the course different strategies to gather information on student's needs, strengths, achievements and interest are introduced. How to 

create learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, 

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Graduate 

professionals and paraprofessionals. 

The teaching is through lectures, projects, collaboration, discussions and introduction on participants' portfolios. 

The participants create a portfolio and write a critical report. 

NOK202F • Mathematics for all • (10e) • Fall 

Supervisory teacher: Edda Óskarsdóttir 


Supervisory teacher: Jónína Vala Kristinsdóttir Lecturer (UK) - Assistant Professor (USA) 

This course focuses on theories and research on how children learn mathematics, learning difficulties with mathematics and how techers can 

design, adapt and teach diverse groups of students mathematics. Participants learn to assess students' knowledge, understanding and 

learning. They learn about teaching strategies and resourses for students that have difficulties with mathematics. The course work is based on 

lectures, seminars on campus and through the web, individual and group assignments. 

NOK203F • Research and evolvement in arts and crafts • (10e) • Spring 


Teacher: Gunnsteinn Gíslason Adjunct Lecturer 

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Undergraduate 


INT001G • B.A. thesis - International studies in education • (10e) • Fall 


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INT001G • B.A. thesis - International studies in education • (10e) • Spring 


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INT101G • Educational settings • (10e) • Fall 


Teacher: Susan M. Books 

Teacher: Ólafur Páll Jónsson Lecturer (UK) - Assistant Professor (USA) 

Teacher: Ingunn Janicke R. Henrikssen 


Teacher: Hildur Blöndal Sveinsdóttir Adjunct Lecturer 

Main objectives: 

The purpose of the course is to introduce students to the diversity and development of educational settings. Students will become familiar 

with key developments in education in the 20th and early 21st century. There will be a brief introduction to theories of educational change 

and relationships between policy and practice.They will be able to identify and discuss some of the issues involved in establishing and 

maintaining educational settings, both formal and informal. Students will understand that different cultural values lie behind different 

versions of good practice and will be able to form judgements about what might constitute good practice in a variety of settings. 


At the end of the course students are expected to 

- be familiar with key developments in education in the 20th and early 21st century, 

- be able to identify and discuss some of the issues involved in establishing and maintaining educational settings, both formal and informal, 

- understand that different cultural values lie behind different versions of good practice, 

- be able to form judgements about what might constitute good practice in a variety of settings. 

Content 

See above and below. 

Learning experiences: 

Students will undertake regular field visits to a range of educational settings. They will be required to prepare themselves for the visits and to 

write short reports after the visits. Students will be required to read short articles in order to increase their understanding of developments in 

education. They will be encouraged to appreciate values and practices in different settings and will be able to construct arguments on what 

consitutes good practice. Students will research at least one setting in some depth and make an oral and visual presentation on their setting. 

They will carry out assignments involving electronic and library-based resources. Thorough preparation for classes will be expected and the 

course will rely on the active participation of students in classes. 

Field reports, short discussion papers, an oral presentation and a final exam. 

INT102G • Academic skills • (10e) • Fall 

Supervisor: Ólafur Páll Jónsson Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Steinunn Lárusdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Ingunn Janicke R. Henrikssen 

Main objectives/learning outcomes: 

At the end of the course, students should 

- have general knowledge of the study of education in an academic context, 

- have competence in various skills useful in their further course of study, 

- be prepared for a more rigorous training in the methodology of educational research. 

Content and procedure: 

The course is organised as a seminar, discussing a series of educational issues, both international and national/regional ones, preferably such 

as are relevant to the background or experience of particular students. Each issue may be discussed for a couple of weeks. The students, 

individually and in small groups, take on specific functions: 

- prepare background material on issues they are familiar with; 

- seek and present (in writing) information on unfamiliar issues; 

- summarise documentation (e.g. international reports), in writing or orally; 

- summarise debates (from the press, conferences etc.) and analyse points of view, in writing or orally; 

- moderate sessions; 

- prepare follow-up sessions; 

- write session reports; 

- write statements of personal conclusions. 

Through such activities students are expected to gain experience in 

- search of material and information (particularly on the Internet); 

- open-minded exchange of ideas and argument; 

and the "lesser genres" of academic writing, summaries, reports etc 

Assessment is continuous with an element of peer evaluation. 

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Undergraduate 

INT103G • Educational research • (10e) • Fall 




The purpose of the course is to introduce students to the field of educational research. 

Content: 

Concepts of research, scientific criteria and research ethics will be discussed. The research process will be considered. Students will become 

acquainted with some of the main methods used in educational resarch and critically examine some examples of research. They will 

understand and appreciate differences between qualitative and quantitative research and what they have in common. Qualitative research 

traditions and methods will be discussed. Students will be introduced to descriptive statistics and experimental research. 

Learning experiences 

Students will be required to read research in order to increase their understanding of methods used. They will be encouraged to develop skills 

in finding and using relevant research findings and an understanding of the quality indicators of good research. Students will learn how to use 

statistical software. They will carry out assignments involving the use of different skills. Thorough preparation for classes will be expected 

and the course will rely on the active participation of students in classes. 

Short discussion papers, exercises and a final exam. 

INT201G • Sociology and history of education: Iceland in the community of nations • (10e) • Spring 





Content: 

The following topics will be interwoven in such a way that history and theories shed light on each other with a special emphasis on different 

perspectives on the relation between individual and society. 

1. Sociology of education: Main theories will be discussed in relation to topics such as moral education, social discrimination and 

individualisation with an emphasis on different understanding of the relation between individual and society and the changes that have taken 

place in the last decades. Theories will be scrutinised in light of the development of schools and education in France, Germany, UK, USA 

and the Nordic countries. Theories by Emile Durkheim, G.H. Mead, John Dewey, Pierre Bourdieu, Ulrich Beck, Anthony Giddens and 

Thomas Ziehe will be discussed. 

2. History of education: The evolving relation between schools on the one hand, and society, culture and religion on the other will be 

discussed, both in an Icelandic context and in other western countries. In this context, the role of church, religion and homes in the 

upbringing of children will be discussed. The ancient cultural roots of the public school will be examined as well as the changing interplay 

between school, home and other social institutions. Emphasis will be on the development of education in Iceland in comparison with other 

countries in Western Europe. 

3. Varieties of education: Sociological theories of integration, assimilation, exclusion and inclusion will be discussed. Attempts to avoid and 

overcome social fragmentation from Durkheim's theory of social integrity to modern theories of multiculturalism and inclusive education 

will be discussed in the light of sociological theories. 

Procedure: 

Teaching will be conducted in lectures and seminar discussions. The course material is a mixture of introductory texts about particular 

theories, original texts and articles, and research papers dealing with the topic of the course. 

Students delive three written papers during the course. 

INT202G • Development and self • (10e) • Spring 





The main objective of the course is to provide students with (i) a comprehensive understanding of the developmental changes that take place 

from birth through adolescence, and (ii) understanding of dominant views and theories in psychology and philosophy about development and 

self in both Western and Eastern cultures. 


At the end of the course students should 

- have a comprehensive understanding of the development of children and adolescent and of the main theories in psychology and philosophy 

on development, 

- know fundamental constructs that describe children's development and learning, both philosophical and psychological, 

- be able to describe and evaluate major research findings pertaining to the relation between development and ideas of the self on the one 

hand, and progress in learning and work, with special emphasis on behaviour and well being of children and adolescents on the other. 

Content: 



moral development will be discussed. The interaction between development and self identity on the one hand and learning, motivation, 

parenting practices, culture, and different social environments on the other, will be addressed. Various topics in psychology and philosophy 

pertaining to theories of the self will be discussed, such as self identity, self respect, confidence and autonomy. 

Procedure: 

The course will consist of lectures and seminars. In seminars the students will get practice in discussing the various topics of the course in a 

critical setting placing them in a wide theoretical and practical context. 

Discussion paper and a final exam. 

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Undergraduate 

INT203G • Globalisation and education • (10e) • Spring 

Supervisory teacher: Hanna Ragnarsdóttir Senior Lecturer (UK) - Associate Professor (USA) 



The main objectives of the course are to provide students with a comprehensive understanding of 

(i) on what grounds education could develop in the light of changing demographics worldwide and the challenges this development might 

bring to the field of education, 

(ii) the concepts of globalisation, migration and the development of multicultural societies, 

(iii) concepts such as culture, religion, language and identity in the context of migration, globalisation and multicultural societies. 


The course covers basic concepts pertaining to globalisation, migration and the development of multicultural societies. Concepts of culture, 

religion, language and identity will be explored, and various related issues such as attitudes, prejudice, human rights, equality and democracy 

in multicultural societies will be discussed. Challenges to education in multicultural societies will be discussed and ideologies of 

multicultural education, global education and citizenship education will be introduced. The course draws on research in Iceland and 

elsewhere on issues concerning education, globalisation and the development of multicultural societies. 

Procedure: 

The course will consist of lectures and seminars. In seminars the students will get practice in discussing the various topics of the course 

within a critical setting and by placing them in a wide theoretical and practical context. Thorough preparation for classes will be expected 

and the course will rely on the active participation of students in classes. Students will make an oral and visual presentation on their final 

assignment and assignments will involve electronic and library-based resources. 

Individual assignments: 1) 40%. Students critically discuss and compare two of the three main ideologies presented in the course, i.e. 

multicultural education, intercultural education and citizenship education. 2) 60%. Students interview an individual (or a family) who is an 

immigrant in Icelandic society, preferably parents. Students collect information on f. ex. their position in Icelandic society, their experiences, 

hopes and expectations. Students analyse the data and write an essay about their findings linked to theoretical writings. 

INT502M • Comparative Education • (10e) • Fall 






Teacher: Almar Miðvík Halldórsson 


Emphasis is on discussion and theories in international and comparative education defined as the systematic study of similarities and 

differences in education systems across regions, countries, and cultures. Implications of globalization for comparative education will be 

highlighted. 


within a critical setting and by placing them in a wide theoretical and practical context. 

Assignments and discussion papers. No final exam. 

INT503M • Pedagogy • (10e) • Fall 


Pedagogy 

The purpose of the course is to prepare teacher learners to teach children and adolescent in international and multicultural settings in Iceland 

and around the world. The main goal is to introduce key learning and teaching theories to teacher learners with a special emphasis on 

learning and teaching diverse group of students in international and multicultural environment. 

Content 

The course will build on the combination of the group each time, take into account and adapt to the international and diverse experience and 

knowledge the teacher learners bring into the course. The course builds on a framework of inquiry that able the teacher learners to analyze 

their experience, relate to pedagogical theories, and study multicultural and international pedagogy. The emphasis is on differentiation in the 

instruction, the learning material and the learning environment. Different learning styles, teaching methods, and assessment that support 

children and adolescent to become independent and active pupils will be introduced. 

Procedures 

The course work is based on diverse reading material, dialogue and projects. The teacher learners are supported to become active 

participants, independent, and information seekers. The teacher learners develop their practice based portfolio. 

Assessment 

The portfolio is assessed. 

INT602M • Professionalism in education • (10e) • Spring 



Emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and the 

influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders and the profession itself. The 

concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and also what affects the 'professional identity' of 

professions. 

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Procedure: 

The course will consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required 

to present papers regularly related to the subject. 

Assignments and discussions papers. No final exam. 

MEN102G • Introduction to Education • (10e) • Fall • 3f + 2u 

Teacher: Kolbrún Þorbjörg Pálsdóttir 

Teacher: Jón Torfi Jónasson Professor 

This course is an introduction to education, its basic concepts and subject matter. The development of education as an academic and 

professional discipline is discussed and its relationship to other disciplines. A brief overview of the history of educational ideas is presented 

as well as of Icelandic educational history. 

Assignment, Part Exam and Written Final Exam (with 5.0 as a minimum passing grade). 

MEN103G • Families in Contemporary Society • (10e) • Fall • 3f + 2u 


Teacher: Guðný Guðbjörnsdóttir Professor 

Teacher: Sigurlína Davíðsdóttir Senior Lecturer (UK) - Associate Professor (USA) 



The course will focus on recent theories and research on families in contemporary society. Family diversity will be emphasized, as well as 

various types of families, minority families and the standing of children and parents in families of diverse types. Family policy will be 

explored, as well as the association between private family life and public occupations. 

Exam (50%). Presentation (10%) 3 students together present material connected with the subject of the week (10-15 min.) Essay (40%) 2-3 

students together. Written on the themes of the course. Turn in during last class. 

MEN129G • Gender and education • (10e) • Fall • 3f + 2u 

Supervisory teacher: Guðný Guðbjörnsdóttir Professor 


The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. 

An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all 

school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected 

researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of 

globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and 

girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school 

levels. 

Assignments, take home test and final paper. 

MEN201G • Social Relationships in Educational Settings • (10e) • Spring • 3f + 2u 

Supervisory teacher: Sigrún Aðalbjarnardóttir Professor 

Teacher: Ásdís Hrefna Haraldsdóttir Project Manager 

Teacher: Hrund Þórarinsdóttir 

Aim: Students will become familiar with the major theories about effective, responsible, and respectful social relationships within families, 

schools, and other institutions and companies. Emphasis is placed on the discussion of new research and school development projects that 

aim to promote the social, ethical, and emotional growth of children and adolescents. 

Assignments and an examination (to pass the course a minimum grade of 5,0 is required). 

MEN301G • BA-Thesis in Education • (14e) • Fall 

BA-Thesis 

MEN401G • Seminar • (6e) • Spring • 3u 


In the seminar students discuss their experience of their studies and their prospects. They prepare a seminar and present a topic which they 

have researched in another course. They write a critical essay (a review) of a modern text (a book) and of research papers. Participants are 

expected to develop text at a very high standard and become participants in their academic community, inter alia by posting their material on 

the web. 

4 Assignments. 

MEN402G • BA-Thesis in Education • (14e) • Spring 

BA-Thesis 

STM204G • Women and men as leaders, entrepreneurs and administrators • (10e) • Spring • 3f + 2u 


Teacher: Sigrún Aðalbjarnardóttir Professor 

The aim of the course is to give participants increased insight into the roles of leaders and administrators in schools and organizations. The 

role of gender is in focus as well as some practical skills. Research, theories, interaction, communication and attitudes important for leaders 

and administrators are discussed. Participants will be introduced to different ways of creating a learning community in schools and 

organizations, and the role of administrators in coordinating work, family life and equality laws. In the course work participants can focus 

either on schools or other types of organizations. 

Assignments and take-home exam. 

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Undergraduate 

UMS202G • Risk-Taking Behaviour among Adolescents • (10e) • Spring • 3f + 2u 



The course focuses on the risks that adolescents take in the areas of both health (smoking, drinking, drug use) and education (school failure, 

dropping out). Aim: Students will become familiar with the major theories and research, conducted both locally and abroad, on such 

behaviours as affected by various social, educational, and psychological factors. A special focus is on developmental research that explores 

the relationships between interpersonal growth (understanding, skills, personal meaning) and actual risk-taking behaviour. Projects are 

designed to seek understanding of how young people perceive risk factors in their lives. 


UMS501G • Cognition, Health and Prevention • (10e) • Fall • 3f + 2u 

Supervisory teacher: Sigurlína Davíðsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Some well known definitions of health will be discussed, as well as the effects of cognition on health. The association between body and soul 

will be explored as this becomes manifest in health, as well as the effects of stress on health, how cognition and behavior can aggravate stress 

and what reduces stress. Prevention regarding health will be discussed. 

Examination (60%) 2 assignments: (30%). 10-15 pg. essay on health psychology, either a theoretical essay or a study. 9th week. (10%) 3-4 

pg report on guest presentation, interesting aspects, espceially on something thought to be useful in preventions. 11th week. 

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Graduate 

INT104F • Issues in educational research • (10e) • Fall 


Main objectives/Learning outcomes: 

By the end of the course students should 

1. have gained an overview of issues of research methodology, and common research traditions and their similarities and differences will be 

covered 

2. be able to argue different points of view in the preparation of research in their field 

3. be able to formulate research questions and be able to discuss relevant approaches to date-gathering in order to answer the questions 

4. be able to demonstrate the ability to collect, evaluate and analyse data 

5. be able to discuss appropriate methods for the analysis of data 

6. be able to discuss ethical issues and procedures and regulations related to research practice 

7. be able to apply knowledge and understanding to evaluate research in their field 

8. by himself/herself or in cooperation with others be able to communicate academic research to colleagues and members of the public 

9. possess the skill and knowledge to analyse and communicate numerical information 

10. have demonstrated the learning skills and capacity to engage in further studies in methodology which to a large extent requires 

independent work. 

Topics and approach 

Specific methodological approaches are covered, their academic foundations explained, prevailing practices tried out and the skills of the 

students in this regard assessed. The topics selected to begin with are less complex than later ones. Different methods used to collect and 

analyse data are discussed according to the purpose of the research. Training includes the application of the same methodology to solve 

different types of research questions. The teaching consists of lectures and studies through discussions and assignments. Emphasis is placed 

on creativity and communication during analysis of data and the presentation of results. Active participation of students is encouraged that 

can take the form of instigating discussion, sharing ideas and referring to the research of others. 

Assessment 

Assessment is built on assignments, an essay and an examination. Three assignments are built on discussions and exercises and are evaluated 

in accordance with course goals. In the final module an overall assessment of learning is carried out through an essay and an examination. 

Grades are given for all the assignments, the essay and the examination. Each assignment contributes 15% to the grade, the essay counts 35% 

and the final examination 20%. 

INT105F • Multicultural societies and schools - Ideologies and research • (10e) • Fall 



At the end of the course, students should 

- have knowledge and understanding of the main concepts and general issues in ideologies, theory and research within multicultural studies 

- have an understanding of the main theories on the position, adjustment, upbringing and education of individuals, particularly children and 

adolescents in multicultural societies (e.g. authors such as Banks, Gundara, Nieto, Noddings, Parekh and Siraj-Blatchford) 

- have the competence to apply theories in a critical and disciplined manner in his or her field of work and research 

- be able to collect, assess and analyse scientific data in the field of multicultural studies and use suitable technical measures and software 

- be able to initiate new studies and development projects and communicate his or her findings in a suitable manner 

- have developed independent methods of working and be capable of further studies and research in the field of multicultural studies 


The course deals with research in the field of multicultural studies in Iceland as well as in other countries. The topics considered include the 

development of multicultural societies from an historical and international perspective, migration, the position of minority groups and 

refugees. The course also addresses attitudes, prejudice and governmental actions, human rights, equality and democracy. Finally, the course 

addresses upbringing and pedagogies in multicultural societies and research on the situation of children and adolescents as linguistic, cultural 

and religious minority groups will be introduced and discussed. 

Learning activities: 

Teaching will be conducted in lectures, seminar discussions, workshops and group work. Students are expected to take an active part in 

seminars and discussions and are required to present papers regularly in seminars. Some of the course may be taught through distance 

teaching. 

Projects include analytical papers (altogether 50%) and a field study (50%) where qualitative research methods will be applied. 

INT204F • Theories in sociology and philosophy of education • (10e) • Spring 



At the end of the course students should 

- have good understanding of some main theories in sociology and philosophy of education, 

- be able to explain these theories and discuss their merits, 

- be able to apply these theories to issues pertaining to education and to society in general, 

- be able to discuss empirical research and theories in light of each other, 

- be able to use theories to form research questions, 

- have experience in communicating research to a group of people. 

Content: 

The course will introduce a few influential contemporary theories and their roots in classical theories. The theories will be introduced in 

relation to some urgent issues in education, such as inclusive education, knowledge society, social discrimination and equality. Theories are 

used to frame topics for research, research questions, plan for research and the choice of methods. Students work on independent projects and 

are guided in their use of theories in carrying out their work. 

Procedure: 

The course begins with a series of lectures and seminars focusing on certain theories. After that students form groups which present their 

ideas for a research project in a seminar around the middle of the term. The groups then continue to work on their project and present their 

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Graduate 

conclusions at a colloquium at the end of the term. 

30% individual assignments focusing on specific topics related to the theories under discussion. 70% group project. The evaluation is based 

on the research proposal, presentation and the colloquium and a written paper. 

INT205F • Inclusive education and democracy, theory and practice • (10e) • Spring 


Main objectives/Learning outcomes: 

Upon completing the course students are expected to 

- know concepts and theories on special needs, deviance and stigma, inclusive education, social capital building and democracy in schools 

- have insight into the different roles of inclusive education professionals in schools and other educational institutions 

- have insight into research, theories and good Icelandic and international examples of practice in the field 

- have understanding of the situation of persons with special needs in school and society, presently and in history 

- have an understanding of the value of inclusive schooling and society for all, but also the use of specialised services 

- understand the value of human rights, the rights of children, and upbringing that is grounded in democratic participation in school and 

society 

- be able to listen to the voices of parents and students, respect their rights and use their perspectives and wishes in a professional manner 

- be able to use their knowledge to strengthen their personal and professional competences. 


The educational policy of inclusion deals with democratic upbringing and quality education, human rights, active participation and the 

cooperation of all learners and staff in classrooms, schools, school districts and at national level. Its aim is to provide each and every learner 

with appropriate education and facilitate participation in school and society. Special attention is given to the process of education and social 

inclusion and exclusion of learners who are seen as "different" due to their abilities and talents, learning difficulties, cultural or socioeconomic 

background, religion, race, sexual orientation, behaviour or disability. This policy and practice is much debated, at theoretical and 

practical level by concerned actors and academics, and the concept of inclusive education is given different meanings in different contexts. 

In the course different paradigms and perspectives in inclusive education, extracts from the history of special education and of persons 

labelled with special needs, national and international treaties, human rights and democratic participation in schools will be discussed. 

Students are expected to reflect upon their own values and perspectives on special education in the light of theories, research and their 

learning experience. The course also aims at critically examining the strengths and weaknesses of inclusive education theories, policy and 

practice, and relevant perspectives of parents, students, teachers, other professionals and academics. 

Learning activities: 

The course work is based on lectures, seminars on campus and through the web, individual and group assignments. 

Assignments: (1) Four short papers reflecting on the course readings (in all 40%). (2) A review of the students own national education policy 

(20%). (3) A paper based a school visit in Iceland and students' own interest in the connection with the course content (40%). 

INT502M • Comparative Education • (10e) • Fall 






Teacher: Almar Miðvík Halldórsson 


Emphasis is on discussion and theories in international and comparative education defined as the systematic study of similarities and 

differences in education systems across regions, countries, and cultures. Implications of globalization for comparative education will be 

highlighted. 


within a critical setting and by placing them in a wide theoretical and practical context. 

Assignments and discussion papers. No final exam. 

INT503M • Pedagogy • (10e) • Fall 


Pedagogy 

The purpose of the course is to prepare teacher learners to teach children and adolescent in international and multicultural settings in Iceland 

and around the world. The main goal is to introduce key learning and teaching theories to teacher learners with a special emphasis on 

learning and teaching diverse group of students in international and multicultural environment. 

Content 

The course will build on the combination of the group each time, take into account and adapt to the international and diverse experience and 

knowledge the teacher learners bring into the course. The course builds on a framework of inquiry that able the teacher learners to analyze 

their experience, relate to pedagogical theories, and study multicultural and international pedagogy. The emphasis is on differentiation in the 

instruction, the learning material and the learning environment. Different learning styles, teaching methods, and assessment that support 

children and adolescent to become independent and active pupils will be introduced. 

Procedures 

The course work is based on diverse reading material, dialogue and projects. The teacher learners are supported to become active 

participants, independent, and information seekers. The teacher learners develop their practice based portfolio. 

Assessment 

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Graduate 

The portfolio is assessed. 

INT602M • Professionalism in education • (10e) • Spring 



Emphasis is on discussions and reflections on the concept of professionalism and related concepts, how they have developed, and the 

influencing factors, i.e. the professional mandate (the governmental influence), the influence of stakeholders and the profession itself. The 

concepts 'collaborative professionalism' and 'democratic professionalism' will be analysed and also what affects the 'professional identity' of 

professions. 

Procedure: 

The course will consists of lectures, discussions and group work. Students are expected to take an active part in discussions and are required 

to present papers regularly related to the subject. 

Assignments and discussions papers. No final exam. 

MEN011F • Conversation in learning and professional life • (10e) • Fall 

Supervisory teacher: Þórunn Blöndal 

The course introduces conversation analysis - its key theories and concepts - and shows 

how it can be used to improve communication in everyday as well as professional life. Students collect their own data and use it for 

practicing their skills in transcribing, analysing and interpreting conversational processes, e.g. the different language behaviour of men 

and women. In essence, the emphasis is on the practical use of conversation as a tool 

for cooperation and management in workplaces, schools and other sites of communication. 

MEN015F • Communication as culture • (10e) • Fall 


Supervisory teacher: Þórunn Blöndal 

The course provides a practical introduction to intercultural communication as a field of study, mainly as seen through the lenses of cultural 

studies, semiotics and interactional linguistics. Students use key theories and concepts to analyse processes of understanding and 

misunderstanding and the relations between culture, languge and communication. They examine their own ways of interacting, exploring 

principles and techniques that can be used to improve intercultural communication. Last but not least, they study and discuss specific cases of 

such communication, presenting their findings in a digital portfolio. The portfolio is also their venue for describing in what way they have 

increased their awareness and competence during the course. 

MEN023F • Adult Learners and their situations • (10e) • Fall 


Assistant teacher: Svava Guðrún Sigurðardóttir 

This course is a general introduction to Adult and Continuing education. The course objectives are that the participants can: 

• describe sociological changes which have led to increased importance of adult learning 

• pinpoint possible learning needs adults will have in the light of contemporary developments 

• use theories of adult learning to understand adult behavior in connection with learning 

• describe the Icelandic Adult education “scene” and what ideas have led to its development in recent years 

• develop their own ideas about the role of adult and continuing education in our society and can support them using theories, and 

traditions in adult education. 

Coursework: Discussions, lectures, individual assignments and groupprojects. 

The main assignment is an essay. 

MEN024F • Instructional design and learning processes with adult learners • (10e) • Spring 


This is a course on how to design learning opportunities for adults. Its main objectives are that participants can individually or with a group, 

design courses or other learning events for adults. After the course students should be able to describe some common methods for designing 

learning opportunities for adults and their underlying ideas. They should master various methods for organizing courses, choose methods and 

justifying their choice. They should be able to describe teaching methods suitable for adult education, classify them and describe their 

purpose and anticipated effect. They should also be capable of reflecting on, and evaluating their own teaching and that of other teachers in 

adult education. 

The course work consists of practical assignments culminating with the design of a complete course together with all materials in one map. 

MEN025F • Assessment and Validation of adult learning and skills • (10e) • Spring 


This course has the general aim of helping students to deepen their knowledge and skills in assessing adults' skills and knowledge as well as 

evaluating the practice of adult education. 

Participants aim to: 

• describe common views and beliefs and research on the assessment of adults competence 

• explain the practicalities as well as the ideas behind various certifications adults can take in order to qualify for jobs and 

responsibilities in life 

• portray the situation the assessment of prior learning in Iceland 

• describe and use various methods for assessing adults knowledge and skills, both in learning situations as well as in working life 

Course work consists of individual reports, creation of assessment tools, discussions, book reports and a practical assessment or evaluation. 

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Graduate 

MEN027F • - • (10e) • Fall 


- 

MEN047F • Religions in a multicultural society • (10e) • Spring 




The aims of this course are that the student recognizes the main religious traditions in the world. That the student understands the relations 

between culture and religion and the influences of those on the identity and daily lives of children and families. That the student knows ways 

of dealing with matters of opinion related to religions in his or her work settings. That the student knows basic theories and key concepts in 

religious studies and common themes of religions. That the student can collect, assess and analyse scientific data in the field of religious 

studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development 

projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is 

capable of further studies and research in the field of religious studies in multicultural settings. In the course people's religious needs, 

experiences and religious identities will be discussed and the main religious traditions in the world will be introduced. Religious practice - 

particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position 

of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field. 

Analysis of religious texts (10%), analysis and comparison of chosen features of particular religions (40%) and a study on the religious life 

and work of chosen families (50%). 

MEN050F • School improvement in a multicultural society • (10e) • Fall 




The aims of this course are that the student is able to analyse the needs of schools in a multicultural society. That the student is able to choose 

and adapt ideologies and pedagogies suitable for conditions in his field of work and research. That the student knows and understands key 

concepts concerning school improvement in a multicultural society. That the student can collect, assess and analyse scientific data in the field 

of school improvement in a multicultural society and use suitable technical measures and software. That the student can initiate new studies 

and development projects in the field of school improvement in a multicultural society and communicate his or her findings in a suitable 

manner. That the student has developed independent methods of working and is capable of further studies and research in the field of school 

improvement in a multicultural society. In the course school improvement and ideologies in a multicultural society will be discussed, as well 

as pedagogies suitable for the Icelandic context. Research on strategies developed in school improvement, school policy and management in 

neighbouring countries will be analysed as well as ideologies on which those are based. Projects are linked to the field. 

A study on particular features of multicultural schools in other countries with results introduced in a student workshop (60%) and an 

evaluation project in an Icelandic school (40%). 

MEN055F • Education culture and meaning making • (10e) • Fall 


This course covers Bourdieu's concepts cultural field, cultural capital and habitus together with how children construct knowledge and make 

meanings. It also concerns' situated learning as Rogoff introduce the concept. The aims of the course are that students will gain knowledge 

and understanding of these concepts along with being capable of use them in praxis. 

The focus reflects both educational and cultural studies viewpoints. There will be lectures, seminars and group work. Students have to submit 

two assignments 40% and 60%. 

Two assignments 60% and 40%. 

MEN087F • Marketing and Adult Education • (10e) • Fall 



- 

MEN089F • Quality management in continuing education • (10e) • Fall 


- 

MEN093F • Systematic Language Intervention • (6e) • Spring 


The course is for graduate students; special educational teachers in pre-and elementary schools and developmental therapists. Theoretical and 

practical issues in language intervention are discussed. The aim is that the students learn to design and develop individualized systematic 

language intervention program to use with language impaired children. The methodology of evidence based practice is introduced. The 

course is for graduate students; special educational teachers in pre-and elementary schools and developmental therapists. Theoretical and 

practical issues in language intervention are discussed. The aim is that the students learn to design and develop individualized systematic 

language intervention program to use with language impaired children. The methodology of evidence based practice is introduced. 

Teaching methods: Lectures, work groups and discussions. 

MEN095F • Special education in regular schools: Diversity, human rights, participation and self image • (10e) • Fall 



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Graduate 

The course focuses on providing participants with insight into theoretical and practical knowledge, skills and understanding of how to work 

with a heterogeneous group of learners at all school levels in general education schools. They explore the ideas and policies of inclusive 

education and criticism of that school policy and practice. Further, how inclusive educational practices can strengthen democratic 

participation in schools, awareness of human rights, and the advocacy for children and youth with special education and other needs and 

learners' self identity both in their pursuit of learning and with regard to social participation in their school and community. 

Goals 

Upon completing the course students are expected to: 

• know basic concepts and examples of diagnosis of children with special needs 

• know about main theoretical ideas and perspectives related to special education in inclusive settings, and selected examples of 

methods used to strengthen students learning and active participation in schools 

• understand the importance of supporting a positive self identity of all students, and not the least students with special needs, and 

strengthen democratic participation of all students, and advocacy in schools 

• understand how exclusionary factors and hindrances are built into school and classroom organization and be willing and able to 

challenge those and strengthen inclusive elements 

• have demonstrated their ability to apply appropriate special educational approaches to work with students with special educational 

needs in practice in inclusive settings 

Main content: The course connects practice in teaching and theoretical approaches and skills. The course is partly thought in schools. The 

course is organized around three teams: 1. Diverse needs of students in heterogeneous groups, human rights and student democracy; 2. 

Critically reflecting upon the practice and theories of inclusive schooling. 3. Teachers professionalism and needed support for teachers who 

work inclusively with a broad diversity of students. Students spend six working days in a school which they know well, for example a school 

where they did their practicum training, and work there with a teacher and students on projects inspired by the course content. 

Assignments: (1) Three short papers reflecting both on their theoretical and practical learning (weight in all 50%) (2) Students keep a 

logbook through out the course (weight 10%), (3) A portfollio and a verbal presentation in a seminar at the end of the course (weight 40%). 

MEN112F • Life Skills - The Self • (10e) • Fall 




The main focus of this course is on the self and self-understanding which are core elements in life-skills, as defined by WHO. Selected 

theories in psychology and philosophy will be studied and their practical applications in classrooms. Emphasis will be laid on the necsessary 

skills participants need to master life-skills teaching and they will be given opportunity to enhance their self-knowledge and awareness of 

others. 

Authentic assessment. Participants write journals, self-evaluation and peer-evaluation. (40%). Final assignment (60%). 

MEN113F • Teaching a language • (10e) • Fall 


This course focuses on the different ways people learn languages, especially on the affects their first language has on their aquisition of 

Icelandic as a second language. 

MEN114F • Critical thinking and self-knowledge • (10e) • Fall 




- 

MEN116F • Research methodology I • (10e) • Fall 

Goals: By the end of the course students should 

1. have gained a systematic understanding of the knowledge in the forefront of research methodology. 

2. be able to apply knowledge and understanding to evaluate research in their field 

3. be able to argue different points of view in the preparation and execution of research in their field 

4. be able to demonstrate the ability to collect, evaluate and analyse data. 

5. be able to select an appropriate method for the analysis of data. 

6. be able to integrate knowledge, carry out research into sociological and educational problems and draw conclusions from the results 

7. by himself or in cooperation with others be able to communicate academic research to colleagues and members of the public 

8. possess the skill and knowledge to analyse and communicate numerical information 

9. have demonstrated the learning skills and capacity for independent work to engage in further studies in methodology (Research 

methodology II) which to a large extent requires independent work. 

Topics and approach 

The course is made up of five modules. In addition to introductory and final modules, specific methodological approaches are covered in 

three modules (2, 3 and 4), their academic foundations explained, prevailing practices tried out and the skills of the students in this regard 

assessed. The difference between the modules in Methodology I and II lies in the level of complexity required to carry out research into the 

topics. The topics selected to begin with are less complex than later ones. Different methods used to collect and analyse data are discussed 

according to the purpose of the research. Training includes the application of the same methodology to solve different types of research 

questions. The teaching consists of lectures and studies through discussions and assignments. Emphasis is placed on creativity and 

communication during analysis of data and the presentation of results. Active participation of students is encouraged that can take the form 

of instigating discussion, sharing ideas and referring to the research of others. 

Assessment is built on assignments, an essay and an examination. In three modules (2, 3 and 4) assignments are built on discussions in the 

modules and are evaluated in accordance with course goals. In the final module an overall assessment of learning is carried out through an 

essay and an examination. Grades are given for all the assignments, the essay and the examination. Each assignment contributes 15% to the 

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grade, the essay counts 35% and the final examination 20%. 

MEN117F • Transferable academic skills I • (5e) • Fall 



Supervisory teacher: Hildur Blöndal Sveinsdóttir Adjunct Lecturer 

Teacher: Amalía Björnsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ólafur Helgi Jóhannsson Adjunct Lecturer 



Goals: The main goal is that students adopt high quality methods with research and other academic work. By the end of the course the 

students should:Goals: The main goal is that students adopt high quality methods with research and other academic work. By the end of the 

course the students should: 

1. have developed working methods to maintain their own well-being and effectiveness, especially with regard to working on their 

dissertation. 

2. have developed an understanding of legal and ethical issues in research and other academic work. 

3. be able to take initiative in research projects in their area of expertise, lead such projects and be able to take responsibility for individuals 

and groups. 

4. be able to communicate complex conclusions in oral and written presentations, alone or in cooperation with others, to specialist and nospecialist 

audiences clearly and unambiguously. 

5. have learnt how to use software in analysing research data. 

6. have developed study skills and independent work habits needed to carry out graduate studies. 

Topics 

Developing a portfolio - selection of evaluation methods, organisation, goals and evaluation 

Working methods - work habits, study skills, dealing with stress 

Developing arguments 

Cooperation (friction, conflicts, negotiation skills and solving problems) 

The dissertation (preparation, organisation and writing, assessment, presentation and defence) 

Approach 

The topics will be discussed in seminars and tutorials and attempts made to relate them to the field and academic work. Practical training will 

be emphasised where possible, with regard to research cooperation, preparation of the dissertation and the defence and with differences of 

opinion on legal and ethical issues. Students will develop the skills needed for preparing a portfolio which is also the key means of 

assessment of performance on the course. At the same time active participation, debate and cooperation will be encouraged, as well as the 

use of information technology in collecting and using literature and other information. Other topics of discussion include presentation results 

(lectures in Iceland and abroad and research articles in Icelandic and English), legal issues and rights (authorship, intellectual, property, 

academic traditions, patents and personal protection), the academic and financial management of research and of research groups. 

The student and his or her mentor will meet regularly and go over items which the student has put in the portfolio related to the student's 

program and seminar topics. Assessment will be built on an evaluation of the extent to which goals have been achieved as discussed and on 

participation in research cooperation and presentations. The portfolio will consist of: a description of skills to be developed, a schedule for 

developing them, items arising from the plan, indications of the development of the skills and reflections on selected parts of the plan and the 

plan as a whole. 

MEN118F • Independent study: Reading of theory I • (5e) • Fall 



This description is currently being translated into english. 

Recommended preparation: Aðferðafræði og menntarannsóknir (GSS220G) or Aðferðafræði og menntarannsóknir (GSF217G), 

Aðferðafræði rannsókna (MVS102F) 

MEN119F • Research prospectus • (6e) • Fall 



Required preparation: Aðferðafræði og menntarannsóknir (GSS220G) or Aðferðafræði og menntarannsóknir (GSF217G), Aðferðafræði 

rannsókna (MVS102F) 

MEN120F • Research seminar 1: prospectus • (2e) • Fall 



MEN121F • Research seminar 2: results • (2e) • Fall 



MEN125F • Gender and education • (10e) • Fall • 3f + 2u 



The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. 

An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all 

school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected 

researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of 

globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and 

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girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school 

levels. 

Assignments, take home test and final paper. 

MEN127F • Multicultural society and schools - Ideology and research • (10e) • Fall 





The aims of this course are that the student has acquired knowledge and understanding of the ideology, theory and research concerning 

multicultural studies and can apply them in a critical and disciplined manner in his or her field of work and research. That the student can 

collect, assess and analyse scientific data in the field of multicultural studies and use suitable technical measures and software. That the 

student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has 

developed independent methods of working and is capable of further studies and research in the field of multicultural studies. The course 

deals with research in the field of multicultural studies in Iceland as well as in other countries, the development of multicultural societies 

from a historical and international perspective, migration, the position of minority groups and refugees. It also addresses attitudes, prejudice 

and governmental actions, human rights, equality and democracy. Finally, the course addresses upbringing and pedagogies in a multicultural 

society and the situation of children and adolescents as linguistic, cultural and religious minority groups. Projects are linked to the field. 

A field study (50%), analysis of theoretical articles (2 x 15%) and analysis and reflection on particular studies (20%). 

MEN129F • Independent study: Philosophy of sports • (6e) • Fall 

Supervisory teacher: Kristján Kristjánsson Professor 

- 

MEN204F • Analysis of Educational Needs • (10e) • Spring 


- 

MEN207F • Sociology of education • (10e) • Spring 


Teacher: Harpa Njálsdóttir Doctoral Graduate Student 








The content of the course will be central theoretical contributions and concepts and research projects where they have been applied and 

developed. 

The course will combine face-to-face and distance learning. Lectures at the university will be followed up by discussion groups, and lectures 

will also be presented on the blackboard and combined with Blackboard discussion groups. 

The course material will include a new Icelandic textbook on sociology of education, articles and book chapters, that are either by some main 

theorists in the field or present research that applies and develops the theories. 

MEN208F • Icelandic as an additional language • (10e) • Spring 

Supervisory teacher: Hanna Óladóttir Adjunct Lecturer 

This course examines contemporary issues and trends in the teaching and aquisition of Icelandic as a second language in multicultural 

society. 

MEN209F • Teaching Icelandic as a second language to adults • (10e) • Spring 

Supervisor: Róbert Berman Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Hulda Karen Daníelsdóttir 

Theory and methodology of teaching Icelandic as a second language to adults. Focus on course design and assessment, keeping in mind 

individual needs and background. 

Continuous assessment, self assessment and portfolio assessment. 

MEN210F • The history of democracy and schooling • (10e) • Spring 


- 

MEN211F • Philosophy of Education seminar • (10e) • Spring 

Supervisory teacher: Kristján Kristjánsson Professor 



- 

Required preparation: Gagnrýnin hugsun og sjálfsþekking (MEN114F) 

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MEN213F • Transferable academic skills II • (5e) • Spring 


Teacher: Steinunn Lárusdóttir Lecturer (UK) - Assistant Professor (USA) 

Goals: The main goal is that students adopt high quality methods with research and other academic work. By the end of the course the 

students should:Goals: The main goal is that students adopt high quality methods with research and other academic work. By the end of the 

course the students should: 

1. have developed working methods to maintain their own well-being and effectiveness, especially with regard to working on their 

dissertation. 

2. have developed an understanding of legal and ethical issues in research and other academic work. 

3. be able to take initiative in research projects in their area of expertise, lead such projects and be able to take responsibility for individuals 

and groups. 

4. be able to communicate complex conclusions in oral and written presentations, alone or in cooperation with others, to specialist and nospecialist 

audiences clearly and unambiguously. 

5. have learnt how to use software in analysing research data. 

6. have developed study skills and independent work habits needed to carry out graduate studies. 

Topics 

Developing a portfolio - selection of evaluation methods, organisation, goals and evaluation 

Working methods - work habits, study skills, dealing with stress 

Developing arguments 

Cooperation (friction, conflicts, negotiation skills and solving problems) 

The dissertation (preparation, organisation and writing, assessment, presentation and defence) 

Approach 

The topics will be discussed in seminars and tutorials and attempts made to relate them to the field and academic work. Practical training will 

be emphasised where possible, with regard to research cooperation, preparation of the dissertation and the defence and with differences of 

opinion on legal and ethical issues. Students will develop the skills needed for preparing a portfolio which is also the key means of 

assessment of performance on the course. At the same time active participation, debate and cooperation will be encouraged, as well as the 

use of information technology in collecting and using literature and other information. Other topics of discussion include presentation results 

(lectures in Iceland and abroad and research articles in Icelandic and English), legal issues and rights (authorship, intellectual, property, 

academic traditions, patents and personal protection), the academic and financial management of research and of research groups. 

The student and his or her mentor will meet regularly and go over items which the student has put in the portfolio related to the student's 

program and seminar topics. Assessment will be built on an evaluation of the extent to which goals have been achieved as discussed and on 

participation in research cooperation and presentations. The portfolio will consist of: a description of skills to be developed, a schedule for 

developing them, items arising from the plan, indications of the development of the skills and reflections on selected parts of the plan and the 

plan as a whole. 

MEN214F • Reading of theory II • (5e) • Spring 

Supervisory teacher: Gretar L. Marinósson Professor 


This description is currently being translated into english. 

Recommended preparation: Aðferðafræði og menntarannsóknir (GSS220G) or Aðferðafræði og menntarannsóknir (GSF217G), 

Aðferðafræði rannsókna (MVS102F) 

MEN215F • Research prospectus • (6e) • Spring 



Required preparation: Aðferðafræði og menntarannsóknir (GSS220G) or Aðferðafræði og menntarannsóknir (GSF217G), Aðferðafræði 

rannsókna (MVS102F) 

MEN216F • Research seminar 1: prospectus • (2e) • Spring 



MEN217F • Research seminar 2: results • (2e) • Spring 



MEN224F • Teaching Icelandic as a second language • (10e) • Spring 


Theory and methodology of teaching Icelandic as a second language to children and adolescents. Focus on curriculum design and 

assessment, keeping in mind individual needs and background. 

MEN225F • Philosophy with children • (10e) • Spring 

Supervisory teacher: Sigurður Björnsson Lecturer (UK) - Assistant Professor (USA) 

- 


MEN226F • Coping With Reading Difficulties • (10e) • Spring 



- 

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MEN227F • Pedagogy and multiculture • (10e) • Spring 



The main aims of the course are that the student recognizes ideologies and pedagogies in multicultural education and is able to adapt them to 

various school levels. That the student knows and understands key concepts of pedagogies in multicultural schools. That the student can 

collect, assess and analyse scientific data in the field of multicultural education and use suitable technical measures and software. That the 

student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has 

developed independent methods of working and is capable of further studies and research in the field of multicultural education. In the 

course various pedagogies in multicultural education will be introduced and their ideological basis. Multicultural education, inclusion, global 

education, multiple intelligences, cooperative learning in multicultural groups, storyline, philosophy for children, critical thinking and 

analysis of school text books will be introduced and discussed. Projects are linked to the field. 

1) Group project (30%). Critical analysis of book chapters, supported by additional reading material. 2) Invidual assignment (40%). Students 

critically discuss and compare two of the major ideologies introduced and discussed in the course, with references to various sources. They 

also discuss the implementation of the ideologies in practice. 3) Individual assignment (30%). Students analyse a school textbook according 

to criteria introduced in the course. 

MEN405F • M.Ed. thesis - Philosophy of education • (20e) • Spring 


MEN406F • M.A. thesis - Philosophy of education • (30e) • Spring 


MVS104F • Qualitative Research Methods II • (10e) • Fall 


- 

Required preparation: Eigindlegar rannsóknaraðferðir I (MVS201F), Aðferðafræði rannsókna (MVS102F) or Aðferðafræði rannsókna 

(MVS102F) 

MVS105F • Research thesis - M.A. • (30e) • Fall 



- 




- 




- 




- 

MVS203F • Research thesis - M.A. • (30e) • Spring 



- 




- 




- 




- 

SKF001F • Children with physical disabilties and chronic illness • (10e) • Fall 

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Learning outcomes 

Upon completion of this course, the students: 

· understand the development of children with physical disabilities og being able to organize their school day. 

· understand the needs of blind and deaf children at school. 

· know the most common pediatric chronic health problems, their influences on the children school attendance/ performance and know 

strategies that enable the children to participate in the school. 

· understand the teachers role and the importance of cooperation of all those who are involved. 

· are knowlegdable of common adaptive equipment that the children use in everyday circumstances, including the school. 

· can read and describe current research on children with physical disabilities and chronic health problems in the school. 


This course is intended to give basic information about the types of chronic physical and health problems that children may be facing. 

Information is given on common conditions, the causes of each condition, typical characteristics and medical treatment. The major focus of 

the course is on understanding how the condition affects the child's ability to attend school and find approaches that can be used to assist the 

student to participate and become as independent as possible. Participants will examine current literature from number of fields and identify 

ways to apply this information in school. 

Teaching format 

The format will be lectures, projects, and small group discussion for class meeting and on the internet. 

Evaluation of performance in this course will be based on the following: 1.Active contribution to discussions during scheduled class 

meetings and on the internet 2.Projects/papers 3.A written examination 

SKF011F • Introducing special and inclusive education • (10e) • Fall 


Teacher: Hrafnhildur Ragnarsdóttir Adjunct Lecturer 


This course offers an introduction to special education both traditional individualized special education and special education in inclusive 

settings, the history of special education and theories and perspectives from disability studies. The course focuses on providing students with 

basic understanding of special educational needs and disability labels in context, and how teachers and schools can work with learners with 

special needs and their families in general education schools and society. 

Goals 


• know concepts and theories on disability and special educational needs, deviance and stigma, inclusive education, the individual 

medical model and social model perspectives on disability and special education needs. Students are also expected to familiarize 

themselves with common special needs categories from the individual medical model perspective. 

• have insight into the different roles of special educators in schools and other educational institutions 

• have understanding into the situation of persons with disability and special needs in school and society, now and in history. 

• have an understanding of the value of inclusive schooling and society for all, but also the use of specialized services. 

• understand the value of human rights, the rights of children, and upbringing that is grounded in democratic participation in school 

and society. 

• be able to listen to the voices of parents and students, respect their rights and use their perspectives and wishes in a professional 

manner. 

• be able to use their knowledge to strengthen their personal and professional competences. 

Main content: Different paradigms and perspectives in special education and inclusive education, extracts from the history of special 

education and of persons labeled as disabled and with special needs, national and international treaties, Icelandic law and social policy, 

human rights and democratic participation in schools, families of children and youth with disabilities or special educational needs, and the 

cooperation of parents and professionals. Students are expected to reflect upon their own values and perspectives on special education in the 

light of theories, research and their learning experience. Assignments: (1) An examination on line covering the individual model approach to 

special education and special needs categories. (weight 10%). (2) Four short papers reflecting on the situation of one or more learners with 

disabilities and special education needs with the help of some major concepts and theories introduced in the course, and their own 

professional perspectives (weight 50%) . A traditional paper on issues based on the experience of one student with disability or learning 

difficulties discussed in light of theories and the literature. (40%) The course work is based on lectures, seminars on campus and through the 

web, individual and group assignments. 

SKF013F • Theories and research: Inclusive schooling • (10e) • Fall 


Teacher: Hermína Gunnþórsdóttir 

Course description Course description 

This course is intended to broaden the participants' understanding of special needs, inclusion, participation and democracy in schools. It 

focuses on research, theories and good national and international examples of practice in the field. The Icelandic national education policy of 

inclusion at all school levels in the context of society is critically explored and discussed both from theoretical and comparative Nordic, 

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Graduate 

European, and global perspectives. The course aims at critically examining the strengths and weaknesses of inclusive education theories, 

policy and practice, and relevant perspectives of parents, students, teachers, other professionals and academics. 

The educational policy of inclusion deals with democratic upbringing and quality education, human rights, active participation and the 

cooperation of all learners and staff in classrooms, schools, school districts and at national level. Its aim is to provide each and every learner 

with appropriate education and facilitate participation in school and society. Special attention is given to the process of education and social 

inclusion and exclusion of learners who are seen as "different" due to their abilities and talents, learning difficulties, cultural or socioeconomic 

background, religion, race, sexual orientation, behavior or disability. This policy and practice is much debated, at theoretical and 

practical level by concerned actors and academics, and the concept of inclusive education is given different meanings in different contexts. 

The course centers around questions such as what does inclusive education mean and is it possible in practice? The search for answers 

include a critical examination of theoretical and practical evidence at different systemic levels of the educational system. 

Goals 


• know and understand main theoretical approaches associated with inclusive education research. 

• be able to identify major general and special education policy issues in Iceland, the policy of inclusive education and relevant 

discourses in that context. 

• be able to identify and critically evaluate material, including research articles and project descriptions, concerning inclusive 

education 

• be able to critically explore and apply basic concepts, theoretical approaches, models (the individual medical model and social 

models of disability) from the perspectives of disability studies /multicultural education. 

• be able to reflect upon their own work and values in the context of ideas and practice of inclusive education. 

• be able to use their knowledge in practice in new contexts and lead others in providing special education in inclusive settings at 

micro, meso and macro levels. 

• be able to initiate and lead research or project work related to special education in inclusive settings. 

Main content: Different theoretical and professional perspectives (medical, psychological, sociological and disability studies/multicultural 

education) that have shaped special education theories and practice, curricular approaches, school reforms in the 20th and early 21st centuries 

and critique of those from the perspectives of disability studies, criticism of disability studies and inclusive education. Key concepts such as 

disability, special education needs, special education, identity and self identity, human rights, social participation, social capital and school 

democracy are in focus throughout the course and are used for discussion and analysis. at micro, meso and macro levels of educational 

organizations and systems. The dominant education policy in Iceland and discourses on that are critically discussed and scrutinized. 

Assignments: (1) Four short papers reflecting on the course readings (weight in all 40%) .(2) A review of one research article or book 

(weight 40%) (3). An outline of a research project or a plan for developing a school or school work towards a more inclusive practice (weight 

20%) The course work is based on lectures, seminars on campus and through the web, individual and group assignments. 

Required preparation: Inngangur að sérkennslufræðum (SKF011F) or Fjölmenningarsamfélag og skóli: Hugmyndafræði og rannsóknir 

(MEN127F) 

SKF014F • Language and literacy: Children at risk • (10e) • Fall 

Supervisory teacher: Hólmfríður Árnadóttir Adjunct Lecturer 


Course descriptionCourse description 

The course focuses on how language and language development influence learning and the learning progress and explores the language 

demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and reading 

difficulties, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence 

effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. 

Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates 

how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs. 

Goal: Students gain acquire knowledge and understanding in : 

• fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their 

connection to learning and social behavior 

• the role of language and communication ability in the school community 

• theories about the connection of language- and literacy development to learning 

o communication, reading, comprehension, spelling and mathematics 

• relationship of language and social communication 

in group-work, in friendship, in play and social interaction 

o 

• theories about early intervention and preventive teaching 

• school-planning which meets the needs of all students in pre-school and elementary schools 

• rescearhes in effective learning and teaching methods/organizing for children at risk 

• the role and nature of related institutions and other specialists 

On completing the course students should be able to: 

• find pupils at risk 

• know how to use early intervention and individual approach 

• apply appropiate and organized teaching methods which decrease risk factors and strengthen the stundents. 

• plan curriculum and create a school-culture which meets all the pupils learning- and social needs 

• provide information to parents and other specialists 

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Graduate 

• team-work with other specialists 

• cooperate and counsil the teachers about teaching-methods and teaching-material 

• organize strong parent-cooperation 

Course organisation: Lectures, discussions, groupwork, case studies, and individual work. 

Assessment: Group assignment (20%). Individual assignment (40%) Group work (20%) 

SKF016F • Art for all in inclusive settings • (10e) • Spring 


Teacher: Margrét Ákadóttir 

The main purpose of the course is to enable participants to obtain knowledge, skills and values that equip them to work with a broad 

heterogeneous group of learners including learners with special educational needs in the creative art in inclusive settings from preschool to 

uppersecondary school levels. The creative arts will draw upon music, painting and textile and drama and the final product, directed by the 

course participants will result in an art show/ drama production or music event performed by the active participation of a heterogeneous 

group of learners. 

SKF017F • Primary- and secondary school-age children with behavioural- and emotional difficulties - resources and reactive 

measure • (10e) • Spring 

Supervisory teacher: Anna Lind G Pétursdóttir Lecturer (UK) - Assistant Professor (USA) 



The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program. 

The focus of this course is on behavioural- and emotional difficulties (B.E.D.) among children and adolescents at the primary- and secondary 

school levels. 

The learning arrangements consist of lectures, fieldwork, and group or individual classroom work. 

Functional Behavioral Asessment 50% Essay 50% 

SKF202F • Working in inclusive practices • (10e) • Spring 


Supervisory teacher: Kristín Aðalsteinsdóttir 

This course focuses on research and pedagogy in inclusive schools. Participants construct knowledge and understanding of developing 

inclusive practices in schools. They learn to plan and personalize curriculum for each student. They explore different ways of gathering 

information about students, planning individual curriculum, differentiating teaching and learning, alternating assessment and collaboration 

with colleagues, professionals and families. The course work is based on lectures, seminars on campus and through the web, individual and 

group assignments. The participants develop their practice based portfolio. 

SKF203F • Counseling and collaboration • (10e) • Spring 


The purpose of the course is to increase the students' knowledge of theories and practices applied in educational counselling and 

interdisciplinary collaboration. Main content: Different theories and approaches. Basic concepts: Information, mediation, counselling, 

guidance, therapy. Interview skills, critical evaluation and reasoning related to own communicative skills, teamwork, coordination, 

cooperation and collaboration. Ethical issues in counselling. 

Four written assignments: 1) Self-evaluation, 2) understanding of readings, 3)interviewing, evaluating and reporting on own skills, and 4) 

reading, evaluating, understanding and reporting of readings. 

SKF204F • Child protection - Children's rights and interests • (10e) • Spring 


The course aims to increase students' knowledge and understanding of advocacy, protection and support of children at social and emotional 

risk. Emphasis on developing individual and cooperative skills and linking practical knowledge to theoretical reflection. Main content: Legal 

rules, professional and parental responsibilities related to children's interests and rights, child protection, child welfare and educational 

guidance. Child abuse, neglect, interventions on various levels. Case management in schools: Initial assessment, mandatory reporting and 

decision-making. 

Written assignments including descriptions and critical reflection: (1) Understanding of readings I, 15%. (2) Visits to services, interview and 

report 25%. (3). Understanding of readings II, 20%, (4) Case story, action plan, 40%. 

STM010F • Special topics in educational management • (10e) • Fall 

Supervisory teacher: Ólafur Helgi Jóhannsson Adjunct Lecturer 

Supervisory teacher: Friðgeir Börkur Hansen Professor 

The purpose of the course is to introduce to students selected topics in educational management. The three topics selected are: Schools and 

total quality management, school support and development, and educational governance. 

Required preparation: Stjórnun og forysta (STM301F), Stofnanakenningar (STM302F) 

Assignments: three presentations and written reports (10% each) and a major paper (70%). 

STM015F • Inclusive schools • (10e) • Fall 


Teacher: Edda Óskarsdóttir 

Leadersip and inclusive practice 

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Graduate 

This course focuses on leadership and inclusive practice. The purpose is to prepare participants to lead the development of inclusive 

education in school for all. The focus is on leadership and management, democracy, human rights, collaboration and recognition that students 

learn in different ways and have a different background, abilities and interest. 

We place emphasis on developing leadership that builds on collaboration and listens to students, parents and colleagues. 

STM016F • Role of middle managers in schools • (10e) • Spring 


Teacher: Friðgeir Börkur Hansen Professor 

The purpose of this course is to explore the role of middle managers in schools. The ballance between leadership, on one hand, and support 

and service on the other hand, will be discussed with an empasis on conflict resolution and team work. 

Assignments: Presentations, written reports (20%) and a major paper (80%). 

STM018F • Special topics in early childhood educational management • (10e) • Spring 


The purpose of this course is to enhance students understanding of selected issues in early childhood educational leadership. An emphasis is 

put on group forces and the micro-politics within preschools. Also, the fact that women are leading women in pre-schools will be explored. 

Outline of main content: A short overview of history and thought in early childhood educational leadership; the micro-politics of the 

preschool; power, conflicts, interests nd goal diversity; professionalism and structure; and feminine leadership. Assignments: (1) A written 

report and a group presentation based on an analysis of a specific leadership issues by the use of a theoretical framework developed from the 

literature. (2) A traditional paper/ research proposal based on a review of the literature on early childhood educational leadership and action 

research (50%). 

STM019F • Human Resource Development in Educational Institutes • (10e) • Fall 


Teacher: Jóhanna Karlsdóttir Lecturer (UK) - Assistant Professor (USA) 


- 

STM020F • Women and educational leadership • (10e) • Fall 


The purpose of this course is to increase students knowledge and understanding of the main concepts and theories of gender related 

leadership research in education. Particular emphasis is put on the position of women leaders because of the gender bias in leadership 

literature and in the education of leaders. The main content is as follows: The impact of gender on leadership behavior; the interplay between 

leadership, values and gender; common as well as different aspects and experiences of women educational leaders; feminst research and 

research methods; current management emphasis in Iceland and elsewhere in the Western hemisphere and its impact on educational 

leadership. Students finish three assignments: A short paper with a focus on major concepts and theories (20%), a paper on gender and 

educational leadership (40%) and an analysis of one woman's leadership practices based on relevant literature, presentation of the findings 

and a written report (40%). 

STM021F • Self-evaluation and school development • (10e) • Spring 


The purpose of this course is to familiarize students with the concept and working methods of self-evaluation. The purpose of self-evaluation 

will be discussed, self-evaluation methods, collection of data, presentaion of findigs. Also, studies on the influence and effects of selfevaluation 

will be explored. 

Assignments: Presentations, written reports and a major paper. 

STM022F • Educational Evaluation • (10e) • Fall • 3f + 2u 


Objectives: Students will become familiar with evaluation theories, especially on educational evaluation. The purpose of evaluating 

educational programs will be explored, as well as evaluation approaches and the diverse values underlying them. Evaluation objectives will 

be discussed, choice of methods, stakeholder participation, and use of evaluation information and results for decision making. 

Assignments regarding the evaluation of educational programs. 

STM101F • Education, innovation and employment • (10e) • Fall 


Teacher: Rósa Gunnarsdóttir 


The aim og the course is to meet the needs of individuals and institutions in practicing innovation in schools, education and other fields of 

work. The focus will be both on innovation in schools and education of entrepreneurs in Iceland as elsewhere. Also to make individuals able 

to educate those who practice innovation in schools and other fields of work. Definitions, theories and research on innovation in schools, 

education and in general will be discussed, international institutions in the field of innovation will be introduced as well as the Innovation 

Center Iceland. Students will get practice in making education- and business plans as well as action plans with focus on innovation and what 

it takes to take a new idea into practice in education and other fields of work. 

STM102F • Training/Learning Program Design - Competences in the Workplace • (10e) • Fall • 2f + 1u 

Supervisory teacher: Árný Elíasdóttir 

The goal of the course is to enhance students understanding of some major concepts and theories on learning in the workplace and that 

participants will be able to analyze competences in organizations and design, develop, implement and evaluate training, learning and 

development solutions for employees in the workplace and other adults. The course includes presentations, discussions, with active student 

involvement, authentic cases and assignments. Guest speakers from the workplace and graduated students present training and development 

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projects and research. 

Subjects 

- Training/Learning and Development: History and Aims 

- Training/Learning and Development and Human Resource Management 

- Knowledge Management and The Learning Organization 

- Needs Assessment/Performance Analysis 

- Competences and Core Competences 

- Goals and Objectives 

- Learning Theories and Methods 

- Evaluation 

- Individual assignments: (20%) - Open book test (40%) - Group assignment: Training/Learning program design (40%) 

STM201F • Programme Evaluation • (10e) • Spring • 3f + 2u 


Students do their own evaluation project. Evaluation theory will be discussed, but the main emphasis will be on methods, data collection, 

analysis and presentation of a report. 

Final examination (30%) 4 assignments (20%) (5%) Subscribe to Evaltalk (American Evaluation Association weblist). Write 1 page (1 

spaced) about an interesting subject. Subscription instructions later. 10th week. (5%) Find 5 evaluation projects in different formats (articles, 

books, web issues, reports) and describe them, 1 page, 1 spaced each. Describe the evaluand and the methods. Stakeholders? Why evaluated? 

How well done? 3rd week. (5%) Describe what (school, institution, firm) you will evaluate and set forth evaluation questions. 2 students 

work together. 5th week. (5%) Describe evaluation methods and how the evaluation is proceeding. 7th week. Report (50%). Do a program 

evaluation for someone who wants the information that you will collect, analyse and present in a report. Last exam day. 

STM202F • Women and men as leaders, entrepreneurs and administrators • (10e) • Spring • 3f + 2u 



The aim of the course is to give participants increased insight into the roles of leaders and administrators in schools and organizations. The 

role of gender is in focus as well as some practical skills. Research, theories, interaction, communication and attitudes important for leaders 

and administrators are discussed. Participants will be introduced to different ways of creating a learning community in schools and 

organizations, and the role of administrators in coordinating work, family life and equality laws. In the course work participants can focus 

either on schools or other types of organizations. 

Assignments and take-home exam. 

STM301F • Educational management and leadership • (10e) • Fall 

Supervisory teacher: Friðgeir Börkur Hansen Professor 



Teacher: Steinunn Lárusdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Arna Hólmfríður Jónsdóttir Lecturer (UK) - Assistant Professor (USA) 


The purpose of the course is to assist students in understanding some major processes of school management and educational leadership in 

schools and other educational institutions. An emphasis is put on developing their role as educational leaders. Main content: Professionalism 

in education; leadership; leadership roles; perception and personality; motivation, job enrichment; management styles; group dynamics; 

emotional intelligence; delegation; decision making; culture; standards; principal effectivenss. Assignments: (1) Two short papers with a 

focus on reflection on some major concepts and theories (weight 10% and 15%. (2) A traditional paper on leadership or related issues based 

on a review of the literature (40%), and a written final examination (35%). 

See above. 

STM302F • Theories of organizations • (10e) • Spring 



The purpose of this course is to enhance students understanding of some major concepts and thories of schools and other eductional 

institutions as organizations. An emphasis is put on assisting students in applying these concepts and theories to relevant organizational 

issues and problems. Outline of content is as follows: A short overview of history and thought in educational administration; conflicts and 

dilemmas in administration; the school as a closed system and as an open system; the school as an organizational type; bureaucracy and the 

school; structure, power and politics; the school and its environment; goals and goal setting; orgaizational climate and culture; organizatinal 

efficetiveness. Assignments: (1) A short paper with a focus on reflection on some major concepts and theories (20%); (2) An analysis of the 

organization and structure of a school or some other educational institution. The assignment is done in accordance with a framework based 

on the literature, presentation of the findings and a written report (40%); (3) A critical study and a written paper of a leader in accordance 

with a framework based on the literature (40%). 

STM303F • School development and evaluation • (10e) • Spring 


Teacher: Anna Kristín Sigurðardóttir 


The purpose of this course is to assist students in understanding some major concepts, theories and models of school development and 

programme evaluation. An emphasis is put on assisting students in understanding and applying evluation concepts and techniques as well as 

preparing for development and planned change. Outline of main content: The planning of evaluation; needs and expectation; evaluation 

methods; merits and worth; approaches to evaluation; internal and exernal evaluation; appraisal; school development; models of school 

development; planned change. Assignments: (1) A critical analysis of a learning community - written report (20%); (2) A critical analysis of 

a developmental projcet or evaluation study - written report (20%); (3) A development plan for an educational project for a specific 

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institution with academic reflections on critical issues regarding implementation - written report (60%). 

UMD001F • - • (10e) • Fall 

- 

UMD002F • - • (10e) • Spring 

- 

UMD005F • Professionalism in modern society • (10e) • Fall 

- 

UMD007F • Specialisation courses (Ed.D./Ph.D.) • (10e) • Fall 

- 

UMD007F • Specialisation courses (Ed.D./Ph.D.) • (10e) • Spring 

- 

UMD008F • Theory courses 4-10 ECTS (Ed.D./Ph.D.) • (10e) • Fall 

- 

UMD008F • Theory courses 4-10 ECTS (Ed.D./Ph.D.) • (10e) • Spring 

- 

UMD009F • Seminar presentations (Ph.D.) • (0e) • Fall 

- 

UMD009F • Seminar presentations (Ph.D.) • (0e) • Spring 

- 

UMD010F • Seminar presentation: Project plan (Ed.D.) • (0e) • Fall 

- 

UMD010F • Seminar presentation: Project plan (Ed.D.) • (0e) • Spring 

- 

UMD011F • Seminar presentation: Thesis work (Ed.D.) • (0e) • Fall 

- 

UMD011F • Seminar presentation: Thesis work (Ed.D.) • (0e) • Spring 

- 

UMD012F • Reference essay (Ed.D.) • (10e) • Fall 

- 

UMD012F • Reference essay (Ed.D.) • (10e) • Spring 

- 

UMD013F • Methods essay (Ed.D.) • (10e) • Fall 

- 

UMD013F • Methods essay (Ed.D.) • (10e) • Spring 

- 

UMD014F • Public lecture A • (10e) • Fall 

- 

UMD014F • Public lecture A • (10e) • Spring 

- 

UMD015F • Public lecture B • (15e) • Fall 

- 

UMD015F • Public lecture B • (15e) • Spring 

- 

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Graduate 

UMD016F • Thesis (Ed.D.) • (45e) • Fall 

- 

UMD016F • Thesis (Ed.D.) • (45e) • Spring 

- 


- 


- 


- 


- 


- 


- 

UMD020F • Research plan • (20e) • Fall 

- 

UMD020F • Research plan • (20e) • Spring 

- 

UMD021F • Defence 1: Research Plan • (10e) • Fall 

- 

UMD021F • Defence 1: Research Plan • (10e) • Spring 

- 

UMD022F • Research thesis (Ph.D.) • (70e) • Fall 

- 

UMD022F • Research thesis (Ph.D.) • (70e) • Spring 

- 


- 


- 


- 


- 

UMD025F • Defence II: Thesis • (20e) • Fall 

- 

UMD025F • Defence II: Thesis • (20e) • Spring 

- 

UMD026F • Research plan and article synopses • (20e) • Fall 

- 

UMD026F • Research plan and article synopses • (20e) • Spring 

- 

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Graduate 

UMD027F • Defence A (Ph.D.) • (10e) • Fall 

- 

UMD027F • Defence A (Ph.D.) • (10e) • Spring 

- 

UMD028F • Defence B (Ph.D.) • (20e) • Fall 

- 

UMD028F • Defence B (Ph.D.) • (20e) • Spring 

- 

UMD029F • Monograph and published papers • (70e) • Fall 

- 

UMD029F • Monograph and published papers • (70e) • Spring 

- 


- 


- 


- 


- 


- 


- 


- 


- 

UMD201F • Topics in professionalism (Ed.D.) • (10e) • Spring 

- 

UMS101F • Citizenship awareness in a democratic society • (10e) • Fall • 3f + 2u 


Assistant teacher: Margrét Aðalheiður Markúsdóttir 

Assistant teacher: Ragný Þóra Guðjohnsen 

Aim: Students will become familiar with the major theories addressing moral development and citizenship awareness among young people. 

Various topics regarding ethical and human right issues will be discussed: What does it mean to be a citizen during this era of globalization 

with the rights and duties that follow such roles? An emphasis will be placed on both ethical and life values in modern multicultural 

communities, and also research on the educational roles of families, friends, and schools in promoting citizenship awareness among young 

people. 


UMS102F • Current Topics in Developmental Psychology • (10e) • Fall 



Teacher: Hrafnhildur Ragnarsdóttir Professor 


Several important theoretical, empirical, and methodological issues within developmental psychology are selected by the instructors for 

inclusion in the course. Selection of topics, such as research on brain development and how it relates to other areas of development; how 

language development relates to theory of mind and emotional development; the development of self-regulation and how it contributes to 

academic achievement; the relation between social development and other areas of development (e.g., academic achievement, risk 

behaviors); the use of psychological theory and methodology in early intervention and how it enhances development and functioning; 

positive youth development, will vary by year. Course discussion will focus on a critical evaluation of recent literature in the areas selected 

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Graduate 

and students will learn to use theoretically based thinking in educational settings. Prerequisite: courses in developmental psychology and 

methodology, or instructors'approval. Readings will consist of selected empirical articles and book chapters. Assessment will include an inclass 

presentation of a selected topic and a take-home exam. 

Students select a topic for an assignment, which they will present to the class. There will be a take-home exam covering all the readings for 

the class. 

UMS103F • Cognition, Health and Prevention • (10e) • Fall • 3f + 2u 


Some well known definitions of health will be discussed, as well as the effects of cognition on health. The association between body and soul 

will be explored as this becomes manifest in health, as well as the effects of stress on health, how cognition and behavior can aggravate stress 

and what reduces stress. Prevention regarding health will be discussed. 

Examination (40%) 3 assignments: (25%). 10-15 pg. essay on health psychology, either a theoretical essay or a study. 9th week. (10%) 3-4 

pg report on guest presentation, interesting aspects, espceially on something thought to be useful in preventions. 11th week. (25%). 

Prevention proposal. Report includes target group, objectives and methods, and a proposed evaluation of efficacy. Prevention theories 

discussed in the course should be used. Last exam day. 

UMS201F • Risk-Taking Behaviour among Adolescents • (10e) • Spring • 3f + 2u 



The course focuses on the risks that adolescents take in the areas of both health (smoking, drinking, drug use) and education (school failure, 

dropping out). Aim: Students will become familiar with the major theories and research, conducted both locally and abroad, on such 

behaviours as affected by various social, educational, and psychological factors. A special focus is on developmental research that explores 

the relationships between interpersonal growth (understanding, skills, personal meaning) and actual risk-taking behaviour. Projects are 

designed to seek understanding of how young people perceive risk factors in their lives. 


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Faculty of Industrial Engineering, Mechanical Engineering and Computer Science 

Undergraduate 

School of Engineering and Natural Sciences 


HBV101M • Reliability of Systems • (6e) • Fall • Time slot: H7 • 3f + 2d 

Supervisory teacher: Klaus Marius Hansen Professor 

Statistical quality metrics. Reliability. Failure rate data and models. Software reliability. The standard ISO/IEC 61508 "Functional safety of 

electrical/electronic/ programmable electronic safety-related systems." 

Required preparation: Líkindareikningur og tölfræði (STÆ203G) 

HBV201G • Graphical User Interface Programming • (8e) • Spring • Time slot: V4 • 4f + 2d 

Supervisor: Ebba Þóra Hvannberg Professor 

Graphical user interfaces and their programming. Projects in Java. User Interface design. User Interface Testing. 

Required preparation: Tölvunarfræði 1 (TÖL101G) or Tölvunarfræði 1a (TÖL105G) 

HBV201M • International Marketing of Software • (6e) • Spring • Time slot: V • 3f 

Supervisory teacher: Jóhann Pétur Malmquist Professor 

Description of course to be added in the beginning of December. Description of course to be added in the beginning of December. 

HBV401G • Software Development • (6e) • Spring • Time slot: V4 • 3f + 2d 


Software analysis and design. Unified Modeling Language. Requirements specification. Object oriented design. Design reviews. Practical 

projects. Use of CASE in design. 

Recommended preparation: Tölvunarfræði 1 (TÖL101G) or Tölvunarfræði 1a (TÖL105G) 

5 projects, 4 software development projects and 1 review project. Midterm counts for 35%. Closed book exams. 

HBV501G • Software Project 1 • (6e) • Fall • Time slot: H4 • 3f + 2d 


Personal Software Process. Measuring own work. The software life-cycle. Software process. Testing methods. Software metrics. Quality 

control in software design. 

Required preparation: Þróun hugbúnaðar (HBV401G) 

HBV601G • Software Project 2 • (6e) • Spring • Time slot: V4 • 3f + 2d 


Feasibility study, analysis, design, programming and testing will be carried out for a project. 

Required preparation: Hugbúnaðarverkefni 1 (HBV501G) 

IÐN101G • Operation Management • (6e) • Fall • Time slot: H5 • 4f + 2d 

Supervisory teacher: Gunnar Stefánsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Helgi Þór Ingason Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Sunna Björg Reynisdóttir 

Assistant teacher: Áslaug Harpa Axelsdóttir 

Organizations, operation and management concepts, industries, product-development. Marketing, sale and forecasting, production cost, 

break-even point, investment analysis, capacity planning, aggregate planning, MRP, linear programming. Inventory control. Project 

management, PERT/CPM. Maintenance. Quality management, job-design, ergonomics, plant location, plant-layout. Assignments in 

Icelandic companies: Team work in solving real-life industrial engineering problems. 

IÐN101M • Quality Management • (6e) • Fall • Time slot: H4 • 4f + 2d 

Supervisory teacher: Helgi Þór Ingason Senior Lecturer (UK) - Associate Professor (USA) 

Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality 

management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance 

sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. 

Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system 

for a company. 

IÐN201M • Integer Programming, Networks and Scheduling • (6e) • Spring • Time slot: V7 • 4f + 2d 

Supervisor: Páll Jensson Professor 

Goal: Students will be able to choose and apply methods of Integer Programming and Network Models on difficult decision problems in 

operations and planning. Among topics are: Integer Programming, Branch & bounds methods, Cutting Planes. Transport, transshipment, 

facility location, assignment, cutting stock, knapsack problems, packing, batching, various combinatorial problems. Network models, 

minimal spanning, shortest route, maximal flow, vehicle routing, traveling salesman. Job scheduling, sequencing, shift scheduling. Computer 

exercises, real world problem solving. 

Required preparation: Aðgerðagreining (IÐN401G) 

IÐN202M • Innovation, Product Development, Marketing • (6e) • Spring • Time slot: V1 • 4f + 2d 

Supervisor: Magnús Þór Jónsson Professor 

413


Undergraduate 

An insight into the structure of innovation, product development and marketing and how to use this methodology as a tool of management in 

industrial companies. Theory and practical methods of innovation, product development and marketing. Training in proj ect management and 

how to run integrated projects covering those three areas by solving realistic problems. 

IÐN203M • Stochastic Processes and Decisions Analysis • (6e) • Spring • Time slot: V1 • 4f + 2d 

Supervisory teacher: Páll Jensson Professor 

Objective: Students will learn methods to build stochastic models and to make decisions under uncertainty. Course content: Markov chains, 

Poisson processes, birth-death processes, queuing theory, Markov decision processes (MDP), multicriteria decision models, AHP, utility 

theory. Emphasis on using modelling techniques to solve problems in industry. Assignments: Use of available software to solve problems in 

industry and engineering. 


IÐN204M • Organization and Management • (6e) • Spring • Time slot: V5 • 4f + 2d 

Supervisor: Helgi Þór Ingason Senior Lecturer (UK) - Associate Professor (USA) 

The development of organizational theory, objectives of an organization. Behavior science: foundation of individual behavior, perception, 

values, attitudes and job satisfaction, motivation concept and practices, group dynamics, status, role leadership. Communication. Leadership 

influences and power. Organization structure and design. Managerial tasks and decision support systems. Re-engineering the business 

processes and information technology. 

IÐN301M • Ergonomics, Human Factors • (6e) • Fall • Time slot: H 


Objects: To provide students with advanced multi-diciplinary knowlege and understanding of therory and practice in ergonomics. To give 

students knowlege how to identify and objectively assess ergonomic problems within work systems and to design interventions and evaluate 

their effectiveness. Keywords: Ergonomics, antropometry, physical -, social -, cognitive - and organicational ergonomics. 

IÐN401G • Operations Research • (6e) • Spring • Time slot: V1 • 4f + 2d 

Supervisory teacher: Tómas Philip Rúnarsson Professor 

Production problems and common operations research models. Linear programming, the simplex method, dual problems, sensitivity analysis. 

Distribution methods, dynamic programming, network planning. Integer programming, Markov processes. Queuing theory. Assignments: 

Use of available software to real life production problems. 

Recommended preparation: Rekstrarfræði (IÐN101G), Stærðfræðigreining IB (STÆ201G), Líkindareikningur og tölfræði (STÆ203G) 

IÐN402G • Simulation • (6e) • Spring • Time slot: V4 • 4f + 2d 


Goal: This course is intended for students in engineering, and should enable them to analyze problems with respect to solving with 

simulation, choose suitable methods and tools, build simulation models, plan simulation runs and analyze and interpret the results. Content: 

Systems, models and solution methods. The methodology of simulation. Time slice models and event driven models. Discrete simulation, 

queuing systems, random number generation. Simulation languages, GPSS, SIMUL 8, PROMODEL. Variance Reduction Techniques. Case 

studies, exercises in solving real life problems. 

Required preparation: Tölvunarfræði 1a (TÖL105G), Líkindareikningur og tölfræði (STÆ203G) 

IÐN403G • Thermodynamics and Heat Transfer • (6e) • Spring • Time slot: V2 • 4f + 2d 

Supervisor: Páll Valdimarsson Professor 

Goal: To present basic concepts and laws of thermodynamics, fluid mechanics and heat transfer. Contents: Thermodynamic systems. 

Properties of pure substances and phase changes. Ideal gas, real gas, state equations and thermodynamic variables. Work, heat and the first 

law of thermodynamics. The second law. Reversible and irreversible processes. The Carnot cycle and the Kelvin temperature scale. Entropy. 

Heat engines. Otto, Diesel, Brayton and Stirling cycles. Steam cycles. Refrigeratin and heat pumps. Heat transfer. Heat conduction in one 

and two dimensions, steady state and transient. Convection, free and forced. Radiation, the laws of Stefan-Boltzmann and Planck. Surface 

properties. Shape factors, and radiation heat exchange between surfaces. Heat exchangers, duty and properties. 

IÐN501G • Logistics and Production Engineering • (6e) • Fall • Time slot: H2 • 4f + 2d 



The course focuses on the principles of logistics, purchasing, supplies and supply management, transport and distribution. The basics of 

facilities planning are reviewed. 

IÐN502G • Engineering Economics • (6e) • Fall • Time slot: H3 • 4f + 2d 


Teacher: Eiríkur Dór Jónsson 

Assistant teacher: Sigríður Dís Guðjónsdóttir 

Assistant teacher: Gunnar Óli Sölvason 

Nature of engineering economics. Fundamental concepts of microeconomics, law of demand. The theory of production, isoquants. The 

theory of cost, expansion paths, graphical and analytical solutions, extensive and intensive expansion. Shadow prices. Project estimation, 

cash-flow principles. Time value of money operation. Discrete compounding, continuous compounding, comparison of investment 

alternatives, developing cash flow profiles, measure of merit. Replacement. Analysis, income tax considerations, inflation considerations, 

decision theory, assumed certainty, risk, uncertainty. 

IÐN503G • Project Management 1 • (6e) • Fall • Time slot: H1 • 4f + 2d 


Assistant teacher: Sveinn Áki Sverrisson 

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Undergraduate 

Assistant teacher: Kristinn Eiríksson 

The course focuses on the main terms and principal subjects of project management and is meant to give students an overview of project 

management as a methodology and management tool. Main emphasis is on the planning process in projects, i.e. to develop a comprehensive 

project plan which includes e.g. a time schedule and budget. Among the course subjects are the following: Projects and project management, 

definition of projects, project environment, defining objectives, organisation, information system, time schedules, cost assessments, project 

start-up and close down. Each student participates in two group projects where different project plans are developed. The grade is based on 

these group projects and a final examination. 

IÐN504G • Thesis Project • (6e) • Fall 

Students choose project topics in consultation with faculty members. 

IÐN601G • Thesis Project • (6e) • Spring 


IÐN602G • Thesis Project • (6e) • Summer 


IÐN603G • Industrial Statistics • (6e) • Spring • Time slot: V6 • 4f + 2d 

Supervisory teacher: Guðmundur Ragnar Jónsson Managing Director 

Supervisory teacher: Ólafur Pétur Pálsson Professor 

Non-parametric testing and contingency tables. Statistical quality control: Control charts for variables and attributes. Acceptance sampling, 

single and double. Operating characteristic curves. Variance analysis, factor analysis and experimental design. Regression, both linear and 

non-linear. Principal components. 


REI201G • Mathematics and Scientific Computing • (8e) • Spring • Time slot: V1 • 3f + 2d 

Supervisor: Kristján Jónasson Professor 

A. Mathematics: Matrices, solution of linear equations, eigenvalue problems. Taylor series. Paths, surfaces, functions of several variables, 

partial derivatives, Taylor approximation. Systems of differential equations. 

B. Scientific computing: Error estimation in floating-point computations. Solution of nonlinear equations by iteration. Interpolation and 

approximation of functions. Curves and surfaces in computer graphics. Numerical integration, differentiation and solution of differential 

eqation. Solution of linear systems by factorization. 

Required preparation: Stærðfræðigreining IC (STÆ105G) 

REI201M • Computational Intelligence • (6e) • Spring • Time slot: V2 • 3f + 2d 


Basic aspects of machine learning which is the study of algorithms that improve automatically through experience. Decision trees. Rule 

based learning. Decision trees. Baeysian learning. Artificial neural networks. Genetic algorithms. Reinforcememt learning. 

Recommended preparation: Tölvunarfræði 1 (TÖL101G) or Tölvunarfræði 1a (TÖL105G), Stærðfræði og reiknifræði (REI201G) or Töluleg 

greining B (STÆ405G) 

Three computational projects that weigh 10% each. Eight home assignments that weigh 2.5% each. Student has to get the grade 5 in the final 

examination and a final grade of 5 if he is B.S. student, but a final grade of 6 if he is an M.S. student 

REI202M • Nonlinear Optimization • (6e) • Spring • Time slot: V6 • 4f + 1d 

Supervisory teacher: Kristján Jónasson Professor 

Unconstrained optimization and least squares optimization: Newton type methods and conjugate gradients. Constrained optimization: Kuhn- 

Tucker conditions, linear and nonlinear constraints, quadratic programming, Lagrange multipliers, penalty functions and dual methods. 

Required preparation: Stærðfræðigreining IIB (STÆ205G) or Stærðfræðigreining IIA (STÆ207G), Töluleg greining B (STÆ405G) 

TÖL001G • Research Project • (4e) • Fall 

An independent project under the direction of a faculty member. 

TÖL002G • Research Project • (4e) • Spring 


TÖL003G • Research Project • (4e) • Summer 









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Undergraduate 


















TÖL101G • Computer Science 1 • (6e) • Fall • Time slot: H3 • 3f + 2d + 2æ 

Supervisory teacher: Snorri Agnarsson Professor 

Assistant teacher: Ragnar Skúlason 

Assistant teacher: Hafsteinn Einarsson 

Assistant teacher: Arnar Ingi Bragason 

Assistant teacher: Hörður Freyr Yngvason 

Assistant teacher: Jón Brynjar Stefánsson 

The Java programming language will be used to introduce basic practices in computer programming. Practice in programming is scheduled 

throughout the semester. An emphasis is placed on logical methods for writing program and good documentation. Main ideas related to 

computers and programming. Classes, objects and methods. Control statements. Strings and arrays, operations and built-in functons. Input 

and output. Inheritance. Ideas relatied to system design and good practices for program writing. Iteration and recursion. Searching and 

Sorting. 

The average of the best 10 assignment grades counts 30% in the final grade. The final exam grade counts 70%. 

TÖL101M • Advanced Topics in Computer Science • (6e) • Fall • Time slot: H • 3f + 2d 

Supervisor: Snorri Agnarsson Professor 

Advanced Topics in Computer Science. In the autumn of 2007 this course will cover programming of handheld computers. It is not decided 

yet what types of handheld computers will be used in the course, but the types will at least include Microsoft PocketPC computers and Java 

phones. It is also possible that Palm and Symbian devices will be used. The development environments will include emulators for the 

handheld devices. Emphasis will be placed on user interface programming for handheld devices. The programming languages used will 

include Java and C#, and perhaps C++. 

TÖL103G • Computer Technology and Society • (6e) • Fall • Time slot: H2 • 3f + 2d 


A broad overview of computer science for CS students and students from other departments. Topics include data storage in computers, 

program execution, operating systems, computer networks, algorithms, and programming languages. Software engineering is introduced, 

also data abstractions, and database systmes. Finally artificial intelligence and the theory of computation are considered. 

TÖL104G • Mathematical Structures for Computer Science • (8e) • Fall • Time slot: H5 • 4f + 2d 

Supervisory teacher: Sven Þórarinn Sigurðsson Professor 

Assistant teacher: Halldór Guðjónsson Senior Lecturer (UK) - Associate Professor (USA) 

Propositions, predicates, inference rules. Set operations and Boolean algebra. Induction and recursion. Basic methods of analysis of 

algorithms and counting. Simple algorithms in number theory. Relations, their properties and representations. Trees and graphs and related 

algorithms. Strings, examples of languages, finite automata and grammars. 

Weekly assignments that count 2% each. Total assignment mark is the sum of the ten best marks. Student must get the grade 5 on the final 

examination and as a final mark. 

TÖL105G • Computer Science 1a • (6e) • Fall • Time slot: H3 


Assistant teacher: Ólafur Jónasson 

Assistant teacher: Stefán Páll Sigurþórsson 

Assistant teacher: Jóhann Guðmundsson 

416


Undergraduate 

Assistant teacher: Óskar Ingi Magnússon 

Assistant teacher: Emilía Huong Xuan Nguyen 

Assistant teacher: Þórir Guðlaugsson 

Assistant teacher: Kári Hreinsson 

Assistant teacher: Ásta Ósk Hlöðversdóttir 

Programming in Matlab (a programming language designed for computations in engineering and science): Main commands and statements 

(computations, control statements, in- and output), definition and execution of functions, datatypes (numbers, matrices, strings, logical 

values, records), operations and built-in functions, array and matrix computation, file processing, statistics, graphics. Introduction to Java: 

(an object-oriented programming language, e.g. suitable for construction of large systems): Main commands, classes, objects, constructors 

and methods. Concepts associated with design and construction of program systems: Programming environment and practices, design and 

documentation of function and subroutine libraries, debugging and testing of programs. 

Weekly assignments that count 2% each. Total assignment mark is the sum of the ten best marks and counts 20%. Midterm examination 

counts 30% if it raises the final mark, otherwise 0%. Final examination mark counts 50% if the midterm examination raises the final mark, 

otherwise 80%. Student has to get 5 both as an examination mark and as a final mark in order to pass. Student must get the grade 5 on the 

final examination and as a final mark. 

TÖL106G • Computers and Operation Systems • (2e) • Fall • Time slot: H2 • 3f + 2d 

Supervisory teacher: Hjálmtýr Hafsteinsson Senior Lecturer (UK) - Associate Professor (USA) 

Taught the first four weeks of the autumn semester before the start of the course TÖL103G Computer technology and society. Overview of 

the Unix operating system. File system organization, most important tools, window systems, command line processing, and shell 

programming. 

Weekly homework 

TÖL202M • Compilers • (6e) • Spring • Time slot: V7 • 3f + 2d 


The design of programming languages. The structure and design of compilers. Lexical analysis. Top down and bottom up parsing. Code 

generation. Each student writes his or her own compiler. 

Required preparation: Forritunarmál (TÖL304G) 

TÖL203G • Computer Science 2 • (6e) • Spring • Time slot: V3 • 3f + 2d 


The course starts with an introduction to the programming language C++. The programming languages C++ and Java will be used in the 

course. Various data structures, algorithms and abstract data types will be covered. Among the data types and structures covered are lists, 

stacks, queues, priority queues, trees, binary trees, binary search trees and heaps along with related algorithms. Various search and sort 

algorithms will be covered. Algorithms will be analysed for their space and time complexity. There will be programming assignments in 

C++'and Java using the given data structures and algorithms. There will be many small assignments. 


TÖL203M • Computer Graphics • (6e) • Spring • Time slot: V1 • 3f + 2d 


The main emphasis is on fundamental concepts and mathematics for 3D computer graphics. Two and three-dimensional transformations. 

Viewing projections. Light and the shading of objects. Texture mapping, blending, bump maps. Programmable shaders. Curves and surfaces. 

Programming assignments in OpenGL. 


TÖL301G • Formal Languages and Computability • (6e) • Fall • Time slot: H5 • 3f + 2d 

Supervisory teacher: Sven Þórarinn Sigurðsson Professor 

Models of computability: Simple programming languages, recursive functions, Turing machines, grammars. Finite state and push-down 

automata. Classification of formal languages and decision problems. Unsolvable problems, Church's thesis. The complexity classes P, NP 

and RP. 

Recommended preparation: Stærðfræðimynstur í tölvunarfræði (TÖL104G), Stærðfræðigreining IC (STÆ105G) or Stærðfræðigreining IB 

(STÆ201G) 

TÖL302G • Computer Systems and Marketing • (6e) • Fall • Time slot: H1 • 3f + 2d 


Marketing of software systems: Product definition, distribution and marketing channels, presentation methods, pricing. How to start up a 

company. Financing. Each student writes a business and marketing plan for a product. Students will have to present their work in class. 

TÖL303G • Data Base Theory and Practice • (6e) • Fall • Time slot: H3 • 3f + 2d 

Supervisor: Hjálmtýr Hafsteinsson Senior Lecturer (UK) - Associate Professor (USA) 

Databases and database management systems. Physical data organization. Data modelling using the Entity-Relationship model and the 

Relational model. Relational algebra and calculus. The SQL query language. Design theory for relational data bases, functional 

dependencies, decomposition of relational schemes, normal forms. Query optimization. Concurrency control techniques and crash recovery. 

Database security and authorization. Data warehousing. 


TÖL304G • Programming Languages • (6e) • Fall • Time slot: H2 • 3f + 2d 

417


Undergraduate 


An introduction to the most common types of programming languages. Block structured languages, list processing languages, object oriented 

programming. Describing programming languages, compilers and interpreters. The internal structure of block structured programming 

languages.Modular programming . Functions and subroutines, parameter passing. Memory management, garbage collection. The 

programming languages Scheme, CAML, Java, Morpho, C++ and Haskell will be considered. Object oriented programming languages. 

Objects and inheritance. Grammars, the structure of compilers. Modular programming will be emphasised (especially generic modules), as 

well as list processing, functional programming and block structure. 


Average of best 10 of the weekly execises counts as 30% of the final grade. 

TÖL305G • Computer Networks and Security • (6e) • Fall • Time slot: H6 • 3f + 2d 

Supervisor: Helgi Þorbergsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jón Ingi Einarsson Adjunct Lecturer 

The foundations of computer networks with emphasis on the TCP/IP protocol. Analysis and design of computer networks. Hardware and 

software used in computer networks. Implementation and maintenance of computer networks. Security systems for computer networks. 

Written exam at the end of the semester (60%). One 10 to 15 min. lecture in class (15%) and another on different subject held on a publicly 

advertised conference (25%). 

TÖL306G • Web Programming • (6e) • Fall • Time slot: H6 • 3f + 2d 


Teacher: Kristinn Sigurðsson Head of Section 

An overview of the web programming model. HTML, Javascript, CSS, AJAX together with back-end programming in PHP or JSP. 

Mashups. The Python programming language. Projects will be an important part of the course and students will create their own web sites, 

and apply the above technologies. An emphasis will be on designing usable and accessible web sites for all. 

TÖL401G • Operating Systems • (6e) • Spring • Time slot: V2 • 3f + 2d 

Supervisory teacher: Helmut Wolfram Neukirchen Senior Lecturer (UK) - Associate Professor (USA) 

The organisation of computer operating systems. Multiprocessing. Concurrent processes and their control. Virtual memory. File systems. 

Security. Distributed operating systems. Practical projects in the design of computer operating systems in C++ and Java. 


TÖL402G • Logic and Software Design • (6e) • Spring • Time slot: V3 • 3f + 2d 


Propositional and predicate logic. Deductive systems and logic programming. Formal definitions in software design. Model checking. 

Program verification. Temporal logic and concurrent systems. Modal logic and interacting agents. 

Required preparation: Stærðfræðimynstur í tölvunarfræði (TÖL104G), Stærðfræðigreining IC (STÆ105G) or Stærðfræðigreining IB 

(STÆ201G) 

Weekly homeassignments that weigh 4% each. Final mark for homework sum of 10 best marks. Student mas get at least 5 on the final 

examination 

TÖL403G • Analysis of Algorithms • (6e) • Spring • Time slot: V5 • 3f + 2d 


Methodology for the design of algorithms and the analysis of their time conplexity. Analysis of algorithms for sorting, searching, graph 

theory and matrix computations. Intractable problems, heuristics, and randomized algorithms. 

Required preparation: Stærðfræðimynstur í tölvunarfræði (TÖL104G), Tölvunarfræði 2 (TÖL201G) or Tölvunarfræði 2a (TÖL202G) 

Weekly homeworks and two larger projects. 

TÖL404G • Seminar in Computer Science • (6e) • Spring • Time slot: V • 2u 

Supervisor: Jóhann Pétur Malmquist Professor 

A specific field of computer science is covered in guest and student lectures. 

VÉL101M • Vibration Analysis • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Magnús Þór Jónsson Professor 

Teacher: Vilhjálmur Ívar Sigurjónsson Technician 

Teacher: Rúnar Unnþórsson Project Manager 

Spectral and wavelet analysis. Linear and nonlinear systems. Envelope and cepstrum analysis Measurement, identification and response 

problems. Vibrations of continuous systems. Formulation of finite element model for analysis of dynamic problems. Fault diagnostic and 

machine condition monitoring. 

VÉL102M • Energy Intensive Production Processes • (6e) • Fall • Time slot: H3 • 4f + 2d 

Supervisor: Fjóla Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jón G Hálfdanarson Adjunct Lecturer 

Teacher: Þröstur Guðmundsson 

Teacher: Halldór Guðmundsson 

Teacher: Þór Tómasson 


Teacher: Magnús Þór Jónsson Professor 

The aim of the course is:- To give students overview of processes in materials engineering;- To encourage students to think about feasible 

ways to utilize renewable energy. The course will cover the industrial processes in some of the larger Icelandic companies, including the 

production of ferro-alloys, aluminium smelting, rockwool production, recycling of steel, algea and diatomitemining, and production of 

418


Undergraduate 

sodium chlorine, fertilizers, cement. The course will also cover some of the larger material engineering processes that are not in practice in 

Iceland but may be a feasible option for Icelandic industry. Students will get good overview of the processes, required materials, source of 

power and power consumption, pollution, products etc. Discussions will be held on the financial background for individual processes, 

covering aspects such as production cost, profit and the influences of market share changes. Grades are based on 2 larger projects the 

students work on through the semester. Field trips are an important part of the course. 

Recommended preparation: Sveiflufræði (VÉL401G), Framleiðsluferli (VÉL403G) 

VÉL103M • Finite Element Analysis • (6e) • Fall • Time slot: H6 • 4f + 2d 


Supervisory teacher: Fjóla Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Piroz Zamankhan Senior Lecturer (UK) - Associate Professor (USA) 

Stiffness matrices, equilibrium, node numbering, boundary conditions, stress calculations. Potential energy, initial stress and strain. 

Displacement field, constant strain triangle, compatibility. Isoparametric formulation, axisymmetric elements, plates, shells, coordinate 

transformation. Heat transfer and fluid mechanics. Dynamics and vibration, large displacements. Nonlinear materials. Programming 

techniques. 

Required preparation: Burðarþolsfræði (VÉL202G) 

VÉL104M • Biomechanics • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Sigurður Brynjólfsson Professor 

Teacher: Fjóla Jóhannesdóttir 

The human skeleton is a complex and an optimal structure that has adapted its form in response to its function. Studying the mechanics of the 

skeleton therefore provides information that can be used not only to design artificial prostheses and materials but also to aid in the design of 

more traditional engineering structures by understanding the behaviour and underlying design features of this complex dynamic structure. 

The purpose of this course is twofold: To learn the fundamental concepts of orthopaedic biomechanics; To enhance skills in mechanical and 

bioengineering by analyzing the mechanical behaviour of various complex biomedical problems. Examples of engineering concepts that will 

be used include statics, dynamics, optimization theory and materials behaviour. Specific biomechanics topics will include loads on human 

joints; dynamic analysis of human motion; mechanical properties of musculoskeletal tissues including bone, cartilage, tendon, ligament, and 

muscle; osteoporosis fracture-risk prediction of bones; mechanics of bone adaptation; composition and mechanical behaviour of orthopaedic 

biomaterials. 


Recommended preparation: Vélhlutafræði (VÉL402G) 

VÉL201G • Technical Drawing • (6e) • Spring • Time slot: V5 • 2f + 4v 


Learning Outcomes: On completion of this course, the student will - know the basics of engineering drawing and sketching. - be able to both 

read and make engineering drawings, i.e. communicate with drawings. - Plan and write project reports. Course content:Introduction to 

drafting rules and standards, descriptive geometry. Multiview-, Sectional and auxiliary views. Dimensioning, threads, fasteners, and springs. 

Axonometric, oblique projections and perspective. Intersections and developments. Assembly drawings and part lists. Using LaTeX and 

AutoCAD drawings. Structure, lay-out and detailing of reports. 

VÉL201M • Fish Catching and Management • (6e) • Spring • Time slot: V6 • 4f + 2d 


Goal: To give students general knowledge about catching grounds and how best to utilize them. To give students good insight into managing 

fishing ships and the main fishing methods, pros and cons. Curriculum: Fish species, stock abundance and distribution. Catching methods, 

quality of the catch. Fishing ships and boats, difference in size, limitations and flexibility. Fishing boats and ship management. Main laws 

and regulations dealing with fish catching. Handling of fresh fish on board. The main utilized and underutilized species. 

VÉL202G • Strength of Materials • (6e) • Spring • Time slot: V4 • 4f + 2d 

Supervisor: Sigurður Brynjólfsson Professor 

The fundamentals of solid mechanics. Mechanics of elastic bodies. Loading and deformation of simple structures. Analyses of stresses and 

strains and deflection. Energy methods, stability and yielding. The course deals with trusses, beams, torsion and columns. 

Recommended preparation: Eðlisfræði 1 V (EÐL102G) 

VÉL202M • Pneumatic and Hydraulic Control • (6e) • Spring • Time slot: V6 • 4f + 2d 


Applications of pneumatic and hydraulic controllers. Properties of air and liquids as pressure carriers. Fluid mechanics of compressible fluids 

and calculation of water hammers. Steady state and transient properties of various system components; hydraulic motors, pumps, 

compressors and valves. Emphasis on hydraulic flow, pressure and directional controllers on the hydraulic side and design of logic sequential 

controllers on the pneumatic side. 

Required preparation: Sjálfvirk stýrikerfi (VÉL504G) 

VÉL203M • Engineering Design Processes • (6e) • Spring • Time slot: V3 • 4f + 2d 


Background for design and engineering design process. Conceptual design, need analysis, specifications, boundary conditions and evaluation 

criteria. Embodiment and detailed design. CAD system and development of computer graphics. Wire frame model, surface and solid models. 

Design for reliability, safety and environmental protection. 

VÉL204M • Computer Controlled Systems • (6e) • Spring • Time slot: V3 • 4f + 2d 


419


Undergraduate 

The application of computers in control systems. Analysis of discrete systems by Z-transform techniques and equivalence of continuous and 

discrete systems. Configuration of computer control systems and development of control software. Requirements for transient and steadystate 

response and the impact on system design. Traditional design techniques using root-loci, frequency response emulation of continuous 

systems dead-beat techniques. Effects of quantization, word length and sampling time on system performance. State-space design methods 

for digital control systems, including pole placement and state estimation. Homework assignments solved using control system design 

software. 

Required preparation: Sjálfvirk stýrikerfi (VÉL504G) or Sjálfvirk stýrikerfi (RAF502G) 

VÉL205M • Mechatronics • (6e) • Spring • Time slot: V7 • 4f + 2d 


Mechanical systems and mechatronics system elements. Mechanism, motors, drives, motion converters, sensors and transducers. Signal 

processing and microprocessor. 

VÉL206M • Computer Aided Design • (6e) • Spring • Time slot: V5 • 4f + 2d 


Learning Outcomes: On completion of this course, the student will be able to - make parametric 3D parts and assemblies - create surfaces 

and use them to make complicated solids. - define the requirements of the software. Course content: Emphasis is placed on making 

parametric parts and various concepts regarding 3D design i.e. spline-, NURBS- and beziercurves. The student will be introduced to concepts 

such as:Wireframe-, surface- and solid modeling, parametric dimensioning, geometric constraints, work/sketch planes, assembly modeling 

tools and creating bills of materials. 

Required preparation: Tölvuteikning og framsetning (VÉL201G) or Tölvuteikning og framsetning (BYG202G) 

VÉL301G • Engineering Materials • (6e) • Fall • Time slot: H4 • 4f + 2d 


Teacher: Sigrún Nanna Karlsdóttir 

Teacher: Ragnheiður I Þórarinsdóttir 

The course deals with materials science, properties and uses of metals and alloys as structural materials. Theoretical basis is given for the 

understanding of the behaviour of materials from a microscopic view. Methods for analyzing and testing of materials properties are studied 

as well as the methods used for controlling them, e.g. heat treatment. Specific classes of materials are studied such as steel and cast iron, 

aluminium and other light metals and copper and copper alloys, the methods of production, properties and fields of use. Corrosion and its 

prevention is studied. A short introduction is given to other classes of materials. The course includes practical classes in laboratory. 

VÉL302G • Microcomputers and Instrumentation • (6e) • Fall • Time slot: H5 • 4f + 2d 

Supervisor: Guðmundur Ragnar Jónsson Managing Director 


Objective: To introduce the basic concepts behind data acquisition and the use of computers in measurement and control. Content: Electrical 

circuits and components. Basic circuit analysis. System response. Power supplies. Amplifiers. Feedback. Digital circuits and systems. 

Actuators. Sensors. Data acquisition. Microcomputers and their architecture. The use of microcomputers for measurement and control. 

VÉL401G • Mechanical Vibrations • (6e) • Spring • Time slot: V4 • 4f + 2d 


Free and forced vibrations in linear systems with a single degree of freedom. Rayleigh's method. Transient vibrations. Fourier series. 

Vibrations in nonlinear systems. Systems with two degrees of freedom. Natural frequencies. Numerical methods for the solution of systems 

with multiple degrees of freedom. Vibrations in simple continuous systems. Measurement and experimental modal analysis. Nonlinear 

vibration. 

VÉL402G • Design of Machine Elements • (6e) • Spring • Time slot: V6 • 4f + 2d 


Fracture and fatigue. Bolts and welds, belt drives, chain drives, gears, gear trains. Couplings and brakes. Hydrodynamically and 

hydrostatically lubricated bearings. Rolling bearings. 


VÉL403G • Manufacturing Processes • (6e) • Spring • Time slot: V5 • 4f + 2d 


Basic structure of manufacturing processes. Material flow system, energy flow system, information flow system. Rolling, forging, extrusion, 

explosive free forming. Turning, milling, drilling, shaping, planing, cutting, welding, soldering, adhesive bonding. Casting, plastic and 

plastic processing. 

VÉL404G • Partial Differential Equations in Engineering • (6e) • Spring • Time slot: V1 • 4f + 1d 

The objective of the course is to develop a understanding of the use of partial differential equations in engineering. 

Content: Categorization of partial differential equations, elliptical, parabolic, and hyperbolic equations and connection to engineering 

subjects: diffusion, time dependent problems, and waves. Influence of numbers of dimensions on solutions. First and second order 

differential operators. Posing problems, applying boundary and initial conditions. Solutions by separation of variables, Fourier transform, 

Laplace transform, Green functions, and eigenvalue problems. Introduction to numerical methods such as finite difference methods, finite 

element methods and weak formulations of partial differential equations. The course will emphasize on the connection with engineering 

topics such as: fluid flow, heat transfer, forces and stresses, vibrations, and electromagnetic fields. 

Recommended preparation: Stærðfræðigreining IIIB (STÆ302G) 

VÉL405G • Energy Processes • (6e) • Spring • Time slot: V4 • 4f + 2d 

Supervisory teacher: Páll Valdimarsson Professor 

420


Undergraduate 

Goal: Enable the students to: 1: Study thermodynamics from the viewpoint of the second law of thermodynamics 2. Understand standard 

power cycles, and their use for analysis of power plants 3. Understand air conditioning systems and their necessity 4. Understand 

thermochemistry and be able to estimate heat release through combustion. Content: Work, heat and energy conversion. Exergy and anergy. 

Energy, energy price and energy quality. Standard power and refrigeration cycles. Steam power cycles, geothermal utilization. Gas mixtures, 

moist air, ventilation and air purifiers. The Mollier i-x chart. Thermochemistry, combustion and reactions, chemical equilibrium. New energy 

systems. Exercises, design project. 

VÉL501G • Advanced Strength of Materials • (6e) • Fall • Time slot: H4 • 4f + 2d 


Design loads, material selection and design codes. Trusses, beams, plates and shells. Finite element analysis. 

Required preparation: Efnisfræði V (VÉL301G), Burðarþolsfræði (VÉL202G) 

VÉL501M • Corrosion • (6e) • Fall • Time slot: H • 4f + 2d 



Basic thermodynamic and electrochemical principles that cause corrosion. Procedures of electrochemical measurements used to investigate 

corrosion behavior. Methods of corrosion protection and prevention, materials selection and design. 

VÉL502G • Fluid Mechanics • (6e) • Fall • Time slot: H5 • 4f + 2d 

Supervisory teacher: Halldór Pálsson Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Heimir Hjartarson 

Properties of liquids and gases. Pressure and force fields in liquids at rest, pressure gauges. Equations of motion, continuity, momentum and 

energy. Bernoulli equation of motion. Dimensional analysis and dynamic similarity. Two dimensional flow, non-viscous fluids, boundary 

layers theory, laminar and turbulent flow, fluid friction and form drag. Flow of compressible fluids, velocity of sound. Mach number, sound 

waves, nozzle shape for supersonic speed. Open channel flow. Numerical methods in fluid mechanics. 5 experiments. 

Required preparation: Varmafræði 1 (EÐL402G) or Varmafræði og inngangur að safneðlisfræði (EFN307G) 

VÉL502M • Fish Processing Technology 1 • (6e) • Fall • Time slot: H7 • 4f + 2d 


Teacher: Sigurjón Arason Senior Lecturer (UK) - Associate Professor (USA) 

The role of the fish processing industry in the Icelandic economy. Fish as raw material, its composition and storage capacity. Storage 

methods on board and after landing. Processing methods, production process and processing equipment for freezing, salting, drying, 

smoking, canning and shell process. Energy and mass balance for each step in the process and the whole process. Experimental exercises. 

VÉL503G • Material and Energy Balances • (8e) • Fall • Time slot: H2 • 4f + 2d 


Teacher: Teitur Gunnarsson 

Introduction to processes and material and energy balance calculations applied to industrial processes. Analysis of gas behavior, gas-liquid 

systems, and phase equilibrium. Material balances, including reaction systems and multiple-unit systems. Energy balances, including 

reaction systems and multiple-unit systems, and combined energy-material balances. 

VÉL504G • Automatic Control Systems • (6e) • Fall • Time slot: H7 • 4f + 2d 


Teacher: Oddgeir Guðmundsson 

Introduction to automatic control system technology. Use of Laplace transforms for solving linear differential equations. Transfer functions, 

block diagrams and state-space equations. Analysis of common components and systems. Transient response and determination of system 

stability by use of Routh's criterion. Error response and error coefficients. Root locus techniques and frequency response methods for the 

analysis of closed loop systems. Design specifications and compensation techniques with emphasis on the analysis of PID controllers. 

Extensive use of MATLAB control systems analysis programmes. 

Required preparation: Stærðfræðigreining IIIB (STÆ302G) 

VÉL505G • Field Training 1 • (0e) • Fall 


The objective of the course is to give the student fundamental knowledge in metal manufacturing processes in order to know their 

possibilities and restrictions. The following processes are considered: Sheet metal work, torch cutting, welding and metal casting. 

VÉL506G • Field Training 2 • (0e) • Fall 



possibilities and restrictions. Following processes are considered: Work bench, machining and milling. 

VÉL601G • Heat Transfer • (6e) • Spring • Time slot: V2 • 4f + 2d 


Heat conduction, one and two dimensional systems, steady and unsteady heat conduction, numerical analysis of heat conduction systems. 

Fins and enlarged heat transfer surfaces. Heat transfer by convection, laminar and turbulent flow. Free and forced convection. Evaporation 

and condensation. Thermal radiation, Stefan-Boltzmann's and Planck's laws. Thermal radiation properties of materials. Shape factors, 

radiative heat exchange between surfaces, radiation properties of gases. Heat exchangers and their design. Special topics in heat transfer. 

Required preparation: Varmafræði 1 (EÐL402G) or Varmafræði og inngangur að safneðlisfræði (EFN307G) 

Recommended preparation: Straumfræði (VÉL502G) 

421


Undergraduate 

VÉL601M • Fish Processing Technology 2 • (6e) • Spring • Time slot: V7 • 4f + 2d 


The main goal of the course is to train students to use their knowledge from various fields in mechanical engineering to organize and design 

fish processing plants and companies. Production process in a fish meal plant. Boiling, oil extraction, centrifuging, distillation and energy 

regenerative techniques. Production of silage, fish farming and export of fresh fish. Design requirements and design of production process 

for freezing, fish meal and canning plants. Production management, productivity estimates, quality control, wage structure, etc. for such 

companies. Exercises: Fish processing company and production process is designed or restructured. 

VÉL602G • Field Training 1 • (0e) • Spring 




VÉL603G • Field Training 1 • (0e) • Summer 




VÉL604G • Field Training 2 • (0e) • Spring 




VÉL605G • Field Training 2 • (0e) • Summer 




VÉL606G • Study Tour Overseas • (4e) • Spring • Time slot: V 

A 14 day visit to firms and factories abroad. 

422


Graduate 

FMV001F • MS Project • (30e) • Spring 

A project work towards the MS degree in financial engineering. 

FMV001F • MS Project • (30e) • Summer 


FMV101F • MS Project • (30e) • Fall 


HBV001F • Ph.D. Thesis • (30e) • Fall 


HBV002F • Ph.D. Thesis • (30e) • Spring 


HBV003F • Ph.D. Thesis • (30e) • Summer 


HBV004F • MS-Project • (30e) • Fall 


HBV005F • MS-Project • (10e) • Fall 


HBV101F • Software Maintenance • (6e) • Fall • Time slot: H2 • 3f + 2d 

Supervisory teacher: Helgi Þorbergsson Senior Lecturer (UK) - Associate Professor (USA) 

Lehman's laws on software evolution, conceptual entropy, code typography and program visualation, program comprehension, code reading 

techniques, effort estimation, maintainability metrics, software patches, reverse engineering and reengineering. 

HBV101M • Reliability of Systems • (6e) • Fall • Time slot: H7 • 3f + 2d 


Statistical quality metrics. Reliability. Failure rate data and models. Software reliability. The standard ISO/IEC 61508 "Functional safety of 

electrical/electronic/ programmable electronic safety-related systems." 


HBV102F • Formal Methods in Software Development • (6e) • Fall • Time slot: H2 • 3f + 2d 

Supervisory teacher: Ebba Þóra Hvannberg Professor 

Relationships betwen needs, requirements and implementations of software systems. Formal methods for defining software systems. Formal 

methods for developing software systems. The Z formal specification language. 

8 assignments (40%) + 1 student lecture (10%). Final exam counts for 50% 

HBV201F • Software Testing • (6e) • Spring • Time slot: V3 • 3f + 2d 


This course covers testing of software. Besides basic foundations, this includes both dynamic testing where the software under test is 

executed and static approaches where software and other artefacts 

produced during software development are investigated without executing them. The focus of this course is, however, on dynamic testing. 

The different levels of testing (component test, integration test, system and acceptance test) and types of testing (functional, non-functional, 

structural and change-related) are covered as well as 

different test design techniques (black box test and white box test). Furthermore, test management and principles of test tools are discussed. 

In addition, selected advanced topics may be covered (for 

example, regression testing, test languages, testing of object-oriented software, automatic test generation). 

HBV201M • International Marketing of Software • (6e) • Spring • Time slot: V • 3f 


Description of course to be added in the beginning of December. Description of course to be added in the beginning of December. 

HBV203F • Software Quality Management • (6e) • Spring • Time slot: V3 • 3f + 2d 

Supervisory teacher: Helgi Þorbergsson Senior Lecturer (UK) - Associate Professor (USA) 

Metrics and models: Tools for managing software quality and its improvement.Quality Assurance: standards. Software Quality assurance 

activities. Quality assurance infrastructure and progress control. Software quality in Agile development. 

Projects and final exam. 

HBV404F • MS-Project • (30e) • Summer 


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Graduate 

HBV405F • MS-Project • (30e) • Spring 


IÐN101F • Leading for Innovation • (6e) • Fall • Time slot: H6 • 4f + 2d 


Competition between companies increases considerably due to more freedom in business and internationalisation. At the same time 

consumers are making increasing demands for new solutions. These circumstances call for constant innovation in company management and 

full understanding of the nature of innovation, entrepreneurship and pioneer principles within every company. In the seminar we will, among 

other things, cover the following subjects: · What is innovation, entrepreneurship and pioneer studies? · The importance of innovation in 

modern business. · Policy and management of innovation. · The search and evaluation of ideas/solutions/concepts. · Defining of the lifecycel 

of needs and developement of solutions. · Market research and market activities. · Technical processing of solutions. · Copyrights and patents 

(Intellectual property rights). · Internationalisation and it's effect on innovation. A special emphasis will be placed on the systematic 

infrastructure of those processes that are connected to innovations and students will make studies in companies in this field. 

IÐN101M • Quality Management • (6e) • Fall • Time slot: H4 • 4f + 2d 


Organization and management systems. The systems approach. Quality management, quality concepts. Historical development of quality 

management. Quality cost. Quality in manufacturing. x, R, p, c and cusum-chart. Statistical quality control. Tests of hypotheses. Acceptance 

sampling - OC curves. Inspection planning. Quality systems and quality assurance. Quality handbook and organizing for quality. ISO 9001. 

Total Quality Management, improvement step by step, motivations theories. Quality tools. Practical assignment: Designing a quality system 

for a company. 

IÐN102F • Supply Chain Management 2 • (6e) • Fall • Time slot: H • 4f + 2d 


The aim of the course is to increase understanding of Logistics Management and Supply Chain Management. It will add on knowledge 

already acquired from the previous logistics course and includes a wide variety of issues concerned with how the flow of material, exchange 

activities, mapping of activities using the SCOR model and related information are organized, managed and controlled within and between 

firms. The course consists of lectures, case studies and seminars. The lectures will be held every second week and present various theories 

and applications, which are either covered by the course literature, or extended from the literature. Work on case studies will be done the 

other weeks and focus on problems from the real life situations. The solutions are then presented during seminars. 

Recommended preparation: Vörustjórnun og framleiðsla (IÐN501G) 

IÐN103F • System Dynamics Modelling • (6e) • Fall • Time slot: H • 4f + 2d 


Teacher: Brynhildur Davíðsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Árni Sigurður Ingason 

Teacher: Sylvía Kristín Ólafsdóttir 

Teacher: Sindri Sigurjónsson 

The purpose of the course is that students will be able to understand and apply the basic tools of System Dynamics Modelling from a 

practical perspective. In this respect, the course will focus on technical and economical topics. However, it will also cite examples of a 

greater variety, such as epidemical studies, interpersonal communications and group dynamics The course focuses on the fundamental 

concepts of system dynamics modelling such as positive and negative feedback structures as well as causal loop diagrams. System dynamics 

model formulation and simulation is introduced; rate equations and auxiliary equations, delays and graphical converters. Furthermore, policy 

and sensitivity analysis will be discussed. Practical examples will be analysed both regarding business as well as public policy. For instance, 

inventory models, epidemics (HIV, influenza), and the relationship of population and economic growth will be explored. The software 

STELLA/iThink and Vensim will be used for solving and constructing the models. 

IÐN104F • Systems Engineering • (6e) • Fall • Time slot: H6 • 4f + 2d 


Objective: To demonstrate how probabilistic and statistical methods may be used to model both linear and non-linear systems, analysis them 

and simulate with both stochastic and deterministic inputs. Content: Main concepts and tools of system analysis, auto correlation functions, 

auto covariance functions, spectra. Dynamical systems and their state space representations, both continuous and discrete time. Stochastic 

system simulation and probabilistic analysis of the results. Shaping filters and covariance analysis. A lot of emphasis is put on Kalman 

filtering, both linear and non-linear in order to estimate model states and parameters. Case studies from a variety of different areas. Extensive 

use of Matlab. 

IÐN105F • Time Series Analysis • (6e) • Fall • Time slot: H4 • 4f + 2d 


ARMAX and other similar time series models. Non-stationary time series. Correlation and spectral analysis. Parameter estimation, 

parametric and non-parametric approaches, Least Squares and Maximum Likelihood. Model validation methods. Models with time 

dependent parameters. Numerical methods for minimization. Outlier detection and interpolation. Introduction to nonlinear time series 

models. Discrete state space models. Discrete state space models. Extensive use of MATLAB, especially the System Identification Toolbox. 


IÐN106F • Industrial Statistics 2 • (6e) • Fall • Time slot: H2 • 4f + 2d 


Supervisor: Ólafur Pétur Pálsson Professor 


Goal: To train students in applying method in Bayesian statistics, regression analysis and multivariate statistics to various problems. Topics: 

Bayesian data analysis, linear normal regression, variance analysis, logistic and Poisson regression. Multivariate normal distribution function 

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and its properties. Correlation and partial correlation analysis. Use of Bootstrap and cross validation methods with choice of models and 

uncertainly estimation. Principal components and factor analysis, discriminant and cluster analysis. Emphasis on data analysis in project 

work using, e.g. Matlab, SPSS and R. 

IÐN107F • Production Planning • (6e) • Fall • Time slot: H6 • 4f + 2d 


The role of production planning and control, information flow, design of production management systems. Capacity planning, aggregate 

planning and master scheduling. Disaggregate forecasting, demand, sale, qualitative forecasting, forecasting models, i.e. exponential 

smoothing, material requirement planning, orders, supplies, and schedule reports. Just-in-time, Kanban, safety stocks, inventory analysis, 

items with "limited shelf life". Sequencing and scheduling, personnel scheduling, reliability and maintenance. 

Required preparation: Rekstrarfræði (IÐN101G), Aðgerðagreining (IÐN401G) 

IÐN108F • Management and Models • (6e) • Fall • Time slot: H5 • 4f + 2d 


Goal: After the course the students should be able to choose and develop different kinds of management models and quantitative methods 

and apply them as decision support to various operations management problems. 


IÐN201F • Global and Stochastic Optimization • (6e) • Spring • Time slot: V7 • 4f + 2d 


Objective: Student will know methods that are used to solve global optimization problems and methods used for stochastic programming. 

After completing the course students will be able to set forth mathematical models to solve realistic problems in this area and choose or 

develop solution techniques to solve them. Course content: Methods used for global optimization, both deterministic methods (such as 

branch-and bound methods) as well as random search methods (such as Hit-and-Run methods, Simulated Annealing, Tabu Search). 

Underlying theory of stochastic programming, linear programming and sensitivity analysis, probability distribution of coefficients. Utility 

theory. Chance Constraints. Goal programming, dynamic programming and scenario analysis. Assignments: Use of available software to 

solve problems in industry and engineering 

Required preparation: Aðgerðagreining (IÐN401G), Iðnaðartölfræði (IÐN603G) 

IÐN201M • Integer Programming, Networks and Scheduling • (6e) • Spring • Time slot: V7 • 4f + 2d 


Goal: Students will be able to choose and apply methods of Integer Programming and Network Models on difficult decision problems in 

operations and planning. Among topics are: Integer Programming, Branch & bounds methods, Cutting Planes. Transport, transshipment, 

facility location, assignment, cutting stock, knapsack problems, packing, batching, various combinatorial problems. Network models, 

minimal spanning, shortest route, maximal flow, vehicle routing, traveling salesman. Job scheduling, sequencing, shift scheduling. Computer 

exercises, real world problem solving. 


IÐN202F • Project Management 2 • (6e) • Spring • Time slot: V • 4f + 2d 


This course is only for M.S. students and the number of students will be limited. The course is aimed at giving the students a real and 

practical experience in applying project management as a methodology in actual projects. The focus is on the control of projects, different 

helping tools in project management and the human factor in managing and coordinating projects of different sizes. Some of the topics 

discussed in the course are: Quality management in projects, project selection, cooperation, group work, conflict management, meetings, 

earned value, bids and tender documents and supervision in projects and using the internet in project management. Real examples on how 

companies apply project management as a tool in their operation are presented and reviewed. The students form groups in the beginning of 

the semester. Each groups start by choosing a project to work with and developing a project plan. The groups then work on their projects 

parallel to lectures throughout the semester. The grade is mainly based on the following reports: A project plan, a report and an internal 

review. In addition, the general activity and enthusiasm of the students in lectures and project work will be taken into account. 

Required preparation: Verkefnastjórnun 1- Áætlanagerð (IÐN503G) 

IÐN202M • Innovation, Product Development, Marketing • (6e) • Spring • Time slot: V1 • 4f + 2d 


An insight into the structure of innovation, product development and marketing and how to use this methodology as a tool of management in 

industrial companies. Theory and practical methods of innovation, product development and marketing. Training in proj ect management and 

how to run integrated projects covering those three areas by solving realistic problems. 

IÐN203F • Statistics in Finance • (6e) • Spring • Time slot: V3 • 4f + 2d 


Aim: To provide students both theoretical and practical knowledge in financial derivatives. Contents: Emphasis is on the mathematical basis 

behind mathematics in finance including stochastic differential equations. Black and Scholes pricing of derivatives. Estimation of parameters 

in stochastic differential equations from real data using Kalman filtering and Generalized Method of Moments. Simulation of stochastic 

differential equations. Common types of derivatives and their practical use. Different ways of modelling volatility. Emphasis is on project 

work. 

IÐN203M • Stochastic Processes and Decisions Analysis • (6e) • Spring • Time slot: V1 • 4f + 2d 


Objective: Students will learn methods to build stochastic models and to make decisions under uncertainty. Course content: Markov chains, 

Poisson processes, birth-death processes, queuing theory, Markov decision processes (MDP), multicriteria decision models, AHP, utility 

theory. Emphasis on using modelling techniques to solve problems in industry. Assignments: Use of available software to solve problems in 

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industry and engineering. 


IÐN204F • Selected Topics in Time Series Analysis and Control Theory • (6e) • Spring • Time slot: V2 • 4f + 2d 

Supervisor: Ólafur Pétur Pálsson Professor 

Supervisory teacher: Birgir Hrafnkelsson Lecturer (UK) - Assistant Professor (USA) 

Goal: To introduce main methods used in estimating parameters in time dependent systems and to control systems under stochastic load. 

Content: The course is partly based on students giving their own lectures on selected topics chosen in cooperation with the instructors. 

Examples of topics are e.g. different recursive parameter estimation methods, choice of input signals, non-linear time series models, use of 

stochastic differential equations in modelling, stochastic control including Linear Quadratic Gaussian, Minimum variance, Generalized 

Predictive Control, Adaptive Control and Fuzzy Control. Extensive use of Matlab.Evaluation of the cours is based on the lectures and home 

assignments. 

Required preparation: Tímaraðagreining (IÐN105F) 

IÐN204M • Organization and Management • (6e) • Spring • Time slot: V5 • 4f + 2d 


The development of organizational theory, objectives of an organization. Behavior science: foundation of individual behavior, perception, 

values, attitudes and job satisfaction, motivation concept and practices, group dynamics, status, role leadership. Communication. Leadership 

influences and power. Organization structure and design. Managerial tasks and decision support systems. Re-engineering the business 

processes and information technology. 

IÐN301F • MS-Project • (30e) • Fall 


IÐN301F • MS-Project • (30e) • Spring 


IÐN301F • MS-Project • (30e) • Summer 


IÐN301M • Ergonomics, Human Factors • (6e) • Fall • Time slot: H 


Objects: To provide students with advanced multi-diciplinary knowlege and understanding of therory and practice in ergonomics. To give 

students knowlege how to identify and objectively assess ergonomic problems within work systems and to design interventions and evaluate 

their effectiveness. Keywords: Ergonomics, antropometry, physical -, social -, cognitive - and organicational ergonomics. 

IÐN302F • MS-Project • (30e) • Fall 

MS-Project. 

IÐN401F • MS-Project • (30e) • Spring 

MS-Project. 

IÐN402F • MS-Project • (30e) • Summer 

MS-Project. 

REI101F • High Performance Computing A • (6e) • Fall • Time slot: H6 


The first of two courses that aim to provide a broad overview of parallel computers and parallel programming. The other course is REI102F 

High performance computing B. Design of parallel computers and programming models. Shared memory architecture. Message passing and 

distributed memory architecture. Parallel programming using OpenMP and MPI. Parallel algorithms for sorting, searching, linear algebra, 

and various graph problems. 

The course will be held in the first seven weeks of the autumn semester and concludes with an exam. 

REI102F • High Performance Computing B • (6e) • Fall • Time slot: H6 


The second of two courses that aim to provide a broad overview of parallel computers and parallel programming. The other course, REI101F 

High performance computing A, is a prerequisite. Sparse linear algebra algorithms and software. Methods to decompose problems into parts 

that can be solved in parallel. Distributed computing using BOINC. Selected application areas in engineering and science, for example 

solution of partial differential equations, simulation, and particle systems A course project that involves parallel programming in an area 

selected by the student. 

The course is held in the last seven weekw of the autumn semester. 

REI201F • Selected Topics in Optimization • (6e) • Spring • Time slot: V • 4f + 1d 

Teacher: Kristján Jónasson Professor 

In the spring term 2009 the course will among other subjects cover nonlinear programming, an introduction to global search methods, and 

maximum likelihood estimate of time series models. 

REI201M • Computational Intelligence • (6e) • Spring • Time slot: V2 • 3f + 2d 

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Basic aspects of machine learning which is the study of algorithms that improve automatically through experience. Decision trees. Rule 

based learning. Decision trees. Baeysian learning. Artificial neural networks. Genetic algorithms. Reinforcememt learning. 

Recommended preparation: Tölvunarfræði 1 (TÖL101G) or Tölvunarfræði 1a (TÖL105G), Stærðfræði og reiknifræði (REI201G) or Töluleg 

greining B (STÆ405G) 

Three computational projects that weigh 10% each. Eight home assignments that weigh 2.5% each. Student has to get the grade 5 in the final 

examination and a final grade of 5 if he is B.S. student, but a final grade of 6 if he is an M.S. student 

REI202M • Nonlinear Optimization • (6e) • Spring • Time slot: V6 • 4f + 1d 


Unconstrained optimization and least squares optimization: Newton type methods and conjugate gradients. Constrained optimization: Kuhn- 

Tucker conditions, linear and nonlinear constraints, quadratic programming, Lagrange multipliers, penalty functions and dual methods. 

Required preparation: Stærðfræðigreining IIB (STÆ205G) or Stærðfræðigreining IIA (STÆ207G), Töluleg greining B (STÆ405G) 

REI301F • MS-Project • (30e) • Fall 

MS-Project 

REI401F • MS-Project • (30e) • Spring 

MS-Project 

REI401F • MS-Project • (30e) • Summer 

MS-Project 

REY005F • MS-Project • (30e) • Fall 


REY005F • MS-Project • (30e) • Spring 


REY005F • MS-Project • (30e) • Summer 


REY105F • B2 Profitability assessment and financing • (6e) • Fall 

Description will be made available in a few days. 

TÖL002F • Ph.D. Thesis • (30e) • Spring 

A research project scheduled to take 90 weeks of work. 

TÖL003F • Ph.D. Thesis • (30e) • Summer 


TÖL101M • Advanced Topics in Computer Science • (6e) • Fall • Time slot: H • 3f + 2d 

Supervisor: Snorri Agnarsson Professor 

Advanced Topics in Computer Science. In the autumn of 2007 this course will cover programming of handheld computers. It is not decided 

yet what types of handheld computers will be used in the course, but the types will at least include Microsoft PocketPC computers and Java 

phones. It is also possible that Palm and Symbian devices will be used. The development environments will include emulators for the 

handheld devices. Emphasis will be placed on user interface programming for handheld devices. The programming languages used will 

include Java and C#, and perhaps C++. 

TÖL102F • Distributed Systems • (6e) • Fall • Time slot: H5 • 4f + 1d 


This course covers concepts of distributed systems and their application. Besides foundations on characteristics and models of distributed 

systems, networking and security, this includes network-based low-level interprocess communication, high-level remote procedure calls, the 

distributed object model and remote method invocation, services relevant in distributed systems (such as name services or distributed file 

systems), selected topics of distributed algorithms and their implementation (such as coordination, agreement, transactions, concurrency 

control, time, global states, distributed transactions, replication, distributed shared memory). Furthermore, special types of distributed 

systems may be covered (such as peer-to-peer systems, mobile and ubiquitous computing, distributed multimedia systems, Grid 

computing). Current technologies (such as Java RMI, Web Services, CORBA middleware, Globus/ARC grid middleware) are used as case 

study and as platform for developing distributed applications using high-level programming languages (such as Java). 

TÖL103F • Human-Computer Interfacing • (6e) • Fall • Time slot: H3 • 4f + 1d 


Teacher: Margrét Dóra Ragnarsdóttir 

Usefulness. Standards, directions and modes of presentations. Measurements of usefulness and methods of estimation. User-centered design 

and development. Usefulness in practice. The limits and possibilities of humans in communicating with computers. New means of 

communication. 

Course assignment (in three parts) 30% This is a group assignment, group sizes 2-4 persons. You get 2-3 weeks for each part. Student 

presentation 10% Individual assignment. Each presentation around 15 minutes. Final exam 60% 

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Graduate 

TÖL202F • Selected Topics in Computer Science for Graduate Students • (6e) • Spring • Time slot: V • 4f + 1d 


Offered only if participation is adequate. This course discusses new topics in computer science. Only offered for graduate students. 

TÖL202M • Compilers • (6e) • Spring • Time slot: V7 • 3f + 2d 


The design of programming languages. The structure and design of compilers. Lexical analysis. Top down and bottom up parsing. Code 

generation. Each student writes his or her own compiler. 

Required preparation: Forritunarmál (TÖL304G) 

TÖL203F • Algorithms, Logic and Complexity • (6e) • Spring • Time slot: V4 • 3f + 2d 

Supervisor: Sven Þórarinn Sigurðsson Professor 

Key methods in the design and analysis of efficient algorithms. Randomized, approximation and parallel algorithms. Main models of 

computation: Turing machines, RAM machines, parallel processors, distributed processing, boolean circuits. The relation between solvable, 

intractable and unsolvable problems and its connection to logic. 

TÖL203M • Computer Graphics • (6e) • Spring • Time slot: V1 • 3f + 2d 


The main emphasis is on fundamental concepts and mathematics for 3D computer graphics. Two and three-dimensional transformations. 

Viewing projections. Light and the shading of objects. Texture mapping, blending, bump maps. Programmable shaders. Curves and surfaces. 

Programming assignments in OpenGL. 


TÖL204F • Seminar for MS-Students • (2e) • Spring • Time slot: V 


Postgraduate students in computer science, software engineering and computational engineering attend weekly seminars where the present 

talks on their research projects or other related topics of interest. 

Students have to attend at least 10 seminars and present at least one talk to pass. No marks are given. 

TÖL301F • MS-Project • (30e) • Fall 


TÖL401F • MS-Project • (30e) • Spring 


TÖL402F • MS-Project • (30e) • Summer 


VÉL001F • Plates and Shells • (6e) • Fall • Time slot: H6 • 4f + 2d 


Fundamental analysis of plates and shells. 


VÉL002F • Ph.D. Thesis • (30e) • Fall 


VÉL003F • Ph.D. Thesis in Mechanical and Industrial Engineering • (30e) • Spring 


VÉL004F • Ph.D. Thesis in Mechanical and Industrial Engineering • (30e) • Summer 


VÉL005F • Space and District Heating • (6e) • Fall • Time slot: H2 • 4f + 2d 


Goal: To present the fundamental thermal principles of space heating, either with individual heating or district heating. Content: Thermal 

properties of buildings, cooling to the surroundings, heat transfer from the heating device. Customer demands for thermal comfort. 

Connection systems and heat exchangers. Regulations on heating systems. The district heating equations in steady state and time dependent. 

The relation between indoor temperature and water flow, design outdoor temperature, and its determination from weather data and comfort 

demands. Load forecasting for water flow and heat demand, equivalent temperature, storage and peak power. Cogeneration of heat and 

power, the relation between electrical load and district heating load. Methods for estimation of energy- and operation cost, feasibility. 

Required preparation: Varmaflutningsfræði (VÉL601G), Straumfræði (VÉL502G), Varmafræði 1 (EÐL402G) 

VÉL006F • Nonlinear Finite Element Analysis • (6e) • Spring • Time slot: V5 • 4f + 2d 


Teacher: Fjóla Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Fundamentals of nonlinear FE analysis. Geometric and material nonlinearities. FEM for nonlinear mechanics. Formulation and nonlinear 

solution strategies. 

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Graduate 

Required preparation: Tölvuvædd greining (VÉL103M) 

VÉL007F • Refrigeration • (6e) • Spring • Time slot: V3 • 4f + 2d 


Historical review. Main types of refrigeration systems and their application. Thermodynamic definitions and principles, processes, 

dimensional units, equations of state, diagrams. Compression refrigeration cycles. Refrigeration media. Safety precautions and safety codes. 

Refrigeration systems and their components, description, design. Two stage refrigeration systems, intercoolers, pumping systems. Plumbing, 

safety equipment, accessories. Automatic control. Moisture diffusion and barriers. Insulation, subcooling. Freezing plant layout and 

operation. Food handling and food protection. Quality control, food transportation and distribution. Application of refrigeration and freezing 

techniques in the Icelandic fishing industry. Specialized refrigeration techniques, ice production, air conditioning, etc. 

VÉL101M • Vibration Analysis • (6e) • Fall • Time slot: H • 4f + 2d 


Teacher: Vilhjálmur Ívar Sigurjónsson Technician 


Spectral and wavelet analysis. Linear and nonlinear systems. Envelope and cepstrum analysis Measurement, identification and response 

problems. Vibrations of continuous systems. Formulation of finite element model for analysis of dynamic problems. Fault diagnostic and 

machine condition monitoring. 

VÉL102F • Design Optimization • (6e) • Fall • Time slot: H3 • 4f + 2d 


Teacher: Steinn Guðmundsson 

Optimum design concepts. Fundamentals of linear and nonlinear programming, constrained and unconstrained optimum design problems. 

Simulated annealing and genetic algorithms. Project and applications to realistic engineering design problems. 

VÉL102M • Energy Intensive Production Processes • (6e) • Fall • Time slot: H3 • 4f + 2d 



Teacher: Þröstur Guðmundsson 

Teacher: Halldór Guðmundsson 

Teacher: Þór Tómasson 


Teacher: Magnús Þór Jónsson Professor 

The aim of the course is:- To give students overview of processes in materials engineering;- To encourage students to think about feasible 

ways to utilize renewable energy. The course will cover the industrial processes in some of the larger Icelandic companies, including the 

production of ferro-alloys, aluminium smelting, rockwool production, recycling of steel, algea and diatomitemining, and production of 

sodium chlorine, fertilizers, cement. The course will also cover some of the larger material engineering processes that are not in practice in 

Iceland but may be a feasible option for Icelandic industry. Students will get good overview of the processes, required materials, source of 

power and power consumption, pollution, products etc. Discussions will be held on the financial background for individual processes, 

covering aspects such as production cost, profit and the influences of market share changes. Grades are based on 2 larger projects the 

students work on through the semester. Field trips are an important part of the course. 

Recommended preparation: Sveiflufræði (VÉL401G), Framleiðsluferli (VÉL403G) 

VÉL103F • Geothermal Power Development • (6e) • Fall • Time slot: H5 • 4f + 2d 


Teacher: Árni Ragnarsson 

Teacher: Halldór Pálsson Senior Lecturer (UK) - Associate Professor (USA) 

Design of geothermal utilization systems. Structural and thermal design of pipes and pressure vessels by finite element method. Direct and 

indirect heat exchangers. Turbines, cooling towers, condensers, ejector systems. Multi-purpose use of geothermal energy, i.e. electric, direct 

use for industrial application, drying, cultivation and aquaculture. 

Required preparation: Tæknileg iðnhönnun (VÉL203M) 

Recommended preparation: Jarðhitakerfi (VÉL203F) 

VÉL103M • Finite Element Analysis • (6e) • Fall • Time slot: H6 • 4f + 2d 



Teacher: Piroz Zamankhan Senior Lecturer (UK) - Associate Professor (USA) 

Stiffness matrices, equilibrium, node numbering, boundary conditions, stress calculations. Potential energy, initial stress and strain. 

Displacement field, constant strain triangle, compatibility. Isoparametric formulation, axisymmetric elements, plates, shells, coordinate 

transformation. Heat transfer and fluid mechanics. Dynamics and vibration, large displacements. Nonlinear materials. Programming 

techniques. 


VÉL104F • Thesis • (6e) • Fall • Time slot: H 



Recommended preparation: Orkuferli (VÉL405G), Varmafræði 1 (EÐL402G) 

VÉL104M • Biomechanics • (6e) • Fall • Time slot: H • 4f + 2d 


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Graduate 

Teacher: Fjóla Jóhannesdóttir 

The human skeleton is a complex and an optimal structure that has adapted its form in response to its function. Studying the mechanics of the 

skeleton therefore provides information that can be used not only to design artificial prostheses and materials but also to aid in the design of 

more traditional engineering structures by understanding the behaviour and underlying design features of this complex dynamic structure. 

The purpose of this course is twofold: To learn the fundamental concepts of orthopaedic biomechanics; To enhance skills in mechanical and 

bioengineering by analyzing the mechanical behaviour of various complex biomedical problems. Examples of engineering concepts that will 

be used include statics, dynamics, optimization theory and materials behaviour. Specific biomechanics topics will include loads on human 

joints; dynamic analysis of human motion; mechanical properties of musculoskeletal tissues including bone, cartilage, tendon, ligament, and 

muscle; osteoporosis fracture-risk prediction of bones; mechanics of bone adaptation; composition and mechanical behaviour of orthopaedic 

biomaterials. 


Recommended preparation: Vélhlutafræði (VÉL402G) 

VÉL105F • Internal Combustion Engines • (6e) • Fall • Time slot: H • 4f + 2d 


Definition and range of application of ICE's, their types and history. Fuels and lubrication oils for ICE's, types and classification.ICE 

thermodynamics: Thermodynamic cycles and combustion process of the ICE. Performance calculations, heat balance, losses, efficiency and 

control factors for the ICE. Air requirements, fuel systems and fuel control systems. Air changes and supercharging of reciprocating engines. 

Mechanics of reciprocating engines: Mass forces, counterweights, torsional vibrations and calculation of their natural frequencies. Design of 

ICE's: Load assumptions and design of the block, piston and crank mechanism, valves and valve train, camshaft and accessory systems of the 

reciprocating engine. Load assumptions and design of casings, stator and rotor and their blading, bearings and accessory systems for the 

turbine engine. A few field trips will be made. 

VÉL106F • Pipe Networks • (6e) • Fall • Time slot: H3 • 4f + 2d 


Goal: To enable students to calculate fluid and heat flow in pipe networks. Contents: Fluid flow in pipes. Conservation equations for mass, 

momentum and energy as applied to pipe networks. Linear approximations. The solution of these equations by correction methods (Hardy- 

Cross) and direct Gauss elimination. The cooling equations for the network derived and solved. Graph theory and its application to pipe 

networks. Definition of a spanning tree an its cotree for the network. The use of graph theory for the complexity reduction of the network 

calculation. Derivation of a state space model for dynamic simulation of a pipe network. 

Required preparation: Varmaflutningsfræði (VÉL601G), Straumfræði (VÉL502G), Varmafræði 1 (EÐL402G) 

VÉL108F • Exergy and Thermoeconomics • (6e) • Fall • Time slot: H 


Goal: Enable the students to analyze energy and exergy flow in thermal energy systems, and calculate the flow of energy cost. To give 

understanding of the importance of exergy as the foundation of energy cost calculation, and to use systematic methods for energy system 

performance improvement. 

Content: Exergy and the environmental state. Sankey and Grassmann diagrams. Exergy losses, destruction and irreversibilities. Cost 

calculation, flow of exergy and exergy cost in energy systems, and estimation of the marginal cost of the improvement of individual system 

components. 

Required preparation: Orkuferli (VÉL405G), Varmafræði 1 (EÐL402G) 

VÉL201F • Plastic, Metals and Fibre Composites • (6e) • Spring • Time slot: V7 • 4f + 2d 


The fundamentals of design with plastic, metals and fibre composites. Material properties and behaviour of plastics, manufacturing methods 

and behavior of structures composed of composites materials. 

Required preparation: Efnisfræði V (VÉL301G), Burðarþolsfræði (VÉL202G) 

VÉL201M • Fish Catching and Management • (6e) • Spring • Time slot: V6 • 4f + 2d 


Goal: To give students general knowledge about catching grounds and how best to utilize them. To give students good insight into managing 

fishing ships and the main fishing methods, pros and cons. Curriculum: Fish species, stock abundance and distribution. Catching methods, 

quality of the catch. Fishing ships and boats, difference in size, limitations and flexibility. Fishing boats and ship management. Main laws 

and regulations dealing with fish catching. Handling of fresh fish on board. The main utilized and underutilized species. 

VÉL202F • Numerical Solutions in Fluid Mechanics and Heat Transfer • (6e) • Spring • Time slot: V4 • 4f + 2d 


The main purpose is to develop methods of predicting numerical solutions in fluid mechanics and heat transfer. Especially of predicting 

boundary layer phenomena and modelling of turbulence transport properties. Both finite element and finite difference methods are 

demonstrated. Solution of non-linear equations and stability criterium. Emphasis is laid on solution of practical problems. 

VÉL202M • Pneumatic and Hydraulic Control • (6e) • Spring • Time slot: V6 • 4f + 2d 


Applications of pneumatic and hydraulic controllers. Properties of air and liquids as pressure carriers. Fluid mechanics of compressible fluids 

and calculation of water hammers. Steady state and transient properties of various system components; hydraulic motors, pumps, 

compressors and valves. Emphasis on hydraulic flow, pressure and directional controllers on the hydraulic side and design of logic sequential 

controllers on the pneumatic side. 

Required preparation: Sjálfvirk stýrikerfi (VÉL504G) 

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Graduate 

VÉL203F • Geothermal Power Development • (6e) • Spring • Time slot: V5 • 4f + 2d 


Historical review of geothermal areas, definition of high and low temperature geothermal areas, steam systems, wet systems, dry rock. 

Utilization of geothermal heat in various places around the world. Geological, geophysical and geochemical methods in assessing well 

testing. Reservoir engineering. Drilling technology, well completion. Design of well heads and well equipment. Two-phase flow in vertical 

and horizontal pipes. Silencers, steam separators and safety equipment. Design of gathering systems, pipe lines control. Erosion, corrosion 

and sealing problems in geothermal systems. Environmental aspect of geothermal utilization. 

VÉL203M • Engineering Design Processes • (6e) • Spring • Time slot: V3 • 4f + 2d 


Background for design and engineering design process. Conceptual design, need analysis, specifications, boundary conditions and evaluation 

criteria. Embodiment and detailed design. CAD system and development of computer graphics. Wire frame model, surface and solid models. 

Design for reliability, safety and environmental protection. 

VÉL204F • ThesisProject • (6e) • Spring 

Students choose project topics in consultation with faculty members 

VÉL204M • Computer Controlled Systems • (6e) • Spring • Time slot: V3 • 4f + 2d 






for digital control systems, including pole placement and state estimation. Homework assignments solved using control system design 

software. 

Required preparation: Sjálfvirk stýrikerfi (VÉL504G) or Sjálfvirk stýrikerfi (RAF502G) 

VÉL205F • Thesis Project • (6e) • Summer 


VÉL205M • Mechatronics • (6e) • Spring • Time slot: V7 • 4f + 2d 


Mechanical systems and mechatronics system elements. Mechanism, motors, drives, motion converters, sensors and transducers. Signal 

processing and microprocessor. 

VÉL206M • Computer Aided Design • (6e) • Spring • Time slot: V5 • 4f + 2d 


Learning Outcomes: On completion of this course, the student will be able to - make parametric 3D parts and assemblies - create surfaces 

and use them to make complicated solids. - define the requirements of the software. Course content: Emphasis is placed on making 

parametric parts and various concepts regarding 3D design i.e. spline-, NURBS- and beziercurves. The student will be introduced to concepts 

such as:Wireframe-, surface- and solid modeling, parametric dimensioning, geometric constraints, work/sketch planes, assembly modeling 

tools and creating bills of materials. 

Required preparation: Tölvuteikning og framsetning (VÉL201G) or Tölvuteikning og framsetning (BYG202G) 

VÉL301F • MS-Project • (30e) • Fall 


VÉL401F • MS-Project • (30e) • Spring 


VÉL402F • MS-Project • (30e) • Summer 


VÉL501M • Corrosion • (6e) • Fall • Time slot: H • 4f + 2d 



Basic thermodynamic and electrochemical principles that cause corrosion. Procedures of electrochemical measurements used to investigate 

corrosion behavior. Methods of corrosion protection and prevention, materials selection and design. 

VÉL502M • Fish Processing Technology 1 • (6e) • Fall • Time slot: H7 • 4f + 2d 


Teacher: Sigurjón Arason Senior Lecturer (UK) - Associate Professor (USA) 

The role of the fish processing industry in the Icelandic economy. Fish as raw material, its composition and storage capacity. Storage 

methods on board and after landing. Processing methods, production process and processing equipment for freezing, salting, drying, 

smoking, canning and shell process. Energy and mass balance for each step in the process and the whole process. Experimental exercises. 

VÉL601M • Fish Processing Technology 2 • (6e) • Spring • Time slot: V7 • 4f + 2d 


The main goal of the course is to train students to use their knowledge from various fields in mechanical engineering to organize and design 

431


Graduate 

fish processing plants and companies. Production process in a fish meal plant. Boiling, oil extraction, centrifuging, distillation and energy 

regenerative techniques. Production of silage, fish farming and export of fresh fish. Design requirements and design of production process 

for freezing, fish meal and canning plants. Production management, productivity estimates, quality control, wage structure, etc. for such 

companies. Exercises: Fish processing company and production process is designed or restructured. 

432

Faculty of Earth Sciences 

Undergraduate 


JAR101G • Physical Geology 1A • (8e) • Fall • Time slot: H4 • 4f + 4æ 

Supervisory teacher: Hreggviður Norðdahl Research Scholar/Scientist 

Teacher: Ármann Höskuldsson Research Scholar/Scientist 

Teacher: Ólafur Ingólfsson Professor 

Lectures: The scope of geoscience, the structure of the earth, plate tectonics. Minerals and crystal structure, volcanism, intrusions, igneous, 

metamorphic and sedimentary rocks; stratigraphy, dating methods, earthquakes and tectonics. In addition to general handling of the subject 

there will be an emphasis on topics relevant to Iceland's geology. Exercises: Data handling in geology. Hand specimens of igneous and 

metamorphic rocks and vesicle minerals. There will be 5 one day excursions for the first 5 weeks of the semester. Exercises will not be given 

during these 5 weeks. 

JAR102G • Geology for Archaeology Students • (8e) • Fall • 4f + 3æ 

Supervisor: Ólafur Ingólfsson Professor 

Teacher: Guðrún Gísladóttir Professor 

Taught fall 2005. An overview of geological methods used in archeology: 1) Petrography: the determination of rocks and minerals in hand 

specimen. 2) Soil science: general classification of soil types and Icelandic soils in particular. 3) Tephrochronology: historical volcanology, 

tephra types, methods and interpretation. 4) C-14 age determinations: sample collection, interpretation of results. 5) Post-glacial climatic 

history of Iceland. 6) Geophysical methods in archaeology. 

JAR103G • Mineralogy 1 • (8e) • Fall • Time slot: H2 • 4f + 4æ 

Supervisory teacher: Sigurður Steinþórsson Professor 

Introduction to crystallography and mineralogy. Lectures: Crystallography, crystal chemistry and physical properties of minerals. Crystal 

optics and the petrographic microscope. Laboratory exercises: Crystal models, stereographic projection, crystal lattices, determination of 

minerals in hand specimen and under the microscope. 

JAR106G • Introduction to the Geology and Geography of Iceland • (10e) • Fall • Time slot: H • 12f 

Supervisory teacher: Ármann Höskuldsson Research Scholar/Scientist 

Teacher: Sigurður Steinþórsson Professor 

Teacher: Páll Einarsson Professor 


Teacher: Friðgeir Grímsson Research Scholar/Scientist 

Teacher: Sigurður Reynir Gíslason Research Scholar/Scientist 

Teacher: Magnús Tumi Guðmundsson Professor 

Teacher: Rannveig Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Ólafur Gestur Arnalds 

Teacher: Bjarni Reynarsson 

Teacher: Guðrún Þorgerður Larsen Research Scholar/Scientist 

The course starts with a five-day study tour in South-Iceland at the end of August, preceded by one-day orientation lectures and preparation. 

The tour focuses on both constructive and destructive geological processes as well as human activities in the region. Following the tour, an 

intensive program of lectures covering the main aspects of Icelandic tectonics, geology, and geography, will occupy three and a half weeks. 

The last half week of September is devoted to writing up a report on the Study tour and, finally, completing a one-day home examination. 

JAR108G • Igneous Petrology • (6e) • Fall • Time slot: H • 4f + 3æ 


Teacher: Olgeir Sigmarsson Research Scholar/Scientist 

The course aims to provide an overview of modern Igneous Petrology- methods, practices and problems. Lectures include Classification of 

igneous rocks and their relationship to tectonic environment. Evolution of igneous rocks in the light of phase diagrams, trace elements, and 

isotopes. Petrological lessons from intrusions, the oceanic rifts, oceanic islands, and continental regions. Petrology of Iceland: volcanic 

systems, magma series and their relationship to volcano-tectonics; palagonite and palagonitisation. Laboratory exercises with the petrological 

microscope, interpretation of chemical data, and one-day petrological excursion. 

JAR202G • Physical Geology 2A • (8e) • Spring • Time slot: V3 • 4f + 4æ 


Teacher: Stefán Arnórsson Professor 

Lectures: External processes, geomorphology and environmental changes with particular reference to Iceland. Icelandic energy, fresh-water 

and aggregate resources. Resource management and waste management and depositories. Practicals: Basic field methods and instruments. 

Excursions in latter part of the term. Five days post examination field excursion through Southern Iceland. 

JAR203G • Introduction to Petrology • (8e) • Spring • Time slot: V2 • 4f + 4æ 

Teacher: Sigurður Steinþórsson Professor 

The course aims to introduce main theories and methods in igneous, sedimentary, and metamorphic petrology. Lectures cover chemical and 

mineralogical classification of igneous rocks; magma series; formation, evolution and crystallization of magmas in the light of phase 

diagrams, trace elements and isotopes. Chemical weathering and the formation of sediments and sedimentary rocks. Alteration and 

metamorphism of shale, limestone and basalt; metamorphic facies and facies series. Laboratory exercises: Rocks in hand specimen and under 

the microscope; recalculation and interpretation of chemical analyses. 

Recommended preparation: Steindafræði 1 (JAR103G) 

JAR208G • Quaternary Environments • (8e) • Spring • Time slot: V • 4f + 4æ 

433


Undergraduate 

Supervisory teacher: Áslaug Geirsdóttir Professor 

The aim of the course is to give a comprehensive summary of the environmental change that occurred during the Quaternary period with 

special reference to Iceland. Contents: The characteristics of the Quaternary and geological evidence for global climatic change. The history 

of ice on Earth. How do glaciers work? Glacial debris transport and glacial sedimentation on land and in water. Glaciers and volcanoes. 

Volcanic activity and the environment. The glacial and deglacial history of Iceland and the North Atlantic Ocean. 

JAR303G • Geological Mapping • (8e) • Fall • 1f + 3æ 

Supervisor: Leifur Albert Símonarson Professor 

Teacher: Jón Eiríksson Research Scholar/Scientist 

Introduction to geological mapping, measuring stratigraphic sections, and air photo interpretation, term 4. Field course in bedrock mapping 

after term 4. Interpretation and reporting of data, term 5. 

JAR304G • Environmental Geology • (8e) • Fall • Time slot: H • 4f + 3æ 

Supervisor: Stefán Arnórsson Professor 

The study and understanding of natural geological processes with emphasis on global change, earth resources, waste disposal, contamination 

and environmental assessment. 

JAR306G • Mineralogy 2 • (6e) • Fall • Time slot: H3 • 2f + 3æ 

Supervisor: Sigurður Steinþórsson Professor 

Teacher: Níels Örn Óskarsson Research Scholar/Scientist 

Analysis and interpretation of the main mineral classes: Lectures: Crystal structure and crystal chemistry of silicates, oxides, carbonates and 

sulfides. Introduction to X-ray crystallography. Origin of common mineral assemblages in igneous, sedimentary, and metamorphic rocks. 

Geothermometers and geobarometers. Laboratory exercises: Determination of minerals using transmitted and reflected-light microscopy, x- 

ray diffraction, and electron microprobe analysis. Recalculation and interpretation of mineral analyses. 

Required preparation: Steindafræði 1 (JAR103G), Almenn bergfræði (JAR203G) 

JAR307G • Igneous Petrology 1 • (8e) • Fall • Time slot: H • 4f + 4æ 


Classification of igneous rocks. Petrological lessons from intrusions, the oceanic rifts, oceanic islands, and continental regions. Petrology of 

Iceland: volcanic systems, magma series and their relationship to volcano-tectonics; palagonite and palagonitisation; xenoliths; hypotheses 

for the origin of Icelandic rocks. A three-day petrological excursion at the beginning of the semester of which students are required to turn in 

a report. Laboratory: Exercises and microscopy. 

Recommended preparation: Steindafræði 1 (JAR103G), Almenn bergfræði (JAR203G) 

JAR308G • Sedimentology • (8e) • Fall • Time slot: H4 • 4f + 3æ 



The study of sedimentary processes, sedimentary facies, facies sequences and facies models with special reference to Icelandic sedimentary 

environments. 

JAR309G • Historical Geology and Paleontology 1 • (8e) • Fall • Time slot: H • 4f + 4æ 

Supervisory teacher: Ólafur Ingólfsson Professor 

Teacher: Leifur Albert Símonarson Professor 

Geological history of the Proterozoic, Palaeozoic and Mesozoic. Basic principles of stratigraphy, time and geological age determinations. 

Plate tectonics, reginal stratigraphy, climate history and evolution of life. Basic priciples of paleontology. A summary of the animal phyla. 

Classification and nomenclature. The species concept. Growth and variability. Avenues of evolution. Evolution and extinction. Fossils and 

stratigraphy. Fossils and environment. The earliest organisms. Systematic palaeontology: Protozoa, Porifera, Archaeocyatha, Cnidaria, 

Ctenophora, Platyhelminthes, Rhynchocoela, Aschelminthes, Annelida, Onychophora. Practical work: Students participate in the seminars 

and give a talk each on topics selected by the instructor. Students give seminars and write reports on selected subjects. Identification of the 

main genera. Excursions: Two one-day trips in the vicinity of Reykjavík. 

JAR309M • General Oceanography 2 • (8e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Jón Ólafsson Professor 

Aim: This course builds on General Oceanography 1 with the aim to broaden the student's knowledge of the oceans and the connections 

between oceans, atmosphere and sea sediments. 

Lectures: The ocean surface- and deep circulation. Circulation in fjords and semi-enclosed seas. Waves and tides. Sea ice. Processes of 

sediment origin, transport and deposition. Instruments for sea floor research. The ocean sediments near Iceland. The sedimentary climate 

record and paleo-oceanography. 

Exercises: 20%. Problem exercises. Essay, teacher advises students on a subject. 

Required preparation: Almenn haffræði 1 (JAR412M) 

JAR402M • Palaeobotany • (4e) • Spring • Time slot: V • 3f + 1æ 

Supervisory teacher: Leifur Albert Símonarson Professor 

Classification of plants. Tertiary and Quaternary floras in Iceland and neighbouring countries. 

JAR403G • Field Course on Tjornes • (4e) • Spring • Time slot: V 

Supervisor: Jón Eiríksson Research Scholar/Scientist 

434


Undergraduate 


A field course, lasting 8 days, in palaeontology, sedimentology and stratigraphy in the Tjornes area, northern Iceland, at the end of the 4th 

term. Field work and report. 

JAR404G • Field Excursion Abroad • (4e) • Spring • Time slot: V 


An excursion abroad for 10 days to important geological and petrological areas. Field work and report. 

JAR405G • Applied Geology • (8e) • Spring • Time slot: V2 • 4f + 4æ 


The objective of the course is to give students an introduction to engineering geology, properties of soil and rock, testing methods and field 

investigations as applied for construction of earth structures. Construction contracts and environmental impact statements are also briefly 

addressed. Short visits to the Building Research Institute and a construction site is included in the course. 

JAR407G • Glacial Geology • (8e) • Spring • Time slot: V • 4f + 4v 


Teacher: Hreggviður Norðdahl Research Scholar/Scientist 

This course deals with processes of glacial erosion, glacial sedimentation and glacial morphology. It is aimed at undergraduate students 

interested in physical geography, glacial geology and glaciology. Lectures will concern glacial systems, glacier movements and glacier 

hydrology, erosion, sediment transport and deposition, glaciotectonic deformations, erosional and depositional landforms, as well as 

processes operating in the proglacial environment. The course ends with a 5-day field course to a southern Iceland outlet glacier, where 

students will be trained in glacial geological research methods. Students will do individual research projects and write up a report on their 

results. 

JAR408G • Geological Mapping • (8e) • Spring • 1f + 3æ 

Supervisor: Leifur Albert Símonarson Professor 


Introduction to geological mapping, measuring stratigraphic sections, and air photo interpretation, term 4. Field course in bedrock mapping 

after term 4. Interpretation and reporting of data, term 5. 

JAR410G • Chemical Thermodynamics • (8e) • Spring • Time slot: V3 • 4f + 4æ 

Supervisory teacher: Stefán Arnórsson Professor 

Held in spring semester when year has odd number. Objective: To provide background knowledge in chemical thermodynamics and its use 

in understanding and interpreting various geological processes. To provide necessary background knowledge for reading and understanding 

books and journal articles where chemical thermodynamics is used for the interpretation of geological data. Lectures: The laws of chemical 

thermodynamics. Thermodynamic relationships. Standard state. Chemical equilibrium. Experimental determination of thermodynamic 

quantities. Aqueous solutions. Acids and bases. Concentration and activity. Practicals: Exercises in chemical thermodynamics for the 

solution of geological problems. The use of chemical thermodynamic data. The use of the WATCH-program for calculation of speciation in 

aqueous solution and mineral saturation. 

3 hour written examination. 

JAR411G • Metamorphism, Hydrothermal Alteration, Weathering • (6e) • Spring • Time slot: V3 • 2f + 3æ 



Held in spring semester when year has even number. Objective: To provide an insight into the processes that lead to formation of secondary 

minerals and how secondary mineral assemblages can be used to obtain information on these processes (time, changes in temperature, 

pressure and rock composition). To introduce water-rock/soil interaction in the weathering environment and chemical transport. Lectures: 

Tectonic setting of metamorphism and metamorphic processes. Hydrothermal alteration. Chemical weathering. Metamorphic reactions. The 

effects of temperature, pressure, time and rock composition on secondary mineral formation. Practicals: Examination of hydrothermally 

altered and metamorphosed rocks in thin section and hand specimens. Calculation of the temperature and pressure dependence of 

metamorphic reactions. Weathering and chemical transport. 

Required preparation: Steindafræði 1 (JAR103G), Almenn bergfræði (JAR203G) 

3 hour written examination. 

JAR412M • General Oceanography 1 • (8e) • Spring • Time slot: H6 • 4f + 2d 

Supervisor: Jón Ólafsson Professor 

Aim: To introduce students to the disciplines of general oceanography, in particular marine geological, physical and chemical 

oceanography. To understand how the interactions of processes shape the characteristics of different ocean regions. 

Lectures: The distribution of land and water, the world oceans and their geomorphology. Instruments and techniques in oceanographic 

observations. Physical properties of sea water. Energy and water budgets. Distribution of properties in relation to turbulence and diffusion. 

Introductory dynamical oceanography. Chemical oceanography: Geochemical balance, major and minor elements, dissolved gases. 

Biogeochemical cycles. Biological processes in relation to the physical and chemical environment. Oceanography of the North Atlantic and 

Icelandic waters. 

Exercises, 20%: data processing and presentation, problems. Visit to a research vessel. 

Marking: Marks are given for both exercises, 20%, and written exam, 80%. Both must be passed. 

JAR414G • Historical Geology and Paleontology 2 • (8e) • Spring • 4f + 4æ 


435


Undergraduate 

Teacher: Leifur Albert Símonarson Professor 

The geological history of the Tertiary and Quaternary in general, and of Iceland in particular. Reginal stratigraphies. Students participate in 

the seminars and give talks on topics selected by the instructors. Systematic palaeontology: Arthropoda, Mollusca, Phoronida, Bryozoa, 

Brachiopoda, Hemichordata, Graptolithina, Pogonophora, Chaetognatha, Echinodermata. Excursions: Three day field course/excursion at 

Snæfellsnes peninsula. 

JAR502G • Research Project in Geology • (2e) • Fall 

Students may pursue a research project under the supervision of a member of the academic staff. The project shall be concluded with a 

report. 

JAR502M • Geochemical Analysis 1 • (6e) • Fall • Time slot: H4 • 2f + 4æ 


Teacher: Andri Stefánsson Senior Lecturer (UK) - Associate Professor (USA) 

Objective: To provide training in sampling ice, cold water, geothermal water and steam. Introduce analytical instruments. Provide training 

used for geochemical analysis, their layout, components and use. Provide training in selected geochemical analysis. Lectures: Theory of 

instrumental analysis. Instruments: X-ray fluorescence, atomic absorption spectrometry, UV-spectrometry, ICP emission spectroscopy, 

titration, pH and other selective electrodes, gas and ion chromatography, solution experiments. Practicals: Collection and analysis of samples 

of ice, water and steam. 



report. 



report. 

JAR505G • BS-Project in Geology • (10e) • Fall 

A research project, conducted under the supervision of one of the Department's teachers, is described in a thesis. Data collected during the 

Field Course Geological Mapping may, subject to the authorisation of the thesis supervisor, be used as material for the thesis. 

JAR601G • BS-Project in Geology • (10e) • Spring 



JAR602G • BS-Project in Geology • (10e) • Summer 



JAR603G • Research Project in Geology • (2e) • Spring 


report. 

JAR604G • Research Project in Geology • (2e) • Summer 


report. 



report. 



report. 



report. 



report. 

JAR609G • Glaciology • (8e) • Spring • Time slot: V • 4f + 2æ 


Teacher: Helgi Björnsson Research Scholar/Scientist 

The distribution of ice on Earth, snow, glaciers, sea ice, permafrost. The formation and mass balance of glaciers. Transformation of snow to 

436


Undergraduate 

ice. The heat budget and climatology of a glacier. Distribution of temperature in glaciers. Glacier hydrology. Glacier bursts (jökulhlaup). 

Deformation of ice, glacier sliding, deformation of subglacial till. Flow of glaciers. Surface profiles of ice sheets. Dating of glacier ice based 

on flow models. Glacier response to mass balance. Glacier surges. Geothermal activity in glaciers in Iceland. Structures in glaciers. Glacier 

measurement techniques. Radio echo sounding. Ice core studies. Isotope ratios in ice and climatological studies. Glacial erosion and 

sediment transfer. Sea ice studies. A field project will be carried out. 

JAR610G • Volcanology • (8e) • Spring • Time slot: V • 4f + 2æ 


History of volcanology. Volcanic processes and products. Magma, origin and evolution. Eruptive systems. Kinds of volcanoes, volcanic 

eruptions and their products, lava, tephra, gases. Tephrochronology. Volcanism in different tectonic settings. Magma chambers and 

associated crustal deformation. Volcano forecasting and monitoring. Effects of volcanism on 

land use. Volcanic hazards and mitigation. Extraterrestrial volcanism. Excercises. Volcano Conference with student presentations. Field 

excursion. 

JAR611G • Environmental Geochemistry • (8e) • Spring • 4f + 2æ 


Lectures: The origin of the elements and their distribution on Earth. Fundamentals of aquatic chemistry. The environmental chemistry of 

atmosphere, oceans and dry land. Geochemical cycles of carbon and nitrogen. Geochemistry of selected environmentally important elements 

(aluminium, arsenic, cadmium, mercury, lead). Water pollution and water quality. Degradable and persistant organic pollutants. Municipal 

and industrial sewage treatment. Radical chemistry and oxidation processes including disinfection. Exercises: Miscellaneous exercises of 

environmental importance. 

JAR613G • Mineral and Energy Resources • (6e) • Spring • Time slot: H • 4f + 1u 

Supervisor: Stefán Arnórsson Professor 

Teacher: Ólafur G Flóvenz 

Teacher: Árný Erla Sveinbjörnsdóttir Research Scholar/Scientist 

Teacher: Halldór Ármannsson 

Teacher: Ingvar Birgir Friðleifsson 

Objective: To give an overview over the development, exploitation and monitoring of geothermal resources and the role of geoscience in this 

development, exploitation and monitoring. Topics: The location and nature of geothermal systems. Classification of geothermal systems. The 

use of geothermal energy. Geology and hydrology of geothermal systems, thermal gradient, hydrothermal alteration, geothermal fluid 

compositions, drillings. Environmental aspects of geothermal utilization. The role of geology, geophysics, geochemistry, and hydrology in 

developing, exploiting and monitoring of exploited geothermal systems. 

JEÐ104G • Introduction to Geophysics • (6e) • Fall • Time slot: H • 3f + 1æ 

Supervisor: Páll Einarsson Professor 

Teacher: Freysteinn Sigmundsson Research Scholar/Scientist 

An introduction to the physics of the Earth. The course should be suitable as a first course for those majoring in geophysics and for geology 

students wanting to become familiar with the subject. Gravity, shape and rotation of the Earth, gravity anomalies. The geomagnetic field, 

magnetic anomalies, palaeomagnetism. Earthquakes and seismic waves. Layered structure of the Earth, heat transport and the internal heat of 

the Earth. Origin and age of the Earth. Dating with radioactive elements. Geophysics of Iceland, introduction to geophysical research in 

Iceland. 

JEÐ106G • Current Crustal Movements • (6e) • Fall • Time slot: H • 3f + 1d 

Supervisory teacher: Páll Einarsson Professor 

The subject of the course is active tectonic movements with emphasis on processes currently active in Iceland. Elastic and ductile behaviour 

of rocks in the crust and mantle. Brittle fracturing. Plate velocity models, both relative and absolute. Plate boundary deformation. Rifts and 

rifting structures. Transcurrent faulting and associated structures. Earthquakes and faulting. Measuring crustal movements, GPS-geodesy, 

levelling, SAR-interferometry, sea-level measurements, tilt- and strainmeters. A field project will be carried out. 

JEÐ201G • General Geophysics • (8e) • Spring • Time slot: V6 • 4f + 3v 


Teacher: Magnús Tumi Guðmundsson Professor 

An introduction to the physics of the Earth. Origin and age of the Earth. Dating with radioactive elements. Gravity, shape and rotation of the 

Earth, the geomagnetic field, magnetic anomalies, palaeomagnetism, electric conductivity. Earthquakes, seismograph and seismic waves. 

Layered structure of the Earth, heat transport and the internal heat of the Earth. Geophysical research in Iceland. 

Required preparation: Eðlisfræði 1 R (EÐL103G) or Eðlisfræði G (EÐL204G) 

JEÐ501G • BS-Thesis • (10e) • Fall 

The student may select a subject in geophysics for a research project on which he works under supervision of a member of the academic 

staff. The project may include any of the following: Designing and constructing apparatus, making measurements, interpreting results, and/or 

doing model computations. The student delivers a written report on the project. 

JEÐ502M • Groundwater Hydrology • (6e) • Fall • Time slot: H2 • 3f + 1d + 1u 

Supervisor: Magnús Tumi Guðmundsson Professor 

Teacher: Jónas Elíasson Professor 

Teacher: Þröstur Þorsteinsson Research Scholar/Scientist 

Occurrence of groundwater, the water content of soil, properties and types of aquifers (porosity, retention, yield, storage coefficients; 

unconfined, confined, leaky, homogeneous, isotropic aquifers). Principles of groundwater flow. Darcy's law, groundwater potential, 

potentiometric surface, hydraulic conductivity, transmissivity, permeability, determination of hydraulic conductivity in homogeneous and 

437


Undergraduate 

anisotropic aquifers, permeability, flow lines and flow nets, refraction of flow lines, steady and unsteady flow in confined, unconfined and 

leaky aquifers, general flow equations. Groundwater flow to wells, drawdown and recovery caused by pumping wells, determination of 

aquifer parameters from time-drawdown data, well loss, capacity and efficiency. Sea-water intrusion in coastal aquifers. Mass transport of 

solutes by groundwater flow. Quality and pollution of groundwater. Case histories from groundwater studies in Iceland. Numerical models of 

groundwater flow. 

Required preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIB (STÆ205G), Eðlisfræði 2 R (EÐL202G) 

JEÐ503M • Continuum Mechanics and Heat Transfer • (6e) • Fall • Time slot: H • 3f + 2d + 1u 



Objectives: To introduce continuum mechanics, fluid dynamics and heat transfer and their application to problems in physics and 

geophysics. I. Stress and strain, stress fields, stress tensor, models of material behaviour: elastic, viscous, plastic materials. II. Fluids, 

equation of continuity, viscous fluids, laminar and turbulent flow, Navier-Stokes equation. III. Heat transfer. Heat conduction, convection, 

advection. Examples and problems from various branches of physics will be studied, particularly from geophysics. 

Required preparation: Venjulegar deildajöfnur (09.10.40) or Stærðfræðigreining IVB (STÆ401G), Varmafræði 1 (EÐL402G) 

JEÐ504G • Geophysical Exploration • (8e) • Fall • Time slot: H 



Geophysical exploration methods and their application in the search for energy resources and minerals. Theoretical basis, instruments, 

measurement procedures, data processing and interpretation. Seismic reflection and refraction, gravity, magnetics, electrical methods, 

borehole logging. Practical work includes computations, model experiments field work and interpretation of field data. Two weeks field 

work after spring exams. 

Required preparation: Stærðfræðigreining IIB (STÆ205G) or Stærðfræðigreining IIA (STÆ207G), Eðlisfræði 2 R (EÐL202G), Almenn 

jarðeðlisfræði (JEÐ201G) 

JEÐ601G • BS-Thesis • (10e) • Spring 




JEÐ601M • Seismology • (6e) • Spring • Time slot: V • 3f + 4v 


Physical principles of seismographs. Seismic waves: P-, S-, Rayleigh- and Love-waves. Depth and distribution of earthquake hypocenters 

and relation to geological structures. The earthquake source mechanism: Fault plane solutions, seismic moment, magnitude, energy, 

spectrum, intensity. Seismic waves and the internal structure of the Earth. Practical work: Interpretation of seismograms, microearthquake 

recording, geodetic surveying, theoretical exercises. Lecture and a report on a selected topic. 

Required preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIB (STÆ205G), Eðlisfræði 2 R (EÐL202G), Almenn 


JEÐ602G • BS-Thesis • (10e) • Summer 




438


Graduate 

JAR105F • Fourth Year Research Project • (30e) • Fall 


JAR107F • Literature Study for the Master's Degree in Geology • (10e) • Fall 

The supervising committee and the MS-student meet for one semester on a weekly basis to discuss research articles, review articles, and 



examination. 

JAR108F • Seminar in aqueous geochemistry • (6e) • Fall 

Supervisory teacher: Sigurður Reynir Gíslason Research Scholar/Scientist 

Preceding courses/prerequisites: A degree in geology. Students need to have finished undergraduate thermodynamic classes. 

Course description: An intensive 14 weeks - practical and theoretical course in aqueous geochemistry with special emphasize on basalt 

weathering, carbon fixation in basalt, speciation calculations and reaction progress calculations by the PREEQC program. 

Knowledge, ability and skills: At the completion of the course the student should have acquired a sound literature review of basalt 

weathering in nature and in laboratory experiments, review of basic mineralogy and carbon fixation in basaltic rocks. And furthermore the 

student has been trained in running the PHREEQC computer code. 

Course layout: Lectures on theoretical foundations of aqueous speciation calculations, mineral and glass dissolution rate kinetics, 

weathering of basalt and carbon fixation, and finally computer program exercises. 

Pass/fail based on performance during classes and discussions. 

JAR111F • Glaciers and Palaeoclimate • (8e) • Fall • Time slot: H5 • 4f + 3æ 


The course will survey and critically evaluate recent developments in the analysis of climate changes during Earth's geologic history. Various 

modes of natural climate variability on decadal to millennial timescales will be studied. Theories regarding forcing mechanisms, both 

internal and external to the Earth system, will be discussed. Present and future climate trends will be considered in the context of this past 

variability. 

The course will be conducted in seminar format with interspersed background lectures by the instructor. Students will be required to make 

presentations on assigned readings from the current literature and write a final term paper. A term project on a relevant topic of the student's 

choosing, will be required. Additionally, students will present in class their review of at least 2 papers over the semester. 

JAR205F • Fourth Year Research Project • (30e) • Spring 


JAR206F • Fourth Year Research Project • (30e) • Summer 


JAR209F • Literature Study for the Master's Degree in Geology • (10e) • Spring 




examination. 

JAR210F • Literature Study for the Master's Degree in Geology • (10e) • Summer 




examination. 

JAR211F • Historical Geology and Palaeontology 3 • (8e) • Spring • 5f + 2u + 3v 


Palaeontology of Iceland: The origin and evolution of the Icelandic fauna especially the marine mollusc fauna. Tertiary and Quaternary 

faunas in Iceland from the Tertiary Tjörnes beds to the Holocene. Tertiary and Quaternary floras in Iceland and neighbouring countries. 

Palaeozoic and Mesozoic plant communities. 

The palaeontology of vertebrates. The vertebrate body. Vertebrate fossils (preservation etc.). Agnatha, Placodermi, Chondrichthyes, 

Osteichthyes, Amphibia, Reptilia, Aves, Mammalia. History of the Primates and evolution of man. Avenues of evolution. 

Practical work: Identification of genera and species, pollen analyses. One-day trip in the vicinity of Reykjavík. 

Required preparation: Saga lífs og jarðar 1 (JAR309G), Saga lífs og jarðar 2 (JAR414G) 

JAR212F • Literature course in Glacial- and Quaternary Geology • (8e) • Spring • 4u 


The course aims at guaranteeing good overview of state-of-the-art in Quaternary glacial- and climate history. A reading list will be prepared 

by the student supervisor in collaboration with course supervisor. Course reading list/contents can be tailored to suit different research 

orientations in glacial and Quaternary geology. 

JAR213F • Nordvulk Summer School in Volcanology • (4e) • Summer 

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Graduate 

Supervisory teacher: Freysteinn Sigmundsson Research Scholar/Scientist 

Aims: 

To study in depth a specific topic within the broad field of volcanology by bringing together research students and world experts within the 

field under study. 

To give PhD and other graduate students from the Nordic Countries and elsewhere a change to interact and form contacts with experts and 

other graduate students. 

Topics vary from one year to another. 

Organisation: A 10 day session, usually at a locality in Iceland outside Reykjavík during summer, involving lecturing, field excursions and 

excercises, poster presentations by participants and discussion sessions on the topics to be covered. The course forms a part of the activies of 

the Nordic Volcanological Center, which is a part of the Institute of Earth Sciences, UoI. Admission is by application, usually with a 

deadline on 1 March and the number of participants is restricted. Participants are selected on the basis of the relevance of the school to their 

studies. Part of the places are reserved for Nordic participants. 

Assessment of poster and oral presentations and field excercises. 

JAR214F • Aquatic Chemistry • (6e) • Spring • 3f + 7æ 

Supervisory teacher: Andri Stefánsson Senior Lecturer (UK) - Associate Professor (USA) 

See course description in Icelandic. 

Required preparation: Greiningartækni 1 (JAR502M), Efnavarmafræði (JAR410G), Myndbreyting, ummyndun, veðrun (JAR411G) 

JAR215F • Computer Models in Geochemistry • (6e) • Spring 

Supervisory teacher: Andri Stefánsson Senior Lecturer (UK) - Associate Professor (USA) 


Required preparation: Greiningartækni 1 (JAR502M), Efnavarmafræði (JAR410G) 

Recommended preparation: Myndbreyting, ummyndun, veðrun (JAR411G) 

JAR216F • Igneous Petrology 2 • (6e) • Spring • 5f + 2æ + 3v 


Aim: Theoretical petrology, following Igneous Petrology 1. The course aims to introduce to the students concepts and processes in 

contemporary petrology and geochemistry and increase their competence in the acquisition, handling and interpretation of petrological data. 

Topics: The origin of the elements, the solar system and Earth. The periodic system in terms of geochemistry. Salient geochemical cycles. 

The petrology of the Earth's mantle and crust. Petrological processes and the influence of volatiles. Trace elements and isotopes in 

geochemical processes. Radiometric dating. Volcanic gases; solid and fluid inclusions in crystals. Mineralogical geothermometers and 

geobarometers. Alteration in volcanic centres and hydrothermal systems. The use of petrological software in petrology and geochemistry. 

Laboratory: Problem calculations; exercises in experimental petrology; a research problem using the microscope, EMP and mass 

spectrometer. 

Required preparation: Storkuberg 1 (JAR307G) 

JAR217F • Geochemical Analysis 2 • (6e) • Spring • 10æ 



Required preparation: Greiningartækni 1 (JAR502M) 

JAR218F • Geothermal Resources • (6e) • Spring • 6f + 4u 



JAR309M • General Oceanography 2 • (8e) • Fall • Time slot: H • 4f + 2d 


Aim: This course builds on General Oceanography 1 with the aim to broaden the student's knowledge of the oceans and the connections 

between oceans, atmosphere and sea sediments. 

Lectures: The ocean surface- and deep circulation. Circulation in fjords and semi-enclosed seas. Waves and tides. Sea ice. Processes of 

sediment origin, transport and deposition. Instruments for sea floor research. The ocean sediments near Iceland. The sedimentary climate 

record and paleo-oceanography. 

Exercises: 20%. Problem exercises. Essay, teacher advises students on a subject. 

Required preparation: Almenn haffræði 1 (JAR412M) 

JAR310F • Chemical Oceanography • (8e) • Fall • Time slot: V7 • 6f + 4u 


Aim: The aim of this course is to introduce interested students to chemical oceanography, even though they have no previous oceanography 

background. Chemical processes associated with the sea floor and sediments, currents and mixing, production and respiration and in 

particular the role of the ocean in the global carbon cycle. 

Lectures: Oceanography background on dissolved chemicals, ocean circulation and biology. Geochemical cycling. Thermodynamics 

background. Carbonate chemistry. Stable and radioactive isotopes. Life processes in the ocean. 

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Graduate 

Exercises: 25%. Problems and laboratory exercises in sea water analyses. 

Required preparation: Almenn efnafræði 1 (EFN101G) 

JAR311F • MS-Research Project in Geology • (30e) • Fall 


JAR321F • MS-Research Project • (30e) • Fall 


JAR321F • MS-Research Project • (30e) • Summer 


JAR402M • Palaeobotany • (4e) • Spring • Time slot: V • 3f + 1æ 


Classification of plants. Tertiary and Quaternary floras in Iceland and neighbouring countries. 

JAR412M • General Oceanography 1 • (8e) • Spring • Time slot: H6 • 4f + 2d 

Supervisor: Jón Ólafsson Professor 

Aim: To introduce students to the disciplines of general oceanography, in particular marine geological, physical and chemical 

oceanography. To understand how the interactions of processes shape the characteristics of different ocean regions. 

Lectures: The distribution of land and water, the world oceans and their geomorphology. Instruments and techniques in oceanographic 

observations. Physical properties of sea water. Energy and water budgets. Distribution of properties in relation to turbulence and diffusion. 

Introductory dynamical oceanography. Chemical oceanography: Geochemical balance, major and minor elements, dissolved gases. 

Biogeochemical cycles. Biological processes in relation to the physical and chemical environment. Oceanography of the North Atlantic and 

Icelandic waters. 

Exercises, 20%: data processing and presentation, problems. Visit to a research vessel. 

Marking: Marks are given for both exercises, 20%, and written exam, 80%. Both must be passed. 

JAR414F • MS-Research Project in Geology • (30e) • Spring 


JAR415F • MS-Research Project in Geology • (30e) • Summer 


JAR416F • MS-Research Project • (30e) • Spring 


JAR502M • Geochemical Analysis 1 • (6e) • Fall • Time slot: H4 • 2f + 4æ 


Teacher: Andri Stefánsson Senior Lecturer (UK) - Associate Professor (USA) 

Objective: To provide training in sampling ice, cold water, geothermal water and steam. Introduce analytical instruments. Provide training 

used for geochemical analysis, their layout, components and use. Provide training in selected geochemical analysis. Lectures: Theory of 

instrumental analysis. Instruments: X-ray fluorescence, atomic absorption spectrometry, UV-spectrometry, ICP emission spectroscopy, 

titration, pH and other selective electrodes, gas and ion chromatography, solution experiments. Practicals: Collection and analysis of samples 

of ice, water and steam. 

JAR507F • Ph.D.-Research Project • (30e) • Fall 


JAR612F • Ph.D.-Research Project • (30e) • Spring 


JAR613F • Ph.D.-Research Project • (30e) • Summer 


JEÐ007F • MS-Research Project • (30e) • Summer 


JEÐ105F • Dynamics of the Earth's Crust • (10e) • Fall 


Elasticity and elastic properties of earth materials, fracturing of rocks, faults and dykes, magma chambers, models of geodynamic processes 

in the crust, plate movements, the crust and crustal movements in Iceland. 

Required preparation: Jarðskjálftafræði (JEÐ601M), Aflfræði og varmaflutningur í samfelldum efnum (JEÐ503M) 

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Graduate 

JEÐ107F • Literature Study for the Master's Degree in Geophysics • (10e) • Fall 


parts of books selected by the committee for that purpose. The reading material shall be related to the student's field of research, but not 

overlapping with the research project, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject 

and an oral examination. 

JEÐ109F • Geophysical Inversion • (6e) • Fall • Time slot: H1 • 5f + 3d 

Supervisory teacher: Gylfi Páll Hersir 

Course description: An intensive 7 weeks theoretical course in geophysical inversion theory. Contents: Forward and inverse problems in 

geophysics, statistical concepts and confidence limits, generalized and maximum likelihood inverses, application of vector spaces, conjugate 

gradient, regularization and approximate inverses, application of inverse theory to geophysical exploration and other geophysical problems. 

Course layout: Lectures on theoretical foundations and applications and practicals where inverse theory is applied to geophysical problems 

and students get a change to acquire first-hand experience of using numerical algorithms. 

Required preparation: Línuleg algebra B (STÆ208G), Jarðeðlisfræðileg könnun (JEÐ504G) 

JEÐ110F • Measurements and Models in Geodynamics • (10e) • Fall • 6f + 3d 

Supervisory teacher: Freysteinn Sigmundsson Research Scholar/Scientist 

Details of crustal deformation measurements and models of geodynamic processes. Emphasis is on two space geodetic techniques, Global 

Positioning System (GPS) geodesy and interferometric analysis of synthetic aperture radar images (InSAR), but covers as well as borehole 

strain, levelling and ground tilt measurement. Theoretical principles as well as practical applications of these techniques are covered. 

Participants will gain experience in GPS and InSAR data acquisition, data processing with advanced software packages, and evaluation of 

error sources and uncertainties. The course covers the role of crustal deformation measurements for exploration of geodynamic processes 

including plate movements, plate boundary deformation, volcano deformation, earthquake deformation and glacio-isostacy. Analytical 

models of deformation processes are evaluated and finite element models introduced. Each course participant will carry out an independent 

project with crustal deformation data processing and modelling and interpretation of an inferred deformation field in terms of an underlying 

geodynamic process. 

JEÐ111F • Seminar on Current Geological Events • (2e) • Fall • 2u 


Teacher: Freysteinn Sigmundsson Research Scholar/Scientist 

Course description: The topic of this course is geological events on a global scale, s.a. earthquakes, volcanic eruptions, tsunamis, 

landslides, etc. and will be discussed in weekly meetings during the semester. Events of the preceding week will be studied using all 

available data, web pages and written documents. Students are expected to review at least one paper during the semester on background 

information. 

Course layout: Each week a student is assigned the task of monitoring news of geological events such as earthquakes, volcanic eruptions, 

tsunamis, and landslides. He will give a report of these in the following week's class and present background information on the most 

significant events. The course can be repeated up to three times for 2 credit units each time. 

Based on participation in discussions and presentations. 

JEÐ202F • Literature Study for the Master's Degree in Geophysics • (10e) • Spring 





JEÐ203F • Literature Study for the Master's Degree in Geophysics • (10e) • Summer 





JEÐ204F • Geothermal Reservoir Management and Well Logging • (8e) • Spring • 4f + 4d + 1æ 

Course description: A 7-week intensive course. The course gives basic insight into reservoir engineering, on how to monitor, 

conceptualise, model and manage non-isothermal and anisotropic hydrological reservoirs. Contents: Heat conduction and convection, well 

logging, heat and fluid transfer in porous media, well test analysis, resource assessment and lumped parameter modelling, two phase flow, 

numerical models, reservoir management, production strategies and sustainability. 

Course layout: Lectures, practicals and a one-day well logging field exercise. 

JEÐ205F • Seminar on Current Geological Events • (2e) • Spring • 2u 


Course description: The topic of this course is geological events on a global scale, s.a. earthquakes, volcanic eruptions, tsunamis, 

landslides, etc. and will be discussed in weekly meetings during the semester. Events of the preceding week will be studied using all 

available data, web pages and written documents. Students are expected to review at least one paper during the semester on background 

information. 

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Graduate 

Course layout: Each week a student is assigned the task of monitoring news of geological events such as earthquakes, volcanic eruptions, 

tsunamis, and landslides. He will give a report of these in the following week's class and present background information on the most 

significant events. The course can be repeated up to three times for 2 credit units each time. 

Based on participation in discussions and presentations. 

JEÐ301F • MS-Research Project • (30e) • Fall 


JEÐ402F • MS-Research Project • (30e) • Spring 


JEÐ502M • Groundwater Hydrology • (6e) • Fall • Time slot: H2 • 3f + 1d + 1u 




Occurrence of groundwater, the water content of soil, properties and types of aquifers (porosity, retention, yield, storage coefficients; 

unconfined, confined, leaky, homogeneous, isotropic aquifers). Principles of groundwater flow. Darcy's law, groundwater potential, 

potentiometric surface, hydraulic conductivity, transmissivity, permeability, determination of hydraulic conductivity in homogeneous and 

anisotropic aquifers, permeability, flow lines and flow nets, refraction of flow lines, steady and unsteady flow in confined, unconfined and 

leaky aquifers, general flow equations. Groundwater flow to wells, drawdown and recovery caused by pumping wells, determination of 

aquifer parameters from time-drawdown data, well loss, capacity and efficiency. Sea-water intrusion in coastal aquifers. Mass transport of 

solutes by groundwater flow. Quality and pollution of groundwater. Case histories from groundwater studies in Iceland. Numerical models of 

groundwater flow. 

Required preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIB (STÆ205G), Eðlisfræði 2 R (EÐL202G) 

JEÐ503M • Continuum Mechanics and Heat Transfer • (6e) • Fall • Time slot: H • 3f + 2d + 1u 



Objectives: To introduce continuum mechanics, fluid dynamics and heat transfer and their application to problems in physics and 

geophysics. I. Stress and strain, stress fields, stress tensor, models of material behaviour: elastic, viscous, plastic materials. II. Fluids, 

equation of continuity, viscous fluids, laminar and turbulent flow, Navier-Stokes equation. III. Heat transfer. Heat conduction, convection, 

advection. Examples and problems from various branches of physics will be studied, particularly from geophysics. 

Required preparation: Venjulegar deildajöfnur (09.10.40) or Stærðfræðigreining IVB (STÆ401G), Varmafræði 1 (EÐL402G) 

JEÐ505F • Research Project for Ph.D.-in Geophysics • (30e) • Fall 


JEÐ601F • Seminar in Geophysics • (6e) • Spring • 2f + 2u 


Discussion of theoretical problems or selected specialized fields in geophysical research, to be selected by the teacher and the students. 

Required preparation: Almenn jarðeðlisfræði (JEÐ201G) 

JEÐ601M • Seismology • (6e) • Spring • Time slot: V • 3f + 4v 


Physical principles of seismographs. Seismic waves: P-, S-, Rayleigh- and Love-waves. Depth and distribution of earthquake hypocenters 

and relation to geological structures. The earthquake source mechanism: Fault plane solutions, seismic moment, magnitude, energy, 

spectrum, intensity. Seismic waves and the internal structure of the Earth. Practical work: Interpretation of seismograms, microearthquake 

recording, geodetic surveying, theoretical exercises. Lecture and a report on a selected topic. 

Required preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIB (STÆ205G), Eðlisfræði 2 R (EÐL202G), Almenn 


JEÐ604F • Research Project for Ph.D.-in Geophysics • (30e) • Summer 


JEÐ605F • Research Project for Ph.D.-in Geophysics • (30e) • Spring 


REY002F • MS-Research Project • (30e) • Fall 


REY002F • MS-Research Project • (30e) • Spring 


REY002F • MS-Research Project • (30e) • Summer 


REY101F • Introduction to Earth Sciences • (6e) • Fall 

443


Graduate 

Supervisory teacher: Magnús Tumi Guðmundsson Professor 

Teacher: Jón Ólafsson Professor 



Teacher: Hreggviður Norðdahl Research Scholar/Scientist 

7 weeks: Lectures 6 x 40 min, practice (exercises) 2 x 40 min. 

Practical work - report 

The course provides an overview of the basics of geology, geophysics and general structure of the earth. Topics include the earth and its 

formation, evolution of the Earth through time, internal and external forces, plate tectonics, mantle plumes, volcanoes, geothermal areas, oil 

reserves (resources), mineral reserves, climate, past and present etc. 

Course layout: Lectures, practical exercises, two term papers and a short field trip. 

Written exam, assessment of term papers and performance in practials. 

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Faculty of Life and Environmental Sciences 

Undergraduate 


FER101G • Tourism Studies • (8e) • Fall • Time slot: H • 4f + 2u 

Supervisory teacher: Anna Dóra Sæþórsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Anna Karlsdóttir Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Þorkell Stefánsson 

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. 

FER102G • Natural Science • (8e) • Fall • Time slot: H • 4f + 2æ 

Supervisory teacher: Rannveig Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Gísli Már Gíslason Professor 

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. The students need to pass all the module's components. 

FER201G • Geography of Travel and Tourism • (8e) • Spring • Time slot: V • 4f + 2u 

Supervisory teacher: Anna Karlsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Karl Benediktsson Professor 

Teacher: Katrín Anna Lund Lecturer (UK) - Assistant Professor (USA) 

Geography of travel and tourism is an introductory course providing overview on countries and nations, nature and culture. The course 

entangles around different topics; i.e. the relation between culture and livinghood and the natural environment. Domestic and international 

travel is examined within different destinations. Toursim resorts are visited and special attention is devoted to the attributes in nature and 

culture that more than other attract tourists. 

FER206G • Nature Based Tourism • (8e) • Spring • Time slot: V • 4f + 2æ 


Teacher: Rannveig Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Nature as a resource in tourism. Types of tourists, their expectations and requirements, and environmental impacts. Iceland as a tourism 

destination: Images and realities. Ideas of wilderness and 'the unspoiled land'. Conflicts between tourism and other use of land. Ideologies of 

sustainable development and ecotourism. Rural tourism. Nature conservation, national parks and reserves as tourist destinations. 

FER301G • The Tourist Industry Firms and Organizations • (8e) • Fall • Time slot: H • 4f + 2æ 

Supervisor: Anna Dóra Sæþórsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Rósbjörg Jónsdóttir 

Definition and structure of the travel and tourism industry. The connection between the tour producer, tour operator and the consumer. 

Product development and tour planning. The role of travel retailers. Planning of special tours, inclusive tours, group tours and individual 

tours, conferences, meetings, business travel and incentive tours. Recreation in the tourist industry. Sales and distribution. Booking systems 

of airlines and travel agents. The importance of quality in tourism. Quality grading systems, personnel management. The effect of new 

technology on tourism. Horizontal and vertical integration, competition and international markets. The role of public and private actors in the 

development of the industry. International labour markets and international organizations. Laws and regulations affecting the tourist industry. 

FER401M • Theories in Tourism • (8e) • Spring • Time slot: V • 4f + 2æ 

Supervisory teacher: Katrín Anna Lund Lecturer (UK) - Assistant Professor (USA) 

It was during the 1980s that academics in the 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. 

FER407G • Tourism and Environment • (8e) • Spring • Time slot: V • 4f + 2æ 


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. Students must pass all sections of the evaluation. 

FER501G • BS-Thesis in Tourism Studies • (10e) • Fall 

Obligatory courses in 1st and 2nd year. Students are required to conclude a special assignment under the supervision of a member of the 

academic staff and to write a BS-Thesis. 

FER501M • Cultural and Heritage Tourism • (6e) • Fall • Time slot: H 


The module looks at meanings and definitons of the concept of culture in cultural tourism especially regarding presentation and mediation of 

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Undergraduate 

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. Emphasis will be put on Icelandic heritage and museums in preparation for assignments. 

FER502G • Field Course • (8e) • Fall • 1u 


Teacher: Bjarni Reynarsson 

Prerequisites: Obligatory courses in 1st and 2nd year. Description: An excursion to a specific region for field course in tourism lasting 5-7 

days. Field work and report. 

FER503M • Tourism Planning with GIS • (10e) • Fall • Time slot: H 

Supervisor: Rannveig Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

With increased tourism worldwide, importance of tourism impact analyses and simulated alternatives for management of tourism gradually 

increases. In that sense geographical information systems (GIS) are essential in documenting the suitability of resources for tourism, 

exposing conflicts, and revealing cause-effect relationship. This course will introduce and exemplify the use of GIS as a tool when handling 

different tourism issues and planning. The course will include both theoretical lectures as well as practical exercises in capturing and 

analysing spatial data specific to tourism planning and management. Environmental sensitivity modelling, recreation suitability and network 

analyses are examples on the content of analytical practical exercises, which are designed to inspire the student in using GIS for tourism 

management. 

FER504M • Travelling, Landscape and Narrative • (10e) • Fall • Time slot: H 


Assistant teacher: Sveinn Eggertsson Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Guðlaug I Tinna Grétarsdóttir 

Assistant teacher: Sigurjón B Hafsteinsson 

The module's main emphasis will be on narratives of individuals' travels and how they are represented, mostly in texts (travel writings) but 

other forms of narratives will also be considered such as photography, filmmaking, poetry and painting. In this context questions will be 

asked about the landscape the traveller creates in the course of his/her travels, about the relations between the places of travel and the 

travellers' self, and how the landscape itself speaks to the traveller. Students will gain a deep insight into the concepts of landscape and 

narrative which they will use when analysing and interpreting narratives of travels from different eras in different landscape. Narratives from 

authors such as Bruce Chatwin, Rebecca Solnit, V.S. Naipaul, Virginia Wolf and James Joyce will be examined amongst many other 

narratives from abroad as well as from Iceland. 

FER505M • Seminar in Tourism and Environmental Management • (10e) • Fall • Time slot: H • 3f 


Concurrent with the growing tourism sector, increased pressure from growing number of tourists visiting vulnerable, northern ecosystems, 

together with increased environmental consciousness, have raised demands regarding environmental planning and management of tourism. 

This module will focus on environmental management and its importance in implementing sustainable tourism. The emphasis will be on 

theoretical discussion about the principles and effects of environmental management, environmental management systems and eco-labelling 

available for tourism. Tourism environmental impact will be discussed further as well as different methods to assess and analyse such impact 

as it regards environmental management. 

FER601G • BS-Thesis in Tourism Studies • (10e) • Spring 



FER602G • BS-Thesis in Tourism Studies • (10e) • Summer 



FER603M • Innovation in Tourism • (8e) • Spring • Time slot: V • 4f + 2æ 

Supervisor: Katrín Anna Lund Lecturer (UK) - Assistant Professor (USA) 

Tourism and innovation are concepts that are closely connected in the discourse related to economic development and society. Tourism is as 

such considered to be an innovation for the economic life in Iceland and thus, increasing attention has been paid to entrepreneurship and and 

innovation in tourism. 

The module examines innovation and tourism from different angles. An emphasis will be given to theoretical discussion about ideas 

regarding innovation in tourism and how they relate to different understanding about the operation of tourism as an industry in different 

context. Visiting lecturers will provide an insight in to specific issues in innovation based on their own experience in the field. Students will 

also undertake a project in innovation which will form a part of the final assessment for the module. 

Aims of the module: 

Students should: 

• - Gain an understanding about the development of innovative projects 

• - Know and be able to apply basic concepts regarding innovation and entrepreneurship 

• - Have a knowledge of and be able to understand different theoretical approaches regarding innovation in tourism 

• - Gain understanding regarding regional development and innovation 

FER604M • Urban Tourism • (6e) • Spring • Time slot: V • 4f + 1u 



The course deals with urban spaces as a scene for material and symbolic consumption of tourists. On background of increased globalization 

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Undergraduate 

of economies the focus will be on how cities and urban areas have gained different role from earlier related to tourism. The cities appeal to 

tourists will be examined i.e. heritage values, architechture and monuments, cultural diversity, entertainment, food cultures, retail and malls, 

business, trade and conferences, expos and events. Important subjects are image and marketing of city areas, importance of localisation and 

connections in transport, as well as the relationship between urban planning and tourism, the share of tourism in labormarket and the 

interaction between inhabitants and tourists. The city of Reykjavík will be analysed as tourist city and students will have assignments 

focusing on the metropolitan area of Reykjavík. 

LAN101G • Biogeography • (8e) • Fall • Time slot: H • 4f + 3æ 

Supervisory teacher: Guðrún Gísladóttir Professor 

Assistant teacher: Hlynur Bárðarson 

Assistant teacher: Egill Erlendsson Post Doc 

The aim of the course is that students obtain basic understanding of climate systems, soil formation and the biosphere, and will be able to 

apply this knowledge for interpreting the Icelandic environment. The Earth's radiation balance, the hydrologic system, air masses and 

climatic zones are explained. Soil formation and the properties of soils are discussed, as well as the distribution of soil types, and problems of 

soil erosion and pollution. Chemical and energy cycles, the distribution of forms of life and factors which influence this, biomes, biological 

diversity and its protection. Special attention is paid to the influence of land use on the state of soils and vegetation, causes and consequences 

of soil erosion and the degradation of vegetation. 

LAN101M • Views of Nature, Landscape and Land Use • (8e) • Fall • Time slot: H • 4f + 1u 

Supervisory teacher: Karl Benediktsson Professor 


The concept of landscape is critically analyzed from the viewpoint of human geography and cultural studies. The multiple meanings attached 

to certain landscapes at particular times and by particular social groups are examined, as is the influence of ideological positions such as 

utilitarianism, romanticism and technocentrism on views of nature and attitudes towards the use of nature and landscapes. The importance of 

landscapes in tourism is discussed. Methods of landscape characterization and evaluation are considered. 

LAN102G • Instroductory Cartography • (8e) • Fall • Time slot: H2 • 4f + 3æ 

Supervisory teacher: Ingibjörg Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Sigurður Óskar Jónsson 

Teacher: Einar Hjörleifsson 

Teacher: Árni Þór Vésteinsson 

Objective: Introduce students to Cartographic theory and mapmaking via digital technology. Basic characteristics of maps. The function of 

general reference maps, charts and thematic maps. Major map projections. Generalization principles. Qualitative and quantitative attributes at 

point, line and area. General design principles, colour and typography. Map compilation, reproduction and copyright issues. 

LAN104G • Human Geography 1 • (8e) • Fall • Time slot: H • 4f + 2u 

Supervisory teacher: Magnfríður Júlíusdóttir Lecturer (UK) - Assistant Professor (USA) 

Introduction to basic 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, 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 exam 

participation in assignments and discussions is needed. For a successful course outcome a minimum requirement in both exam and 

assignments is needed. 

LAN105G • Methods 1 • (6e) • Fall • 4f + 3æ 

Supervisor: Ingibjörg Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Vala Björt Harðardóttir Postgraduate Student 

The first aim is to make students familiar with the basic premises of scientific methods. Critical thinking and reasoning is discussed. Methods 

of literature search and the critical evaluation of sources are covered and the nature of essays and projects in the Department of Geology and 

Geography is explained. The second aim is to make students familiar with maps and their use. The students learn to analyse, interpret and 

work with mapped information. 

LAN106G • Soils and Vegetation • (6e) • Fall • Time slot: H • 4f + 2æ 

Supervisor: Guðrún Gísladóttir Professor 

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. The geography of Icelandic vegetation. Human impact on soils and vegetation. 

LAN201G • Human Geography 2A • (8e) • Spring • Time slot: V2 • 4f + 2u 


Main characteristics of the world economy are examined, with reference to economic and cultural globalization. Major economic formations 

are outlined. Ideas of economic growth are studied, and historical developments in different parts of the world are traced. Theories of the 

location of primary, secondary and tertiary activities are introduced. The overall goal is to increase students' understanding of basic economic 

processes at many different scales, from the domestic to the global. The course includes a day fieldtrip. 

LAN202G • Human Geography 2B • (6e) • Spring • Time slot: V • 4f + 1u 


The course is on population geography and demographic change in Iceland, as well as other regions in the world. The aim is to introduce 

students to the main concepts and methods used in studies on fertility, mortality and migration, and theories on population development and 

migration at different scales. Regional differences in population development are discussed, as well as relationship between population 

development and other factors like natural environment, culture, economy and population policy. 

447


Undergraduate 

LAN203G • Statistics • (8e) • Spring • Time slot: V1 • 4f + 3æ 


The course aims at making students able to handle statistical data and present it in tables and graphs, and to use the basic methods of 

statistical analysis. The major techniques of descriptive statistics are taught. The foundations of interential statistics are introduced and major 

methods are taught. Basic probability theory, probability distributions, populations and samples, and the formulation and testing of 

hypotheses. Non-parametric and parametric tests. Correlation and regression. 

LAN204G • Resources and Regional Development • (8e) • Spring • Time slot: H • 3f + 2æ 

Analysis of the potentials and problems in regional development based on natural resources. Economic base in a service/knowledge 

economy. Fishing and energy sectors of Iceland: The resource base, history of resource use, management methods and planning, interest and 

value conflicts. Economic, social and environmental considerations. Impacts of globalization on local development. 

LAN303G • Developing Countries 1 • (6e) • Fall • Time slot: H1 • 4f + 1u 


Teacher: Magnfríður Júlíusdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Áshildur Linnet 

The course objective is to provide an insight into the causes and consequences of the division of the world into 'developing' and 'developed' 

countries. Historical conditions for this division are examined and theories of development and underdevelopment are reviewed. Economic, 

natural and social conditions in developing countries are analyzed. Among themes covered are the transformation of agriculture, 

industrialization, transportation, urbanization, and the results and limitations of development assistance. 

LAN401G • Geographical Perspectives • (8e) • Spring • Time slot: V1 • 4f + 1u 


Teacher: Guðrún Gísladóttir Professor 

The course aims at providing students with an overview of research topics in geography and philosophical positions which influence the 

work of geographers. The history of geography and its position among academic disciplines is discussed. Major ontological, epistemological 

and methodological points of departure are compared. Writings of selected scholars are analyzed and critiqued. New developments in 

physical and human geography are discussed. Students are also trained in designing their own research project. 

LAN406G • Regional Development • (8e) • Spring • Time slot: V • 4f + 1u 

Supervisor: Karl Benediktsson Professor 

Major theories of the development of localities and regions are reviewed, together with a consideration of Icelandic conditions in this regard. 

The economic makeup of the major types of localities in Iceland is examined, as well as non-economic factors which influence local 

development. Goals, methods and results of regional policy. Comparisons with neighbouring countries. 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. 

LAN409G • Field Excursion Abroad • (4e) • Spring • Time slot: V • 1u 


An excursion abroad for 8 to 10 days. Field work and report. 

LAN414M • Geographical Information Systems 1 • (6e) • Spring • Time slot: V4 • 3f + 3æ 


Teacher: Guðmundur Freyr Úlfarsson Professor 

Acquisition, processing, and practical use of digital geographical information. Topology and most important data models in vector and raster 

systems. Scanning and digitising, accuracy and errors. Design of a geographical database for locational attributes. Use of relational 

databases. Major analytical methods. Examples of the use of geographical information systems in natural and human science, for mapping, 

planning, and utility management. 

LAN504G • BS-Thesis in Geography • (10e) • Fall 

Students are required to conclude a special assignment under the supervision of a member of the academic staff and to write a BS-Thesis. 

LAN505M • Interpretation of Aerial Photographs • (6e) • Fall • Time slot: H6 • 3f + 3æ 


Assistant teacher: Friðþór Sófus Sigurmundsson 

Concepts and foundations of remote sensing, especially related to aerial photography and air photo interpretation. The electromagnetic 

spectrum, basic principles of photogrammetry, various types of air photographs and digital images and their characteristics. The use of aerial 

photographs for research and mapping in physical geography, land use and planning. One-day fieldwork in the vicinity of Reykjavík. 

LAN506M • Remote Sensing • (10e) • Fall • Time slot: H • 4f + 2æ 


Theory, instruments and techniques in remote sensing. Data collection, remote sensor systems and platforms, aircraft and spacecraft. Image 

interpretation and the application of remote sensor data in geosciences. 

LAN507M • Economic Geography • (8e) • Fall • Time slot: H3 • 4f + 1u 


The course focuses on the connections between places and regions in today's globalized economy. Among issues discussed are commodity 

chains and the relations between production and consumption, the mutual links between society and economy, regulation in a market 

economy, and local consequences of the recent restructuring of market economies. Those issues are discussed in a different way from one 

448


Undergraduate 

year to the next, by analysing in detail certain important themes in economic geography of the day. Recent writings are read and discussed. 

LAN508M • Geography of Developing Countries 2 • (8e) • Fall • Time slot: H • 4f + 1u 


Focus is on different aspects of contemporary social and environmental developments in sub-Saharan Africa, with emphasis on countries in 

southern and eastern part of the continent. The social-environment link is mainly covered in discussions on agriculture, food security, climate 

change, power and use of natural resources. In theoretical discussion and case studies emphasis is on approaches to development issues in 

geography and feminism. 

LAN601G • BS-Thesis in Geography • (10e) • Spring 


LAN602G • BS-Thesis in Geography • (10e) • Summer 


LAN603M • Environment and Planning • (8e) • Spring • Time slot: V3 • 4f + 1æ 


Teacher: Þorbjörg K Kjartansdóttir Adjunct Lecturer 

Physical planning, definitions, theories and practice of planning. History of city planning. European planning systems. Icelandic planning in 

the 20th century and the Icelandic planning system. Icelandic planning levels, regional plans, city plans (master plans), neighborhood plans 

and local plans. Icelandic laws and regulations. Participation, citizen, role of planner. Environmental impact assessment. Ethical views of 

planning. Protected areas management. Landscape and land forms. New societies, different planning methods. The role of planners, new 

theories. Case study and project work. Group projects and discussion. 

LAN604M • Urban Geography • (8e) • Spring • Time slot: V • 4f + 1u 

Supervisor: Magnfríður Júlíusdóttir Lecturer (UK) - Assistant Professor (USA) 

The course aim is to introduce students to main concepts and research fields in urban geography. Geographical scale is from local context in 

Iceland to urbanization on a global scale. The first half of the course covers cities as human settlements with focus on historical development 

of cities in different continents, as well as future visions of cities. Themes are urban morphology, ideological base of different city forms, 

city images, land use, city planning and sense of place. There will also be a general introduction to retailing and transport in cities, with 

emphasis on Reykjavík and surrounding urban municipalities. The second half of the course focuses on livelihood of individuals and groups 

in an urban community. Among themes covered are housing, mobility and access to service, territoriality and the 'right' of individuals and 

groups to places in the city. These themes will be discussed in the context of western cities and connected to development in the Reykjavík 

urban area. Urbanization and situation of urban populations in Third World countries is dealt with from a broad perspective. In the course 

emphasis is on students assignments and discussions as a form of learning and training. 

LAN605M • Geographical Information Systems 2 • (10e) • Spring • Time slot: V4 • 6æ 


The course is project orientated where students will work independent on projects under the guidance of the teather. Guidance is primarily on 

technical and theoretical solutions from the geographical information point of view. Projects in the course are given by the teacher and also 

by the students themselves. Major part of the semester is focused on the stundents own projects. Student projects can come from any 

discipline but need to have a geographical information part that needs to be solved. There is no exam but evaluation of students is through 

final report and smaller projects during the semester. In the beginning of the semester students are required to have a description of there 

project along with an estimation of the geographical information (data) they need to solve it. 

Required preparation: Landfræðileg upplýsingakerfi 1 (LAN414M) 

LAN606M • Regions and Cultures • (8e) • Spring • Time slot: V3 • 4f + 1æ 



Different appearances, arenas and regions of cultures will be examined and their unique positions and/or similarities discussed from different 

angles. An emphasis is put on creation of identity and images with focus on cohesion as well as on conflicts. The concept of boundaries will 

get a special attention in this context; how boundaries appear differently between cultural worlds, inside and outside of societies and between 

individuals, bodies and societies. Much weight is put on students individual assignments and participation. 

LAN607M • Historical Geography • (6e) • Spring • Time slot: V • 3f + 1æ 


Teacher: Ingibjörg Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Geographical change. Man's role in changing the face of the Earth. The past in the present. Use of historical sources in geographical research. 

Excursions: One-day excursion in the vicinity of Reykjavík and projectwork. 

LAN608M • Health Geography • (10e) • Spring 

Public health from the perspective of geography is the focus of the course. Main concepts and theories in health geography will be discussed. 

Topics in the course include among others: determinants of health, access to health care services, utilisation of health care services, the 

geographical distribution of disease and health inequalities. It will be explored how location, socio-economic circumstances, the organization 

of health care services, government policy, the environment and planning affect these topics. The use of geographical information systems in 

health geography will also be discussed. Active participation in discussion and coursework is emphasized. 

LAN609M • Hydrology and Climatology • (6e) • Spring • Time slot: V • 4f + 2æ 



449


Undergraduate 

Teacher: Einar Sveinbjörnsson 

Teacher: Haraldur Ólafsson Professor 

Fundamentals of hydrology, detention and the water cycle. Water in the atmosphere, precipitation (rain and snow), evaporation, recharge, 

water in soil, ground water, glaciers, runoff, types of rivers, lakes, ice on rivers and lakes. Water budget of drainage basins, hydrological 

models. Floods and droughts. Water resources, global and local freshwater usage. Water detention and hydro power. The hydrology of 

Iceland. Hydrography. Atmospheric characteristics, composition and energy budget. Weather, weather systems and climate on large and 

small scale. The attributes of winds, formation of precipitation, factors that influence temperature. The climate of Iceland. Ocean currents and 

interaction between the ocean and the atmosphere. Climate models and climate change, the carbon cycle and the greenhouse effect. 

Hydrological- and climate research institutes will be visited. 

LÍF013M • Research project in biology for foreign students • (20e) • Fall 

Foreign student may conduct a research project, with 20 or 30 credits, under supervision of faculty members in the Biology department. 

Project proposal must be submitted to the department for approval prior to the start of the project. The project must be completed with a 

thesis and oral presentation. The thesis format follows standard regulations of the Faculty of Science. 





LÍF015M • Research project in biology for foreign students • (20e) • Spring 








LÍF017M • Research project in biology for foreign students • (20e) • Summer 








LÍF101G • Biometry I • (8e) • Fall • Time slot: H4 • 4f + 2u + 4v 

Supervisory teacher: Einar Árnason Professor 

Teacher: Arnar Pálsson 

Teacher: Snæbjörn Pálsson Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Ubaldo Benitez Hernandez 

Historical and philosophical introduction. Data in biology, sampling distributions; descriptive statistics. Probability distributions. Estimation. 

Confidence limits. Hypothesis testing. Analysis of variance. Regression. Analysis of frequencies. Bootstrap. Practical work: Presentation and 

interpretation of results from experiments and observations. Emphasis placed on an understanding of assumptions and biological 

interpretation and deduction. 

LÍF102G • Plant Biology I • (8e) • Fall • Time slot: H2 • 4f + 4v 

Supervisory teacher: Þóra Ellen Þórhallsdóttir Professor 

Teacher: Kesara Margrét Jónsson Professor 

Plants as organisms. Structure and function of the plant cell. Photosynthesis. The anatomy and morphology of plants. Alternation of 

generations, the evolution, life cycles and characteristics of mosses and vascular plant groups with emphasis on the flowering plants. The 

evolution of seeds, flowers and fruits. Vegetation of the earth, the biomes. The vegetation and vegetation history of Iceland. Laboratory 

work: Cells and tissue types. Examples of the anatomy and morphology of major groups, seeds, flowers and fruits. The diversity of plant 

form and environment. 

LÍF106G • Cell Biology • (8e) • Fall • Time slot: H 

Supervisory teacher: Guðmundur H Guðmundsson Professor 

Teacher: Zophonías Oddur Jónsson Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Valerie Helene Maier Research Scholar/Scientist 

The course is in two sections, cell biology (80 %) and histology (20 %) and applies for the final exam. The student must pass both parts of 

the exam. 

The Cell Biology are lectures (4f each week for 15 weeks) on: Intoduction to Cell Biology, eukaryotes and prokaryotes. The main emphasis 

in the course is on eukaryotes. Chemistry of cells and energy utilization, structure and function of macromolecules; proteins and nucleic 

acids. Genetic instructions; structure of chromosomes, DNA replication, transcription, translation and protein export. Structure and function 

of cell organelles; cell membrane, nucleus, mitochondria, chloroplasts, cytoskeleton, Golgi system, lysosomes and peroxisomes. Intracellular 

and intercellular signal pathways together with cellular differentiation and cancer. 

450


Undergraduate 

The Histology part consists of lectures (2f for 6 weeks) and practical (4v each week for 6 weeks), microscopy examination of cells and 

tissues. In the histology part there is separate examination. 

The course is in two sections, cell biology (80 %) and histology (20 %) and applies for the final exam. The student must pass both parts of 

the exam. 

LÍF201G • Microbiology I • (8e) • Spring • Time slot: V6 

Supervisory teacher: Guðni Ágúst Alfreðsson Professor 

Teacher: Eva Benediktsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Guðmundur Óli Hreggviðsson Lecturer (UK) - Assistant Professor (USA) 

Introduction. The rise of microbiology. Structure and characteristics of procaryotes. Staining methods and microscopy. The bacterial cell 

structure. Nutrition and growth of bacteria. Bacterial metabolism. Sterilization and disinfection. Bacterial taxonomy. Archaea Proteobacteria. 

Description of some genera of bacteria. Microorganisms and food. Industrial microbiology and biotechnology. Toxins. Basic properties of 

viruses. Basic principles of immunology. Introduction to microbial ecology, chemical cycles, extreme environments, symbiosis. Laboratory 

work: Some basic principles in handling microorganisms. Importance of pure culture. Cultural characteristics of bacteria. The microscope 

and staining methods. Cell structure of bacteria. Bacterial counts. Disinfection and sterilization. Microorganisms in air, water, milk products 

and meat. Soil bacteria. Nitrate and nitrite reduction (denitrification). Fungi. 

LÍF212G • Plant Physiology • (8e) • Spring • Time slot: V • 4f + 1u + 5v 

Supervisory teacher: Kesara Margrét Jónsson Professor 

The life of flowering plants: From fertilization, embryo and seed development, growth and metabolism, to senescence. Effects of plant 

hormones and environmental factors on growth and development. Uptake and transport of water and nutrients. Carbon and nitrogen 

metabolism. Relationships between plants and micro-organisms. Reproduction: Asexual propagation and in vitro culture as a method in plant 

biotechnology, sexual reproduction as an essential process in plant evolution and plant improvement. Laboratory exercises: Experiments in 

plant physiology. Evaluation: Laboratory exam 30%, final written exam 60% and student presentation 10% 

Recommended preparation: Grasafræði (LÍF102G) 

60% final exam and 40% practical evaluation 

LÍF214G • Zoology - Invertebrates • (8e) • Spring • Time slot: V 

Supervisory teacher: Gísli Már Gíslason Professor 

Teacher: Jörundur Svavarsson Professor 

Námslýsing (enska 

Lectures: The course is intended to provide an overview of the evolutionary history on animals as well as structural and functional 

characteristics. Fundamentals in systematics and evolution and the relationship of phyla will be presented. An overview will be given of the 

function, development, life history and ecology of invertebrates. The following phyla will be thoroughly discussed: Protozoa, Porifera, 

Cnidaria, Platyhelminthes, Nematoda, Mollusca, Annelida, Arthropoda and Echinodermata. Other phyla will also be presented in lesser 

detail. 

Laboratory work: Examination and dissection of representative species. Compulsary attendance in practicals. 

Written exam with mini-essays and definitions. 

LÍF301G • General and Medical Microbiology • (8e) • Fall 

Supervisory teacher: Eva Benediktsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Martha Ásdís Hjálmarsdóttir Lecturer (UK) - Assistant Professor (USA) 

Teacher: Hjördís Harðardóttir 


Teacher: Karl Skírnisson 

Assistant teacher: Hafliði Magnús Guðmundsson 

Structure and characteristics of procaryotic cells. Nutrition and growth of bacteria. Genetics of bacteria. Basic properties of bacteria, viruses, 

fungi and protozoa. Microbial diseases and their control. Sterilization and disinfection. Antibiotics. Pathogenicity of microbes. Epidemiology 

of infectious diseases. Nosocomial infections. Bacterial, viral, fungal and protozoal pathogens: Description of important human pathogens 

and their diseases, characteristics, identification, treatment, prognosis and preventive measures. Sampling techniques. Laboratory work: 

Some basic principles in handling microorganisms. Importance of pure culture. Cultural characteristics of bacteria. Normal and transient 

microbes on skin, importance of hand washing. Disinfection methods. Disc diffusion test. Microscopy of virus infected cells, bacteria and 

fungi. Microorganisms in water and meat samples. 

LÍF302G • Genetics • (8e) • Fall • Time slot: H7 

Supervisory teacher: Zophonías Oddur Jónsson Senior Lecturer (UK) - Associate Professor (USA) 


Teacher: Ólafur Sigmar Andrésson Professor 

Assistant teacher: Hörður Guðmundsson 

Assistant teacher: Katrín Briem 

Assistant teacher: Sigríður Rut Franzdóttir 

Assistant teacher: Sigríður Þorbjarnardóttir Research Scholar/Scientist 

Lectures: Mendelian inheritance. Sex chromosomes. Cytoplasmic inheritance. Chromosomes. Cell division (mitosis and meiosis). Life 

cycles. Linkage and recombination in eukaryotes. Bacterial genetics. Gene mapping and tetrad analysis. Genotype and phenotype. DNA: 

Structure and replication. RNA: Transcription. Rgulation of gene transcription. Gene isolation and manipulation. Genomics. Transposons. . 

Mutations. Repair and recombination. Chromosomal changes. Genetic control of cell number: Cancer. Model organisms. Laboratory work: : 

I. The fruitfly Drosophila melanogaster. II. Viral plaques. Mitosis in onions. III. Conjugation in E. coli. IV. Induced mutations. V.PCR, 

plasmids and restriction enzymes. VI. Analysis of asci from Sordaria fimicola. Exam: Laboratory 15%, written 85%. Minimum mark needed 

for each part. 

Required preparation: Frumulíffræði (LÍF106G) 

LÍF311G • Ecology • (8e) • Fall • Time slot: V • 4f + 4v 

451


Undergraduate 

Supervisory teacher: Ingibjörg Svala Jónsdóttir Professor 

Teacher: Jörundur Svavarsson Professor 


Teacher: Sigurður Sveinn Snorrason Professor 

Assistant teacher: Hlynur Bárðarson 

Assistant teacher: Elísabet Ragna Hannesdóttir Doctoral Graduate Student 

Assistant teacher: Ólafur Patrick Ólafsson Postgraduate Student 

Introduction. Historical and ecological biogeography. Populations: Dispersion, natality and mortality rates, life tables, age composition, 

population growth, regulation of population size, cyclic fluctuations, dispersal. Interactions between populations: Competition, predation. 

Communities: Community description, species composition, species diversity, succession, stability. Ecosystems: Biogeochemical cycles, 

energy flow, productivity. Marine ecology, fresh-water ecology, terrestrial ecology. Human ecology, environmental problems. Practical 

work: Exercises are partly done out of doors. They include investigations of soil fauna, studies of life in nearshore marine waters, in streams, 

and studies of zonation on rocky shores. In the laboratory experiments are done on animal behaviour, population growth and competition. 

LÍF313G • Zoology - Vertebrates • (8e) • Fall • Time slot: H 

Supervisory teacher: Sigurður Sveinn Snorrason Professor 

Teacher: Páll Hersteinsson Professor 

Teacher: Jónas Páll Jónasson 

Teacher: Jón Einar Jónsson 

Assistant teacher: Lísa Anne Libungan 

Assistant teacher: Ólafur Patrick Ólafsson Postgraduate Student 

Lectures: The course gives an overview of the evolution and the principal anatomical and functional characteristics of vertebrates.. The 

origin of chordates and vertebrates will be discussed. An overview will be given of the embryology and the structure and function of the 

main organ systems of vertebrates. The course reviews the evolution and phylogeny and discusses key adaptations of the major vertebrate 

classes. 

Laboratory work: Dissection and examination of representative animals. Compulsary attendance in practicals. 

Required preparation: Dýrafræði - hryggleysingjar (LÍF214G) 

Written exam with mini-essays and definitions. 

LÍF314G • Biochemistry laboratory for biology majors • (2e) • Fall • 2u + 4v 

Supervisory teacher: Ólafur Sigmar Andrésson Professor 

Teacher: Bjarni Ásgeirsson Professor 

Teacher: Jóhanna Arnórsdóttir Research Scholar/Scientist 




XXX 

Required preparation: Almenn efnafræði L (EFN105G) 

Recommended preparation: Frumulíffræði (LÍF106G) 

LÍF401G • Developmental Biology • (8e) • Spring • Time slot: V4 


Lectures: The role of development. Historical overview. Development of unicellular organisms. Reproduction and genetic recombination. 

Developmental patterns among multicellular animals. Specification and determination of embryonic cell fates. Modern techniques in 

developmental biology. Controlling gene expression, - developmental genes. Importance of cell interactions. Structure of gametes, 

fertilization and activation of the egg. Early stages of development in selected invertebrates. Specification of embryonic axes and organs of 

the fruit fly, -a hierarchical system of gene control. Early stages of development and specification of embryonic axes in amphibias, birds and 

mammals. Fate of embryonic layers and organogensis in vertebrates. Limb formation in tetrapods. Sex determination, sexual development 

and development of gametes among invertebrates and vertebrates. Plant development. Practicals: Embryogensis in vertebrates; introduction 

to modern laboratory techniques. Seminars: Sudents are required to give two short presentations. The grade for each presentation represents 

10% of the total grade for the course. Minimum grade required is 5,0 for both presentations. 

Recommended preparation: Frumulíffræði (LÍF106G), Dýrafræði - hryggleysingjar (LÍF214G), Dýrafræði - hryggdýr (LÍF313G), Erfðafræði 

(LÍF302G) 

Sudents are required to give two short presentations. The grade for each presentation represents 10% of the total grade for the course. 

Minimum grade required is 5,0 for both presentations and for the final examination. 

LÍF403G • Evolutionary Biology • (8e) • Spring • Time slot: V6 • 4f + 2u + 4v 



Evolutionary biology: Darwin and Mendel. Genes, environment, and phenotype. The tree of life: classification and phylogeny. Patterns of 

evolution. Evolution in the fossil record. A history of life on earth. The geography of evolution. The evolution of biodiversity. The origin of 

variation, the raw material for evolution. Variation. Genetic drift: Evolution at random. Natural selection and adaptation. The genetical 

theory of natural selection. Evolution of phenotypic traits. Conflict and cooperation. Species. Speciation. Life-history evolution. Coevolution: 

evolving interactions among species. Evolution of genes and genomes. Evolution and development. Macroevolution: evolution above the 

species level. Human evolution and human society. 

Required preparation: Lífmælingar I (LÍF101G) or Tölfræði og gagnavinnsla (STÆ209G) 

Final grade is based on two parts. For practical work and reports a student earns a grade which counts 35%. Final exam counts 65%. To pass 

the course a student must earn a minimum grade on both parts. 

LÍF410G • Animal Physiology • (8e) • Spring • Time slot: V • 4f + 4v 

Supervisory teacher: Logi Jónsson Senior Lecturer (UK) - Associate Professor (USA) 


452


Undergraduate 




Homeostasis, permeability and transport, ions and excitation, nerves and nervous systems, sensory physiology, muscles, circulation, 

respiration, osmoregulation and excretion, endocrinology, digestion, thermoregulation and reproduction. Laboratory work: Smooth muscle. 

Neuromuscular transmission. Blood pressure. Renal function. Ergometry. 

Final grade is calculated both from the written examination (70%) and from the practical exercises (30%). Students must pass in both parts. 

LÍF411G • Molecular Genetics • (8e) • Spring • Time slot: V 


Teacher: Jórunn Erla Eyfjörð Professor 


Teacher: Sigríður Þorbjarnardóttir Research Scholar/Scientist 


Lectures: Mendelian Genetics. Conveying genetic information. Weak chemical interactions and high-energy bonds. Chemical bonds 

determine molecular structure. Structure of DNA and RNA. Chromatin and chromosome structure. Replication of DNA. Mutability and 

repair of DNA. Homologous recombination. Site specific recombination and transposition. Gene expression in bacteria and eukaryotes. RNA 

splicing. Interfering RNA. Translationand the genetic code. Gene regulation during development. Genomics and evolution. Techniques of 

molecular biology. Model organisms. Seminar: Students present and discuss selected research papers. Laboratory work: Work on molecular 

genetics project relevant to current research. Basic methods such as gene cloning, gene transfer and expression, PCR, sequencing, DNA 

isolation and restriction analysis, electrophoresis of DNA and proteins will be used. Exam: Laboratory 10%, seminar 15%, written final exam 

75%. 

Required preparation: Erfðafræði (LÍF302G) 

LÍF503M • Fish Biology • (8e) • Fall • Time slot: H • 4f + 3v 

Supervisory teacher: Guðrún Marteinsdóttir Professor 

Teacher: Timothy Brian Grabowski Lecturer (UK) - Assistant Professor (USA) 

Evolution and classification of fishes. Morphology, anatomy, and key adaptations to the aquatic environment, emphasizing external 

morphology, locomotion, circulation, respiration, salt balance, sensory organs, feeding apparatus, digestive system, reproduction and 

behavior. Population structure, morphological and genetic diversity in fish. Speciation, and diversification in fish communities. Overview of 

the key taxa of salt- and freshwater fishes of the northern hemisphere. Diverse practical training will be offered. Amongst topics covered will 

be; morphological and anatomical analyses, modern methods for distinguishing between populations and species, and behavior of live fish. 

The practicals will take place in laboratories, fish markets, experimental fish stations and on board research vessels. A part of the course will 

be given at Hólar Agricultural College. Webpage: http://www.fiskar.hi.is/fishbio 

LÍF504M • Bacteriology • (8e) • Fall • Time slot: H1 • 5f + 4v 






Lectures: Bacterial taxonomy, classical methods and modern methods. Certain genera of bacteria will be selected and their characteristics 

and importance described in some detail. Other topics discussed: Photosynthetic bacteria, Actinomycetes, Chemoautotrophs, Lactic acid 

bacteria. Archea. Bacteria pathogenic for fish. Extremophiles and their growth characteristics. Viable but non-culturable bacteria (VNC). 

Distribution of pathogens in the environment. Antibiotic resistance. Practical classes: The students will be introduced to the different 

identification tests used in identifying bacteria and in taxonomy. They will also get some training in identification of unknown bacteria. 

Bacterial morphology and staining techniques. ELISA and FA technique in bacteriology. Cultivation of anaerobic bacteria. Staphylococcus. 

Streptococcus. Enterobacteriaceae, Listeria, Mycobacterium, Salmonella, Shigella, Escherichia, Vibrio, Aeromonas and others. Growth 

measurements and the growth curve. Rearing and slaughtering of pigs and chicken - monitoring for pathogens. Sewage and sewage 

treatment. Poster presentation by the students. 


LÍF505M • Ecology B • (6e) • Fall • Time slot: H • 3f + 4v 



Assistant teacher: Guðmundur Ingi Guðbrandsson Project Manager 

Introduction to the basics of ecology, concepts, approaches and applications, with a focus on the utilization of natural resouces. Lectures: The 

history and discipline of ecology. Ecosystems; nutrient and energy cycles and food webs. Population ecology; principles of population 

growth, effects of density and competition. The structure and diversity of biological communities, succession, stability, biodiversity. The 

application of ecological knowledge in the utilization and management of resources. Practicals: 6 day community ecology fieldcourse: 

introduction and comparison of selected Icelandic ecosystems: woodland, meadow, barrens, wetland and coastal areas. Written reports 

account for 30% of the final grade. 

LÍF506M • Flowering Plants Systematics • (6e) • Fall • Time slot: H • 3f + 4v 



The origins and evolution of flowering plants. The basis of flowering plants systematics. The classes, orders and major families of flowering 

plants; evolution, distribution and characteristics. The flora of Iceland. Laboratory work plus a 6 day field course in August. 

Required preparation: Grasafræði (LÍF102G) 

LÍF507M • Virology • (6e) • Fall • Time slot: H 

453


Undergraduate 


Teacher: Valgerður Andrésdóttir Biologist 

Teacher: Vilhjálmur Svansson Dýralæknir 


History of virology. Research methods. Structure and composition of virions. Replication of viruses and host cell-virus interactions. 

Classification and evolution of viruses. Pathogenesis of viral infections and response of the host organism. Humoral and cell-mediated 

immune response. Viroid and prions. The major virus groups are discussed, with emphasis on animal and plant viruses. Laboratory: Cell 

cultures. Effect of viruses on cells. Titration and plaque assay of viruses. Assays of viral antibody in serum. 

Required preparation: Frumulíffræði (LÍF106G), Örverufræði I (LÍF201G) 

LÍF508M • Seminars in Microbiology • (6e) • Fall • Time slot: H 




Teacher: Guðni Ágúst Alfreðsson Professor 



Different topics of microbiology will be discussed and in particular topics which are of current interest internationally and nationally. 

Institutions and companies will be visited. Visiting lecturers. Teamwork. Students will deliver written papers on specific topics, give lectures 

and chair discussions. 

Required preparation: Erfðafræði (LÍF302G), Örverufræði I (LÍF201G) 

Recommended preparation: Bakteríufræði (LÍF504M) 

Written papers on specific topics, lectures and discussions 

LÍF509M • Marine Ecology • (8e) • Fall • Time slot: H 

Supervisor: Jörundur Svavarsson Professor 


Introduction. Ecology of rocky, sandy and muddy shores, vertical zonation and community organization. Ecology of estuaries and other 

lowsalinity regions. The benthos from the continental shelf to the greatest depth. The pelagic environment: Plankton, nekton, neuston. 

Species diversity. Geographical distribution of marine organisms. Reproductive strategies and breeding seasons. Seasons in the ocean. 

Primary and secondary productivity. Living resources of the ocean. Practical work: Exercises are partly done of doors and can vary among 

years. They usually include studies of bottom communities in shallow waters and on a tidal flat, studies of meiofauna on algae, investigations 

on factors determining the vertical distribution of species on rocky shores, and studies in the laboratory on the salinity tolerance of shore 

amphipods. During the last weeks of the semester students work in groups of 2-4 on small research projects. 

Required preparation: Vistfræði (LÍF311G), Dýrafræði A (09.51.43) 

LÍF510M • Limnology • (8e) • Fall • Time slot: H 



Lectures: Introduction. Definition of limnology. Water as an environment, physical and chemical parameters. Main types of fresh-waters in 

Iceland. Catchment areas and their effect of aquatic biota. Main communities of organisms. Primary production and terrestrial allochthonous 

material in rivers. Plankton, benthos, and littoral organisms. Primary production in lakes. Life cycles and production of fresh-water animals. 

Palaeolimnology. Disturbed waterbodies. Water pollution. Man made lakes. Conservation. 

Students lectures: Each student will give a 20 minute talk on recent developments in limnology. 

Practical work: Practicals are partly done in the field and partly in the laboratory. Surveys of the main communities in streams, lakes and 

ponds. Food and growth of fish. Research projects, conducted by students completed with reports. 

Examination 60%, students lectures 10% and paracticals 30% of final marks. 

Required preparation: Vistfræði (LÍF311G) 


LÍF512M • Marine Invertebrates • (8e) • Fall • Time slot: H • 4f + 4v 

Supervisory teacher: Jörundur Svavarsson Professor 

Structure, systematics and ecology of animals within major, marine metazoan phyla, with emphasis on molluscs, annelids, crustaceans and 

echinoderms. Lectures focus on reproduction, feeding habits and habitat of individual species, with particular reference to northern waters. 

Laboratory work: Emphasis is placed on identification of Icelandic species together with studies of live animals. 

Required preparation: Dýrafræði B (09.51.32) 

LÍF513M • Human Genetics • (8e) • Fall • Time slot: H • 3f + 2u + 2v 

Supervisory teacher: Jórunn Erla Eyfjörð Professor 


Teacher: Ólafur Andri Stefánsson 

Teacher: Sigríður Klara Böðvarsdóttir 

Lectures: Mendelian genetics; Organization of the human genome; Chromosomes, chromosomal changes and syndromes; Gene mapping; 

Gene cloning; Genetic analysis; Genetic screening; Complex genetic defects/Genes and environment; Ethics; Cancer genetics; Gene therapy; 

Epidemiology/ Molecular epidemiologytem cells and cloning. Students are expected to have basic knowledge of genetics. 


LÍF514M • Plant Genetics • (8e) • Fall • Time slot: H • 3f + 1u + 5v 


xxx 

Required preparation: Plöntulífeðlisfræði (LÍF212G), Erfðafræði (LÍF302G) 

454


Undergraduate 

LÍF515M • Topics in Evolution • (6e) • Fall • Time slot: H 




In the fall 2009 topic in Evolution will focus on Charles Darwin and the first edition of his landmark text, On the origin of species. (Content 

of this course changes year to year, and covers for instance, molecular evolution, classic texts in evolution and biology, and molecular 

ecology). The course will be divided into two parts. First is a series of lectures introducing Darwin, his contemporaries in science, and in the 

second section students will scrutinize and review On the origin of species. The emphasis is on understanding Darwins intellectual 

environment and predecessors, and to retrace the birth of his ideas. Darwin the person and in particular his travels on the Beagle will also be 

covered. The students get to read the first edition of On the origin of species. In particular each student will have to delve into one chapter of 

the Origin, to understand Darwins reasoning and also to place it in the context of modern evolutionary biology. Each student will turn in a 

paper on one chapter of the Origin and present the paper with a short seminar. 

Student performance is evaluated by the paper (50%), seminar (25%) and participation in discussion (25%). There is no final exam. 


LÍF516M • Environmental Issues • (8e) • Fall • Time slot: H • 4f + 2u + 4v 





Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, 

fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. 

Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues 

in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. 

Various excursions, student seminars. 


LÍF518M • Mammal Ecology • (6e) • Fall • Time slot: H 

Supervisory teacher: Páll Hersteinsson Professor 

Lectures: Mammalian characteristics. Adaptations and specializations. Energetics. Body size and life histories. Competition. Home ranges 

and territories. Factors which determine population size. Population fluctuations. Methods in population size estimates: Counts, Capturemark-recaptures; 

age-determination and hunting statistics. Predation. Wildlife management. The main emphasis is on Icelandic and other 

northern mammals. Practicals: The wood mouse (Apodemus sylvaticus) as a model for population size estimates. Home ranges/territories. 

Analysis of food habits. Final marks are given for a written exam (55%), an essay (15%) and on practical work (30%). 


Final marks are given for a written exam (55%), an essay (15%) and on practical work (30%). 

LÍF519G • Research Project • (10e) • Fall 

A student may work on a small research project under the supervision of a faculty member. The project is completed by writing a paper 

which is graded. 

The project is completed by writing a paper which is graded. 

LÍF520G • Research Project • (12e) • Fall 




LÍF521M • Poster • (2e) • Fall 

Student may be granted two credits, with an approval of the department, for lecture or poster that he is the first author of at scientific 

conference. 

LÍF523G • Methods in Molecular Biology • (8e) • Fall • Time slot: H 






Lectures: Theoretical basis of common molecular-biology techniques and their application in research. Course material provided by teachers. 

Laboratory practice in molecular biology techniques: Model organisms: E.coli, S. cerevisiae, C. reinhardtii, A. thaliana, C. elegans, D. 

melanogaster, M. musculus. Laboratory notebooks and standard operating procedures (SOP's), using online tools. Culture and storage of 

bacteria, yeasts and other eukaryotic organisms and cells. DNA and RNA isolation and quantification (Southern and Northern blotting, PCR, 

RT-PCR, qRT-PCR), restriction enzymes, DNA sequencing techniques and data analysis. Gene cloning and manipulation in bacteria, yeasts 

and other eukaryotes. Protein expression and analysis. How to raise antibodies and use them. Western blotting, immunostaining, radioactive 

techniques. Microscopy in molecular biology. Methods used in recent research papers will be discussed. Essay and oral presentation 

discussing a selected technique. 

Required preparation: Frumulíffræði (LÍF106G), Erfðafræði (LÍF302G) 

Assessment: Laboratory notebooks, written exam, essay and oral presentation. 

LÍF523M • Fish Physiology • (6e) • Fall • Time slot: V • 2f + 1u + 4v 

455


Undergraduate 



Cardiovascular function. Respiration. Swimbladder. Acid-base balance. Hydro-mineral metabolism. Seminars: Presentation by the students 

of special topics after literature research of original papers, followed by a critical discussion. Presentation of results from experiments, 

designed by the students (team work). Laboratory work: Anaesthetic and surgical techniques, circulation, respiration and osmoregulation 

depending on fish species and equipment available. 

Required preparation: Dýralífeðlisfræði (LÍF410G) 

Recommended preparation: Samanburðarlífeðlisfræði (LÍF524M) 

LÍF524G • Genomics • (8e) • Fall • Time slot: H 




A complete genome sequence of several model organisms raises questions of how best to use the flood of information for gaining knowledge 

and deeper understanding of biological phenomena. Comparative studies that in one way or another depend on Darwininan thought provide 

the theoretical underpinnings for analyzing the information and the application of this knowledge to semi-model and non-model organisms. 

Common characters and features conserved among organisms are based in conserved parts of genomes. Conversely, new and unique 

phenotypes are based in variable parts of genomes. Exercises: Comparative analysis using information from various databases (databases on 

man and man's closests relatives, other vertebrates such as mouse and rat to Fugu and zebrafish, flybase, wormbase, SGD, Arabidopsis). 

Computer analysis, analysis of comparative data. Presentation of results and discuss 

Assessment:Final exam (50%), small projects and essays (20%), research project (30%) in groups. Students must obtain minimum grades in 

all parts. 

Recommended preparation: Þróunarfræði (LÍF403G), Sameindaerfðafræði (LÍF411G), Linux, helstu tól og tæki (LÍF623M) 

Assessment:Final exam (50%), small projects and essays (20%), research project (30%) in groups. Students must obtain minimum grades in 

all parts. 

LÍF524M • Comparative Physiology • (8e) • Fall • Time slot: V • 2f + 2u + 6v 







A comparative study of different solutions to functional problems in animals, emphasis on phylogenetic and environmental aspects. 

Hydromineral metabolism. Respiration in air and water. Open and closed circulation systems. Sensory physiology, endocrinology, thermal 



LÍF602M • Fisheries Ecology: Management and Conservation of Marine Resources in a Changing Ocean • (8e) • Summer • 20f + 

15v 



This course will focus on the ecology of exploited marine fish resources, with particular emphasis on the effects that ocean climate and 

human activities have on the physiology, biology and behaviour of fish populations. In order to reliably define the conditions under which 

fisheries can sustainably operate in the long-term, it is essential to have a thorough understanding of the influence of human activities and 

ocean climate on the ecology of the stocks in question. Climatic variation has been shown to affect behaviour and distribution of marine 

organisms. Changes in all of our major fish stocks have occurred in recent decades due to trends in ocean climate. Commercial fishing has 

also altered those which are exploited, at both the inter- and intra-stock levels. Most often, mortality imposed by fishing is considerably 

higher than that which occurs naturally. In addition, fishing is inherently selective. Accumulating evidence indicates that fishing has 

influenced the phenotypic and genetic structure, production, sustainability and recovery potential of harvested stocks. 

Supervisory Teacher: 

Tim Grabowski (http://www3.hi.is/~tbg/), 

Guðrún Marteinsdóttir Professor 

and guest lecturers Dr. Steve Campana (http://www.marinebiodiversity.ca/shark/english/index.htm) 

and Prof. David Conover(http://alpha1.msrc.sunysb.edu/~conover/) 

Course Webpage: 

http://www.marine.is/fisheco.html 

Assessment will consist of tow written examinations (2), written reports of laboratory exercises and performance and participation during 

discussion groups. Write-ups of laboratory exercises will be expected to be in the format of a manuscript to be submitted to peer-reviewed 

journal as a shorter contribution. 

LÍF604G • Field Course in Bot, Zool., and Ecol. • (4e) • Spring 

Teacher: Þóra Ellen Þórhallsdóttir Professor 


Teacher: Sigurður Sveinn Snorrason Professor 

A ten-day field course in botany, zoology and ecology. The animal ecology half is held at the end of spring exams in May, the botany half on 

weekends during the start of the autumn semester in the beginning of September. Field observations of organisms and communities, 

identification of plants and animals. 

Required preparation: Lífmælingar I (LÍF101G), Grasafræði (LÍF102G), Dýrafræði A (09.51.43), Vistfræði (LÍF311G) 

LÍF605M • Seminar in Ecology and Related Subjects • (6e) • Spring • Time slot: H 

456


Undergraduate 


A variety of topics in ecology, evolutionary biology and animal behaviour will be discussed, in particular topics which are of current interest 

or concern Iceland especially. Students deliver introductory lectures that form the basis for discussions. Students also deliver a written paper 

on the chosen subject. Students are also required to organize and chair discussion groups. 

Required preparation: Vistfræði (LÍF311G), Þróunarfræði (LÍF403G), Dýrafræði A (09.51.43) 

LÍF606M • Plant Ecology • (6e) • Spring • Time slot: V • 3f + 1u + 4v 


Historical and philosophical background. The structure and dynamics of plant populations: seeds, recruitment, size and age distributions, 

density and competition. Plant-animal interactions: predation and grazing, secondary plant chemicals. Reproductive biology; pollination and 

the diversity and evolution of plant breeding systems. Life cycles and their evolution. Theories on the structure of biological communities, 

succession. Quantitative field methodology, measurements of diversity, multivariate methods. Seminars and tutorials, plus a six day 

methodological field course in June. 


LÍF610M • Population Genetics • (8e) • Spring • Time slot: V • 4f + 2d + 4v 



History and problems; genetic variation; genetic equilibrium: Single locus, multiple loci; mutation; migration; inbreeding; systems of mating; 

random genetic drift; quantitative traits, polygenic inheritance. Natural selection: Single locus, multiple loci ; fundamental theorem; synthesis 

of forces; adaptive landscapes; speciation; artificial selection, plant and animal breeding. 

LÍF611M • Quantitative fish population dynamics • (6e) • Summer • 10f + 18d 

Supervisory teacher: Gunnar Stefánsson Professor 

Teacher: Guðrún Marteinsdóttir Professor 

The course covers quantitative population dynamics and stock assessments along with principles of utilisation using R for 

modelling. Students will undertake actual assessments and put together various related models such as those describing length distributions 

and long-term yield potential. Numerical exercises and modeling account for 40% of the final grade. Students have to obtain minimum 

marks both in exercises and in the final exam. 

LÍF614M • Cell Biology II • (8e) • Spring • Time slot: V • 4f + 2u 




Recent research and advances in cell biology will be covered. Students will give a seminar using a recently published article with detailed 

analysis. Students select a subject based on several articles for detailed analysis and give a lecture and write an essay on the subject. 


LÍF615M • The Vegetation and Soil of Iceland • (6e) • Spring • Time slot: V • 3f + 2u + 2v 


The vascular flora of Iceland and the arctic flora: origins, composition, ecology. The biogeography of the flora of the North Atlantic. The 

Pleistocene environment of Iceland and the Holocene vegetation history of Iceland and Europe. Hypotheses on the age and origin of the 

Icelandic flora and the arctic flora. The soils of Iceland: characteristics and development, desertification. Post-settlement vegetation changes 

in Iceland. Biodiversity and distribution patterns of the Icelandic vascular flora. Protected and red-list species. after the biogeography of the 

circumpolar north. Origins and characteristics of the vascular flora of Iceland. Methods for the description and classification of vegetation. 

Icelandic vegetation: classification, distribution, environment and utilization. 4 day summer field course. 


LÍF616G • Excursion Abroad • (6e) • Spring • Time slot: V 



An excursion abroad for 14 days. Field work and report. 

LÍF617M • Immunology • (6e) • Spring • Time slot: V 

Supervisor: Guðmundur H Guðmundsson Professor 


Evolution of the immune system. The immune system, organs and cells. Non-specific immunity, phagocytes and complement. Lymphocyte 

development and differentiation. Molecular genetics of immunoglobins and T-cell receptors. Major histocompatibility complex. Specific 

immunity, lymphocytes, antibodies and antibody production, cell-mediated immunity. Tolerance. Regulation of immune responses. Types of 

immune reactions. Immune deficiency, allergy, autoimmunity. Monoclonal antibodies. Immunological techniques. In vertebrate immunity. 

Development of the immune system in vertebrates. Essays and seminars. 


LÍF619M • Ornithology • (8e) • Spring • Time slot: V 

Classification of birds, zoogeography, aspects of ecology and adaptations, including migration, social behaviour, food ecology, population 

dynamics, management. Field and laboratory work: Survey of the main families with an emphasis on Icelandic species. Field trips in SW- 

Iceland, partly during the semester and partly in May, after the examination period. 

Required preparation: Dýrafræði A (09.51.43) 

LÍF620M • Ecotoxicology • (6e) • Spring • Time slot: V 

457


Undergraduate 



The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their 

effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their 

origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the 

pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic 

areas, with emphasis on Iceland. Practical classes consist of four large projects. 

LÍF623M • Linux / UNIX, • (2e) • Spring • 1f + 1v 


A short one week course, held at the beginning or end of term, for teaching some important tools of the linux environment, which are useful 

for biologists and others for analysis and reporting of results and text. Linux is especially important for presentation of large datasets and 

technical texts. The aim of the course is that students can use the environment profitably for work and study. Use of the emacs editor, the use 

of R, which is a powerful tool for statistics and graphical analysis, and use of LaTeX for markup of text for reports, articles and books. Other 

tools will also be presented (shell, awk, perl, SQL databases, c and other compilers) as well as installation of linux on personal computers. 

LÍF625G • Research Project • (10e) • Spring 




LÍF626G • Research Project • (12e) • Spring 




LÍF627M • Poster • (2e) • Spring 


conference. 

LÍF631M • Poster • (2e) • Summer 


conference. 

LÍF632M • Data Analysis for Scientists, using R • (4e) • Summer • 15f + 30d 


Assistant teacher: Bruce James McAdam 

The week-long course will take students through the whole process of collecting, analysing and publishing data using a modern computer 

system. 

Empahsis will be placed on seeing the computer as a tool that improves the integrity of data, making it easier to replicate studies and 

guarantee correctness; and on working in a manner that makes it easy 

to transfer numerical methods and results into academic publications. 

We will begin by discussing how data should be collected to make it suitable for analysis, how files on the computer should be organised, 

methods to deal with the large number of different data sources dealt with by most scientists, and ensuring that data integrity is retained and 

that an audit trail is recorded. 

We will then learn how to analyse data using R. After installing the (free) software on their own computers, students will learn to write short 

scripts to do their analysis. This will ensure that their methods can be repeated with alternative data, and that an accurate record of statisical 

methods and data sources is available when writing scientific papers. 

Finally, the process of using R to produce professional quality figures will be explained. 

The course will end with three days for the students to analyse their own data, producing results and figures aimed at a particular journal. 

The course will be tought in English during 23-30 June, 2009. 

For more information, e-mail Bruce McAdam at bruce@hi.is 

Course Prerequisites: The Course is open to both undergraduate and graduate students. The student must be numerically and computer 

literate. The student should have some familiar with statistical methods (statistical tests, linear models, some other models). The student must 

have familiarity with computer spreadsheet systems (e.g. Microsoft Excel) and should have experience with another statistical package (e.g. 

Minitab). 

Performance will be assessed by home assignments 

LÍF633G • Entomology • (6e) • Spring • Time slot: V 


Lectures: Introduction and insects status within the animal kingdom. Insect classification. Insect evolution. Insect Ecology. Insects and 

habitats: terrestrial, aquatic and marine insects. Insect population ecology. Pests and vectors. Pest management. Icelandic insects and 

entomological research in Iceland.. 

458


Undergraduate 

Students lectures: Each students gives a lectures on recent developments in entomology. 

Practicals: Morphology, classification, physiology, distribution, ecology and life cycles of insects. Laboratory work: Morphology of insects, 

introduction to orders and families. Identification on orders, families and in for some groups to species. Postgraduate students: Individual 

work on writing identification keys of some groups. 

Recommended preparation: Dýrafræði - hryggleysingjar (LÍF214G) 

LÍF635G • Animal Behaviour • (8e) • Spring • Time slot: V • 3f + 3u + 4v 

Supervisor: Sigurður Sveinn Snorrason Professor 


The course emphasizes how animal behaviour is seen in the light of ecolology and evolution. The course covers habitat choice and foraging 

behaviour, social behaviour, kin selection, reproductive behaviour and sexual selection, communication, physiology and development of 

behaviour and, genetics of behaviour and learning. 

Apart from lectures teachers will organize seminars on various subjects, e.g. human behaviour as seen in the light of sociobiology, the 

connections of the science of animal behaviour with conservation and animal welfare, the intelligence and personality of 

animals.Participation in discussions will be marked and included in grades. In practicals students will gain experience in gathering and 

analysing behavioural data. Gathering of data will take place in the laboratory and in the wild, e.g. by observing and analysing various bird 

behaviours. Attending seminars and practicals is compulsory.Field work may take place outside the usual timetable and some field work may 

be organized after spring exams. 

Recommended preparation: Vistfræði (LÍF311G), Þróunarfræði (LÍF403G) 

Evaluation: Written exam at the end of the semester constitutes 60% of the final grading. Activity in seminars constitutes 20% of the final 

grading. Reports of practical work constitutes 20% of the final grading. Students must obtain a minimum grading of 5.0 for each of the three 

grading components. 

LÍF636G • Molecular Biotechnology • (8e) • Spring • Time slot: V 

Supervisory teacher: Guðmundur Óli Hreggviðsson Lecturer (UK) - Assistant Professor (USA) 


Emphasis will be on a number of important areas in the field biotechnology and recent developments due to progress in bacterial genetics, 

recombinant technology, biochemistry and microbiology. The following topics will be covered: 

Environmental biotechnology: Microbial diversity and methods of estimating diversity. Biotechnologically important groups of microbes as 

sources of bio-molecules and enzymes. Diversity of metabolic pathways. Microbial mining. Microbial pollution control. Plant growthpromoting 

bacteria. Microbial insecticides. Thermophilic organisms. Utilization of marine microbes. 

Molecular diagnostics: Antibodies, probes, Enzymes. PCR methods. Microarray-technology.. 

Enzyme technology: Polysaccharides and polysaccharide degrading enzymes. Industrial enzymes. Enzymes in chemical synthesis. Enzymes 

in recombinant technology. 

Bioinformatics: Gene recognition. Gene annotation. Protein families, alignments, protein motives. Comparison and structural analysis of 

genes and proteins. 

Protein engineering: Methods of recombinant technology for modifying proteins, directed mutagenesis, directed enzyme evolution. 

Genetic engineering/systems biotechnology: Design and construction of genetic vectors. Chromosomal gene integrations and deletions. 

Sequencing and analysis of whole genomes. Diversity of metabolic pathways in microbes. Regulation of metabolic pathways in microbes. 

Using microarrays and pyrosequencing techniques in transcriptomic analysis. Redesigning and modification of metabolic pathways. 

Energy biotechnology: Production of ethanol from biomass. Removal of hydrogen sulfide and carbon dioxide from geothermal energy plants. 

Redesigning microbial fermentation pathways with recombinant methodology. 

Cultivation technology: Production of enzymes and secondary metabolites. Large scale production of proteins from recombinant organisms. 

Synthesis of bio-molecules with enzymes or by microorganisms. Screening methods. Secondary metabolites. Synthesis of chiral compounds 

with enzymes, production of amino acids, redesigning pathways of amino acid synthesis. Antibiotics. 

Students will participate in discussions groups where they will critically read, present and discuss original research papers in different fields 

of biotechnology. In exercise groups different algorithms used in bioinformatics analysis of genes and proteins will be introduced and 

students will get training in the use of different software for analyzing genes and proteins. They will also solve problems and carry out 

exercises in bioinformatics. 

Evaluation consists of oral presentation of research paper (15%), Exercises (15%), Written exam (70%). 

Evaluation consists of oral presentation of research paper (15%), Exercises (15%), Written exam (70%). 

LÍF637G • Biometry II • (8e) • Spring • Time slot: V 




Numerical methods are an essential part of biology and are applied to design of experiments and observations, description of result and their 

analysis. Sudents learn these methods by working on biological data and to interpretate its results. Main method include the maximum 

likelihood estimation, linear models, regression and analysis of variance and generalized linear models. Multivariate analysis. Bootstrap and 

permutation analysis. The analysis will done using R. The students will obtain an extensive exercise in applyin R on various biological 

datasets. 

Assessment: Written examen (70%), practicals (30%). The students needs to obtain a passing grade in both parts. 

Recommended preparation: Lífmælingar I (LÍF101G) 

Written examen (70%), practicals (30%). The students needs to obtain a passing grade in both parts. 

LÍF638G • Models and Data in Biology • (8e) • Spring • Time slot: V 




The aim of the course is to teach how and why mathematics is so useful in biology. The course will teach how to read and interpret equations 

and how to construct and analyze models of biological systems. An emphasis is on ecological and evolutionary models describing changes of 

459


Undergraduate 

biological systems in space and over time. Sampling of data for testing models will also be discussed. Problems are chosen so that students 

get exposed to various mathematical methods. Students work on projects and present their results. 

Assessment: Written examen (70%), practicals (30%). The students needs to obtain a passing grade in both parts. 

Written examen (70%), practicals (30%). The students needs to obtain a passing grade in both parts. 

460


Graduate 

FER103F • Tourism Studies for MS- and Ph.D .-Students • (10e) • Fall 

The module is designed for students who are starting out a postgraduate study in tourism but have finished their first degree from another 

academic discipline. Concepts and basic theories in tourism studies will thoroughly examined with the aim to provide students with a 

substantive knowledge in the field of tourism studies. At the end of the module students should be able to analyse the impact of tourism, 

realise the various possibilities that the tourism sector offers as well as understanding both the problems and opportunities that may arise in 

the process of constructing and evolving the sector. 

FER104F • Litterature Study for the Master's Degree in Tourism • (10e) • Fall 




examination. 

FER202F • Litterature Study for the Master's Degree in Tourism • (10e) • Spring 




examination. 

FER203F • Litterature Study for the Master's Degree in Tourism • (10e) • Summer 




examination. 

FER205F • MS-Research Project • (30e) • Summer 


FER305F • MS-Research Project • (30e) • Fall 


FER401M • Theories in Tourism • (8e) • Spring • Time slot: V • 4f + 2æ 


It was during the 1980s that academics in the 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. 

FER409F • MS-Research Project • (30e) • Spring 


FER501M • Cultural and Heritage Tourism • (6e) • Fall • Time slot: H 


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. Emphasis will be put on Icelandic heritage and museums in preparation for assignments. 

FER503M • Tourism Planning with GIS • (10e) • Fall • Time slot: H 


With increased tourism worldwide, importance of tourism impact analyses and simulated alternatives for management of tourism gradually 

increases. In that sense geographical information systems (GIS) are essential in documenting the suitability of resources for tourism, 

exposing conflicts, and revealing cause-effect relationship. This course will introduce and exemplify the use of GIS as a tool when handling 

different tourism issues and planning. The course will include both theoretical lectures as well as practical exercises in capturing and 

analysing spatial data specific to tourism planning and management. Environmental sensitivity modelling, recreation suitability and network 

analyses are examples on the content of analytical practical exercises, which are designed to inspire the student in using GIS for tourism 

management. 

FER504M • Travelling, Landscape and Narrative • (10e) • Fall • Time slot: H 


Assistant teacher: Sveinn Eggertsson Lecturer (UK) - Assistant Professor (USA) 

Assistant teacher: Guðlaug I Tinna Grétarsdóttir 

Assistant teacher: Sigurjón B Hafsteinsson 

The module's main emphasis will be on narratives of individuals' travels and how they are represented, mostly in texts (travel writings) but 

other forms of narratives will also be considered such as photography, filmmaking, poetry and painting. In this context questions will be 

asked about the landscape the traveller creates in the course of his/her travels, about the relations between the places of travel and the 

travellers' self, and how the landscape itself speaks to the traveller. Students will gain a deep insight into the concepts of landscape and 

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narrative which they will use when analysing and interpreting narratives of travels from different eras in different landscape. Narratives from 

authors such as Bruce Chatwin, Rebecca Solnit, V.S. Naipaul, Virginia Wolf and James Joyce will be examined amongst many other 

narratives from abroad as well as from Iceland. 

FER505F • Ph.D.-Research Project • (30e) • Fall 


FER505M • Seminar in Tourism and Environmental Management • (10e) • Fall • Time slot: H • 3f 


Concurrent with the growing tourism sector, increased pressure from growing number of tourists visiting vulnerable, northern ecosystems, 

together with increased environmental consciousness, have raised demands regarding environmental planning and management of tourism. 

This module will focus on environmental management and its importance in implementing sustainable tourism. The emphasis will be on 

theoretical discussion about the principles and effects of environmental management, environmental management systems and eco-labelling 

available for tourism. Tourism environmental impact will be discussed further as well as different methods to assess and analyse such impact 

as it regards environmental management. 

FER603M • Innovation in Tourism • (8e) • Spring • Time slot: V • 4f + 2æ 

Supervisor: Katrín Anna Lund Lecturer (UK) - Assistant Professor (USA) 

Tourism and innovation are concepts that are closely connected in the discourse related to economic development and society. Tourism is as 

such considered to be an innovation for the economic life in Iceland and thus, increasing attention has been paid to entrepreneurship and and 

innovation in tourism. 

The module examines innovation and tourism from different angles. An emphasis will be given to theoretical discussion about ideas 

regarding innovation in tourism and how they relate to different understanding about the operation of tourism as an industry in different 

context. Visiting lecturers will provide an insight in to specific issues in innovation based on their own experience in the field. Students will 

also undertake a project in innovation which will form a part of the final assessment for the module. 

Aims of the module: 

Students should: 

• - Gain an understanding about the development of innovative projects 

• - Know and be able to apply basic concepts regarding innovation and entrepreneurship 

• - Have a knowledge of and be able to understand different theoretical approaches regarding innovation in tourism 

• - Gain understanding regarding regional development and innovation 

FER604M • Urban Tourism • (6e) • Spring • Time slot: V • 4f + 1u 



The course deals with urban spaces as a scene for material and symbolic consumption of tourists. On background of increased globalization 

of economies the focus will be on how cities and urban areas have gained different role from earlier related to tourism. The cities appeal to 

tourists will be examined i.e. heritage values, architechture and monuments, cultural diversity, entertainment, food cultures, retail and malls, 

business, trade and conferences, expos and events. Important subjects are image and marketing of city areas, importance of localisation and 

connections in transport, as well as the relationship between urban planning and tourism, the share of tourism in labormarket and the 

interaction between inhabitants and tourists. The city of Reykjavík will be analysed as tourist city and students will have assignments 

focusing on the metropolitan area of Reykjavík. 

FER605F • Ph.D.-Research Project • (30e) • Spring 


LAN101M • Views of Nature, Landscape and Land Use • (8e) • Fall • Time slot: H • 4f + 1u 



The concept of landscape is critically analyzed from the viewpoint of human geography and cultural studies. The multiple meanings attached 

to certain landscapes at particular times and by particular social groups are examined, as is the influence of ideological positions such as 

utilitarianism, romanticism and technocentrism on views of nature and attitudes towards the use of nature and landscapes. The importance of 

landscapes in tourism is discussed. Methods of landscape characterization and evaluation are considered. 

LAN107F • Literature Study for the Master's Degree in Geography • (10e) • Fall 




examination. 

LAN204F • Literature Study for the Master's Degree in Geography • (10e) • Spring 




examination. 

LAN205F • Literature Study for the Master's Degree in Geography • (10e) • Summer 




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examination. 

LAN306F • MS-Research Project • (30e) • Fall 


LAN307F • MS-Research Project • (30e) • Fall 


LAN412F • MS-Research Project • (30e) • Spring 


LAN413F • MS-Research Project • (30e) • Summer 


LAN414M • Geographical Information Systems 1 • (6e) • Spring • Time slot: V4 • 3f + 3æ 



Acquisition, processing, and practical use of digital geographical information. Topology and most important data models in vector and raster 

systems. Scanning and digitising, accuracy and errors. Design of a geographical database for locational attributes. Use of relational 

databases. Major analytical methods. Examples of the use of geographical information systems in natural and human science, for mapping, 

planning, and utility management. 

LAN417F • MS-Research Project • (30e) • Spring 


LAN418F • MS-Research Project • (30e) • Summer 


LAN505M • Interpretation of Aerial Photographs • (6e) • Fall • Time slot: H6 • 3f + 3æ 


Assistant teacher: Friðþór Sófus Sigurmundsson 

Concepts and foundations of remote sensing, especially related to aerial photography and air photo interpretation. The electromagnetic 

spectrum, basic principles of photogrammetry, various types of air photographs and digital images and their characteristics. The use of aerial 

photographs for research and mapping in physical geography, land use and planning. One-day fieldwork in the vicinity of Reykjavík. 

LAN506M • Remote Sensing • (10e) • Fall • Time slot: H • 4f + 2æ 


Theory, instruments and techniques in remote sensing. Data collection, remote sensor systems and platforms, aircraft and spacecraft. Image 

interpretation and the application of remote sensor data in geosciences. 

LAN507M • Economic Geography • (8e) • Fall • Time slot: H3 • 4f + 1u 


The course focuses on the connections between places and regions in today's globalized economy. Among issues discussed are commodity 

chains and the relations between production and consumption, the mutual links between society and economy, regulation in a market 

economy, and local consequences of the recent restructuring of market economies. Those issues are discussed in a different way from one 

year to the next, by analysing in detail certain important themes in economic geography of the day. Recent writings are read and discussed. 

LAN508M • Geography of Developing Countries 2 • (8e) • Fall • Time slot: H • 4f + 1u 


Focus is on different aspects of contemporary social and environmental developments in sub-Saharan Africa, with emphasis on countries in 

southern and eastern part of the continent. The social-environment link is mainly covered in discussions on agriculture, food security, climate 

change, power and use of natural resources. In theoretical discussion and case studies emphasis is on approaches to development issues in 

geography and feminism. 

LAN509F • Ph.D.-Research Program • (30e) • Fall 


LAN603M • Environment and Planning • (8e) • Spring • Time slot: V3 • 4f + 1æ 


Teacher: Þorbjörg K Kjartansdóttir Adjunct Lecturer 

Physical planning, definitions, theories and practice of planning. History of city planning. European planning systems. Icelandic planning in 

the 20th century and the Icelandic planning system. Icelandic planning levels, regional plans, city plans (master plans), neighborhood plans 

and local plans. Icelandic laws and regulations. Participation, citizen, role of planner. Environmental impact assessment. Ethical views of 

planning. Protected areas management. Landscape and land forms. New societies, different planning methods. The role of planners, new 

theories. Case study and project work. Group projects and discussion. 

LAN604M • Urban Geography • (8e) • Spring • Time slot: V • 4f + 1u 

Supervisor: Magnfríður Júlíusdóttir Lecturer (UK) - Assistant Professor (USA) 

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The course aim is to introduce students to main concepts and research fields in urban geography. Geographical scale is from local context in 

Iceland to urbanization on a global scale. The first half of the course covers cities as human settlements with focus on historical development 

of cities in different continents, as well as future visions of cities. Themes are urban morphology, ideological base of different city forms, 

city images, land use, city planning and sense of place. There will also be a general introduction to retailing and transport in cities, with 

emphasis on Reykjavík and surrounding urban municipalities. The second half of the course focuses on livelihood of individuals and groups 

in an urban community. Among themes covered are housing, mobility and access to service, territoriality and the 'right' of individuals and 

groups to places in the city. These themes will be discussed in the context of western cities and connected to development in the Reykjavík 

urban area. Urbanization and situation of urban populations in Third World countries is dealt with from a broad perspective. In the course 

emphasis is on students assignments and discussions as a form of learning and training. 

LAN605M • Geographical Information Systems 2 • (10e) • Spring • Time slot: V4 • 6æ 


The course is project orientated where students will work independent on projects under the guidance of the teather. Guidance is primarily on 

technical and theoretical solutions from the geographical information point of view. Projects in the course are given by the teacher and also 

by the students themselves. Major part of the semester is focused on the stundents own projects. Student projects can come from any 

discipline but need to have a geographical information part that needs to be solved. There is no exam but evaluation of students is through 

final report and smaller projects during the semester. In the beginning of the semester students are required to have a description of there 

project along with an estimation of the geographical information (data) they need to solve it. 

Required preparation: Landfræðileg upplýsingakerfi 1 (LAN414M) 

LAN606M • Regions and Cultures • (8e) • Spring • Time slot: V3 • 4f + 1æ 



Different appearances, arenas and regions of cultures will be examined and their unique positions and/or similarities discussed from different 

angles. An emphasis is put on creation of identity and images with focus on cohesion as well as on conflicts. The concept of boundaries will 

get a special attention in this context; how boundaries appear differently between cultural worlds, inside and outside of societies and between 

individuals, bodies and societies. Much weight is put on students individual assignments and participation. 

LAN607M • Historical Geography • (6e) • Spring • Time slot: V • 3f + 1æ 


Teacher: Ingibjörg Jónsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Geographical change. Man's role in changing the face of the Earth. The past in the present. Use of historical sources in geographical research. 

Excursions: One-day excursion in the vicinity of Reykjavík and projectwork. 

LAN608M • Health Geography • (10e) • Spring 

Public health from the perspective of geography is the focus of the course. Main concepts and theories in health geography will be discussed. 

Topics in the course include among others: determinants of health, access to health care services, utilisation of health care services, the 

geographical distribution of disease and health inequalities. It will be explored how location, socio-economic circumstances, the organization 

of health care services, government policy, the environment and planning affect these topics. The use of geographical information systems in 

health geography will also be discussed. Active participation in discussion and coursework is emphasized. 

LAN609M • Hydrology and Climatology • (6e) • Spring • Time slot: V • 4f + 2æ 



Teacher: Einar Sveinbjörnsson 


Fundamentals of hydrology, detention and the water cycle. Water in the atmosphere, precipitation (rain and snow), evaporation, recharge, 

water in soil, ground water, glaciers, runoff, types of rivers, lakes, ice on rivers and lakes. Water budget of drainage basins, hydrological 

models. Floods and droughts. Water resources, global and local freshwater usage. Water detention and hydro power. The hydrology of 

Iceland. Hydrography. Atmospheric characteristics, composition and energy budget. Weather, weather systems and climate on large and 

small scale. The attributes of winds, formation of precipitation, factors that influence temperature. The climate of Iceland. Ocean currents and 

interaction between the ocean and the atmosphere. Climate models and climate change, the carbon cycle and the greenhouse effect. 

Hydrological- and climate research institutes will be visited. 

LAN610F • Ph.D.-Research Program • (30e) • Spring 


LAN612F • Ph.D.-Research Program • (30e) • Summer 










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LÍF110F • Studying marine mammals in the wild • (6e) • Fall • 6f + 3u + 54v 

Supervisor: Páll Hersteinsson Professor 

Teacher: Marianne Helene Rasmussen 

This field course will take place 27th of August until the 6th of September 2009 and will teach the fundamentals of a suite of field 

methodologies used in the study of free-ranging cetaceans (whales and dolphins). Students will stay at Husavik, in an integrated field course 

setting. During week one, students will receive background lectures on the diverse assemblage of dolphins and whales off Husavik, learn the 

theory and practice the use of each of the different cetacean research methodologies. The methods will include: photo-identification, tracking 

cetaceans at sea, ship-based survey techniques, behavioural observational techniques, vertical-array acoustics using time-delay methods, 

towed-array acoustics using beam-forming, bottom-mounted hydrophone recording, and shore tracking using a surveyor's transit (theodolite). 

Experts will present research seminars focusing on how the methodologies are used in cutting-edge research. Postgraduate students will 

devise and carry out a specific research project using data collected during the fieldwork. They will present the proposals at the end of week 

one, and specific protocols will be determined by the entire group. Postgraduate students will work alongside teams of senior undergraduate 

students who will choose or be assigned a specific methodology. The results of research projects will be presented in an oral presentation and 

then in a written report. The written reports will be due 2 weeks after the end of the field course. 

Required preparation: Lífmælingar I (LÍF101G) or Vistfræði (LÍF311G) 

Recommended preparation: Sjávarvistfræði (LÍF509M) or Vistfræði spendýra (LÍF518M) 

LÍF111F • Fourth Year Research Project • (30e) • Fall 


LÍF112F • Literature Study for the Master's Degree in Biology • (10e) • Fall 




examination. 

The course is completed with a short thesis on the subject and an oral examination. 

LÍF113F • Literature Study for the Master's Degree in Biology • (12e) • Fall 




examination. 

LÍF114F • Reserch in molecular biology and biochemistry • (2e) • Fall • 2u 



Main emphasis will be on research on innate immunity; receptors, signal pathways, effector molecules, total response and links to adaptive 

immunity. 

The course is only for graduate students and mandatory for graduate students working on projects with emphasis on innate immunity. 

The course is given both spring and autumn semester and every student can get max 8 ECTS units in total for the course. 

Required preparation: Sameindaerfðafræði (LÍF411G) or Frumulíffræði II (LÍF614M) 

Participation by the student will be evaluated by the teachers and researchers responsible for the course. 

LÍF115F • Literature Study for the Doctor's Degree in Biology • (10e) • Fall 

The supervising committee and the PhD-student meet for one semester on a weekly basis to discuss research articles, review articles, and 



examination 

The course is completed with a short thesis on the subject and an oral examination 

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Graduate 

LÍF116F • Literature Study for the Doctor's Degree in Biology • (12e) • Fall 




examination. 


LÍF118F • Methods in Molecular Biology • (10e) • Fall • Time slot: H 




Lectures: Theoretical basis of common molecular-biology techniques and their application in research. Course material provided by teachers. 

Laboratory practice in molecular biology techniques: Model organisms: E.coli, S. cerevisiae, C. reinhardtii, A. thaliana, C. elegans, D. 

melanogaster, M. musculus. Laboratory notebooks and standard operating procedures (SOP's), using online tools. Culture and storage of 

bacteria, yeasts and other eukaryotic organisms and cells. DNA and RNA isolation and quantification (Southern and Northern blotting, PCR, 

RT-PCR, qRT-PCR), restriction enzymes, DNA sequencing techniques and data analysis. Gene cloning and manipulation in bacteria yeasts 

and other eukaryotes. Protein expression and analysis. How to raise antibodies and use them. Western blotting, immunostaining, radioactive 

techniques. Microscopy in molecular biology. Methods used in recent research papers will be discussed. Essay and oral presentation 

discussing a selected technique. Problem based learning group assignment for graduate students: Experimental design and grant writing 

exercise with oral presentation of a research project. 


Assessment: Laboratory notebooks, written exam, essay and oral presentation, group assignment and presentation. 

LÍF119F • Graduate seminar in Ecology and Evolution • (2e) • Fall • Time slot: H • 2u 

Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers 

are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at 

least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students 

get training in presenting their research and discussing research articles. 

The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology. 



LÍF120F • Genomics • (10e) • Fall • Time slot: H 




A complete genome sequence of several model organisms raises questions of how best to use the flood of information for gaining knowledge 

and deeper understanding of biological phenomena. Comparative studies that in one way or another depend on Darwininan thought provide 

the theoretical underpinnings for analyzing the information and the application of this knowledge to semi-model and non-model organisms. 

Common characters and features conserved among organisms are based in conserved parts of genomes. Conversely, new and unique 

phenotypes are based in variable parts of genomes. Exercises: Comparative analysis using information from various databases (databases on 

man and man's closests relatives, other vertebrates such as mouse and rat to Fugu and zebrafish, flybase, wormbase, SGD, Arabidopsis). 

Computer analysis, analysis of comparative data. Presentation of results and discussion groups. 

Students are required to complete two large research projects and a few small ones. Discussion meetings. 

Assessment: Written exam (40%), small projects (20%) and larger projects (40%). Students must obtain a passing grade in all parts. 

Recommended preparation: Þróunarfræði (LÍF403G), Sameindaerfðafræði (LÍF411G), Linux, helstu tól og tæki (LÍF623M) 

Assessment: Written exam (40%), small projects (20%) and larger projects (40%). Students must obtain a passing grade in all parts. 

LÍF201F • Introduction to Research Studies and the Scientific Community • (4e) • Spring 


Introduction to Research Studies and the Scientific Community The scientific community. Practical information for research students. The 

research student's rights and responsibilities. Career opportunities. What you can expect and not expect from supervisors. Experimental 

design and how to report and publish results. Techniques for poster and oral presentations. Writing scientific papers. Writing science 

proposals. Exercises. 

LÍF215F • Fourth Year Research Project • (30e) • Spring 


LÍF216F • Fourth Year Research Project • (30e) • Summer 


LÍF217F • Literature Study for the Master's Degree in Biology • (10e) • Spring 




examination. 

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LÍF219F • Literature Study for the Master's Degree in Biology • (12e) • Spring 




examination. 


LÍF221F • M.Paed.- Research Project • (30e) • Spring 

M.Paed.- Research Project. 

LÍF222F • M.Paed.- Research Project • (30e) • Summer 


LÍF223F • Reserch in molecular biology and biochemistry • (2e) • Spring • 2u 



Main emphasis will be on research on innate immunity; receptors, signal pathways, effector molecules, total response and links to adaptive 

immunity. 

The course is only for graduate students and mandatory for graduate students working on projects with emphasis on innate immunity. 


Required preparation: Sameindaerfðafræði (LÍF411G) or Frumulíffræði II (LÍF614M) 


LÍF224F • Literature Study for the Doktor's Degree in Biology • (10e) • Spring 




examination. 


LÍF225F • Literature Study for the Doctor's Degree in Biology • (12e) • Spring 




examination. 


LÍF226F • Animal Behaviour • (10e) • Spring • Time slot: V • 3f + 3u + 4v 

Supervisor: Sigurður Sveinn Snorrason Professor 


The course emphasizes how animal behaviour is seen in the light of ecolology and evolution. The course covers habitat choice and foraging 

behaviour, social behaviour, kin selection, reproductive behaviour and sexual selection, communication, physiology and development of 

behaviour and, genetics of behaviour and learning. 

Apart from lectures teachers will organize seminars on various subjects, e.g. human behaviour as seen in the light of sociobiology, the 

connections of the science of animal behaviour with conservation and animal welfare, the intelligence and personality of animals.Students 

give a seminar lecture, organize a discussion session and write a comprehensive paper about a chosen subject. They are also required to 

organize special discussion groups on a given subject. Participation in discussions will be marked and included in grades. In practicals 

students will gain experience in gathering and analysing behavioural data. Gathering of data will take place in the laboratory and in the wild, 

e.g. by observing and analysing various bird behaviours. Attending seminars and practicals is compulsory.Field work may take place outside 

the usual timetable and some field work may be organized after spring exams. 

Recommended preparation: Vistfræði (LÍF311G), Þróunarfræði (LÍF403G) 

Evaluation: Written exam at the end of the semester constitutes 50% of the final grading, a seminar talk and an essay is 20%, activity in 

seminars 15%, and reports of practical work constitutes 15% of the final grading. Students must obtain a minimum grading of 6.0 for each of 

the three grading components. 

LÍF227F • Entomology • (8e) • Spring • Time slot: V 


Lectures: Introduction and insects status within the animal kingdom. Insect classification. Insect evolution. Insect Ecology. Insects and 

habitats: terrestrial, aquatic and marine insects. Insect population ecology. Pests and vectors. Pest management. Icelandic insects and 

entomological research in Iceland. 

Students lectures: Each students gives a lectures on recent developments in entomology. 

Practicals: Morphology, classification, physiology, distribution, ecology and life cycles of insects. Laboratory work: Morphology of insects, 

introduction to orders and families. Identification on orders, families and in for some groups to species. Postgraduate students: Individual 

work on writing identification keys of some groups. 

Recommended preparation: Dýrafræði - hryggleysingjar (LÍF214G) 

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LÍF229F • Graduate seminar in Ecology and Evolution • (2e) • Spring • Time slot: V • 2u 

Graduate students in ecology and evolutionary biology meet each week together with one or more teachers. Post docs and other researchers 

are welcome to attend. Participants present their research questions or related topics. Reference material or articles should be announced at 

least one week in advance, and should be chosen in accordance to a teacher. The lecture topics will be discussed by all participants. Students 

get training in presenting their research and discussing research articles. 

The course is only for graduate students and mandatory for graduate students working on projects in ecology and evolutionary biology. 



LÍF230F • Molecular Biotechnology • (10e) • Spring • Time slot: V 

Supervisory teacher: Guðmundur Óli Hreggviðsson Lecturer (UK) - Assistant Professor (USA) 


Emphasis will be on a number of important areas in the field biotechnology and recent developments due to progress in bacterial genetics, 

recombinant technology, biochemistry and microbiology. The following topics will be covered: 

Environmental biotechnology: Microbial diversity and methods of estimating diversity. Biotechnologically important groups of microbes as 

sources of bio-molecules and enzymes. Diversity of metabolic pathways. Microbial mining. Microbial pollution control. Plant growthpromoting 

bacteria. Microbial insecticides. Thermophilic organisms. Utilization of marine microbes. 

Molecular diagnostics: Antibodies, probes, Enzymes. PCR methods. Microarray-technology.. 

Enzyme technology: Polysaccharides and polysaccharide degrading enzymes. Industrial enzymes. Enzymes in chemical synthesis. Enzymes 

in recombinant technology. 

Bioinformatics: Gene recognition. Gene annotation. Protein families, alignments, protein motives. Comparison and structural analysis of 

genes and proteins. 

Protein engineering: Methods of recombinant technology for modifying proteins, directed mutagenesis, directed enzyme evolution. 

Genetic engineering/systems biotechnology: Design and construction of genetic vectors. Chromosomal gene integrations and deletions. 

Sequencing and analysis of whole genomes. Diversity of metabolic pathways in microbes. Regulation of metabolic pathways in microbes. 

Using microarrays and pyrosequencing techniques in transcriptomic analysis. Redesigning and modification of metabolic pathways. 

Energy biotechnology: Production of ethanol from biomass. Removal of hydrogen sulfide and carbon dioxide from geothermal energy plants. 

Redesigning microbial fermentation pathways with recombinant methodology. 

Cultivation technology: Production of enzymes and secondary metabolites. Large scale production of proteins from recombinant organisms. 

Synthesis of bio-molecules with enzymes or by microorganisms. Screening methods. Secondary metabolites. Synthesis of chiral compounds 

with enzymes, production of amino acids, redesigning pathways of amino acid synthesis. Antibiotics. 

Students will participate in discussions groups where they will critically read, present and discuss original research papers in different fields 

of biotechnology. They will also write an essay on a specific topic (20 pages long) relevant to their research interests. In exercise groups 

different algorithms used in bioinformatics analysis of genes and proteins will be introduced and students will get training in the use of 

different software for analyzing genes and proteins. They will also solve problems and carry out exercises in bioinformatics. 

Oral presentation of research paper (10%), Essay (20%), Exercises (10%), Written exam (60%) 

LÍF231F • Biometry II • (10e) • Spring • Time slot: V 




Numerical methods are an essential part of biology and are applied to design of experiments and observations, description of result and their 

analysis. Sudents learn these methods by working on biological data and to interpretate its results. Main method include the maximum 

likelihood estimation, linear models, regression and analysis of variance and generalized linear models. Multivariate analysis. Bootstrap and 

permutation analysis. The analysis will done using R. The students will obtain an extensive exercise in applyin R on various biological 

datasets. Analysis of own data or an extensive dataset, presented in a report and a lecture. 

Assessment: Written examen 50%, assignments, report and lecture (50. 

Recommended preparation: Lífmælingar I (LÍF101G) 

Written examen 50%, assignments, report and lecture (50. The students needs to obtain a passing grade in both parts. 

LÍF232F • Models and Data in Biology • (10e) • Spring • Time slot: V 




The aim of the course is to teach how and why mathematics is so useful in biology. The course will teach how to read and interpret equations 

and how to construct and analyze models of biological systems. An emphasis is on ecological and evolutionary models describing changes of 

biological systems in space and over time. Sampling of data for testing models will also be discussed. Problems are chosen so that students 

get exposed to various mathematical methods. Students work on small exercises, and on one larger modelling project covering a construction 

of model and its application. The project is summarised in an essay and presented by a lecture. 

Assessment: Written examen 50%, essay, lecture and practicals 50%. The students needs to obtain a passing grade in both parts. 

Written examen 50%, essay, lecture and practicals 50%. The students needs to obtain a passing grade in both parts. 

LÍF233F • Laboratory Animal Science • (4e) • Fall • Time slot: H 

Supervisory teacher: Eggert Gunnarsson Senior Lecturer (UK) - Associate Professor (USA) 

The course is mainly aimed at students in a postgraduate degree programme in biology, medicine and pharmacy. Teaching syllabus: General 

rules for using laboratory animals, legislation. Anatomy, physiology and genetic of laboratory animals. Microbiological standards for 

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laboratory animals, Breeding of laboratory animals. Health and health monitoring. Helth risks in a laboratory animal unit. Zoonosis and 

allergy. Organisation of animal fascilities. Environmental factors and husbandry. Design of animal experiments. Animal welfare and ethical 

aspects. Production of antibodies. Animal models. Handling and restraint, anasthesia, analgesia, blood sampling and technics of injection 

(s.c., i.m., i.p., i.v. etc). 

LÍF234F • Laboratory Animal Science • (4e) • Spring • Time slot: H 

Supervisory teacher: Eggert Gunnarsson Senior Lecturer (UK) - Associate Professor (USA) 

The course is mainly aimed at students in a postgraduate degree programme in biology, medicine and pharmacy. Teaching syllabus: General 

rules for using laboratory animals, legislation. Anatomy, physiology and genetic of laboratory animals. Microbiological standards for 

laboratory animals, Breeding of laboratory animals. Health and health monitoring. Helth risks in a laboratory animal unit. Zoonosis and 

allergy. Organisation of animal fascilities. Environmental factors and husbandry. Design of animal experiments. Animal welfare and ethical 

aspects. Production of antibodies. Animal models. Handling and restraint, anasthesia, analgesia, blood sampling and technics of injection 

(s.c., i.m., i.p., i.v. etc). 

LÍF313F • MS-Research Project • (30e) • Fall 

A research project in biology. 

LÍF314F • M.Paed.- Research Project • (30e) • Fall 


LÍF315F • MS-Research Project • (30e) • Fall 


LÍF412F • MS-Research Project • (30e) • Summer 

A research project in biology 

LÍF413F • MS-Research Project • (30e) • Spring 


LÍF414F • MS-Research Project • (30e) • Spring 


LÍF415F • MS-Research Project • (30e) • Summer 


LÍF503M • Fish Biology • (8e) • Fall • Time slot: H • 4f + 3v 



Evolution and classification of fishes. Morphology, anatomy, and key adaptations to the aquatic environment, emphasizing external 

morphology, locomotion, circulation, respiration, salt balance, sensory organs, feeding apparatus, digestive system, reproduction and 

behavior. Population structure, morphological and genetic diversity in fish. Speciation, and diversification in fish communities. Overview of 

the key taxa of salt- and freshwater fishes of the northern hemisphere. Diverse practical training will be offered. Amongst topics covered will 

be; morphological and anatomical analyses, modern methods for distinguishing between populations and species, and behavior of live fish. 

The practicals will take place in laboratories, fish markets, experimental fish stations and on board research vessels. A part of the course will 

be given at Hólar Agricultural College. Webpage: http://www.fiskar.hi.is/fishbio 

LÍF504M • Bacteriology • (8e) • Fall • Time slot: H1 • 5f + 4v 






Lectures: Bacterial taxonomy, classical methods and modern methods. Certain genera of bacteria will be selected and their characteristics 

and importance described in some detail. Other topics discussed: Photosynthetic bacteria, Actinomycetes, Chemoautotrophs, Lactic acid 

bacteria. Archea. Bacteria pathogenic for fish. Extremophiles and their growth characteristics. Viable but non-culturable bacteria (VNC). 

Distribution of pathogens in the environment. Antibiotic resistance. Practical classes: The students will be introduced to the different 

identification tests used in identifying bacteria and in taxonomy. They will also get some training in identification of unknown bacteria. 

Bacterial morphology and staining techniques. ELISA and FA technique in bacteriology. Cultivation of anaerobic bacteria. Staphylococcus. 

Streptococcus. Enterobacteriaceae, Listeria, Mycobacterium, Salmonella, Shigella, Escherichia, Vibrio, Aeromonas and others. Growth 

measurements and the growth curve. Rearing and slaughtering of pigs and chicken - monitoring for pathogens. Sewage and sewage 

treatment. Poster presentation by the students. 


LÍF505M • Ecology B • (6e) • Fall • Time slot: H • 3f + 4v 




Introduction to the basics of ecology, concepts, approaches and applications, with a focus on the utilization of natural resouces. Lectures: The 

history and discipline of ecology. Ecosystems; nutrient and energy cycles and food webs. Population ecology; principles of population 

growth, effects of density and competition. The structure and diversity of biological communities, succession, stability, biodiversity. The 

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application of ecological knowledge in the utilization and management of resources. Practicals: 6 day community ecology fieldcourse: 

introduction and comparison of selected Icelandic ecosystems: woodland, meadow, barrens, wetland and coastal areas. Written reports 

account for 30% of the final grade. 

LÍF506M • Flowering Plants Systematics • (6e) • Fall • Time slot: H • 3f + 4v 



The origins and evolution of flowering plants. The basis of flowering plants systematics. The classes, orders and major families of flowering 

plants; evolution, distribution and characteristics. The flora of Iceland. Laboratory work plus a 6 day field course in August. 


LÍF507M • Virology • (6e) • Fall • Time slot: H 


Teacher: Valgerður Andrésdóttir Biologist 

Teacher: Vilhjálmur Svansson Dýralæknir 


History of virology. Research methods. Structure and composition of virions. Replication of viruses and host cell-virus interactions. 

Classification and evolution of viruses. Pathogenesis of viral infections and response of the host organism. Humoral and cell-mediated 

immune response. Viroid and prions. The major virus groups are discussed, with emphasis on animal and plant viruses. Laboratory: Cell 

cultures. Effect of viruses on cells. Titration and plaque assay of viruses. Assays of viral antibody in serum. 

Required preparation: Frumulíffræði (LÍF106G), Örverufræði I (LÍF201G) 

LÍF508M • Seminars in Microbiology • (6e) • Fall • Time slot: H 







Different topics of microbiology will be discussed and in particular topics which are of current interest internationally and nationally. 

Institutions and companies will be visited. Visiting lecturers. Teamwork. Students will deliver written papers on specific topics, give lectures 

and chair discussions. 

Required preparation: Erfðafræði (LÍF302G), Örverufræði I (LÍF201G) 

Recommended preparation: Bakteríufræði (LÍF504M) 

Written papers on specific topics, lectures and discussions 

LÍF509M • Marine Ecology • (8e) • Fall • Time slot: H 

Supervisor: Jörundur Svavarsson Professor 


Introduction. Ecology of rocky, sandy and muddy shores, vertical zonation and community organization. Ecology of estuaries and other 

lowsalinity regions. The benthos from the continental shelf to the greatest depth. The pelagic environment: Plankton, nekton, neuston. 

Species diversity. Geographical distribution of marine organisms. Reproductive strategies and breeding seasons. Seasons in the ocean. 

Primary and secondary productivity. Living resources of the ocean. Practical work: Exercises are partly done of doors and can vary among 

years. They usually include studies of bottom communities in shallow waters and on a tidal flat, studies of meiofauna on algae, investigations 

on factors determining the vertical distribution of species on rocky shores, and studies in the laboratory on the salinity tolerance of shore 

amphipods. During the last weeks of the semester students work in groups of 2-4 on small research projects. 


LÍF510M • Limnology • (8e) • Fall • Time slot: H 



Lectures: Introduction. Definition of limnology. Water as an environment, physical and chemical parameters. Main types of fresh-waters in 

Iceland. Catchment areas and their effect of aquatic biota. Main communities of organisms. Primary production and terrestrial allochthonous 

material in rivers. Plankton, benthos, and littoral organisms. Primary production in lakes. Life cycles and production of fresh-water animals. 

Palaeolimnology. Disturbed waterbodies. Water pollution. Man made lakes. Conservation. 

Students lectures: Each student will give a 20 minute talk on recent developments in limnology. 

Practical work: Practicals are partly done in the field and partly in the laboratory. Surveys of the main communities in streams, lakes and 

ponds. Food and growth of fish. Research projects, conducted by students completed with reports. 




LÍF512M • Marine Invertebrates • (8e) • Fall • Time slot: H • 4f + 4v 


Structure, systematics and ecology of animals within major, marine metazoan phyla, with emphasis on molluscs, annelids, crustaceans and 

echinoderms. Lectures focus on reproduction, feeding habits and habitat of individual species, with particular reference to northern waters. 

Laboratory work: Emphasis is placed on identification of Icelandic species together with studies of live animals. 

Required preparation: Dýrafræði B (09.51.32) 

LÍF513M • Human Genetics • (8e) • Fall • Time slot: H • 3f + 2u + 2v 

Supervisory teacher: Jórunn Erla Eyfjörð Professor 

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Teacher: Ólafur Andri Stefánsson 

Teacher: Sigríður Klara Böðvarsdóttir 

Lectures: Mendelian genetics; Organization of the human genome; Chromosomes, chromosomal changes and syndromes; Gene mapping; 

Gene cloning; Genetic analysis; Genetic screening; Complex genetic defects/Genes and environment; Ethics; Cancer genetics; Gene therapy; 

Epidemiology/ Molecular epidemiologytem cells and cloning. Students are expected to have basic knowledge of genetics. 


LÍF514M • Plant Genetics • (8e) • Fall • Time slot: H • 3f + 1u + 5v 


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Required preparation: Plöntulífeðlisfræði (LÍF212G), Erfðafræði (LÍF302G) 

LÍF515M • Topics in Evolution • (6e) • Fall • Time slot: H 




In the fall 2009 topic in Evolution will focus on Charles Darwin and the first edition of his landmark text, On the origin of species. (Content 

of this course changes year to year, and covers for instance, molecular evolution, classic texts in evolution and biology, and molecular 

ecology). The course will be divided into two parts. First is a series of lectures introducing Darwin, his contemporaries in science, and in the 

second section students will scrutinize and review On the origin of species. The emphasis is on understanding Darwins intellectual 

environment and predecessors, and to retrace the birth of his ideas. Darwin the person and in particular his travels on the Beagle will also be 

covered. The students get to read the first edition of On the origin of species. In particular each student will have to delve into one chapter of 

the Origin, to understand Darwins reasoning and also to place it in the context of modern evolutionary biology. Each student will turn in a 

paper on one chapter of the Origin and present the paper with a short seminar. 



LÍF516M • Environmental Issues • (8e) • Fall • Time slot: H • 4f + 2u + 4v 





Land use. Types and utilization of mineral, fuel and water resources, origins and effects of major pollutants. Biodiversity, habitat, 

fragmentation, species extinctions and effects of introduced species. The application of ecological knowledge to environmental problems. 

Environmental impact assessment, restoration. The philosophy of nature conservation. International conventions. Major environmental issues 

in Iceland: fisheries, soil erosion, wetland drainage, impact studies, legislation, organization and administration of environmental affairs. 

Various excursions, student seminars. 


LÍF518M • Mammal Ecology • (6e) • Fall • Time slot: H 

Supervisory teacher: Páll Hersteinsson Professor 

Lectures: Mammalian characteristics. Adaptations and specializations. Energetics. Body size and life histories. Competition. Home ranges 

and territories. Factors which determine population size. Population fluctuations. Methods in population size estimates: Counts, Capturemark-recaptures; 

age-determination and hunting statistics. Predation. Wildlife management. The main emphasis is on Icelandic and other 

northern mammals. Practicals: The wood mouse (Apodemus sylvaticus) as a model for population size estimates. Home ranges/territories. 

Analysis of food habits. Final marks are given for a written exam (55%), an essay (15%) and on practical work (30%). 


Final marks are given for a written exam (55%), an essay (15%) and on practical work (30%). 

LÍF521M • Poster • (2e) • Fall 


conference. 

LÍF522F • Ph.D.-Research Project • (30e) • Fall 


LÍF523M • Fish Physiology • (6e) • Fall • Time slot: V • 2f + 1u + 4v 



Cardiovascular function. Respiration. Swimbladder. Acid-base balance. Hydro-mineral metabolism. Seminars: Presentation by the students 

of special topics after literature research of original papers, followed by a critical discussion. Presentation of results from experiments, 

designed by the students (team work). Laboratory work: Anaesthetic and surgical techniques, circulation, respiration and osmoregulation 

depending on fish species and equipment available. 


Recommended preparation: Samanburðarlífeðlisfræði (LÍF524M) 

LÍF524M • Comparative Physiology • (8e) • Fall • Time slot: V • 2f + 2u + 6v 



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A comparative study of different solutions to functional problems in animals, emphasis on phylogenetic and environmental aspects. 

Hydromineral metabolism. Respiration in air and water. Open and closed circulation systems. Sensory physiology, endocrinology, thermal 



LÍF602M • Fisheries Ecology: Management and Conservation of Marine Resources in a Changing Ocean • (8e) • Summer • 20f + 

15v 



This course will focus on the ecology of exploited marine fish resources, with particular emphasis on the effects that ocean climate and 

human activities have on the physiology, biology and behaviour of fish populations. In order to reliably define the conditions under which 

fisheries can sustainably operate in the long-term, it is essential to have a thorough understanding of the influence of human activities and 

ocean climate on the ecology of the stocks in question. Climatic variation has been shown to affect behaviour and distribution of marine 

organisms. Changes in all of our major fish stocks have occurred in recent decades due to trends in ocean climate. Commercial fishing has 

also altered those which are exploited, at both the inter- and intra-stock levels. Most often, mortality imposed by fishing is considerably 

higher than that which occurs naturally. In addition, fishing is inherently selective. Accumulating evidence indicates that fishing has 

influenced the phenotypic and genetic structure, production, sustainability and recovery potential of harvested stocks. 

Supervisory Teacher: 

Tim Grabowski (http://www3.hi.is/~tbg/), 

Guðrún Marteinsdóttir Professor 

and guest lecturers Dr. Steve Campana (http://www.marinebiodiversity.ca/shark/english/index.htm) 

and Prof. David Conover(http://alpha1.msrc.sunysb.edu/~conover/) 

Course Webpage: 

http://www.marine.is/fisheco.html 

Assessment will consist of tow written examinations (2), written reports of laboratory exercises and performance and participation during 

discussion groups. Write-ups of laboratory exercises will be expected to be in the format of a manuscript to be submitted to peer-reviewed 

journal as a shorter contribution. 

LÍF605M • Seminar in Ecology and Related Subjects • (6e) • Spring • Time slot: H 


A variety of topics in ecology, evolutionary biology and animal behaviour will be discussed, in particular topics which are of current interest 

or concern Iceland especially. Students deliver introductory lectures that form the basis for discussions. Students also deliver a written paper 

on the chosen subject. Students are also required to organize and chair discussion groups. 

Required preparation: Vistfræði (LÍF311G), Þróunarfræði (LÍF403G), Dýrafræði A (09.51.43) 

LÍF606M • Plant Ecology • (6e) • Spring • Time slot: V • 3f + 1u + 4v 


Historical and philosophical background. The structure and dynamics of plant populations: seeds, recruitment, size and age distributions, 

density and competition. Plant-animal interactions: predation and grazing, secondary plant chemicals. Reproductive biology; pollination and 

the diversity and evolution of plant breeding systems. Life cycles and their evolution. Theories on the structure of biological communities, 

succession. Quantitative field methodology, measurements of diversity, multivariate methods. Seminars and tutorials, plus a six day 

methodological field course in June. 


LÍF610M • Population Genetics • (8e) • Spring • Time slot: V • 4f + 2d + 4v 



History and problems; genetic variation; genetic equilibrium: Single locus, multiple loci; mutation; migration; inbreeding; systems of mating; 

random genetic drift; quantitative traits, polygenic inheritance. Natural selection: Single locus, multiple loci ; fundamental theorem; synthesis 

of forces; adaptive landscapes; speciation; artificial selection, plant and animal breeding. 

LÍF611M • Quantitative fish population dynamics • (6e) • Summer • 10f + 18d 


Teacher: Guðrún Marteinsdóttir Professor 

The course covers quantitative population dynamics and stock assessments along with principles of utilisation using R for 

modelling. Students will undertake actual assessments and put together various related models such as those describing length distributions 

and long-term yield potential. Numerical exercises and modeling account for 40% of the final grade. Students have to obtain minimum 

marks both in exercises and in the final exam. 

LÍF614M • Cell Biology II • (8e) • Spring • Time slot: V • 4f + 2u 




Recent research and advances in cell biology will be covered. Students will give a seminar using a recently published article with detailed 

analysis. Students select a subject based on several articles for detailed analysis and give a lecture and write an essay on the subject. 


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LÍF615M • The Vegetation and Soil of Iceland • (6e) • Spring • Time slot: V • 3f + 2u + 2v 


The vascular flora of Iceland and the arctic flora: origins, composition, ecology. The biogeography of the flora of the North Atlantic. The 

Pleistocene environment of Iceland and the Holocene vegetation history of Iceland and Europe. Hypotheses on the age and origin of the 

Icelandic flora and the arctic flora. The soils of Iceland: characteristics and development, desertification. Post-settlement vegetation changes 

in Iceland. Biodiversity and distribution patterns of the Icelandic vascular flora. Protected and red-list species. after the biogeography of the 

circumpolar north. Origins and characteristics of the vascular flora of Iceland. Methods for the description and classification of vegetation. 

Icelandic vegetation: classification, distribution, environment and utilization. 4 day summer field course. 


LÍF617M • Immunology • (6e) • Spring • Time slot: V 

Supervisor: Guðmundur H Guðmundsson Professor 


Evolution of the immune system. The immune system, organs and cells. Non-specific immunity, phagocytes and complement. Lymphocyte 

development and differentiation. Molecular genetics of immunoglobins and T-cell receptors. Major histocompatibility complex. Specific 

immunity, lymphocytes, antibodies and antibody production, cell-mediated immunity. Tolerance. Regulation of immune responses. Types of 

immune reactions. Immune deficiency, allergy, autoimmunity. Monoclonal antibodies. Immunological techniques. In vertebrate immunity. 

Development of the immune system in vertebrates. Essays and seminars. 


LÍF619M • Ornithology • (8e) • Spring • Time slot: V 

Classification of birds, zoogeography, aspects of ecology and adaptations, including migration, social behaviour, food ecology, population 

dynamics, management. Field and laboratory work: Survey of the main families with an emphasis on Icelandic species. Field trips in SW- 

Iceland, partly during the semester and partly in May, after the examination period. 

Required preparation: Dýrafræði A (09.51.43) 

LÍF620M • Ecotoxicology • (6e) • Spring • Time slot: V 



The objectives of the course are to introduce students to important pollutants, their characteristics and distribution, with emphasis on their 

effects on organisms. The first part of the course deals with the major classes of pollutants (Metals, Organic pollutants, Radioactivity), their 

origin, behaviour and characteristics. The second part focuses on bioavailability, bioaccumulation and bioconcentration and the effects of the 

pollutants on organisms. Biomarkers and bioassays will be discussed. The third part of the course deals with pollutants in arctic and subarctic 

areas, with emphasis on Iceland. Practical classes consist of four large projects. 

LÍF623M • Linux / UNIX, • (2e) • Spring • 1f + 1v 


A short one week course, held at the beginning or end of term, for teaching some important tools of the linux environment, which are useful 

for biologists and others for analysis and reporting of results and text. Linux is especially important for presentation of large datasets and 

technical texts. The aim of the course is that students can use the environment profitably for work and study. Use of the emacs editor, the use 

of R, which is a powerful tool for statistics and graphical analysis, and use of LaTeX for markup of text for reports, articles and books. Other 

tools will also be presented (shell, awk, perl, SQL databases, c and other compilers) as well as installation of linux on personal computers. 

LÍF627M • Poster • (2e) • Spring 


conference. 

LÍF628F • Ph.D.-Research Project • (30e) • Spring 


LÍF629F • Ph.D.-Research Project • (30e) • Summer 

A research project in biology 

LÍF631M • Poster • (2e) • Summer 


conference. 

LÍF632M • Data Analysis for Scientists, using R • (4e) • Summer • 15f + 30d 


Assistant teacher: Bruce James McAdam 

The week-long course will take students through the whole process of collecting, analysing and publishing data using a modern computer 

system. 

Empahsis will be placed on seeing the computer as a tool that improves the integrity of data, making it easier to replicate studies and 

guarantee correctness; and on working in a manner that makes it easy 

to transfer numerical methods and results into academic publications. 

We will begin by discussing how data should be collected to make it suitable for analysis, how files on the computer should be organised, 

methods to deal with the large number of different data sources dealt with by most scientists, and ensuring that data integrity is retained and 

that an audit trail is recorded. 

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We will then learn how to analyse data using R. After installing the (free) software on their own computers, students will learn to write short 

scripts to do their analysis. This will ensure that their methods can be repeated with alternative data, and that an accurate record of statisical 

methods and data sources is available when writing scientific papers. 

Finally, the process of using R to produce professional quality figures will be explained. 

The course will end with three days for the students to analyse their own data, producing results and figures aimed at a particular journal. 

The course will be tought in English during 23-30 June, 2009. 

For more information, e-mail Bruce McAdam at bruce@hi.is 

Course Prerequisites: The Course is open to both undergraduate and graduate students. The student must be numerically and computer 

literate. The student should have some familiar with statistical methods (statistical tests, linear models, some other models). The student must 

have familiarity with computer spreadsheet systems (e.g. Microsoft Excel) and should have experience with another statistical package (e.g. 

Minitab). 

Performance will be assessed by home assignments 

UAU101F • Seminar I: Topics in Environmental Science and Resource Management • (6e) • Fall • Time slot: H • 4f + 2u 


Various incentives, policies and management initiatives are used to influence human behavior, to limit the ecological footprint (EF), and to 

promote sustainable development. This seminar focuses on environmental and resource management and policy - in the context of 

sustainable development (SD). The seminar is broken to three sessions. In the first session we assess the concept SD from various 

perspectives - followed by an attempt to operationalize the concept. We compare the concepts growth and SD and ask if the two are 

compatible and discuss sustainability indicators. In the second session we critically examine various tools that are frequently used in 

environmental and resource decision-making, such as formal decision analysis, cost-benefit and cost-effectiveness analysis in addition to 

valuing ecosystem services. In the third session we examine the ideological foundations behind environmental and resource policy, and 

assess various policy and management initiatives for diverse situations in a comparative international context. Examples are much based on 

student interests but possible examples include bottle-deposit systems, ITQ's, voluntary approaches and multi-criteria management. 

UAU102F • Introduction to Environmental Science and Resource Management • (6e) • Fall • Time slot: H • 4f + 2d 


Assistant teacher: Taru Maria Kyllikki Lehtinen 

The increase in human numbers and the scale of economic activity has put humans in a position to greatly influence environmental and 

resource change. Explaining the extent and impact of this influence or selecting and designing appropriate management methods is well 

beyond the theory and analytical tools of individual disciplines, such as economics, ecology, social or physical sciences. Before introducing 

the perspective and tools of various disciplines students must have at a minimum a basic understanding of the driving forces behind in 

addition to the physical and ecological principles of environmental and resource change. The aim of this course is to provide such a 

background. Some of the topics covered are:the ecological footprint, population growth, economic growth, technology and the environment, 

natural capital and ecosystem services, diversity as a resource, soil degradation, Pollution and health, Air, water and soil pollution. Climate 

change and ozone depletion. Urban smog and pollution from heavy industry. Municipal and hazardous waste. Freshwater resources, Marine 

resources. Forests and wetlands. Energy resources and Energy and the environment. 

UAU104F • Literature Study for the Master's Degree in Environment and Natural Resources • (10e) • Fall 

Supervisory teacher: Brynhildur Davíðsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Reading course. 

UAU105F • Ecological Economics • (2e) • Fall • 20f 

Supervisor: Brynhildur Davíðsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Ecological economics is poised to play a leading role in the on-going effort to reconcile economic theory and policy with accepted 

knowledge from other disciplines. Neoclassical welfare economics dominates economic policy discourse in the U.S. and Europe, but is 

currently in a state of crisis over the dismantling of its two fundamental pillars: (1) a theory of human behavior embodied in a narrow view of 

rationality and selfishness, and (2) a theory of economic production embodied in an equally narrow view of competition, efficiency, and a 

marginal productivity theory of distribution. Many neoclassical theorists have largely abandoned rational choice and perfect competition as 

characterizations of the economic process; however, policy recommendations of economists are still based on these outdated representations 

of human behavior and commodity production. Neoclassical welfare economics continues to offer unfounded advice in dealing with some of 

the most pressing environmental and social issues faced in the twenty-first century, including growing income disparity, global climate 

change, and biodiversity loss. 

This one-week intensive course will address the major points of contention between neoclassical welfare economics and ecological 

economics. By virtue of being the only heterodox school of economics focusing on both the human economy as a social system, and as one 

constrained by the biophysical world, ecological economics is poised to play a leading role in recasting the scope and method of economic 

science. Ecological economic models of economic behavior encompass consumption and production in the broadest sense, including their 

ecological, social, and ethical dimensions, as well as their market consequences. As such it is a field of inquiry encompassing much of 

contemporary neoclassical economics and heterodox schools of thought including behavioral economics, evolutionary economics, 

institutional economics, post Keynesian economics, radical economics and social economics. Ecological economics has particularly 

distinguished itself by its problem-based approach to methodological development and inquiry. The course will first define the ends of 

economic cooperation, then the means that make economic production possible. We'll then turn to the social mechanisms of meeting 

desirable ends with biophysical means, and end with a review of macroeconomics and the design of policy that promotes sustainable scale, 

just distribution, and efficient allocation. 

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Students will be evaluated based on their participation in class discussion, preparation of discussion points based on preparatory readings, 

nightly assignments, and a final writing project. 

UAU106F • Climate Change, the Past, Present and Future • (6e) • Fall 


Teacher: Guðmundur Ingi Guðbrandsson Project Manager 

Description: Climate change is one of the more challenging environmental problems of the present. Climate change is a global issue and in 

1992 an international agreement was signed under the auspices of the United Nations. The Kyoto Protocol, which set reduction targets was 

signed in 1997. Currently a new climate change agreement is being negotiated, and is expected to be signed in Copenhagen in December of 

2009. 

This course will cover; the science of climate change, the impact of climate change on society and ecosystems in Iceland and abroad. Climate 

forecasts and models. Climate change mitigation, adaptation and vulnerability. Negotiations, international agreements and future targets. 

Weekly lectures with various speakers, both Icelandic and from abroad. This course is held in cooperation with Nordic house. Please note 

that a study trip to Copenhagen in December can be associated with the course. 

Grading is based on short essays, course participation and presentations, 

in addition to a larger group assignment where selcted states and their 

climate change negotiation strategy is analyzed. 

UAU107F • Study Tour to Copenhagen • (2e) • Fall 


Descritpion: Participation in the Climate Summit in Copenhagen in December 2009, 8-13 December. Only those registered as well in the 

course Climate change, the past, present and future can participate. Registration in 

addition is subject to approval by the the instructor. 

UAU108F • Competitive Environmental Strategy • (6e) • Fall 


This course takes as its starting point the idea that businesses are the entities best able to transform their actions to reduce environmental 

harm and produce environmental benefits. While governments, citizens, and 

non-governmental organizations are critical in prompting and guiding change, it is ultimately the actions of business that will determine how 

such change unfolds. Businesses possess the resources, both monetary and human, the innovative capabilities, and the power, both political 

and social, to pull off this change - the question remains, how will they both 

see opportunities and act on them? 

The course is organized into three broad modules. In the first module, we will consider the critical and complex drivers of contemporary 

corporate environmental strategies and actions. In the second module, we will look at individual, organizational, and broader institutional 

level action 

strategies that are or can be implemented in response to the drivers. Finally, in the third module, we will explore some emerging issues that 

will likely shape corporate environmental strategy in the future. 

Evaluation: Presentations, course participation, assignments, term paper 

UAU109F • Management of Protected Areas - Field course in Southeast Iceland • (4e) • Fall 


Teacher: Guðmundur Ingi Guðbrandsson Project Manager 

Teacher: Þorvarður Árnason Director 

The purpose of the course is to critically examine the purpose and design of management strategies for areas of high conservation value. The 

main focus will be on the newly established Vatnajökull National Park, with particular emphasis on its impact on and interrelations with 

the rural communities of South and Southeast Iceland. The establishment of the new park raises many questions e.g. concerning its central 

purpose, the demarcation of its boundaries, the definition of criteria for conservation and utilization, its form of governance, and the role of 

local stakeholder participation. 

The course will mostly take place on site in Skaftarhreppur and Hornafjordur and will include visits to Skaftafell and Thingvellir National 

Park. An introductory symposium will furthermore be arranged in Reykjavik at the beginning of the course, with the participation of 

specialists from various institutions. The field course itself will take four days and will combine lectures with group discussions, as well as 

field trips to sites of particular interest in the Vatnajokull area. Accommodation will be in Hofn in Hornafjordur 

(www.hornafjordur.is/ferdathjonusta/english). 

The grading of the course will be F=Fail or P=Pass. The following is required by students: - active participation in discussions - the keeping 

of a log-book for each day of the course* * Everyone is required to write a few paragraphs after each day on the topics covered that day. 

What did you find most important and most interesting, and why? At the end of the trip, we ask you to include in your log-book some 

conclusions on how this course has influenced your stand-point towards nature conservation, but particularly how it has influenced your 

relationship as a human being with nature. Also comment on how this course potentially has helped you in reaching your current and future 

academic/professional goals. Log-books are due on Wednesday, June 4, and should be e-mailed to thorvarn@hi.is, and mummi@hi.is. 

UAU201F • Seminar II: Topics in Environmental Science and Resource Management • (6e) • Spring • Time slot: V • 4f + 1u 



Teacher: Helga Ögmundardóttir 


This course is broken to three sections; government, public and corporate responsibility and the environment. (1) Domestic and International 

Environmental Governance: Introduction to governance in Iceland and how it relates to decision-making with regard to environment and 

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resources. Governance structure, federal, regional, local decision-making. Relationship between various levels of governance, parliament, 

ministries, institutes. The rise of the green party movement in Europe, the greening of Icelandic politics. International environmental 

governance and institutions; e.g. United Nations Environmental Programme, Global Environmental Facility, Food and Agricultural 

Organization, World Bank etc. (2) Public Responsibility and the Environment. How resources and the environment shape civil society, 

Perceptions and public participation, how can the public affect decision-making, domestic and international environmental Nongovernmental 

organizations. (3) Corporate Responsibility and the Environment: The triple bottom line (environment, social, economic goals. 

Corporate social and environmental responsibility. Strategic environmental management. Green accounting. Environmental cost accounting. 

Eco-labels. ISO 14000. Sustainable investing. 

UAU203F • Literature Study for the Master's Degree in Environment and Natural Resources • (10e) • Spring 


Reading course. 

UAU204F • Sustainable Futures • (6e) • Spring 


Supervisory teacher: Kristín Vala Ragnarsdóttir Dean of School 

The aim of this course is to develop the students' critical thinking and leadership skills for a sustainable future. The material that will be 

introduced will show actions that can be taken to reduce individual/organisational/community/ country ecological/environmental footprints. 

The students will master scientific framework for sustainability - based on systems thinking. They will learn to link science/economics/social 

sciences to underpin policy, become aware of skills and methods needed to lead change, understanding carbon trading schemes, become 

aware of necessities of developing new economic, policy and legal systems and understand the components needed for building sustainable 

communities. At the end of the course the students will be equipped to lead change towards a sustainable future, understand economic 

consequences of "business as usual", be able to detail measures to avert dangerous climate change, understand the legal framework for 

simultaneous policy and be fully aware of societal and economic consequences of "peak oil". Students will also be able to organise and run 

workshops on topics relating to sustainability, learn about successful cradle to cradle good practice, understand the meaning of embedded 

water and embedded energy and be aware of system's adaptation to climate change. Evaluation will be through workshops, presentations and 

group projects. In 2009 the group project will evaluate steps needed to make the University of Iceland, the city of Reykjavik and the country 

of Iceland sustainable. 

Intensive course, taught in 3 modules (1) Feb 6 to 9th, (2) March 6 to 9th and (3) Apríl 3 to 6th. 

UAU205F • Life-Cycle Analysis • (4e) • Spring 


Life-cycle analysis is used to assess the environmental impacts of a product or a production process. The purpose of LCA is to assess where 

in the life cycle of each product, process or service the environmental impacts arise and how the design and production can be changed to 

lower the environmental impacts. LCA is often used to compare different solutions. 

The course is taught in two modules. In the first module participants will learn about life cycle assessment, both the methodology and how it 

can be used in practice to assess the environmental impacts of a product, process or a service. We will go step by step through the 

methodology, from definition of the goal, scope and functional unit, calculations of the use of resources and emissions to air, water and soil 

(life cycle inventory, LCI), interpretation of the results and sensitivity analysis. Different LCA tools and methods are introduced. In the 

second module of the course participants will learn to define the goal, functional unit and scope of a simple life cycle assessment. The 

participants will understand how to adjust the scope or to allocate to compare process A and B. The participants will be capable of 

calculating the life cycle impact assessment (characterization, normalization and weighting). The participants can perform sensitivity analysis 

and interpret the results of an LCA. Grading based on full course participation and homework assignments. 

476

Faculty of Electrical and Computer Engineering 

Undergraduate 


RAF002M • Microwaves • (6e) • Fall • Time slot: H1 

Supervisor: Karl Sölvi Guðmundsson Senior Lecturer (UK) - Associate Professor (USA) 

Microwave frequencies and uses, microwave circuit elements. Electromagnetic theory; Maxwell's equations, the wave equation, plane waves, 

reflection.Transmission lines and waveguides; types and wave solutions, impedance transformation and matching. Smith 

chart.Electromagnetic resonators, microwave tubes and semiconductors, microwave masers, parametric amplifiers, measurements. 

Microwave links, radar, communication via satellites, other uses. 

RAF003M • Dynamic Simulation og Electrical Machines • (6e) • Spring • Time slot: V5 • 4f + 2d + 2v 

Supervisor: Egill Benedikt Hreinsson Professor 

Speed control of DC machines, polyphase induction machines and synchronous machines. Qd0, Clarke and Park transformations and field 

spatial distributions and circuit elements. Transient behaviour of electrical machines and circuit models in stationary, transient and 

subtransient conditions. Single phase induction machines. Control and simulations of induction, synchronous and DC machines using Matlab 

and Simulink. Power electronics applications in speed control. 

Required preparation: Rafmagnsvélar 1 (RAF601G) 

RAF004M • Power Electronics and Energy Systems • (6e) • Spring • Time slot: V 


Overview of power semiconductor components and systems. Diodes, transistors and thyristors. Converter topologies, AC/DC, DC/DC, 

DC/AC, AC/AC. Power supply applications. Static switches and converter applications. Applications to AC and DC motor drives. HVDC, 

FACTS and other power system utility applications. Computer simulation of power electronic systems using software such as SPICE/EMTP 

and Matlab. 

Required preparation: Rafeindatækni 1 (RAF403G), Greining raforkukerfa (RAF505G) 

RAF006M • Computer Intelligence • (6e) • Spring • Time slot: V5 


1: Fundamentals of Artificial Neural Networks. Fundamentals of knowledge systems design. Fuzzy logic, fuzzy association to rules. Training 

in "knowledge acquisition"; knowledge base design, practical knowledge system design.2: Review of 2-D signal processing. Fundamentals 

of pattern recognition. 2-D and 3-D computer vision.3: Fundamentals of speech analysis and synthesis.Individual independent projects in the 

fields above concluded with a report and a seminar talk. Weekly laboratory exercises. 

RAF007M • Exchange Studies • (30e) • Fall 

Exchange studies at a foreign university. 

RAF007M • Exchange Studies • (30e) • Spring 

Assistant teacher: Halldóra S Ásgeirsdóttir Deputy 


RAF101G • Introduction to Computer and Electric Engineering • (6e) • Fall • Time slot: H5 • 4f + 2d 

Supervisor: Jón Atli Benediktsson Prorector of Academic Affairs 

Supervisory teacher: Karl Sölvi Guðmundsson Senior Lecturer (UK) - Associate Professor (USA) 

Teacher: Jón Erlendsson 

Purpose: To provide education for first year students in electrical and computer engineering concerning their forthcoming studies and work 

in industry with special regard to the following: - university studies in general - the needs and demands industry makes on new engineering 

graduates as regards academic skills and workplace competence. - their own needs and wishes - study in Electrical and Computer 

Engineering (ECE) at home and abroad - The changes that are taking place because of the Information and Knowledge Revolution both as 

regards the technology as well as changing skills needs in industry. - The need for active lifelong learning - The need to develop innovation 

and entrepreneurial skills in order to be able to initiate and manage change Teaching Plan: The course consists mainly of lectures by the 

teacher, students industry visits which all are reported on the WWW as well as guest lectures from industry and professors in the ECE 

faculty/department. Active student participation in lectures is emphasised. The students work on assignements which are aimed at the overall 

goals of increasing their learning skills and abilities to cope in university as well as in their future workplaces. 

RAF101M • Power Systems Dynamics • (6e) • Fall • Time slot: H2 • 4f + 2d 


Analysis of unbalanced systems. Single phase equivalents for transformers, high tension lines and synchronous generators in different 

sequences. Computer solutions for unbalanced fault analysis with matrix methods. Analysis of power systems under disturbances and 

transient phenomena. Transient stability analysis and control of power systems. Transient stability analysis by Matlab in large systems. Long 

term stability. Relay protection and survey of the most important types of relays. Load management and introduction to on-line control of 

power systems with SCADA/EMS control computers. 

Required preparation: Greining raforkukerfa (RAF505G) 

RAF201G • Circuit Analysis • (6e) • Spring • Time slot: V4 • 4f + 1d + 2v 


Supervisory teacher: Jón Tómas Guðmundsson Professor 

Definitions and basic concepts. Kirchoff's laws, mesh- and node-equations. Circuits with resistance, matrix representation. Dependent 

sources. Thevenin-Norton equivalent circuit theorems. Circuits with resistance, capacitance, inductance and mutual inductance. Time domain 

analysis. Initial conditions. Zero input solutions, zero state solutions, transients and steady state. Impulse response, convolution. Analysis of 

477


Undergraduate 

second order circuits. Systems with sinusoidal inputs. Computer exercises with PSpice and Matlab. 

Required preparation: Línuleg algebra B (STÆ208G), Eðlisfræði 2 V (EÐL201G) 

RAF201M • Remote Sensing and Processing of Remote Sensing Data • (6e) • Spring • Time slot: V6 • 4f + 1d + 3v 


Introduction to the concepts of optical and microwave multispectral image generation and analysis. Fundamentals of imaging sensor design 

and image analysis for complex scenes. Application of signal processing and signal design principles, and of statistical pattern recognition to 

these problems. Spatial image processing, cartographic and geographic information systems techniques, as appropriate to land scene data. 

RAF301G • Signals and Systems • (6e) • Fall • Time slot: H3 • 4f + 2d 


Teacher: Gunnlaugur Þór Briem 

Assistant teacher: Jakob Sigurðsson 

Discrete and continuous signals. Transfer functions and convolution. Difference equations and differential equations. Analysis of continuous 

signals. Analysis of discrete signals. Fourier series and Fourier transforms. Fourier analysis of discrete signals . Laplace transforms and 

analysis of continuous signals. z-transforms in analysis of discrete signals.Homework and Matlab computer assignments. 

RAF302G • Electrical Measurements and Measuring Instruments • (6e) • Fall • Time slot: H4 


Assistant teacher: Gunnar Sigurðsson 

Assistant teacher: Steinþór Björgvinsson Technician 

Basic electrical instrumentation. DC and AC voltage and current measurements using analog and digital multimeters. Measurement of 

resistance, inductors and capacitors using multimeters and bridges. Analog and digital oscilloscopes. DC and AC power supplies. Electrical 

noise and disturbances and their limitation.Colour coding of resistors and capacitors, handling of semiconductors. Use of electricity and 

equipment in the laboratory, safety rules. Hardware implementation of a bench DC power supply.Homework, design problems and 

laboratory exercises. 

Required preparation: Greining rása (RAF201G), Eðlisfræði 2 V (EÐL201G) or Eðlisfræði 2 R (EÐL202G) 

RAF401G • Circuit Analysis and Synthesis • (6e) • Spring • Time slot: V4 • 4f + 1d + 1v 

Supervisor: Jóhannes Rúnar Sveinsson Senior Lecturer (UK) - Associate Professor (USA) 

Network analysis in the s-plane by applying the Laplace transform. Bode-plots. Critical frequencies. Two ports. Network functions and their 

realizability. Introductory filter concepts. The approximation problem. Butterworth-, Chebyshev-, elliptic- and Bessel approximations. 

Equalizers. Frequency transformations. Passive network synthesis. Basics of active filter synthesis, cascade- and coupled topology. Sampling 

and introduction to digital filters; IIR and FIR. Computer exercises. Lab experiments. 

RAF402G • Electromagnetic Field Theory • (6e) • Spring • Time slot: V2 • 4f + 2d 

Supervisor: Vilhjálmur Þór Kjartansson Lecturer (UK) - Assistant Professor (USA) 

Electrostatics. Magnetostatics. The equations of Laplace and Poisson. Equation of continuity for time-varying fields. Maxwell's equations. 

Energy of the electromagnetic field. Electromagnetic waves. Plane waves in dielectric and conducting media. Elementary radiating systems. 

Reflection and refraction. Transmission lines. Wave guides. Electromagnetic radiation. 

RAF403G • Electronics 1 • (6e) • Spring • Time slot: V5 • 4f + 3v 

Supervisory teacher: Vilhjálmur Þór Kjartansson Lecturer (UK) - Assistant Professor (USA) 

The pn-junction, diodes and diode circuits. Rectifiers. Properties of bipolar and field effect transistors, low frequency models. Small signal 

amplifiers. Heat sinking, biasing and operating point stabilization. Construction and fabrication of bipolar integrated circuits. Frequency 

response of RC-coupled amplifiers. 

Required preparation: Greining rása (RAF201G), Mælitækni 1 (RAF302G), Rafeindatækni fastra efna (EÐL301G) 

RAF404G • Probabilistic Methods • (6e) • Spring • Time slot: V3 • 4f + 2d 


Supervisor: Anna Soffía Hauksdóttir Professor 

An introductory treatment of probability theory including domains, dependent and independent events and probabilities. Random variables, 

one dimensional distributions, distribution functions, density functions, normal densities and the central limit theorem. Correlation and 

multidimensional distributions. Introduction to statistics. Random Processes. Autocorrelation and cross correlation. Power spectral density. 

Response of linear systems to random inputs. 

RAF501G • Communication Engineering 1 • (6e) • Fall • Time slot: H3 • 4f + 2v 

Supervisory teacher: Magnús Örn Úlfarsson Lecturer (UK) - Assistant Professor (USA) 

Supervisory teacher: Jóhannes Rúnar Sveinsson Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Halldór Karl Högnason Sessional Teacher (Non tenured Teacher) 

The objective is to provide the basic principles in analysis and design of communication systems. A solid introduction to analogue 

communication systems is given. Strong emphasis is on digital communication, source coding, modulation and channel coding for digital 

systems. Fundamental mathematical tools (algebra, random variables and probability, signal processing, linear filters and systems) are 

reviewed. Core topics: Coding of discrete information sources and compression of digital signals. Analogue signal transmission and 

reception in noisy channels (AM, FM, PM). Modulation of principal discrete channels. Channel coding. Major standardized modulation- and 

coding methods in digital signal processing (AR, MA, ARMA). 

Required preparation: Líkindaaðferðir (RAF404G) 

RAF502G • Automatic Control Systems • (6e) • Fall • Time slot: H1 • 4f + 2d 

Supervisory teacher: Anna Soffía Hauksdóttir Professor 

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Undergraduate 

Methods of classical control systems. System models represented by transfer functions and state equations, simulation. System time and 

frequency responses. Properties of feedback control systems, stability, sensitivity, robustness, error coefficients. Sta bility analysis, Routh's 

stability criterion. Analysis and design using root-locus, lead, lag and PID compensators. Analysis and design in the frequency domain, lead, 

lag and PID compensators. Computer controlled systems, A/D and D/A converters, transform ations of continuous controllers to discrete 

form. Analysis and design of digital control systems. 

RAF503G • Digital Signal Processing • (6e) • Fall • Time slot: H6 • 4f + 2v 


The objective is to provide the basic principles of digital filter design and signal processing. Strong emphasis is on individual projects and 

laboratory work. Syllabus: DTFT, DFT and FFT. Recursive filters (IIR), nonrecursive filters (FIR), effects of finite word length in digital 

filters. Filtering and analysis of random signals based on Fourier Analysis. Multirate digital signs processing. 

Required preparation: Greining og uppbygging rása (RAF401G), Líkindaaðferðir (RAF404G) 

RAF504G • Electronics 2 • (6e) • Fall • Time slot: H2 • 4f + 1d + 2v 


Review of basic semiconductor physics. Charge storage and internal capacitance. High frequency models for diodes, bipolar transistors and 

field effect transistors. Feedback in amplifiers, topology and classes. Effects of feedback on port immitance, gain factors, bandwidth and 

distortion. Self oscillation, negative resistance and root-locus. Oscillator circuits, regulation of frequency and amplitude. Quartz resonators. 

Differential and common modes. The differential amplifier. Operational amplifiers. Class-A and class-B power amplifiers. 

Required preparation: Rafeindatækni 1 (RAF403G) 

RAF505G • Power Systems Analysis • (6e) • Fall • Time slot: H4 • 4f + 2d 

Supervisory teacher: Egill Benedikt Hreinsson Professor 

Introduction and basic concepts in power systems engineering. Definitions of real and reactive power. 3-phase balanced systems. 

Symmetrical components and single phase equivalents for positive, negative and zero sequence. Electrical load and its dependence on factors 

such as frequency, time and voltage. One-line diagrams and the per-unit system. Introduction to the synchronous machine and its operation in 

a stationary power system. The modeling of 1 or 3 phase transformers, the ideal transformer, autotransformers, tap-changing transformers 

etc. Calculations of inductance, capacitance and resistance for parallel conductors and modeling of high tension lines. Bundled conductors. 

Long lines and transfer capability definitions. Power flow analysis. Definition of power flow equations and numerical solutions by computer 

by Gauss and Newton methods using Matlab and/or other software. Fast decoupled load flow and linear (DC) approximations. Symmetrical 

short circuit calculation, z-matrix and use of matrix methods using Matlab. 

Required preparation: Greining og uppbygging rása (RAF401G) 

RAF601G • Electrical Machinery 1 • (6e) • Spring • Time slot: V4 • 4f + 1d + 2v 


Magnetic and magnetically coupled circuits. Principles of electromechanical energy conversion. Energy in single excited magnetic systems. 

Mechanical force and energy. Multiple excited magnetic field systems. Basic concepts of rotating machines: Rotating magnetic fields. DC 

machines. Commutation, interpoles and compensating windings. Steady state performance. Polyphase synchronous machines, flux and MMF 

waves. The synchronous machine as an impedance. Open circuit and short circuit characteristics. Steady-state operating characteristics. 

Induction machines and equivalent circuits. Torque and power by use the Thévenin equivalent. Introduction to electrical machine simulations 

using Matlab/Simulink. 

Required preparation: Rafsegulfræði (RAF402G) 

RAF601M • High Frequency Electronics • (6e) • Spring • Time slot: V3 


Inductive coupling, tuned circuits and wideband transformers. Matching networks. High frequency small signal and power amplifiers. 

Stability of amplifiers. Nonlinearity, crossmodulation, intermodulation and 3. order intercept. Mixers. The superheterodyne. Modulators and 

demodulators for AM, DSB, SSB and FM. 


RAF602G • Antennas and Wave Propagation • (6e) • Spring • Time slot: V2 


Antennas; radiation from antennas, near field, far field, current distribution, effect of ground, radiated power, radiation resistance, gain and 

directivity, effective height, effective area, reciprocity, interference, antenna types, design and use of antennas, matching, grounding, 

broadbanding, arrays. Propagation of radio waves: Ground wave propagation, space wave propagation, the ionosphere and ionospheric 

propagation. Propagation characteristics of radio waves of different frequencies. Satellite and space communication. Noise and interference. 

Required preparation: Rafsegulfræði (RAF402G) 

RAF602M • Linear Systems • (6e) • Spring • Time slot: V5 • 4f + 2d 


Similarity transformations, eigenvalues and eigenvectors. Linear approximations. State space representation, the matrix exponent, solution of 

state equations, modal decomposition. Controllability, observability, dual systems, Kalman decomposition. Dual systems. Output 

controllability. PBH tests. Controller form, observer form, controllability form, observability form, diagonal form. State feedback, pole 

placement, observers. Ackermans formulas. The separation principle. Pole-placement and observer as transfer functions, a reduced-order 

observer, Kalman filter. Liapunov stability, optimization, lqr. Closed-form transfer function expressions, optimization of zeros. Linear 

equations, factorization, Gram Schmidt, under- and overdetermined systems. 

RAF603G • Innovation and Design in Electrical Engineering • (6e) • Spring • Time slot: V7 • 4f + 2d 


Purpose of the course: To introduce the basics of innovation (and entrepreneurship) and design with special emphasis on electrical 

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Undergraduate 

engineering. Great emphasis is on practical side of innovation by securing direct contacts with domestic entrepreneurs and firms of 

relevance. Information will be collected on the most significant success factors in innovation with special regard tothe national ituation. 

General, theoretical and practical aspects of innovation, entrepreneurship as well as information search in connection with R&D projects will 

be covered. Assignments. Students will work on assignments that consist in collecting information from available sources of relevance to 

individual parts of the course. The main findings of this work will be presented on a special course web. 

RAF603M • PLC Systems and Robotics • (6e) • Spring • Time slot: V7 • 2f + 5v 


Introduction to PLC systems (programmable logic controllers) and robotics. Analysis of robots and their mathematical presentation. 

Programming and control of robots. PLC and robots as components of CIM (computer integrated manufacturing). 

RAF604G • Electricity Markets and Economics • (6e) • Spring • Time slot: V5 • 4f + 2d 


Principal characteristics of power generation units. Summary of classical optimization methods. Optimization in electrical power systems 

under regulation. Economic Dispatch, Unit Commitment, Optimal Load Flow, Optimal Hydrothermal Operation etc. Optimal operation of 

hydroelectric power stations in the long and short term. Basic cost concepts associated with the operation and expansion of power systems. 

Optimal systems expansion. Cost functions, average cost, marginal cost and basic concepts of engineering economics. Overview of 

deregulation and how it is affecting the power sector both at the retail and wholesale level. Price elasticity and engineering economic 

concepts regarding load and energy consumption. Design of electricity markets, pools and bilateral contracts. Market power and competition 

in generation. Maximization of profit for market participants and comparison with the monopoly arrangement with and without system 

losses. Examples from small systems and expansion to larger systems. Various options regarding pricing of transmission. Electricity 

distribution and measurements in the deregulated environment. Point tariffs and real time pricing. Summary of the status of deregulation and 

possible future developments in various countries and regions. 

RAF604M • Integrated Circuits • (6e) • Spring • Time slot: V7 • 4f + 2d 


Integrated circuits, history and future trends. Solid state electronics, the MOS-transistor and CMOS. Integrated circuit fabrication, crystal 

growth, oxidation, doping, diffusion, ion implantation, lithography, deposition and etching of thin films, microelectromechanical systems 

(MEMS). 

Required preparation: Rafeindatækni fastra efna (EÐL301G) 

RAF605G • Computer Controlled Systems • (6e) • Spring • Time slot: V3 • 4f + 2d 






for digital control systems, including pole placement and state estimation.Homework assignments solved using control system design 

software. 

RAF606G • Study Tour Abroad • (4e) • Spring • Time slot: V 

Visits to companies and institutions in the area of electrical and computer engineering. 

RAF607G • Communications 2 • (6e) • Spring • Time slot: V6 


Measure of information, source encoding, error-free communication over a noisy channel, channel capacity, practical communication 

systems in the light of Shannon's equation. Error correcting codes.Laboratory experiments and computer exercises. 

Required preparation: Fjarskiptaverkfræði 1 (RAF501G) 

RAF608M • Electric Power Generation • (6e) • Spring • Time slot: V • 4f + 2d 


Enrgy need, energy conversion, the use of electric energy and future trends. Design and major components of electric generating plants. 

Hydro power plants, hydraulic turbine, generators. Fossil fuel power plants, steam turbines and steam generators, combustion. Nuclear power 

plants, common power plant types. Renewable energy, solar energy, wind energy. The use of nuclear fusion for electrical power generation. 

RAF609M • Selected topics in Electrical and Computer Engineering • (6e) • Spring • Time slot: V 

Lectures on and study of selected topics in current research and recent development in the field of Electrical and Computer engineering. 

Topics may vary. 

TÖV201G • Digital Circuit Design and Analysis • (6e) • Spring • Time slot: V5 • 3f + 2d 


Teacher: Sverrir Guðmundsson Research Scholar/Scientist 

Students will learn digital design principles and practice. Design is based on standard MSI and LSI devices or equivalent building blocks 

such as counters, shift registers, adders, and ROM. The design and analysis of combinatorial circuits for basic arithmetic is emphasized as 

well as the design an analysis of synchronous and asynchronous sequential circuits. Students will design circuits using basic building blocks 

such as flip flops and latches. Design and analysis of clocked sequential circuits based on Moore and Mealy FSM is emphasized. 

Introduction to Verilog HDL and FPGA in the design of as it applies to the previously described basic digital circuits. Students are required 

to complete 7 lab projects using FPGA. Students will also finish selected set of lab exercises using breadboards to contrast the state of the art 

design principles with classical principles. Students will work in teams to design and simulate digital circuits using a state-of-the-art CAD 

package. Both schematic and VHDL-based designs are emphasized. 

480


Undergraduate 

Course Objective:Students will understand classical digital design principles and gain experience in using state of the art design tools. 

Classes:Lectures 2 x 75 minutes, lab 1 x 120 minutes per week. 

Co-requisites: Digital Circuits and Analysis lab 

TÖV202G • Digital Circuit Design and Analysis - lab • (2e) • Spring • Time slot: V5 

Laboratory exercises for course TÖV201G Digital Circuit Design and Analysis. Must be taken concurrently. 

TÖV301G • Computer Organization • (6e) • Fall • Time slot: H7 


Teacher: Helgi Þorbergsson Senior Lecturer (UK) - Associate Professor (USA) 

This is an introductory course on computer organization and architecture. The terminology and understanding of functional organizations and 

sequential operation of the HW/SW of modern digital computer is taught in this course. Topics include pipelining, microprocessor 

organization, microprogramming, cache memory, memory organization, addressing, stacks, argument passing, arithmetic operations, traps, 

and input/output. 

Organization of RISC and CISC computers is discussed. Microcontrollers and embedded systems are discussed as well as Flynns's categories 

of large computer systems. Hands-on lab exercises make use of Motorolla 68k simulator for the illustration of addressing modes, and Xilinx 

Virtex Pro2 boards are used for exercises illustrating performance issues relating to different microprocessor organization. 

Course Objective: 

Main objective of the course is to understand main- and sub systems of modern digital computer and how these systems are interlinked. 

Among other objectives are: how performance issues are affected by different microprocessor organization, the implementation of soft-core 

processors in FPGA, and the understanding of how high-level programming languages and compilers take advantage of different computer 

hardware and organization. 

Classes: 

Lectures 2 x 75 minutes, lab and problem hours will be conducted as needed during the course. Students are expected to be proactive solving 

lab exercises and to seek assistance from the teacher as needed, 1 x 100 minutes per week. 

Co-prerequisites: Hands-on lab exercises 

Required preparation: Greining og hönnun stafrænna rása (TÖV201G), Tölvunarfræði 1 (TÖL101G) or Tölvunarfræði 1a (TÖL105G), 

Tölvunarfræði 2 (TÖL201G) or Tölvunarfræði 2a (TÖL202G) 

TÖV501M • Computer Architecture • (6e) • Fall • Time slot: H • 4f + 1d 


Survey of contemporary computer organisation covering performance measurement, design of instruction sets, instruction execution and 

recent techniques for exploiting instruction level paralellism. Design of caches, main memory. Virtual memory and storage systems. Design 

of multiprocessors. 

Required preparation: Tölvuhögun (TÖV301G), Greining og hönnun stafrænna rása (TÖV201G), Tölvunarfræði 2 (TÖL201G) or 

Tölvunarfræði 2a (TÖL202G), Tölvunarfræði 1 (TÖL101G) or Tölvunarfræði 1a (TÖL105G) 

TÖV601M • Special Computers, Parallel Computers, Real Time Computing • (6e) • Spring • Time slot: V4 


Specialized application oriented computers. Real time computing. Parallel computing. Distributed computing on specialized networks. 

Digital signal processors. Overview of DSP-chips available. Implementation of digital signal processing filters. Shared memory computers. 

Distributed memory computers. Transputers, OCCAM, Parallel C, Helios (Unix), Windows NT. Weekly exercises. 

TÖV602M • Embedded Systems Engineering • (6e) • Spring • Time slot: V • 4f + 1d 

The course introduces programming techniques for embedded systems. Emphasis is on concurrency, real-time systems and event driven 

programming. The course also addresses programming language support for the aforementioned issues. Unified Modeling Language (UML) 

for real-time systems is introduced along with the design and implementation of multitasking in embedded systems, and programming of 

threads that share memory and communicate. The course has lab sessions where development environment and boards from Xilinx are used. 

481


Graduate 

RAF001F • MS-Project • (30e) • Fall 


RAF002F • MS-Project • (30e) • Spring 


RAF002M • Microwaves • (6e) • Fall • Time slot: H1 


Microwave frequencies and uses, microwave circuit elements. Electromagnetic theory; Maxwell's equations, the wave equation, plane waves, 

reflection.Transmission lines and waveguides; types and wave solutions, impedance transformation and matching. Smith 

chart.Electromagnetic resonators, microwave tubes and semiconductors, microwave masers, parametric amplifiers, measurements. 

Microwave links, radar, communication via satellites, other uses. 

RAF003F • Wavelets and Filter Banks • (6e) • Spring • Time slot: V • 4f + 2d 


This course presents the basic theory of wavelets and multirated DSP. It describes the relationship between wavelets, multirated filter banks, 

and multiresolution analysis studied in mathematics and signal processing. The treatment has a signal processing flavour. Applications of 

wavelets and multirated filter banks to signal compression, modeling, denoting, estimation, and communications are addressed. 

RAF003M • Dynamic Simulation og Electrical Machines • (6e) • Spring • Time slot: V5 • 4f + 2d + 2v 


Speed control of DC machines, polyphase induction machines and synchronous machines. Qd0, Clarke and Park transformations and field 

spatial distributions and circuit elements. Transient behaviour of electrical machines and circuit models in stationary, transient and 

subtransient conditions. Single phase induction machines. Control and simulations of induction, synchronous and DC machines using Matlab 

and Simulink. Power electronics applications in speed control. 

Required preparation: Rafmagnsvélar 1 (RAF601G) 

RAF004F • Information Theory • (6e) • Spring • Time slot: V • 4f + 2d 



Information theory and statistics. The extreme points of communication theory: data compression to the entropy limit, and communication at 

the channel capacity limit. Kolmogorov complexity, Shannon entropy. Rate distortion theory. Huffman coding and random coding. Unified 

treatement based on the asymptotic equipartition theorem. 

RAF004M • Power Electronics and Energy Systems • (6e) • Spring • Time slot: V 


Overview of power semiconductor components and systems. Diodes, transistors and thyristors. Converter topologies, AC/DC, DC/DC, 

DC/AC, AC/AC. Power supply applications. Static switches and converter applications. Applications to AC and DC motor drives. HVDC, 

FACTS and other power system utility applications. Computer simulation of power electronic systems using software such as SPICE/EMTP 

and Matlab. 

Required preparation: Rafeindatækni 1 (RAF403G), Greining raforkukerfa (RAF505G) 

RAF005F • Modern High-Speed Transmission Techniques • (6e) • Spring • Time slot: V • 4f + 2d 


The course will study transmission techniques being considered for Digital Subscriber Loop transmission (HDSL, ADSL) and high-rate 

networking (1000BaseT). Modulation techniques such as QAM, CAP and DMT will be analysed and compared, and their effect on receiver 

structures and implementation considered. Channel impairments, such as frequency attenuation, Gaussian noise, impulse noise and crosstalk 

will be analysed. Forward error correction coding and equalisation will be discussed as they apply to the different transmission methods. 

RAF006F • Digital Signal Processors Laboratory • (6e) • Spring • Time slot: V • 4f + 2d 


Design and implementation of real-time digital signal processing (DSP) systems using a DSP microprocessor. Includes several structured 

laboratory exercises, such as sampling, digital filtering, and FFT, using both fixed-point DSP processors. Requires an extensive DSP project 

of the student's choice. The first half of the course consists of self-paced labs where you learn the specifics of the TI-62x and its C and 

assembly programming language. During the latter half of the course you are to select and complete a real-time DSP related project. 

Required preparation: Stafræn merkjafræði (RAF102F) 

RAF006M • Computer Intelligence • (6e) • Spring • Time slot: V5 


1: Fundamentals of Artificial Neural Networks. Fundamentals of knowledge systems design. Fuzzy logic, fuzzy association to rules. Training 

in "knowledge acquisition"; knowledge base design, practical knowledge system design.2: Review of 2-D signal processing. Fundamentals 

of pattern recognition. 2-D and 3-D computer vision.3: Fundamentals of speech analysis and synthesis.Individual independent projects in the 

fields above concluded with a report and a seminar talk. Weekly laboratory exercises. 

RAF007F • System Identification • (6e) • Spring • Time slot: V • 4f + 2d 


Models of linear time-invariant systems. Models for time-varying and nonlinear systems. Nonparametric time- and frequency-domain 

methods. Parameter estimation methods. Convergence and consistency. Asymptotic distribution of parameter estimates. Recursive estimation 

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Graduate 

methods. Choice of identification criterion. Model structure selection and model validation. 

RAF007M • Exchange Studies • (30e) • Fall 


RAF007M • Exchange Studies • (30e) • Spring 

Assistant teacher: Halldóra S Ásgeirsdóttir Deputy 


RAF008F • Multivariable Systems • (6e) • Fall • Time slot: H • 4f + 2d 


Multivariable systems, minimum forms, zeros. Controllers for multivariable systems, decoupling controllers. Balanced realization and model 

reduction. Robust stability and performance analysis. 

Required preparation: Línuleg kerfi (RAF602M) 

RAF009F • Applied Nonlinear Control • (6e) • Spring • Time slot: V • 4f + 2d 


Nonlinear systems analysis, phase plane analysis, fundamentals of Liapunov theory, advanced stability theory, describing function analysis. 

Nonlinear control systems design, feedback linearization, sliding control, adaptive control, control of multi-input physical systems. 

RAF010F • Sampled-Data Control • (6e) • Spring • Time slot: V • 4f + 2d 


The course develops three approaches to sampled-data control: 1) Discretise the plant and design the controller in discrete time. 2) Design 

the controller in continuous time, then discretise it. 3) Direct design in the continuous-time domain, where the sample-data systems are timevarying. 

The main problems addressed are robust and optimal sampled-data control. 

RAF011F • Acoustics • (6e) • Spring • Time slot: V 


SI-units, acoustical wave equation and solutions, sound-energy levels and power spectral density. Transmission of sound through two and 

three media. Reflection and absorption of sound. Electrical, acoustical and mechanical analogies, conversion between ac oustical, electrical 

and mechanical energy, acoustical networks, filters, loudspeakers, microphones, sound radiation. Architectural acoustics, speech, noise, 

sounding techniques. 

RAF012F • Control Laboratory • (6e) • Spring • Time slot: V • 6v 


Three large laboratory projects, each lasting 2-4 weeks.Laboratory project 1 (2 weeks): Design and mechanization of digital 

controllers.Laboratory project 2 (3 weeks): Digital control of a DC motor.Laboratory project 3 (4 weeks): The students may choose one of 

several projects, which all include real "hardware in the loop" implementations:A robot arm in a workcell environment.Controllers based on 

DSP (Digital Signal Processor) of choice.Control of water levels in two tanks using Specifix or a MIMO setup.Control of a heater. PLC 

controllers of industrial like problems.Inverted pendulum on a see-saw, control of a model helicopter. 

RAF013F • Power System Stability and Control • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisor: Magni Þór Pálsson Lecturer (UK) - Assistant Professor (USA) 

General overview of different types of power system stability problems and measures to increase the stability. The synchronous generator 

and it's representation in power system analysis. Small-signal stability, linear approximation of synchronous generators. Transient stability. 

dq0-transformation. Regulation of frequency and voltage by applying linear models of generator, waterway, turbine and regulators. Control 

of active and reactive power. 

RAF014F • Voltage Stability in Power Systems • (6e) • Spring • 4f + 2d 

Teacher: Magni Þór Pálsson Lecturer (UK) - Assistant Professor (USA) 

Basic theory and description of voltage stability. Measures for calculations of power system voltage stability in steady state; load flow 

calculations, sensitivity techniques and calculation of reactive power reserves. Assessment of distance from a chosen operating point to the 

stability limits. Measures for calculations and assessment of power system voltage stability in dynamic state. Impact of different load 

characteristics on the stability; impact of dynamic components of the power system (tap-changers, generators and electrical motors) on the 

voltage stability. 

Recommended preparation: Stöðugleiki og stýring raforkukerfa (RAF013F) 

RAF017F • Research Project in Electrical and Computer Engineering • (6e) • Fall 

Individual project in any research area of electrical and computer engineering. The project is selected in collaboration with the supervising 

faculty member. The project plan shall be approved by the department head. 

RAF017F • Research Project in Electrical and Computer Engineering • (6e) • Spring 

Individual project in any research area of electrical and computer engineering. The project is selected in collaboration with the supervising 

faculty member. The project plan shall be approved by the department head. 

RAF018F • MS-Project • (30e) • Summer 


483


Graduate 

RAF019F • Ph.D. -Thesis • (30e) • Fall 

Ph.D. Thesis. 

RAF020F • Ph.D. -Thesis • (30e) • Spring 

Ph.D. Thesis. 

RAF021F • Ph.D. -Thesis • (30e) • Summer 

Ph.D. Thesis. 

RAF022F • Partially Ionized Plasmas • (6e) • Fall • Time slot: H • 4f + 2d 


Introduction to partially ionized, chemically reactive plasmas, including collisional processes, diffusion, sources, sheaths, boundaries, and 

diagnostics. DC, RF, and microwave discharges. Applications to plasma-assisted materials processing and to plasma wall interactions. 

RAF023F • Micro- and Nanotechnolgy • (6e) • Fall • Time slot: H • 4f + 2d 


Integrated circuit(IC) processes and microelectromechanical system(MEMS) Technologies including analyses, design, and manufacturing 

processes of MEMS will be introduced. IC processes including thin film deposition, lithography, and etching. Micromachining processes 

including surface-, bulk-micromachining, LIGA and other processes. Various topics in nanotechnology that may include fundamentals of self 

assembly, nano-imprint lithography, electron beam lithography, nanowire and nanotube synthesis, quantum dot synthesis (strain patterned 

and colloidal), postsynthesis modification (oxidation, doping, diffusion, surface interactions, and etching techniques. Techniques to bridging 

length scales such as heterogeneous integration will be discussed. We will discuss new electronic, optical, thermal, mechanical, and chemical 

properties brought forth by the very small sizes. Caracterization at the nanoscale, scanning tunneling microscope (STM), atomic force 

microscope (AFM), scanning electron microscope (SEM) and transmission electron microscope (TEM). 

RAF032F • Statistical Signal Processing • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Magnús Örn Úlfarsson Lecturer (UK) - Assistant Professor (USA) 

In many signal processing systems such as Radar, communication systems, image processing systems and control systems it is necessary to 

estimate some parameters, e.g., location in Radar. This course focuses on estimation methods used in signal processing systems, and 

methods to estimate the performance of the estimates. The course covers for example, maximum likelihood estimation, least squares, and 

Bayes methods. 

Required preparation: Slembibreytur og slembimerki (RAF101F) 





RAF101F • Random Variables and Signals • (6e) • Fall • Time slot: H • 4f + 2d 


Teacher: Magnús Örn Úlfarsson Lecturer (UK) - Assistant Professor (USA) 

Engineering applications of probability theory. Problems on events, independence, random variables, functions of random variables, 

distribution and density functions, expectations, and characteristic functions. Dependence, correlation, and regression; multi-variate Gaussian 

distribution. Stochastic processes, sequences of random variables, stationarity, ergodicity, correlation functions, spectral densities, random 

inputs to linear systems; Gaussian processes, linear mean square estimation, power spectral density. 

RAF101M • Power Systems Dynamics • (6e) • Fall • Time slot: H2 • 4f + 2d 


Analysis of unbalanced systems. Single phase equivalents for transformers, high tension lines and synchronous generators in different 

sequences. Computer solutions for unbalanced fault analysis with matrix methods. Analysis of power systems under disturbances and 

transient phenomena. Transient stability analysis and control of power systems. Transient stability analysis by Matlab in large systems. Long 

term stability. Relay protection and survey of the most important types of relays. Load management and introduction to on-line control of 

power systems with SCADA/EMS control computers. 

Required preparation: Greining raforkukerfa (RAF505G) 

RAF102F • Digital Signal Processing • (6e) • Fall • Time slot: H • 4f + 2d 


Discrete and fast Fourier transformation; sampling and reconstruction; discrete-time systems in z- and frequency-domain. Structure and 

implementation discrete-time systems. Filter design techniques and applications of digital signal processing. 

RAF103F • Pattern Recognition • (6e) • Fall • Time slot: H1 • 4f + 1d + 3v 

Supervisory teacher: Jón Atli Benediktsson Prorector of Academic Affairs 

Assistant teacher: Yuliya Tarabalka 

Introduction to the basic concepts and various approaches to pattern recognition and decision-making processes. The topics include various 

classifier designs, evaluation of classifiability, learning machines, feature extraction and modelling. Supervised and unsupervised training. 

Statistical methods, neural network models and fuzzy methods. Term paper. 

484


Graduate 

RAF201F • Digital Image Processing • (6e) • Spring • Time slot: V • 4f + 2d 


Introduction to digital image processing techniques for enhancement, compression, restoration, reconstruction, and analysis. 2-D signals and 

systems, sampling and scanning, random fields, grayscale transformations, linear and morphological filters, human vision, printing and 

display of images, entropy-based compression, vector quantization, coding, image degradation models, Wiener filter, constrained 

deconvolution, computed tomography, edge detection, shape representation, segmentation. 

RAF201M • Remote Sensing and Processing of Remote Sensing Data • (6e) • Spring • Time slot: V6 • 4f + 1d + 3v 


Introduction to the concepts of optical and microwave multispectral image generation and analysis. Fundamentals of imaging sensor design 

and image analysis for complex scenes. Application of signal processing and signal design principles, and of statistical pattern recognition to 

these problems. Spatial image processing, cartographic and geographic information systems techniques, as appropriate to land scene data. 

RAF202F • Adaptive Signal Processing • (6e) • Spring • Time slot: V • 4f + 2d 



Wiener and Kalman filters, linear prediction, least-mean-square algorithms, transform-domain algorithms, and recursive-least-squares 

algorithms. Applications include communications, sensor array processing, modeling and system identification, and control systems. 

RAF203F • Soft Computing • (6e) • Spring • Time slot: V • 4f + 2d 


What is soft computing? Fuzzy set theory, fuzzy rules, and fuzzy reasoning. Fuzzy inference systems. Genetic algorithms. Neuro-fuzzy 

systems. Genetic-fuzzy systems. Application examples. 

RAF204F • Medical Imaging Systems • (6e) • Spring • Time slot: V • 4f + 1d 

Supervisor: Magnús Örn Úlfarsson Lecturer (UK) - Assistant Professor (USA) 

Enska lýsingu vantar. 

Required preparation: Stafræn merkjafræði (RAF102F) 

RAF601M • High Frequency Electronics • (6e) • Spring • Time slot: V3 


Inductive coupling, tuned circuits and wideband transformers. Matching networks. High frequency small signal and power amplifiers. 

Stability of amplifiers. Nonlinearity, crossmodulation, intermodulation and 3. order intercept. Mixers. The superheterodyne. Modulators and 

demodulators for AM, DSB, SSB and FM. 


RAF602M • Linear Systems • (6e) • Spring • Time slot: V5 • 4f + 2d 


Similarity transformations, eigenvalues and eigenvectors. Linear approximations. State space representation, the matrix exponent, solution of 

state equations, modal decomposition. Controllability, observability, dual systems, Kalman decomposition. Dual systems. Output 

controllability. PBH tests. Controller form, observer form, controllability form, observability form, diagonal form. State feedback, pole 

placement, observers. Ackermans formulas. The separation principle. Pole-placement and observer as transfer functions, a reduced-order 

observer, Kalman filter. Liapunov stability, optimization, lqr. Closed-form transfer function expressions, optimization of zeros. Linear 

equations, factorization, Gram Schmidt, under- and overdetermined systems. 

RAF603M • PLC Systems and Robotics • (6e) • Spring • Time slot: V7 • 2f + 5v 


Introduction to PLC systems (programmable logic controllers) and robotics. Analysis of robots and their mathematical presentation. 

Programming and control of robots. PLC and robots as components of CIM (computer integrated manufacturing). 

RAF604M • Integrated Circuits • (6e) • Spring • Time slot: V7 • 4f + 2d 


Integrated circuits, history and future trends. Solid state electronics, the MOS-transistor and CMOS. Integrated circuit fabrication, crystal 

growth, oxidation, doping, diffusion, ion implantation, lithography, deposition and etching of thin films, microelectromechanical systems 

(MEMS). 

Required preparation: Rafeindatækni fastra efna (EÐL301G) 

RAF608M • Electric Power Generation • (6e) • Spring • Time slot: V • 4f + 2d 


Enrgy need, energy conversion, the use of electric energy and future trends. Design and major components of electric generating plants. 

Hydro power plants, hydraulic turbine, generators. Fossil fuel power plants, steam turbines and steam generators, combustion. Nuclear power 

plants, common power plant types. Renewable energy, solar energy, wind energy. The use of nuclear fusion for electrical power generation. 

RAF609M • Selected topics in Electrical and Computer Engineering • (6e) • Spring • Time slot: V 

Lectures on and study of selected topics in current research and recent development in the field of Electrical and Computer engineering. 

Topics may vary. 

TÖV002F • Ph.D. -Thesis • (30e) • Fall 

Ph.D. Thesis. 

485


Graduate 

TÖV002F • Ph.D. -Thesis • (30e) • Spring 

Ph.D. Thesis. 

TÖV002F • Ph.D. -Thesis • (30e) • Summer 

Ph.D. Thesis. 

TÖV501M • Computer Architecture • (6e) • Fall • Time slot: H • 4f + 1d 


Survey of contemporary computer organisation covering performance measurement, design of instruction sets, instruction execution and 

recent techniques for exploiting instruction level paralellism. Design of caches, main memory. Virtual memory and storage systems. Design 

of multiprocessors. 

Required preparation: Tölvuhögun (TÖV301G), Greining og hönnun stafrænna rása (TÖV201G), Tölvunarfræði 2 (TÖL201G) or 

Tölvunarfræði 2a (TÖL202G), Tölvunarfræði 1 (TÖL101G) or Tölvunarfræði 1a (TÖL105G) 

TÖV601M • Special Computers, Parallel Computers, Real Time Computing • (6e) • Spring • Time slot: V4 


Specialized application oriented computers. Real time computing. Parallel computing. Distributed computing on specialized networks. 

Digital signal processors. Overview of DSP-chips available. Implementation of digital signal processing filters. Shared memory computers. 

Distributed memory computers. Transputers, OCCAM, Parallel C, Helios (Unix), Windows NT. Weekly exercises. 

TÖV602M • Embedded Systems Engineering • (6e) • Spring • Time slot: V • 4f + 1d 

The course introduces programming techniques for embedded systems. Emphasis is on concurrency, real-time systems and event driven 

programming. The course also addresses programming language support for the aforementioned issues. Unified Modeling Language (UML) 

for real-time systems is introduced along with the design and implementation of multitasking in embedded systems, and programming of 

threads that share memory and communicate. The course has lab sessions where development environment and boards from Xilinx are used. 

486

Faculty of Physical Sciences 

Undergraduate 


EÐL001G • Physics in Secondary Schools and Colleges • (6e) • Spring • 4f + 1d + 1v 

Supervisor: Þorsteinn Vilhjálmsson Professor 

A course for those teaching or intending to teach physics in secondary schools and colleges. The course stresses didactic aspects of the 

subject, for example teaching methods, textbooks and physics in everyday life. Demonstrations and laboratory sessions may also be included. 

Reading material will include actual secondary school textbooks, for evaluation. The class cannot be taken as a part of the 90 cr. required for 

a BS- degree in physics. 

EÐL101G • Physics B • (8e) • Fall • Time slot: H7 

Supervisory teacher: Einar H Guðmundsson Professor 

Teacher: Ari Ólafsson Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Martin Jónas Björn Swift 

Assistant teacher: Birgir Urbancic Ásgeirsson 

The two courses, Physics B and G, are comparable both in content and depth. The fall term course Physics B is expected to lay a bit more 

emphasis on the biological aspects of physics, whereas the spring term course Physics G will emphazise geophysical aspects. Subject Matter: 

Mechanics with emphasis on work and energy, rotational dynamics and oscillations. Hydrostatics and hydrodynamics. Thermodynamics and 

heat transfer. Elastic waves and sound. Charge and electric field. Magnetic fields. Electromagnetic waves. Optics and polarisation. Nuclear 

physics and radioactivity. Laboratory exercises in which students are trained in handling physical instruments, performing measurements and 

interpreting the data. 

EÐL102G • Physics 1 V • (6e) • Fall • Time slot: H2 


Teacher: Snorri Þorgeir Ingvarsson Professor 


Assistant teacher: Sigurjón Ingólfsson 

Assistant teacher: Gunnsteinn Finnsson 

Assistant teacher: Eiríkur Þór Ágústsson 

Assistant teacher: Lovísa Anna Finnbjörnsdóttir 

Concepts, units, figures and dimensions. Vectors. Kinematics of particles. Particle dynamics, inertia, forces and Newton's laws. Friction. 

Work and energy, conservation of energy. Momentum, collisions. Systems of particles, center of mass. Rotation of a rigid body. Angular 

momentum and moment of inertia. Statics. Gravity. Solids and fluids, Bernoulli's equation. Oscillations: Simple, damped and forced. Waves. 

Sound. Temperature. Ideal gas. Heat and the first law of thermodynamics. Kinetic theory of gases. Entropy and the second law of 

thermodynamics. Home problems: Once a week the students have to solve homeproblems on the website MasteringPhysics. Laboratory 

work: Four exercises centered upon mechanics. Students are trained in handling physical instruments, performing measurements and 


EÐL103G • Physics 1 R • (8e) • Fall • Time slot: H2 




The class is the same as 09.21.11 with the following addition: Introduction to Physics in Research, 2 weekly lectures. Lectures by researchers 

in physics, geophysics, chemistry and mathematics. Concepts, units, figures and dimensions. Vectors. Kinematics of particles. Particle 

dynamics, inertia, forces and Newton's laws. Friction. Work and energy, conservation of energy. Momentum, collisions. Systems of particles, 

center of mass. Rotation of a rigid body. Angular momentum and moment of inertia. Statics. Gravity. Solids and fluids, Bernoulli's equation. 

Oscillations: Simple, damped and forced. Waves. Sound. Temperature. Ideal gas. Heat and the first law of thermodynamics. Kinetic theory 

of gases. Entropy and the second law of thermodynamics. Home problems: Once a week the students have to solve homeproblems on the 

website MasteringPhysics. 

Attendance is obligatory at the lectures in Introduction to Physics in Research. 

EÐL104G • Physics Ly • (4e) • Fall • Time slot: H7 • 4f + 2d 

Supervisor: Ari Ólafsson Senior Lecturer (UK) - Associate Professor (USA) 


Assistant teacher: Helgi Freyr Rúnarsson 


heat transfer. Elastic waves and sound. Charge and electric field. Magnetic fields. Electromagnetic waves. Optics and polarisation. 

EÐL201G • Physics 2 V • (6e) • Spring • Time slot: V2 


Teaching takes 12 weeks. Charge and electric field. Gauss' law. Electric potential. Capacitors and dielectrics. Electric currents and resistance. 

Circuits. Magnetic fields. The laws of Ampère and Faraday. Induction. Electric oscillation and alternating currents. Maxwell's equations. 

Electromagnetic waves. Reflection and refraction. Lenses and mirrors. Wave optics. Six laboratory exercises in optics and electromagnetism. 

Recommended preparation: Stærðfræðigreining IB (STÆ201G), Eðlisfræði 1 V (EÐL102G) 

EÐL202G • Physics 2 R • (8e) • Spring • Time slot: V2 


Introduction to electrodynamics in material; from insulators to superconductors. Charge and electric field. Gauss' law. Electric potential. 

Capacitors and dielectrics. Electric currents and resistance. Circuits. Magnetic fields. The laws of Ampère and Faraday. Induction. Electric 

oscillation and alternating currents. Maxwell's equations. Electromagnetic waves. Reflection and refraction. Lenses and mirrors. Wave 

487


Undergraduate 

optics. Six laboratory exercises in optics and electromagnetism. 

Same subject matter as in the class EÐL202G except for the following addition: Introduction to electrodynamics in material; from insulators 

to superconductors. 

Recommended preparation: Stærðfræðigreining IA (STÆ101G) or Stærðfræðigreining IB (STÆ201G), Eðlisfræði 1 R (EÐL103G) 

EÐL203G • Physics 2a • (6e) • Spring • Time slot: V5 



The emphasis is on modern measurement techniques. The first part of the course covers fundamental issues, such as electrical circuit theory 

and the theory of basic components, amplifiers, digital circuit etc. Electricity and safety. The second part covers data acquisition and control, 

signal conditioning and instrument automation. Twelve laboratory sessions. 

Required preparation: Eðlisfræði 1 R (EÐL103G) 

A written examination of 3 hours. 

EÐL204G • Physics G • (8e) • Spring • Time slot: V 


Teacher: Vésteinn Rúni Eiríksson 

The two courses, Physics B and G, are comparable both in content and depth. The fall term course Physics B is expected to lay a bit more 

emphasis on the biological aspects of physics, whereas the spring term course Physics G will emphazise geophysical aspects. Subject Matter: 


heat transfer. Elastic waves and sound. Charge and electric field. Magnetic fields. Electromagnetic waves. Optics and polarisation. Nuclear 

physics and radioactivity. Laboratory exercises in which students are trained in handling physical instruments, performing measurements and 


EÐL205G • Spacetime Physics • (6e) • Spring • Time slot: V • 3f + 1d 

Supervisor: Þórður Jónsson Professor 


This course provides an introduction to modern ideas on space and time according to the special theory of relativity: Space and time in 

Newtonian mechanics. Light and its propagation, the ether and the Michelson-Morley experiment. The principle of relativity, Lorentz 

transformations, Minkowski space. Kinematics, dynamics and electromagnetism in the special theory of relativity. Introduction to basic 

concepts of the general theory of relativity. 

EÐL206M • Solid State Physics 2 • (8e) • Spring 

Supervisor: Snorri Þorgeir Ingvarsson Professor 

The goal is to introduce the limits of single particle models of condensed matter and explore particle interactions. Curriculum: Electric- and 

magnetic susceptibility in insulating and semiconducting materials. Electron transport, the Boltzmann equation and the relaxation time 

approximation. Limits of single particle models. Interactions and many particle approximations. Exchange interaction and magnetic 

properties of condensed matter, Heisenberg model, spin waves. Superconductivity, the BCS model and the Ginzburg-Landau equation. 

Required preparation: Eðlisfræði þéttefnis 1 (EÐL614M) 

EÐL301G • Solid State and Semiconductor Physics • (6e) • Fall • Time slot: H6 


Supervisory teacher: Einar Örn Sveinbjörnsson Professor 

Teacher: Djelloul Seghier 

Basics of quantum mechanics and statistical physics. The atom. Crystal structure. The band theory of solids. Semiconductors. Transport 

properties of semiconductors and metals. The band theory of solids. Optical properties of semiconductors. P-n junctions. Diodes. Transistors. 

MOS and CCD devices. Lasers, diodes and semiconductor optics. 

EÐL302G • Classical Mechanics • (6e) • Fall • Time slot: H2 • 4f + 2d 


Teacher: Páll Jakobsson Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Fannar Guðmundsson 

Newtonian dynamics of a particle in various coordinate systems. Harmonic, damped and forced oscillations of a pendulum. Nonlinear 

oscillations and chaos. Gravitation and tidal forces. Calculus of variations. Lagrangian and Hamiltonian dynamics, generalized coordinates 

and constraints. Central force motion and planetary orbits. Dynamics of a system of particles, collisions in a center-of-mass coordinate 

system and in a lab system. Motion in a non-inertial reference frame, Coriolis and centrifugal forces. Motion relative to the Earth. Mechanics 

of rigid bodies, inertia tensors and principal axes of inertia. Eulerian angles, and Euler's equations for a rigid body. Precession, motion of a 

symmetric top and stability of rigid body rotations. Coupled oscillations, eigenfrequencies and normal modes. 

Required preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIB (STÆ205G), Eðlisfræði 2 R (EÐL202G) or Eðlisfræði 

2 V (EÐL201G) 

A traditional exam and midseason exam. 

EÐL306G • Prelude to Quantum Mechanics • (8e) • Fall • 4f + 2d 


Teacher: Þórður Jónsson Professor 

Assistant teacher: Erling Jóhann Brynjólfsson 

The Schrödinger equation, probability, normalization, momentum and uncertainty principle, stationary states, one-demensional systems. 

Linear algebra, function spaces, operators, observables. Spherical coordinates, the hydrogen atom, angular momenntum, spin. H2+. Pauli's 

exclusion principle. Emission and absorption of radiation, spontaneous emission. 

488


Undergraduate 

EÐL401G • Electromagnetism 1 • (8e) • Spring • Time slot: V5 • 4f + 2d 


Supervisory teacher: Viðar Guðmundsson Professor 

Taught together with RAF402G. Electrostatics. The equations of Laplace and Poisson. Magnetostatics. Maxwell's equations. Energy of the 

electromagnetic field. Poynting's theorem. Electromagnetic waves. Plane waves in dielectric and conducting media, reflection and refraction. 

Wave guides. Electromagnetic radiation and scattering. 

Required preparation: Eðlisfræði 2 R (EÐL202G) or Eðlisfræði 2 V (EÐL201G) 

Recommended preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIB (STÆ205G) 

EÐL401M • Atmospheric Physics • (6e) • Spring • Time slot: V • 3f + 2d + 1u 


Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of 

polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a specific 

topic they go in for during the course. 

Required preparation: Eðlisfræði 2 R (EÐL202G), Varmafræði 1 (EÐL402G) or Varmafræði og inngangur að safneðlisfræði (EFN307G) 

EÐL402G • Thermodynamics 1 • (6e) • Spring • Time slot: V2 • 4f + 2d 


Teacher: Einar Örn Sveinbjörnsson Professor 

Basic concepts of thermodynamic systems, the zeroth law of thermodynamics. Work, internal energy, heat, enthalpy, the first law of 

thermodynamics for closed and open systems. Ideal and real gases, equations of state. The second law of thermodynamics, entropy, available 

energy. Thermodynamic cycles and heat engines, cooling engines and heat pumps. Thermodynamic potentials, Maxwell relations. Mixture of 

ideal gases. Properties for water and steam. For students majoring in Physics, Mathematics and Mechanical Engineering: Chemical 

potentials, chemical reactions of ideal gases, the third law of thermodynamics. For students majoring in Civil Engineering: Conduction, 

radiation, convection, heat exchangers. Thermal insulation standards for buildings and building components. 

Required preparation: Eðlisfræði 2 V (EÐL201G) or Eðlisfræði 2 R (EÐL202G) 


EÐL403G • Atomic Physics and Optics • (8e) • Spring • Time slot: H 


Teacher: Hafliði Pétur Gíslason Professor 

Introduction to atomic and molecular physics and modern optics. Electronic structure of atoms, the periodic table, chemical bonds and 

molecules, rotational and vibrational states, interaction between light and matter, symmetry and selection rules, polarisation, resonators and 

interferometers, atomic and molecular spectroscopy, optical amplification, lasers, ultracold matter, Bose-Einstein condensates. The course 

includes three laboratory exercises. 

Recommended preparation: Inngangur að skammtafræði (EÐL306G) 

EÐL404G • Introductory Astronomy • (6e) • Spring • Time slot: V 

Supervisor: Einar H Guðmundsson Professor 

A general introduction to modern astronomy. Classical astronomy: The celestial sphere. Time and the seasons. History of astronomy. 

Telescopes. - The solar system. The sun and the planets. Comets. - Stars, their structure and evolution. Binary stars. Variable stars. 

Supernovas. Pulsars and binary X-ray sources. White dwarfs, neutron stars and black holes. - The interstellar medium. Cosmic rays. The 

Galaxy. - Extragalactic astronomy: Galaxies. Radio galaxies. Quasars. Cosmology: The structure and evolution of the universe. Life in the 

universe. Discussion classes and star watching when weather permits. 

EÐL405G • Introduction to the History and Philosophy of Science • (6e) • Spring • Time slot: V • 3f + 2u 


Teacher: Þorsteinn Vilhjálmsson Professor 

Objectives: To present the evolution and nature of science by going through examples from the history of science and by discussing recent 

views on science and its history. To train the students in giving lectures and writing papers on academic subjects. -- Subject matter: History 

of astronomy and cosmology up to and including the Copernican/Newtonian Revolution. The history of Darwin's theory of evolution. Recent 

views on the nature, goals and evolution of science. -- Each student gives a seminar lecture on a subject chosen after consulting the teacher. 

The student also turns in a paper at the end of the semester. -- The subject matter may change according to the student group, the teachers 

and other circumstances. 

Informal exams in class at mid-term and at the end of the semester. Student lectures and papers are also graded. 

EÐL406G • Introduction to the History and Philosophy of Science • (10e) • Spring • Time slot: V • 3f + 2u 

Supervisor: Þorsteinn Vilhjálmsson Professor 


Objectives: To present the evolution and nature of science by going through examples from the history of science and by discussing recent 

views on science and its history. To train the students in giving lectures and writing papers on academic subjects. -- Subject matter: History 

of astronomy and cosmology up to and including the Copernican/Newtonian Revolution. The history of Darwin's theory of evolution. Recent 

views on the nature, goals and evolution of science. Each student gives a seminar lecture on a subject chosen after consulting the teacher. 

The student also turns in a paper at the end of the semester. The subject matter may change according to the student group, the teachers and 

other circumstances. 

Individual students can take this class instead of VÍS401G if it fits in the study line in question and the faculty agrees. Additional 

independent reading and a more comprehensive paper is required. 

Informal exams in class at mid-term and at the end of the semester. Student lectures and papers are also graded. 

EÐL501G • Seminar on Physics • (2e) • Fall • Time slot: H • 2f 

489


Undergraduate 


Selected topics in theoretical and experimental physics. Each student gives one lecture on a topic of his or her choice. 

EÐL502G • Research Project in Physics • (10e) • Fall 

The student consults a teacher and selects a subject in theoretical or experimental physics for a research project on which he works under the 

supervision of a member of the academic staff. The project takes about 5 weeks of work and is completed with a written report by the 

student. In general any of the teacher of the Physics Department can supervise a project of this kind. 

EÐL503G • The Concepts of Physics • (6e) • Fall • Time slot: H1 • 3f + 1u 

Supervisory teacher: Þorsteinn Vilhjálmsson Professor 

The most important basic concepts of physics, their history and interrelations, assuming that the students study individual concepts more 

deeply elsewhere. -- Items: Space, time and spacetime; mass, force, linear momentum, energy, angular momentum, spin; electric charge, 

electric current, electromagnetic theory; field concept; light, temperature, heat, entropy and probability; uncertainty in physics in general and 

in quantum mechanics; laws in science, induction, deduction etc. - A class chiefly designed for those intending to teach physics in secondary 

schools. 

The students keep a diary on their readings and other studies for the class. They turn in two independent papers supervised by the teacher. 

There is no regular ecamination. 

EÐL506G • Nuclei and Particles • (8e) • Fall 


Supervisory teacher: Þórður Jónsson Professor 

Teacher: Sveinn Ólafsson Research Scholar/Scientist 

Assistant teacher: Sigurður Emil Pálsson 

Assistant teacher: Gunnlaugur Björnsson Research Scholar/Scientist 

Introduction to the physics of nuclei and elementary particles. Basic nuclear properties, nuclear models, radioactive decays, nuclear 

reactions, dosimetry and radiation protection, accelerators and particle detectors. Elementary particles and their fundamental interactions, the 

standard model, unification of interactions, nuclei and particles in astrophysics. The course includes three laboratory exercises. 

Required preparation: Inngangur að skammtafræði (EÐL306G) 

EÐL508M • Statistical Physics 1 • (8e) • Fall • Time slot: H5 • 4f + 2d 

Supervisor: Hafliði Pétur Gíslason Professor 

This course provides an introduction to thermodynamics and statistical mechanics. Basic concepts and mathematical methods of equilibrium 

thermodynamics, the laws of thermodynamics, Legendre transformations, thermodynamic potentials, Maxwell relations, phase transitions, 

classical statistical physics, quantum statistical physics, Gibbs ensembles, ideal Bose and Fermi gases, specific heat of solids, 

paramagnetism, real gases and virial expansions, the Ising model, mean field approximation. 



EÐL509M • Quantum Mechanics 1 • (8e) • Fall • Time slot: H6 • 4f + 2d 


Teacher: Ivan Shelykh Professor 

The postulates and formalism of quantum mechanics. One-dimensional systems. Angular momentum, spin, two level systems. Particles in a 

central potential, the hydrogen atom. Approximation methods. Time independent and time dependent perturbation. Scattering. 


Recommended preparation: Venjulegar deildajöfnur (09.10.40) or Stærðfræðigreining IVB (STÆ401G), Tvinnfallagreining I (STÆ301G) or 

Stærðfræðigreining IIIB (STÆ302G) 

EÐL510M • Nuclear Physics • (8e) • Fall • Time slot: H4 


This course provides an introduction to modern nuclear physics. Topics to be covered will be decided by the instructor. 

Required preparation: Kjarna- og öreindafræði (EÐL506G) 

EÐL511M • Semiconductor Physics 1 • (6e) • Fall • Time slot: H • 4f + 2d 


The course introduces fundamental properties of semiconductors and explains some of their most important applications. Curriculum: 

Intrinsic and extrinsic conductivity, electrons and holes, charge carriers and space charge, transport and electrical conduction. Nonequilibrium 

conditions: Excitation and recombination of charge carrriers, injection of charge carriers. Photoconductivity. Electrical and 

optical properties of junctions: Shottky barriers, diodes, transistors, heterojunctions, integrated cirquits. Fundamental properties of twodimensional 

systems and quantum dots. 

Recommended preparation: Eðlisfræði þéttefnis 1 (EÐL614M) 

EÐL512M • Computational Physics • (8e) • Fall • Time slot: H • 4f + 2d 


Introduction to how numerical analysis is used to explore the properties of physical system. Programming environment and graphical 

representation. Monte Carlo methods for models in statistical physics and quantum mechanics. The application of functional bases to solve 

self-consistent models. Hartree and related approximations. Molecular dynamics. 

Required preparation: Rafsegulfræði 1 (EÐL401G), Inngangur að skammtafræði (EÐL306G) 

Recommended preparation: Töluleg greining B (STÆ405G), Aflfræði (EÐL302G) 

EÐL513M • Elementary Particle Physics 1 • (6e) • Fall • Time slot: H • 3f + 1d 

490


Undergraduate 


Principles and methods of elementary particle physics. Quantum numbers, conservation laws and symmetries. Classification of elementary 

particles and their interactions. Feynman diagrams. Quarks and internal symmetries. Gauge Theories and the standard model. 

Required preparation: Kjarna- og öreindafræði (EÐL506G), Skammtafræði 1 (EÐL509M) 

EÐL514M • Modern Optics • (6e) • Fall • Time slot: H1 • 3f + 2d 

Teacher: Kristján Leósson 


Introduction to basic concepts of the physics of lasers and spectroscopy. Survey of the uses of lasers in research, industry and medicine. 

Interaction between light and matter, optical amplification, laser cavities, properties of laser beams, main types of lasers, Fourier-optics, laser 

spectroscopy, non-linear optics, fluorescence and photoacoustics. Student projects presented with lectures. 

Required preparation: Inngangur að skammtafræði (EÐL306G) or Rafeindatækni fastra efna (EÐL301G) 

EÐL517M • Electromagnetism 2 • (10e) • Fall • Time slot: V • 4f + 2d 

Supervisor: Viðar Guðmundsson Professor 



Graduate level classical electrodynamics: Electro- and magnetostatics, boundary value problems, Green functions, multipole expansions. 

Time-dependent fields, Maxwell's equations, conservation laws. Plane waves, wave propagation, multipole radiation, scattering. Wave 

guides, cavities, optical fibers. Relativistic electrodynamics, collisions, radiation by moving charges, radiation damping. Further topics 

selected by the teacher. 

Required preparation: Rafsegulfræði 1 (EÐL401G) 

EÐL601G • Seminar on Physics • (2e) • Spring • Time slot: V • 2f 



Selected topics in theoretical and experimental physics. Each student gives one lecture on a topic of his or her choice. 

EÐL602G • Research Project in Physics • (10e) • Spring 




EÐL603G • Research Project in Physics • (10e) • Summer 




EÐL605G • Life in the Universe • (6e) • Spring • Time slot: V • 4f + 2d 



An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their 

environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of 

Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of 

water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life 

in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. 

on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi 

paradox. Anthropic reasoning. 

EÐL609M • Physics of Nano-Scale Systems • (8e) • Spring • Time slot: V • 4f 


Bandstructure of heterostructures and electronic properties of systems in 2, 1, and 0 dimensions. Open systems and quantum transport, level 

broadening. Scattering theory and coherent transport (Landauer-Buttiker formalism). Incoherent transport and introduction to nonequilibrium 

Green's functions. Electron-electron interaction and Coulomb blockade. Discussion of recent transport experiments. 

Required preparation: Skammtafræði 1 (EÐL509M) 


EÐL610M • General Relativity • (8e) • Spring • Time slot: V • 4f + 2d 



This course provides a basic introduction to Einstein's relativity theory: Special relativity, four-vectors and tensors. General relativity, 

spacetime curvature, the equivalence principle, Einstein's equations, experimental tests within the solar system, gravitational waves, black 

holes, cosmology. 

Recommended preparation: Eðlisfræði rúms og tíma (EÐL205G), Rafsegulfræði 1 (EÐL401G) 

EÐL611M • Computational Physics • (8e) • Spring • Time slot: H • 4f + 2d 





491


Undergraduate 

Required preparation: Aflfræði (EÐL302G), Inngangur að skammtafræði (EÐL306G), Rafsegulfræði 1 (EÐL401G) 

Recommended preparation: Töluleg greining B (STÆ405G) 

EÐL612M • Mathematical Physics • (8e) • Spring • Time slot: V5 • 4f + 2d 



Continuum mechanics: Stress and strain, equations of motion. Seismic waves. Maxwell's equations and electromagnetic waves. Plane waves, 

reflection and refraction. Distributions and Fourier transforms. Fundamental solutions of linear partial differential equation. Waves in 

homogeneous media. Huygens' principle and Ásgeirsson's mean value theorem. Dispersion, phase and group velocities, Kramers-Kronig 

equations. The method of stationary phase. Surface waves on liquids. 

Recommended preparation: Stærðfræðigreining IVB (STÆ401G), Eðlisfræði 2 R (EÐL202G) 

EÐL613M • Quantum Mechanics 2 • (8e) • Spring • Time slot: V1 • 4f + 2d 


Identical particles, second quantization. Density operators, pure and mixed quantum states. Symmetries in quantum mechanics, the rotation 

group, addition of angular momenta, tensor operators, Wigner-Eckardt theorem. Interaction of atoms and radiation, spontaneous emission. 

Feynman path integrals. 


EÐL614M • Condensed Matter Physics 1 • (8e) • Spring • Time slot: V 


Supervisory teacher: Hafliði Pétur Gíslason Professor 


The course is an introduction to some basic concepts of condensed matter physics. Curriculum: Chemical bonds, crystal structure, crystal 

symmetry, the reciprocal lattice. Vibrational modes of crystals, phonons, specific heat, thermal conductivity. The free electron model, band 

structure of condensed matter, effective mass. Metals, insulators and semiconductors. Magnetic properties of materials, superconductivity 

and superfluids. The course includes three labs. 


EÐL615M • Nanophotonics • (10e) • Spring • Time slot: V • 4f + 2d 




1. Quantization of an EM field: overview 

2. Quantum states of light: Fock, coherent and squeezed states 

3. Optical properties of Quantum Wells, excitons 

4. Planar microcavities, strong coupling regime, polaritons 

5. Optics of Quantum dots, Jaynes-Cummings model 

6. Description of relaxation processes in quantum optics, master 

equation 

for density matrix. 

7. Optics of metals, Drude model 

8. Surface plasmon polaritons 

9. Plasmonic nanostructures, local field enhancement and nanoantennas 

10. Near field optics, Mie theory 

11. Photonic nanocircuits, photonic crystals 

12. Metamaterials, negative refractive index and super-resolution 

EÐL616M • Experimental Physics • (8e) • Spring • Time slot: V7 



Presentation of important techniques used in experimental physics and of various phenomena related to the subject matter of Physics 3 and 

Physics 4. Twelve quite extensive experiments are made, most of which are related to active research in experimental physics at the Science 

Institute of the University of Iceland. They include Mössbauer spectroscopy, vacuum technology, coating of metallic films in high vacuum, 

sputtering of thin films, electrical measurements of metal-semiconductor junctions, fluid viscosity, coincidence radiation measurements e.t.c. 

The lectures give the theoretical background of the experiments. The course emphasizes independence in carrying out the experiments, data 

analysis and literature search. 


Recommended preparation: Kjarna- og öreindafræði (EÐL506G) 

EFN101G • General Chemistry 1 • (8e) • Fall • Time slot: H3 • 4f + 2d + 4v 

Supervisor: Oddur Ingólfsson Professor 

Teacher: Guðbjörg Hrönn Óskarsdóttir 

Assistant teacher: Haraldur Garðarsson 

Assistant teacher: Róbert Anton Hafþórsson 

Assistant teacher: Ísak Sigurjón Bragason 

Assistant teacher: Sverrir Guðmundsson Technical Supervisor 

Assistant teacher: Halldór Árnason 

Assistant teacher: Eiríkur Stephensen 

Assistant teacher: Benedikt Ómarsson 

Assistant teacher: Bjarki Stefánsson 

492


Undergraduate 

Assistant teacher: Björn Þór Aðalsteinsson 

Assistant teacher: Svana Hafdís Stefánsdóttir Adjunct Lecturer 

Assistant teacher: Brynjar Örn Ellertsson 

Assistant teacher: Erna Knútsdóttir 

Assistant teacher: Egill Skúlason 

Assistant teacher: Frímann Haukur Ómarsson 

Assistant teacher: Nanna Rut Jónsdóttir 

Assistant teacher: Stefán Bragi Gunnarsson 

Assistant teacher: Manuela Magnúsdóttir 

Assistant teacher: Ásta Rós Sigtryggsdóttir 

Assistant teacher: Aðalheiður Dóra Albertsdóttir 

The basis of the atomic theory. Stoichiometry. Types of chemical reactions and solution stoichiometry. Properties of gases. Chemical 

equilibrium. Acids and bases. Applications of aqueous equilibria. Chemical thermodynamics. Enthropy, free energy and equilibrium. 

Electrochemistry. Chemical kinetics. Physical properties of solutions Laboratory work: Molar volume of gases, thermochemistry, reaction 

enthalpies and Hesse's law, Rate of chemical reactions, decomposition of hydrogen peroxide, reaction reversibility and Le Chatelier's 

principle, determination of acid ionization constants, oxidation-reduction; electrochemistry, thermodynamics of an electrochemical cell. All 

laboratory exercises have to be completed before the final exam. The evaluation of the laboratory work contributes 25% to the final grade. 

Laboratory work and the final exam must be finished with a final grade not lower than 5,0 

The evaluation of the laboratory work accompanying the course contributes 25% to the final grade. Laboratory work and the final exam must 

be finished with a grade not lower than 5,0. 

EFN102G • Chemistry 1 • (6e) • Fall 

Supervisory teacher: Oddur Ingólfsson Professor 

Chemical foundation, atomic structure, atomic orbitals, periodicity and the periodic table. Chemical bonding and molecular structure. 

Reactions in aqueous solutions. Gases, solids, liquids, and solutions. Therm chemistry and thermodynamics. Chemical kinetics, Chemical 

equilibrium; acid-base, precipitation, complex ad redox. Electrochemistry. 

EFN103G • Chemistry 2 • (6e) • Fall • 12f + 3d 

Supervisory teacher: Snorri Þór Sigurðsson Professor 

Assistant teacher: Anna Valborg Guðmundsdóttir 

Fundamentals of organic chemistry. Chemical bonds and structure of organic molecules; properties, functional groups, reactions and organic 

synthesis; reaction mechanisms. Emphasis will be on organic compounds, reactions and reaction mechanisms that are important for 

biochemistry and medicine. 

EFN104G • Chemistry 3 • (2e) • Fall 

Supervisory teacher: Svana Hafdís Stefánsdóttir Adjunct Lecturer 

Teacher: Valgerður Edda Benediktsdóttir Research Scholar/Scientist 

Laboratory course in general and organic chemistry: General laboratory practice. Quantification and yield. Analysis of ions in urine. A few 

simple determinations of physical properties of compounds. Acid-base properties and pH measurements. Determination of a reaction 

equilibrium and quantification of iron in iron tablets using spectroscopy. Synthesis of a few organic substances by a substitution reaction, an 

alkylation reaction and an aldol condensation. Qualitative analysis of organic functional groups by derivatization and thin layer 

chromatography. The lectures will focus on connecting the practical aspects of the laboratory experiments to their theoretical background. 

EFN105G • General Chemistry L • (8e) • Fall • Time slot: H • 4f + 2d + 3v 

Supervisory teacher: Sigríður Jónsdóttir Research Scholar/Scientist 

Assistant teacher: Sandip Ashok Shelke 


Assistant teacher: Kristján Matthíasson 

Assistant teacher: Benedikt Ómarsson 

Assistant teacher: Svana Hafdís Stefánsdóttir Adjunct Lecturer 

General introduction to chemical foundations, atoms, molecules and ions. Stoichiometry and chemical reactions. Properties of gases, solids 

and liquides, and properties af solutions. Atomic structure and the periodic table. Atomic bonding (ionic, covalent and metal) using VB 

theory. Chemical kinetics and chemical equilibrium. Acids and bases and the properties and application of aqueous solutions (buffers and 

solubility products). Thermochemistry (enhalpy, entropy, sponaneity and the Gibbs free energy). Electrochemistry (galvanic and electrolyic 

sells) and application of electrochemistry. Nuclear chemistry. 

EFN106G • Chemistry I • (8e) • Fall • Time slot: H • 4f + 2d 


General introduction to chemical foundations, atoms, molecules and ions. Stoichiometry and chemical reactions. Properties of gases, solids 

and liquides, and properties af solutions. Atomic structure and the periodic table. Atomic bonding (ionic, covalent and metal) using VB 

theory. Chemical kinetics and chemical equilibrium. Acids and bases and the properties and application of aqueous solutions (buffers and 

solubility products. Thermochemistry (enhalpy, entropy, sponaneity and the Gibbs free energy). Electrochemistry (galvanic and electrolyic 

sells) and application of electrochemistry. Nuclear chemistry. 

EFN107G • Computations in Chemistry • (4e) • Fall • Time slot: H • 2f + 2d 

Supervisor: Hannes Jónsson Professor 

Assistant teacher: Dóróthea Margrét Einarsdóttir 


The goal of this course is to learn how to use mathematical software, matlab in particular, to solve problems in mathematics and chemistry. 

Techniques such as integration, differentiation, solving differential equations and eigenvalue problems will be used to calculate titration 

curves, the interactions of atoms, the vibrations of molecules and the rates of chemical reactions. The basics of scientific computing, such as 

flow control with logical operators and loops, are explained. An oral examination taken at a computer terminal, constitutes 60% of the final 

493


Undergraduate 

mark. Projects handed in during the semester yield the other 40%. 

EFN201G • General Chemistry 2 • (8e) • Spring • Time slot: V4 • 4f + 2d + 4v 


Teacher: Gísli Hólmar Jóhannesson Adjunct Lecturer 

Basics of quantum mechanics and atomic theory. Chemical bonding and molecular orbitals. Valence bond theory and molecular orbital 

theory. Liquids and solids; phase transitions and phase diagrams. Properties of solutions. Chemistry of the atmosphere. The representative 

elements, and their compounds. Transition metals and coordination chemistry. The nucleus. Basics of organic chemistry. Polymers. 

Laboratory work: Qualitative analyses; sea and drinking water, alkali, earthalkali and transition metal ions. Quantitative analyses; anti-acid, 

vitamin C and vinegar. Syntheses; three transition metal complexes, acetylsalicylic acid and methyl salicylate. Recycling of aluminum and 

the antioxidant properties of vitamin C. All laboratory exercises have to be compleated before the final exam. The evaluation of the 

laboratory work contributes 25% to the final grade. Laboratory work and the final exam must be finished with a final grade not lower than 

5,0. 

Recommended preparation: Almenn efnafræði 1 (EFN101G) 

The evaluation of the laboratory work accompanying the course contributes 25% to the final grade. Laboratory work and the final exam must 

be finished with a grade not lower than 5,0. 

EFN202G • General Chemistry 2 V • (6e) • Spring • Time slot: V4 • 4f + 2d 


Teacher: Gísli Hólmar Jóhannesson Adjunct Lecturer 

Basics of quantum mechanics and atomic theory. Chemical bonding and molecular orbitals. Valence bond theory and molecular orbital 

theory. Liquids and solids; phase transitions and phase diagrams. Properties of solutions. Chemistry of the atmosphere. The representative 

elements, and their compounds. Transition metals and coordination chemistry. The nucleus. Basics of organic chemistry. Polymers. 

Recommended preparation: Almenn efnafræði 1 (EFN101G) or Almenn efnafræði 1 V (EFN301G) 

EFN203G • Analytical Chemistry • (8e) • Spring • Time slot: V5 • 4f + 2d + 4v 

Supervisory teacher: Sigurður Víðir Smárason Director 

Review of fundamental concepts in quantitative analysis. Gravimetric methods. Chemical equilibria: Acid-base, precipitation, complexation, 

oxidation-reduction. Theory and applications of titrations based on the aforementioned equilibria. Introduction to the electrochemistry. 

Potentiometric and electrogravimetric methods. Laboratory work: Quantitative determinations of Ni, Mn and Cr in steel, Ca in milk, Na in 

water and wine, Fe in iron ore, nicotine in tobacco and ethylene glycol in antifreeze. Electrochemicals cells. Electrogravimetric determination 

of Cu in brass. Identification of amino acid. 

Required preparation: Almenn efnafræði 1 (EFN101G) or Almenn efnafræði L (EFN105G) 

EFN204G • Chemistry III • (4e) • Spring • Time slot: V • 1f + 5v 

Supervisory teacher: Svana Hafdís Stefánsdóttir Adjunct Lecturer 

Laboratory exercises in general and organic chemistry. Common laboratory practices. Quantitative analysis and yield calculation. Analysis of 

ions in urine. Observation and analysis of physical properties of substances. Acid and base properties, titrations and pH- measurements. 

Determination of equilibrium constant in a chemical reaction and quantitative analysis of iron in an iron depot tablet using spectrochemical 

methods. Chemical synthesis of some organic substances using substitution reactions, alkylations and aldol condensation. Analysis of 

organic functional groups using derivatives and TLC. The lectures combine practical work in the lab and theoretical basis, using the textbook 

and teacher's hand-outs. 

EFN205G • Chemistry II • (8e) • Spring • Time slot: V • 4f 

Supervisory teacher: Jón Karl Friðrik Geirsson Professor 

Basic principles of organic chemistry with special reference to the medical disciplines. All main classes of organic compounds from alkanes 

to amines are covered together with their major reaction mechanisms. Structure and chemistry of biological compounds such as 

carbonhydrates, lipids, amino acids and proteins with special reference to biochemistry, enzyme catalysed reaction and medicine in general. 

EFN206G • Organic Chemistry L • (8e) • Spring • Time slot: V • 4f + 2u + 3v 


Basic principles of organic chemistry with special reference to the medical disciplines. All main classes of organic compounds from alkanes 

to amines are covered together with their major reaction mechanisms. Structure and chemistry of biological compounds such as 

carbonhydrates, lipids, amino acids and proteins with special reference to biochemistry, enzyme catalysed reaction and medicine in general. 

EFN207G • Physics and Mathematics in Chemistry Research • (6e) • Spring • Time slot: V • 2f + 4d 

Examples of the use of physics and mathematics in chemistry research. The course consists mainly of assignments in thermodynamics, 

kinetics and spectroscopy as well as the foundation from physics and mathematics. Lectures will be given by various faculty to present 

modern research in chemistry, especially the connection with physics and mathematics. Examples of the use of physics and mathematics in 

chemistry research. The course consists mainly of assignments in thermodynamics, kinetics and spectroscopy as well as the foundation from 

physics and mathematics. Lectures will be given by various faculty to present modern research in chemistry, especially the connection with 

physics and mathematics. 

EFN218M • Materials for the Hydrogen Society A • (2e) • Summer 


The hydrogen society and new materials needed to make it into a reality, especially with regard to production of hydrogen, fuel cells and 

hydrogen storage. The main chemical processes will be discussed with special emphasis on catalysis. Fuel cells based on proton exchange 

membranes (PEM) and solid oxide (SOF). Production with electrolysis, photoassisted and with bacteria. Storage of hydrogen, especially in 

solid state materials such as alanates, magensium hydrides, borohydrides and other hydrogen rich materials. The lectures will be given by 17 

lecturers from various European countries. 

494


Undergraduate 

EFN219M • Materials for the Hydrogen Society B • (4e) • Summer 


Main topics from physical chemistry and solid state physics as preparation for lectures on hydrogen society and new materials needed to 

make it into a reality, especially with regard to production of hydrogen, fuel cells and hydrogen storage. The main chemical processes will be 

discussed with special emphasis on catalysis. Fuel cells based on proton exchange membranes (PEM) and solid oxide (SOF). Production with 

electrolysis, photoassisted and with bacteria. Storage of hydrogen, especially in solid state materials such as alanates, magensium hydrides, 

borohydrides and other hydrogen rich materials. The lectures will be given by 17 lecturers from various European countries. 

EFN301G • General Chemistry 1 V • (6e) • Fall • Time slot: H3 • 4f + 2d 


Teacher: Guðbjörg Hrönn Óskarsdóttir 


The basis of the atomic theory. Stoichiometry. Types of chemical reactions and solution stoichiometry. Properties of gases. Chemical 

equilibrium. Acids and bases. Applications of aqueous equilibria. Chemical thermodynamics. Electrochemistry. Chemical kinetics. 

EFN302G • Physical Chemistry A • (8e) • Fall • Time slot: H1 • 4f + 1d + 3v 


Assistant teacher: Kristján Sigurður Kristjánsson 

Assistant teacher: Kristján Matthíasson 

Content of course: Energy and the first law of thermodynamics. Chemical thermodynamics. Entropy and the second and third laws of 

thermodynamics. Free energy. Phase equilibrium. Solutions. Ion solutions. Chemical equilibrium. Biological applications of 

thermodynamics. Electrochemistry. Transport processes: gas kinetics, diffusion, viscosity and sedimentation. Chemical and biochemical 

kinetics. Enzyme catalysis. Experiments: Enthalpy of combustion (bomb calorimeter). Phase diagrams and distillation of liquid solutions. 

Chemical equilibrium and solubility derived from conductivity measurements. Reaction kinetics (rate equations). 

Required preparation: Stærðfræðigreining IC (STÆ105G), Eðlisfræði B (EÐL101G) or Eðlisfræði G (EÐL204G) 

EFN303G • Organic Chemistry I • (8e) • Fall • Time slot: H4 • 4f + 2d + 5v 



Nomenclature and formulae of organic chemistry. Synthesis, mechanisms and main theories. Classes of organic compounds from alkanes to 

aromatics. Introduction to NMR in organic chemistry. Laboratory work: General basic techniques, synthesis of 6 compounds. 

Required preparation: Almenn efnafræði 1 (EFN101G), Efnagreining (EFN203G) 

EFN304G • Inorganic Chemistry 1 • (6e) • Fall • Time slot: H5 • 4f + 1d 

Supervisory teacher: Ingvar Helgi Árnason Professor 

The main purpose of this course is to teach the principles of chemical structure and bonding. The main focus will be on using symmetry and 

group theory in constructing molecular orbitals for simple molecules and complexes. VSEPR and VB methods will also be used to study 

bonding and structure of molecules.The various defintions of the acid-base concept will be discussed. 

Required preparation: Almenn efnafræði 1 (EFN101G) 

EFN307G • Thermodynamics and Introduction to Statistical Mechanics • (8e) • Fall • Time slot: H 

Supervisory teacher: Hannes Jónsson Professor 

Thermodynamics and introduction to statistical mechanics 

Basic principles and mathematical methods in thermodynamics, 

laws of thermodynamics, state functions, Legendre transform, Maxwell equations, equilibrium, phase transitions, quantum statistical 

mechanics, ideal and real gases, Bose and Fermi distributions, specific heat, Brownian motion, random walk and diffusion. 

EFN401G • Organic Chemistry 2 • (8e) • Spring • Time slot: V3 • 4f + 2d + 5v 

Supervisory teacher: Guðmundur Gunnar Haraldsson Professor 

Alcohols and phenols, ethers and epoxides, aldehydes and ketones, carboxylic acids, derivatives carbanions, amines, carbohydrates, amino 

acids and proteins. Spectroscopical identification of organic compounds. Laboratory work: Synthesis and analytical organic chemistry. 

Required preparation: Lífræn efnafræði 1 (EFN303G) 

EFN402G • Instrumental Analysis • (8e) • Spring • Time slot: V5 • 3f + 1d + 5v 


Electronic spectra in the visible and ultraviolet region. Fluorescence. Vibrational spectra in the infrared region. Atomic absorption and 

emission spectroscopy. Nuclear magnetic resonance spectroscopy. Mass spectrometry. Chromatographic separations and tandem 

instruments. Laboratory work: Fluorimetry, atomic absorption, spectrophotometry and applications of IR, UV and visible and NMR 

spectroscopy. Gas- and liquid (HPLC) chromatography. Gas chromatography/mass spectrometry (GC/MS). 

Required preparation: Almenn efnafræði 2 (EFN201G), Efnagreining (EFN203G), Lífræn efnafræði 1 (EFN303G) 

EFN403G • Physical Chemistry B • (8e) • Spring • Time slot: V6 • 4f + 1d + 3v 

Supervisory teacher: Ágúst Kvaran Professor 

Content of course: Principles of quantum mechanics. Chemical bonds. Intermolecular- interactions. Relationship between quantum chemistry 

and spectroscopy. Spectroscopic methods. Spectral analysis. Introduction to laboratory exercises (see below). Experiments: Solution 

calorimeter. Electrolyte solutions. Heat of vaporization. Viscosity. Spectroscopy of organic dyes. Chemical equilibrium by spectroscopic 

methods. Fluorescence of micellar solution. NMR spectroscopy. 

Required preparation: Eðlisefnafræði A (EFN302G) 

495


Undergraduate 

EFN404G • Inorganic Chemistry 2 • (6e) • Spring • Time slot: V1 • 4f + 1d 

Teacher: Sigurjón Norberg Ólafsson Senior Lecturer (UK) - Associate Professor (USA) 

The main topic in this course is the chemistry of the main group elements. Systematic changes in groups and periods will be emphasized. 

Required preparation: Ólífræn efnafræði 1 (EFN304G) 

EFN502G • Research Project in Chemistry • (10e) • Fall 

Students are given the opportunity to conduct a special topic in chemistry under the guidance of a Faculty member. The project is governed 

by rules issued by the Department of Chemistry on such special topics. The work is completed with a short thesis which is graded by the 

faculty member in charge and an additional faculty member. 

EFN504G • BS-Thesis in Chemistry • (16e) • Fall 




EFN505G • Research Project in Chemistry • (18e) • Fall 




EFN506G • Organic Chemistry 3 • (8e) • Fall • Time slot: H3 • 4f + 5v 


Generation of carbanions and their reactions, such as alkylation of enolates, C vs. O alkylation, aldol condensation and acylation of carbons. 

Decarboxylation and formation of double bonds will also be covered. Spectroscopic methods in organic chemistry and literature searches 

using Scifinder, which will be useful in the practical part of the course. The practical part will train students in independent laboratory work. 

Students will carry out multi-step synthesis of organic compounds according to handbooks and chemical journals. General and specific 

laboratory techniques of synthesis and analysis. Spectroscopic identification of all compounds. 75% of homework must be turned in in order 

to be allowed to take the exam. The grade for the laboratory work counts 40% towards the final grade and the minimum grade (5,0) must be 

received in both the laboratory part and theoretical part. 

Required preparation: Lífræn efnafræði 2 (EFN401G), Efnagreiningartækni (EFN402G) 

Knowledge of the material presented in this class is tested orally in December. The grade for the laboratory work counts 40% towards the 

final grade and the minimum grade (5,0) must be received in both the laboratory part and theoretical part. 

EFN507G • BS-Thesis in Chemistry • (10e) • Fall 




EFN509G • Physical Chemistry Laboratory • (8e) • Fall • Time slot: H 

Supervisor: Ágúst Kvaran Professor 

Laboratory exercises in quantum chemistry, statistical mechanics, thermodynamics as well as supporting lectures. The exercises involve both 

computer calculations and measurements. 

Use of spectroscopy to determine the properties of molecules such as absorption spectrum of organic dyes and diatomic gas molecules. Low 

temperature heat capacity of gases. Heat flow in chemical reactions, vapor pressure of liquids, sublimation of solids, crystallization. 

A minimum grade is required in both the laboratory part and the exam. 

EFN510M • Inorganic Chemistry 3 • (8e) • Fall • Time slot: H • 4f + 5v 

Supervisor: Sigurjón Norberg Ólafsson Senior Lecturer (UK) - Associate Professor (USA) 

Reaction mechanisms in coordination chemistry. Stereochemistry of reactions. Organometallic chemistry. Organic ligands and nomenclature. 

General principles and survey of organometallic compounds. Organometallic reactions and mechanisms. Spectral analysis and 

characterization of organometallic complexes. Organometallic reactions and catalysis. The objective of the laboratory work is to familiarize 

the students with synthetic inorganic chemistry. The students will prepare classical transition-metal complexes, main group and 

organometallic compounds. Common methods and techniques for handling air-sensitive inorganic compounds such as the use of a vacuumline, 

reactions under inert atmosphere, high-temperature reactions and sublimation, will be introduced and used. 



EFN512M • Molecular spectroscopy and reaction dynamics • (8e) • Fall 

Determination of molecular structures, energy properties and reaction dynamics by use of spectroscopic methods. 

A. Absorption, fluorescence, Raman spectroscopy, photoionization Laser spectroscopy, Mössbauer and X-ray diffraction. Nuclear 

magnetic resonance (CW and FT-NMR); Coupling constants, chemical shifts, temperature dependence of NMR spectra, 

relaxation times, two dimensional NMR. Electro paramagnetic resonance (EPR). 

B. Reaction dynamics determined by spectroscopy. Molecular beams. Femtosecond spectroscopy. 

C. Photochemistry. Control of reaction rates and mechanism by photon excitation. Atmospheric- and astro-chemistry. 

Various methods for spectroscopic studies of molecules will be demonstrated. Use of computer data analysis and simulation calculations will 

be emphasized. 

EFN601G • Research Project in Chemistry • (10e) • Spring 


496


Undergraduate 



EFN602G • Research Project in Chemistry • (10e) • Summer 




EFN606G • BS-Thesis in Chemistry • (16e) • Spring 




EFN608M • Organic Chemistry 4 • (10e) • Spring • Time slot: V4 • 4f + 2d 



The course is focused on modern methods to synthesise organic compounds with emphasis on systematic build-up of knowledge to deal with 

modern organic synthesis. This is added to knowledge based on previous courses in organic chemistry, Organic Chemistry 1, 2 and 3, being 

prerequisites to this course. The lectures will deal with various nucleophilic substitutions and electrophilic additions, modern organometallic 

chemistry, heterocycles, reduction and selective reducing agents, pericyclic reactions and the Woodward-Hoffmann rules, oxidations and 

rearrangements. Stereochemistry and stereocontrol will also be discussed and its importance in organic syntheses. Application of enzymes in 

organic sythesis will also be covered. Protective groups and their importance in organic sytnhesis will be discussed and systematic design 

and performance of organic synthesis such as umpolung, retrosynthesis, retrosynthetic analysis together with relevant concepts and theories. 

Finally, various classical organic synthesis of complicated natural products in historical perspectives will be described and discussed in 

details. 

The course is intended for chemistry graduate students and students fulfillinng the prerequisites with the main aim to enable students to 

understand modern total synthesis of organic compounds. 


EFN610M • Inorganic Chemistry 4 • (10e) • Spring • Time slot: V3 • 4f 


Chemistry and periodicity among metals and nonmetals. Inorganic cages, rings, and clusters. Bioinorganic chemistry. 

Required preparation: Ólífræn efnafræði 3 (EFN510M) 

EFN611G • BS-Thesis in Chemistry • (16e) • Summer 








EFN612G • Research Project in Chemistry • (18e) • Summer 




EFN613G • Research Project in Chemistry • (18e) • Spring 




EFN614G • BS-Thesis in Chemistry • (10e) • Spring 




EFN615G • BS-Thesis in Chemistry • (10e) • Summer 




EFN616G • Computations of Chemical Properties and Transition Rates • (8e) • Spring 

Supervisory teacher: Hannes Jónsson Professor 

Quantum mechanical calculations of the distributinon of electrons and the properties of chemicals and materials using Hartree-Fock, 

497


Undergraduate 

MP2, CI and DFT methods. Spin and coupling with angular momentum and external field. 

Rate of transitions (chemical reactions and diffusion) calculated using the transition state theory, both within harmonic approximation and 

more generally from free energy, classical and quantum mechanical. 

Laboratory exercieses involving programming 

and computations. 

LEF002M • Exchange Studies • (30e) • Fall 


LEF002M • Exchange Studies • (30e) • Spring 


LEF101G • Biochemistry H • (6e) • Fall • 4f + 2d 

Supervisory teacher: Hörður Filippusson Professor 

Assistant teacher: Bjarki Stefánsson 

Assistant teacher: Jóhanna Arnórsdóttir Research Scholar/Scientist 

This is a course for nursing students. The first weeks of the course will be devoted to the chemistry of organic molecules, covering 

carbohydrates, alcohols, aldehydes, ketones, organic acids, esters, amines and amides. After that the subject is general biochemistry, covering 

all basic aspects. In the final weeks of the course selected aspects of clinical biochemistry will be introduced, including the composition of 

body fluids, acid-base equilibria of the human body, liver and kidney function tests and some biochemistry of coronary heart diseases. 

Further information will be provided at the beginning of the course. 

The examination will be in the form of multiple-choice questions and will cover only material from the prescribed textbook and handouts 

from the teacher. 

LEF301G • Biochemistry A • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Baldur Símonarson Senior Lecturer (UK) - Associate Professor (USA) 

A course in general biochemistry for students of pharmacy, nutrition, dentistry and biology. 

Contents of lecture course: Biomolecules. Chemistry of amino acids, proteins, carbohydrates and lipids. Enzymes and enzymatic reactions. 

The metabolism of carbohydrates, lipids and nitrogen compounds. The integration of metabolism. 

Biology students should take the course LÍF314G Practical biochemistry for biology students at the same time as this course. 

Two tests are held during the semester outside the usual examination period. The higher mark counts for 16,7% of the total examination 

marks. 

LEF302G • Biochemistry 1 • (6e) • Fall • Time slot: H6 • 4f + 1u 

Supervisory teacher: Bjarni Ásgeirsson Professor 

A thorough treatment of the fundamentals of biochemistry - part one; structure and function of macromolecules. The scope of biochemistry. 

Interactions of biomolecules. Amino acids, peptides and the three-dimensional strucure of proteins. Structure of nucleic acids, stability, and 

basic recombinant technology. Protein stability, folding, and dynamics related to function. Bioinformatics. Carbohydrates. Lipids and 

membranes. Enzyme kinetics, regulation of enzyme activity, and mechanisms of enzyme catalysis. 

LEF401G • Biochemistry T • (6e) • Spring • Time slot: V • 3f + 1u 

Supervisory teacher: Baldur Símonarson Senior Lecturer (UK) - Associate Professor (USA) 

A course in biochemistry with special topics for dental students. 

Contents of lecture course: Digestion and absorption. Transport of blood gases. Buffer systems of the body. Nutrition with emphasis on 

dental health. Glycoproteins, complex lipids. The extracellular matrix, vitamin C. Post-translational modifications. DNA repair. Oxidative 

stress and anti-oxidants. The biochemistry of ageing. Calcium and bone metabolism, vitamin D. Blood proteins. Blood coagulation and 

fibrinolysis. Blood, iron and haematopoietic vitamins. Liver function. Lipoproteins. Hormones. Control of gene expression, vitamin A. 

Glucose homeostasis, diabetes. 

Each student is assigned two seminars and hands in two essays on selected topics from nutrition and dental health and calcium and bone 

metabolism. Each essay counts as 15% of the total examination marks. A written test at the end of the semester counts as 70%. The test 

consists of short qustions and essay questions. 

LEF405G • Biochemistry B • (6e) • Spring • Time slot: V • 4f 


This is a course for students of pharmacy and covers some special topics in biochemistry: Nucleic acids, protein synthesis. Gene technology. 

Proteins and enzymes. Drug action on proteins. Protein pharmaceuticals. Lipids and membranes. Hormones and signal mechanisms. 

Digestion, absorption, nutrition. 

Required preparation: Lífefnafræði A (LEF301G) 

Assessment is based on a written paper, including multi-part questions and essays. The passmark is 5.0 

LEF406G • Biochemistry 2 • (6e) • Spring • Time slot: V1 • 4f + 1u 

Supervisory teacher: Jón Bragi Bjarnason Professor 

A course in biochemistry for students of biochemistry, food science and nutrition. A course in biochemistry for students of biochemistry, 

food science and nutrition.A thorough treatment of the fundamentals of general biochemistry (part two), especially bioenergetics and 

metabolism. Contents of lecture course: Bioenergetics. Glycolysis. Gluconeogenesis and the pentose phosphate pathway. Glycogen 

metabolism, principles of metabolic regulation. The citric acid cycle. Fatty acid catabolism. Amino acid metabolism and the urea cycle. 

Electron transport and oxidative phosphorylation. Photosynthesis. Carbohydrate biosynthesis in plants and bacteria, the glyoxylate cycle. 

Lipid biosynthesis. Biosynthesis of amino acids. The synthesis and degradation of purines, pyrimidines, nucleotides and haeme. Integration 

and hormonal control of metabolic pathways. 

498


Undergraduate 

Two tests are held during the semester outside the usual examination period. The higher mark counts for 16,7% of the total examination 

marks. 

LEF501G • Research Project in Biochemistry • (10e) • Fall 

Students are given the opportunity to conduct a special topic in biochemistry under the guidance of a Faculty member. The project is 

governed by rules issued by the Department of Chemistry on such special topics. The work is completed with a short thesis which is graded 

by the faculty member in charge and an additional faculty member. 

LEF501M • Biochemistry 3 • (8e) • Fall • Time slot: H4 • 2f + 10v 


Assistant teacher: Magnús Már Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Practical class with accompanying lectures where practical and theoretical aspects of the experiments are discussed. Enzyme purification by 

hydrophobic, ion-exchange, affinity and gel filtration chromatography. Gel electrophoresis. Enzyme kinetics and inhibitors. Specific 

chemical modification of enzymes. Thermal stability of proteins. Ligand-protein interactions. Immunoprecipitation. Restriction enzymes and 

agarose electrophoresis. Bioinformatics by computer. 

Required preparation: Lífefnafræði 1 (LEF302G) 

LEF505G • BS-Thesis in Biochemistry • (16e) • Fall 



by the faculty member in charge and an additional faculty member. Students are given the opportunity to conduct a special topic in 

biochemistry under the guidance of a Faculty member. The project is governed by rules issued by the Department of Chemistry on such 

special topics. The work is completed with a short thesis which is graded by the faculty member in charge and an additional faculty member. 

LEF505G • BS-Thesis in Biochemistry • (16e) • Summer 






LEF506G • Research Project in Biochemistry • (16e) • Fall 




LEF507G • BS-Thesis in Biochemistry • (10e) • Fall 






LEF508G • Applied Biochemistry G • (6e) • Fall • Time slot: H6 • 4f + 1u 


Aimed at introducing students to aspects of applied biochemistry and biotechnology with emphasis on protein biotechnology. Lectures: Use 

of proteins in industry and medicine. Industrial use of enzymes. Enzyme reactors. Applications of immobilized enzymes. Biosensors. Use of 

recombinant DNA technology to genetically engineer organisms for production of biochemicals. Analytical biochemistry. Automaton in 

bioanalysis. Purification of bioproducts; scaling up of production lines and downstream processing. Tutorials: Recent research papers 

presented and discussed. 

Recommended preparation: Lífefnafræði 3 (LEF501M) 

For those taking 6 ECTS marks for the written exam count 75% and student presentations 25%. For those taking 10 ECTS the written exam 

counts 45%, presentations 15% and additional project 40%. 

LEF601G • Research Project in Biochemistry • (10e) • Spring 




LEF602G • BS-Thesis in Biochemistry • (16e) • Spring 


499


Undergraduate 





LEF606G • Research Project in Biochemistry • (10e) • Summer 




LEF607G • Research Project in Biochemistry • (16e) • Summer 




LEF608G • Research Project in Biochemistry • (16e) • Spring 




LEF609G • BS-Thesis in Biochemistry • (10e) • Spring 






LEF610G • BS-Thesis in Biochemistry • (10e) • Summer 






LEF611G • Enzyme Chemistry G • (6e) • Spring • Time slot: V4 • 4f + 1d 


Protein purification and characterisation. Protein structure. Enzyme kinetics and reaction mechanisms. Control of enzyme activity. 

Multienzyme complexes. 


LEF612G • Structure and Function of Proteins • (6e) • Spring • Time slot: V • 4f + 2u 

Supervisory teacher: Magnús Már Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

The characteristics of protein stuctures at the different structural levels. How structure determines the different properties of proteins. 

Structural classes of proteins and their characteristics. Relationship between molecular structure and biological function. Interactions that 

determine structural stability of proteins. Protein folding and unfolding. Effects of different parameters, e.g. temperature, pH, salts and 

denaturants on protein stability. Techniques used for determination stucture and different properties proteins. 


SEÐ401G • Introductory Astronomy • (6e) • Spring • Time slot: V 


A general introduction to modern astronomy. Classical astronomy: The celestial sphere. Time and the seasons. History of astronomy. 

Telescopes. - The solar system. The sun and the planets. Comets. - Stars, their structure and evolution. Binary stars. Variable stars. 

Supernovas. Pulsars and binary X-ray sources. White dwarfs, neutron stars and black holes. - The interstellar medium. Cosmic rays. The 

Galaxy. - Extragalactic astronomy: Galaxies. Radio galaxies. Quasars. Cosmology: The structure and evolution of the universe. Life in the 

universe. Discussion classes and star watching when weather permits. 

SEÐ502M • Astrophysics 1 • (6e) • Fall • Time slot: H7 



Class is generally given in odd-numbered years. An introduction to astrophysical problems with emphasis on underlying physical principles. 

-- The nature of stars. Equations of state, stellar energy generation, radiative transfer. Stellar structure and evolution. Gravitational collapse 

500


Undergraduate 

and supernova explosions. Physics of white dwarfs, neutron stars and black holes. Compact binary systems. X-ray sources. Pulsars. Galaxies, 

their structure, formation and evolution. Active galaxies. The interstellar medium. Cosmic magnetic fields. Cosmic rays. An introduction to 

physical cosmology. 

Required preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIC (STÆ206G) or Stærðfræðigreining IB (STÆ201G) or 

Stærðfræðigreining IB (STÆ201G), Eðlisfræði 2 R (EÐL202G) 

SEÐ601G • Life in the Universe • (6e) • Spring • Time slot: V • 4f + 2d 



An introduction to astrobiology. Formation of the elements in the primordial plasma. Formation of heavy elements in stars and in their 

environments. Origin of galaxies, stellar systems, stars and planets. Formation of molecules and dust in the interstellar medium. Properties of 

Carbon and other elements necessary for life. Topics in biochemistry and thermodynamics. Origin and evolution of the Earth. Origin of 

water. The atmosphere. The Earth compared to other planets. What is life and what does it need? Origin and evolution of life on Earth. Life 

in extreme environments. Asteroids and impacts with the Earth. Effects of nearby supernovas. Is there life elsewhere in the Solar System, e.g. 

on Mars, Europa or Titan? Habitable worlds in the Universe. Extrasolar planets. The search for extraterrestrial intelligence. The Fermi 

paradox. Anthropic reasoning. 

STÆ001M • Mathematical Colloquium • (0e) • Fall • 2f 

Current research in mathematics. 

STÆ002M • Mathematical Colloquium • (0e) • Spring • 2f 


STÆ003G • Studies at Reykjavík University • (30e) • Fall 

Transferred credits from Reykjavík University. 

STÆ101G • Mathematical Analysis IA • (8e) • Fall • Time slot: H1 • 4f + 3d 

Teacher: Jón Ingólfur Magnússon Professor 

Assistant teacher: Atli Norðmann Sigurðarson 

Main emphasis is on the differential and integral calculus of functions of a single variable. The systems of real and complex numbers. Least 

upper bound and greatest lower bound. Natural numbers and induction. Mappings and functions. Sequences and limits. Series and 

convergence tests. Conditionally convergent series. Limits and continuous functions. Trigonometric functions. Differentiation. Extreme 

values. The mean value theorem and polynomial approximation. Integration. The fundamental theorem of calculus. Logarithmic and 

exponential functions, hyperbolic and inverse trigonometric functions. Methods for finding antiderivatives. Real power series. First-order 

differential equations. Complex valued functions and second-order differential equations. 

STÆ103G • Mathematical Analysis IIB • (6e) • Fall • Time slot: V1 • 4f + 2d 

Teacher: Þorvaldur Búason 



Assistant teacher: Stefán Grétar Þorleifsson 



Open and closed sets. Mappings, limits and continuity. Differentiable mappings, partial derivatives and the chain rule. Jacobi matrices. 

Gradients and directional derivatives. Mixed partial derivatives. Curves. Vector fields and flow. Cylindrical and spherical coordinates. Taylor 

polynomials. Extreme values and the classification of stationary points. Extreme value problems with constraints. Implicit functions and 

local inverses. Line integrals, primitive functions and exact differential equations. Double integrals. Improper integrals. Green's theorem. 

Simply connected domains. Change of variables in double integrals. Multiple integrals. Change of variables in multiple integrals. Surface 

integrals. Integration of vector fields. The theorems of Stokes and Gauss. 

Required preparation: Stærðfræðigreining IB (STÆ201G) or Stærðfræðigreining IA (STÆ101G), Línuleg algebra B (STÆ208G) or Línuleg 

algebra A (STÆ106G) 

STÆ104G • Mathematical Analysis IB • (6e) • Fall • Time slot: H1 • 4f + 2d 

Supervisory teacher: Rögnvaldur Möller Professor 

Assistant teacher: Halldór Guðjónsson Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Erik Tryggvi Striz Bjarnason 


Assistant teacher: Jóhann Sigursteinn Björnsson 


Assistant teacher: Hákon Jónsson 

Assistant teacher: Stefán Grétar Þorleifsson 

Assistant teacher: Grímur Hjörleifsson 

Assistant teacher: Helga Ingimundardóttir 

Assistant teacher: Pétur Ólafur Aðalgeirsson 



Real numbers. Limits and continuous functions. Differentiable functions, rules for derivatives, derivatives of higher order, primitives. 

Applications of differential calculus: Extremal value problems, linear approximation. Transcendental functions. Mean value theorem, 

theorems of l'Hôpital and Taylor. Integration: The definite integral and rules of integration. Fundamental theorem of calculus. Techniques of 

integration, improper integrals. Applications of integral calculus: Arc length, area, volume, centroids. Sequences and series, convergence 

tests. Power series, Taylor series. Ordinary differential equations: First-order separable and homogeneous differential equations, first-order 

501


Undergraduate 

linear equations, second-order linear equations with constant coefficients. 

STÆ105G • Mathematical Analysis IC • (8e) • Fall • Time slot: H1 • 4f + 3d 

Supervisory teacher: Elínborg Ingunn Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Óli Páll Geirsson 

Assistant teacher: María Óskarsdóttir 

Assistant teacher: Þorvaldur Búason 

Assistant teacher: Stefanía Bjarney Ólafsdóttir 

Assistant teacher: Atli Norðmann Sigurðarson 

Assistant teacher: Garðar Sveinbjörnsson 

Assistant teacher: Sigrún Helga Lund 

Convergence and continuity. Differential and integral calculus in one variable. Trigonometric, exponential and logarithmic functions. Linear 

first-order differential equations. Separable differential equations. Vectors and matrices. Complex numbers. Emphasis is on understanding 

and use of mathematical concepts, problem solving and applications of mathematics in various fields. 

Graded exercises together with tests count 50% towards the final grade. If a student takes one or no test, the weight of the final test increases 

accordingly to 75% or 100%. 

STÆ106G • Linear Algebra A • (8e) • Fall • Time slot: H4 • 4f + 3d 

Supervisory teacher: Jón Kristinn Arason Professor 

Assistant teacher: Grétar Már Ragnarsson Amazeen 

Elements of set theory: Sets, operations on sets, mappings. Vector spaces, linearly independent vectors, bases, dimension. Linear mappings, 

kernel and image, rank. Matrices, systems of linear equations, Gauss-Jordan elimination. Determinants, eigenvalues and eigenvectors. Inner 

product spaces, orthonormal bases, orthogonal projections, unitary operators. The adjoint of a linear operator, the spectral theorem for selfadjoint 

operators, diagonalization of quadratic forms. 

STÆ107G • Linear Algebra B • (6e) • Fall • Time slot: H4 • 4f + 2d 


Assistant teacher: Friðrik Freyr Gautason 

Assistant teacher: Salvör Egilsdóttir 


Assistant teacher: Jóhanna Sigmundsdóttir 

Assistant teacher: Grétar Már Ragnarsson Amazeen 

Assistant teacher: Örn Stefánsson 

Assistant teacher: Einar Bjarki Gunnarsson 


Assistant teacher: Stefán Frímann Jökulsson 

Assistant teacher: Kristján Einarsson 



Systems of linear equations and matrices. Gauss-Jordan method. Real and complex vector spaces and their subspaces. Linearly independent 

subsets, bases and dimension. Linear mappings, subspaces, ranges and nullspaces. Inner products, length and angle. Volume in n- 

dimensional space and the crossproduct in 3-dimensional space. Parametric presentation and implicit presentation of flats. Orthogonal 

projections and orthonormal bases. Gram-Schmidt method and the method of least squares. Determinants and inverses of matrices. 

Eigenvalues and eigenvectors. Diagonalization. Symmetric matrices and orthogonal matrices. Quadratic forms and second degree 

polynomials. Spectral theorem for hermitian matrices. Applications. 

STÆ201G • Mathematical Analysis IB • (6e) • Spring • Time slot: V7 • 4f + 2d 

Teacher: Þorvaldur Búason 

Real numbers. Limits and continuous functions. Differentiable functions, rules for derivatives, derivatives of higher order, primitives. 

Applications of differential calculus: Extremal value problems, linear approximation. Transcendental functions. Mean value theorem, 

theorems of l'Hôpital and Taylor. Integration: The definite integral and rules of integration. Fundamental theorem of calculus. Techniques of 

integration, improper integrals. Applications of integral calculus: Arc length, area, volume, centroids. Sequences and series, convergence 

tests. Power series, Taylor series. Ordinary differential equations: First-order separable and homogeneous differential equations, first-order 

linear equations, second-order linear equations with constant coefficients. 

STÆ202G • Sets and Metric Spaces • (8e) • Spring • Time slot: V6 • 4f + 3d 

Elements of set theory: Sets. Mappings. Relations, equivalence relations, orderings. Finite, infinite, countable and uncountable sets. 

Equipotent sets. Construction of the number systems. Metric spaces: Open sets and closed sets, convergent sequences and Cauchy sequences, 

cluster points of sets and limit points of sequences. Continuous mappings, convergence, uniform continuity. Complete metric spaces. 

Uniform convergence and interchange of limits. The Banach fixed point theorem; existence theorem about solutions of first-order differential 

equations. Completion of metric spaces. Compact metric spaces. Connected sets. Infinite series, in particular function series. 

Required preparation: Stærðfræðigreining IA (STÆ101G), Línuleg algebra A (STÆ106G) 

STÆ203G • Probability and Statistics • (6e) • Spring • Time slot: V6 • 4f + 2d 

Supervisory teacher: Hermann Þórisson Professor 


Sample space, events, probability, equally likely outcomes, independent events, conditional probability. Random variable, distribution 

function, density, joint distribution, independent variables, conditional distribution. Expectation, variance, correlation, Law of Large 

Numbers. Important discrete variables. Exponential variable, Poisson process. Normal variable, Central Limit Theorem. Sample, statistic, 

distribution of the mean and variance of a normal sample. Point estimation, method of moments and maximum likelihood, mean square error, 

bias. Interval estimation and hypothesis testing for normal, binomial and exponential samples. Regression. Goodness of fit and 

nonparametric testing. 

502


Undergraduate 

Recommended preparation: Stærðfræðigreining IB (STÆ201G) or Stærðfræðigreining IA (STÆ101G), Línuleg algebra B (STÆ208G) or 

Línuleg algebra A (STÆ106G) 

STÆ204G • Introduction to Probability and Statistics • (8e) • Spring • Time slot: V6 • 4f + 3d + 1æ 



Sample space, events, probability, equally likely outcomes, independent events, conditional probability. Random variable, distribution 

function, density, joint distribution, independent variables, conditional distribution. Expectation, variance, correlation, Law of Large 

Numbers. Important discrete variables. Exponential variable, Poisson process. Normal variable, Central Limit Theorem. Sample, statistic, 

distribution of the mean and variance of a normal sample. Point estimation, method of moments and maximum likelihood, mean square error, 

bias. Interval estimation and hypothesis testing for normal, binomial and exponential samples. Regression. Goodness of fit and 

nonparametric testing. 

Required preparation: Stærðfræðigreining IA (STÆ101G) or Stærðfræðigreining IB (STÆ201G), Línuleg algebra A (STÆ106G) or Línuleg 

algebra B (STÆ208G) 

STÆ205G • Mathematical Analysis IIB • (6e) • Spring • Time slot: V1 • 4f + 2d 


Open and closed sets. Mappings, limits and continuity. Differentiable mappings, partial derivatives and the chain rule. Jacobi matrices. 

Gradients and directional derivatives. Mixed partial derivatives. Curves. Vector fields and flow. Cylindrical and spherical coordinates. Taylor 

polynomials. Extreme values and the classification of stationary points. Extreme value problems with constraints. Implicit functions and 

local inverses. Line integrals, primitive functions and exact differential equations. Double integrals. Improper integrals. Green's theorem. 

Simply connected domains. Change of variables in double integrals. Multiple integrals. Change of variables in multiple integrals. Surface 

integrals. Integration of vector fields. The theorems of Stokes and Gauss. 



STÆ206G • Mathematical Analysis IIC • (8e) • Spring • Time slot: V1 • 4f + 3d 


A: Curves and surfaces. Vector calculus, partial derivatives, gradients and directional derivatives, tangent planes and differentials. Maxima 

and minima, Lagrange multipliers. Multiple integrals, cylindrical and spherical coordinates. Vector analysis, line and surface integrals, 

divergence and curl, the theorems of Green, Gauss and Stokes. B: Fourier analysis. Fourier series in real and complex form, continuous and 

discrete Fourier transforms. Emphasis is laid on problem solving and the application of mathematics in various fields. 



STÆ207G • Mathematical Analysis IIA • (8e) • Spring • Time slot: V1 • 4f + 3d 

Supervisory teacher: Reynir Axelsson Senior Lecturer (UK) - Associate Professor (USA) 

Emphasis is laid on the theoretical aspects of the material. The aim is that the students acquire understanding of fundamental concepts and 

are able to use them, both in theoretical consideration and in calculations. Open and closed sets. Mappings, limits and continuity. 

Differentiable mappings, partial derivatives and the chain rule. Jacobian matrices. Gradients and directional derivatives. Mixed partial 

derivatives. Curves. Vector fields and flows. Cylindrical and spherical coordinates. Taylor polynomials. Extrema and classification of 

stationary points. Extrema with constraints. Implicit functions and local inverses. Line integrals, potential functions and exact differential 

equations. Proper and improper multiple integrals. Change of variables in multiple integrals. Simply connected regions. Integration on 

surfaces. Theorems of Green, Stokes and Gauss. 

Required preparation: Stærðfræðigreining IA (STÆ101G), Línuleg algebra A (STÆ106G) 

STÆ208G • Linear Algebra B • (6e) • Spring • Time slot: V7 • 4f + 2d 

Teacher: Jón Kristinn Arason Professor 

Systems of linear equations and matrices. Gauss-Jordan method. Real and complex vector spaces and their subspaces. Linearly independent 

subsets, bases and dimension. Linear mappings, subspaces, ranges and nullspaces. Inner products, length and angle. Volume in n- 

dimensional space and the crossproduct in 3-dimensional space. Parametric presentation and implicit presentation of flats. Orthogonal 

projections and orthonormal bases. Gram-Schmidt method and the method of least squares. Determinants and inverses of matrices. 

Eigenvalues and eigenvectors. Diagonalization. Symmetric matrices and orthogonal matrices. Quadratic forms and second degree 

polynomials. Spectral theorem for hermitian matrices. Applications. 

STÆ209G • Statistics and Data Analysis • (8e) • Spring • 4f + 2d 

Teacher: Thor Aspelund Senior Lecturer (UK) - Associate Professor (USA) 

Statistics and data analysis Introductory applied statistics course.The normal and binomial distribution, estimation of parameters,confidence 

intervals, T-tests, ANOVA, multiple linear models, 2x2 andrxc tables for categorical data. Analysis of binary outcomes. Datahandling and 

use of statistical programs such as SPSS, R and Excel. Statistics and data analysis Introductory applied statistics course.The normal and 

binomial distribution, estimation of parameters,confidence intervals, T-tests, ANOVA, multiple linear models, 2x2 andrxc tables for 

categorical data. Analysis of binary outcomes. Datahandling and use of statistical programs such as SPSS, R and Excel. 

STÆ301G • Complex Analysis I • (8e) • Fall • Time slot: H1 • 4f + 3d 

Teacher: Jón Ingólfur Magnússon Professor 

Complex numbers and the topology of the complex plane. Sequences and series of complex numbers. Differentiable and holomorphic 

functions. Sequences and series of functions; power series. Path integration and primitives. The exponential function and related functions. 

Winding numbers. The Cauchy theorem, the integral formula of Cauchy and consequences. The identity theorem, the open mapping theorem 

and the maximum principle. Laurent series, isolated singularities and their classification. The theorem of residues and residue calculus. The 

argument principle and Rouché's theorem. Connections with real analysis: The Cauchy-Riemann equations, harmonic functions and the 

integral formulas of Poisson and Schwarz. Holomorphic functions defined by integrals (e. g. the Laplace transformation). Conformal 

503


Undergraduate 

mapping and the Riemann mapping theorem. 

Recommended preparation: Mengi og firðrúm (STÆ202G) 

STÆ302G • Mathematical Analysis IIIB • (6e) • Fall • Time slot: H1 

Teacher: Stefán Ingi Valdimarsson 

Assistant teacher: Olivier Matthieu S. Moschetta 

Assistant teacher: Þorvaldur Búason 

Functions of a complex variable. Analytic functions. The exponential function, logarithms and roots. Cauchy's Integral Theorem and 

Cauchy's Integral Formula. Uniform convergence. Power series. Laurent series. Residue integration method. Application of complex 

function theory to fluid flows. Ordinary differential equations and systems of ordinary differential equations. Linear differential equations 

with constant coefficients. Systems of linear differential equations. The matrix exponential function. Various methods for obtaining a 

particular solution. Green's functions for initial value problems. Flows and the phase plane. Nonlinear systems of ordinary differential 

equations in the plane, equilibrium points, stability and linear approximations. Series solutions and the method of Frobenius. Use of Laplace 

transforms in solving differential equations. 

Required preparation: Stærðfræðigreining IIB (STÆ205G), Stærðfræðigreining IIB (STÆ205G) or Stærðfræðigreining IIA (STÆ207G) 

STÆ303G • Algebra I • (8e) • Fall • Time slot: H3 • 4f + 3d 


Groups, examples and basic concepts. Symmetry groups. Homomorphisms and normal subgroups. Rings, examples and basic concepts. 

Integral domains. Ring homomorphisms and ideals. Polynomial rings and factorization of polynomials. Special topics. 

STÆ304G • Mathematical Analysis IIIA • (8e) • Fall • Time slot: H • 4f + 3d 

Supervisory teacher: Robert Jonathan Magnus Professor 

The course is intended as an introduction to important tools of applied mathematics, especially ordinary differential equations, partial 

differential equations and Fourier-series and to prove some of their basic properties. The student is assumed to have a good grasp of calculus 

of one and several real variables, linear algebra and to have attended a basic course in metric spaces. 

The program Matlab is used to give the student some hands-on experience of practical applications. 

Ordinary differential equations: Existence and uniqueness of solutions, the Cauchy problem, solution of first order equations and linear 

systems, solution by power series, numerical methods. 

Partial differential equations: First order hyperbolic equations, solution by characteristics, the heat equation in one dimension, the Gauss 

kernel. 

Fourier-analysis: Convergence of Fourier-series pointwise, uniformly and in the mean-square, Parseval's equation, Fejer's theorem on Cesaro 

summation, solution of the heat equation on finite intervals by Fourier-series, the Fourier transform and its basic properties. 

Required preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIB (STÆ205G) 

Recommended preparation: Mengi og firðrúm (STÆ202G) 

STÆ310M • Linear Statistical Models • (10e) • Fall • Time slot: H • 4f + 3d 

Supervisor: Gunnar Stefánsson Professor 

Simple and multiple linear regression, analysis of variance and covariance, inference, variances and covariances of estimators, influence and 

diagnostic analyses using residual and influence measures, simultaneous inference. General linear models as projections with ANOVA as 

special case, simultaneous inference of estimable functions. Nonlinear regression and experimental design. R is used in assignments. 

Solutions to assignments are returned in LaTeX and PDF format. 

In addition selected topics will be visited, e.g. generalized linear models (GLMs) and/or random/mixed effects models and/or bootstrap 

methods etc. 

Students will present solutions to individually assigned 

projects/exercises, each of which is handed in earlier through a web-page. 

Recommended preparation: Líkindareikningur og tölfræði (STÆ203G) or Inngangur að líkinda- og tölfræði (STÆ204G) 

STÆ311M • Statistics Seminar • (2e) • Fall • Time slot: H • 1f 


Selected topics in statistics. The seminar can be taken more than once for credit. Each student will give at least one presentation during the 

semester. Participation in all lectures is mandatory. Spring and fall semester when participation is sufficient. 

STÆ312M • Applied Linear Statistical Models • (6e) • Fall • Time slot: V1 • 4f + 3d 







methods etc. 


projects/exercises, each of which is handed in earlier through aweb-page. 

STÆ313M • Theoretical Statistics • (10e) • Fall • Time slot: H • 4f + 3d 

504


Undergraduate 


Likelihood, Sufficient Statistic, Sufficiency Principle, Nuisance Parameter, Conditioning Principle, Invariance Principle, Likelihood Theory. 

Hypothesis Testing, Simple and Composite Hypothesis, The Neyman-Pearson Lemma, Power, UMP-Test, Invariant Tests. Permutation 

Tests, Rank Tests. Interval Estimation, Confidence Interval, Confidence, Confidence Region. Point Estimation, Bias, Mean Square Error. 

Assignments are returned using LaTeX and consitute 20% of the final grade. 

Required preparation: Líkindareikningur og tölfræði (STÆ203G) or Inngangur að líkinda- og tölfræði (STÆ204G) 

STÆ314M • Topics in Probability • (10e) • Spring • Time slot: V 


The course will deal with coupling methods in probability theory, stationarity, and regeneration. 

STÆ315M • Topics in Probability • (10e) • Fall • Time slot: H 



STÆ401G • Mathematical Analysis IVB • (6e) • Spring • Time slot: V1 • 4f + 2d 


Fourier series and orthonormal systems of functions, boundary-value problems for ordinary differential equations, Green functions, the 

eigenvalue problem for Sturm-Liouville operators, Fourier transform, Laplace transform, introduction to the calculus of variations, 

introduction to distributions. The wave equation, the diffusion equation and Laplace's equation solved on various domains by methods based 

on the first part of the course, separation of variables, fundamental solution for Laplace's equation. 

Required preparation: Stærðfræðigreining IIIB (STÆ302G) or Stærðfræðigreining IIIA (STÆ304G) 

STÆ401M • Algebra II • (10e) • Spring • Time slot: V • 4f + 3d 

Modules and linear maps. Free modules and matrices. Quotient modules and short exact sequences. Dual modules. Finitely generated 

modules over a principal ideal domain. Linear operators on finite dimensional vector spaces. 

Required preparation: Algebra I (STÆ303G) 

STÆ402G • Mathematical Seminar • (4e) • Spring • Time slot: V • 2f 

Supervisory teacher: Eggert Briem Professor 

Students prepare lecture notes and give talks on selected topics. Topics vary from year to year. 

STÆ402M • Measure and Integration Theory • (8e) • Spring • Time slot: V • 4f + 3d 

Supervisory teacher: Ragnar Sigurðsson Professor 

Measure and integration theory: Measurable functions, measures and measure spaces. Integrable functions and the main convergence 

theorems (monotone convergence, Fatou's lemma, Lebesgue's theorem on dominated convergence). LMeasure and integration theory: 

Measurable functions, measures and measure spaces. Integrable functions and the main convergence theorems (monotone convergence, 

Fatou's lemma, Lebesgue's theorem on dominated convergence). L p -spaces and their duals, the inequalities of Hölder and Minkowski. Modes 

of convergence. Product measures, the Fubini theorem. The Lebesgue measure on R n , main properties. The connection between 

differentiation and integration, the theorem of Lebesgue about almost everywhere differentiability of monotone functions. Fourier analysis. 

The Gamma function. 

Required preparation: Stærðfræðigreining IIA (STÆ207G), Mengi og firðrúm (STÆ202G) 

STÆ403G • Models in Applied Mathematics • (6e) • Spring • Time slot: V • 3f + 2d 

Selected topics on models in applied mathematics. Case studies. Students' projects on real-world problems. 

STÆ403M • Algebra III • (10e) • Spring • Time slot: V • 4f + 3d 


Fields and field extensions. Seperable and normal extensions. Galois theory. Applications. Noether rings. Hilbert basis theorem and Hilbert 

Nullstellensatz. 


STÆ405G • Numerical Analysis B • (6e) • Spring • Time slot: V3 • 4f + 2d 

Teacher: Elínborg Ingunn Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Numerical solution of systems of linear and nonlinear equations and eigenvalue problems. Linear and nonlinear regression and nonlinear 

optimization. Polynomial and spline interpolation. Numerical integration and differentiation. Numerical solution of initial and boundary 

value problems for ordinary and partial differential equations.This course is taught in paralell with Numerical Analysis A. 

Recommended preparation: Stærðfræðigreining IIIB (STÆ302G) or Stærðfræðigreining IIIA (STÆ304G) 

STÆ406M • Combinatorics • (6e) • Spring • Time slot: V • 4f + 1d 

Teacher: William Mark Dukes 

This course is aimed at second and third year undergraduate 

mathematics students. The purpose is to introduce the student 

to several combinatorial structures, methods of their 

enumeration and useful properties. Applications of these 

methods to other problems will also be discussed. 

STÆ407G • Operations Research B • (6e) • Spring • Time slot: V • 3f + 2d 

505


Undergraduate 

Markov chains. Queueing theory. Inventory theory. Decision theory and Markovian decision processes. Dynamic programming. Reliability. 

STÆ408G • Numerical Analysis A • (8e) • Spring • 4f + 3d 

Supervisory teacher: Elínborg Ingunn Ólafsdóttir Senior Lecturer (UK) - Associate Professor (USA) 

Numerical solution of systems of linear and nonlinear equations and eigenvalue problems. Linear and nonlinear regression and nonlinear 

optimization. Polynomial and spline interpolation. Numerical integration and differentiation. Numerical solution of initial and boundary 

value problems for ordinary and partial differential equations. 

This course is taught in paralell with Numerical Analysis B. In this course the emphasise is on rigourus theory and the student projects focus 

on theoretical aspects and the programming part is also larger than in Numerical Analysis B. 

Recommended preparation: Stærðfræðigreining IIIA (STÆ304G) or Stærðfræðigreining IIIB (STÆ302G) 

STÆ410G • Combinatorics • (6e) • Spring • Time slot: V • 4f + 1d 







STÆ411G • Topology • (8e) • Spring • Time slot: V • 4f + 3d 

Teacher: Jóhann Sigurðsson 

General topology: Topological spaces and continuous maps. Subspaces, product spaces and quotient spaces. Connected spaces and compact 

spaces. Separation axioms, the lemma of Urysohn and a metrization theorem. Completely regular spaces and compactifications. Introduction 

to algebraic topology: The (first) homotopy group and covering spaces. Examples of applications of the homotopy group. 

Required preparation: Mengi og firðrúm (STÆ202G) 

STÆ415M • Stochastic Processes • (10e) • Spring • Time slot: V • 4f + 3d 


Introduction to stochastic processes with main emphasis on Markov chains. Hitting time, irreducibility, period, recurrence (positive and null), 

regeneration, coupling, stationarity, time-reversibility, coupling from the past, queues, martingales, Brownian motion. 

STÆ417M • Statistics Seminar • (2e) • Spring • Time slot: V • 1f 




STÆ418M • Introduction to Measure-Theoretic Probability • (10e) • Spring • Time slot: V • 4f + 3d 


Proability, expectation and conditioning based on measure theory. Several modes of convegence and important limit theorems. 

Required preparation: Inngangur að líkinda- og tölfræði (STÆ204G) or Líkindareikningur og tölfræði (STÆ203G) 

STÆ504G • Graph Theory • (6e) • Fall • Time slot: V • 4f + 1d 


Graphs and directed graphs. Bipartite graphs, Euler graphs and Hamiltonian graphs. Trees. Flows in networks. Matchings. Two connected 

graphs. Planar graphs and colourings. 

STÆ504G • Graph Theory • (6e) • Spring • Time slot: V • 4f + 1d 



STÆ505G • Graph Theory • (6e) • Spring • Time slot: V • 4f + 1d 



STÆ505M • Partial Differential Equations • (10e) • Fall • Time slot: H • 4f + 3d 


First order equations. The Laplace equation, heat equation and wave equation in various dimensions, in various domains and with various 

boundary and/or initial conditions. Classification of second order equations into elliptic, parabolic and hyperbolic. Fundamental solutions and 

Green-functions. Introduction to distribution theory. The calculus of variations and variational methods. Weak solutions. 


STÆ506M • Set Theory • (8e) • Fall • Time slot: H • 4f + 3d 

Set theory built on the Zermelo-Fraenkel axioms. Partially ordered sets and statements equivalent to the axiom of choice. Natural numbers 

and construction of the number system within set theory. Cardinal numbers and ordinal numbers. 

STÆ507M • Functional Analysis • (10e) • Fall • Time slot: H • 4f + 3d 

Supervisor: Ragnar Sigurðsson Professor 

Banach spaces and Hilbert spaces and their main properties. Duals of Banach spaces. Convolutions. The Fourier transform on LBanach 

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Undergraduate 

spaces and Hilbert spaces and their main properties. Duals of Banach spaces. Convolutions. The Fourier transform on L 1(R). The Plancherel 

theorem. Equicontinuity, the Arzelà-Ascoli theorem. The Stone-Weierstrass approximation theorem. Linear operators on Hilbert spaces, in 

particular compact operators. The spectral theorem. The Hahn-Banach theorem. The Baire category theorem. The uniform boundedness 

theorem, the open mapping theorem and the closed graph theorem. 

Recommended preparation: Mál- og tegurfræði (STÆ402M) 

STÆ508M • Geometry • (8e) • Fall • 4f + 3d 

The subject of the course is the foundations of geometry. Affine geometry: Axioms and models. Affine planes and their isomorphisms. 

Parallel transformations, translations, dilatations. Translation planes and vector addition. Desargue's theorem and coordinates over division 

rings. The theorem of Pappus. Finite affine planes and the theorem of Wedderburn. Isomorphisms and automorphisms of Desarguesian affine 

planes. Affine spaces of three and higher dimensions. Projective geometry: Projective planes. Duality principle. The connection between 

affine and projective planes. The Bruck-Ryser theorem. Automorphisms. The theorems of Desargues and Pappus and coordinates in 

projective planes. Classical geometry: Incidence axioms, order axioms, congruence axioms. Neutral geometry and neutral planes. Angles and 

congruence theorems. Different continuity axioms. Euclidean geometry, the theorem of Pappus and coordinates over pythagorean and 

euclidean fields. Ruler and compass constructions. Hyperbolic geometry, Hilbert's axiom. The end calculus of Hilbert and coordinates in 

hyperbolic geometry. 

Required preparation: Línuleg algebra A (STÆ106G) 

STÆ509M • Number Theory • (8e) • Fall • Time slot: H • 4f + 3d 

Division of integers, congruences. Gaussian integers. Sums of squares. Quadratic rests and the quadratic reciprocity theorem. Other selected 

chapters from number theory. 

STÆ510M • Algebraic Topology • (10e) • Fall • Time slot: H • 4f + 3d 

Introduction to homology and cohomology. Complexes and homology groups. 

Singular homology. Excision theorem. The split homology sequence. 

Mayer-Vietoris sequence. Applications. Cohomology groups. Cup and cap 

products. The Kunneth formula. Poincares duality. 

. 

Recommended preparation: Grannfræði (STÆ411G) 

STÆ511M • Numerical Linear Algebra • (6e) • Fall • 3f + 2d 

Direct, iterative and parallel solution procedures for large sparse systems. Over and underdetermined linear systems. The eigenvalue 

problem. Numerical linear application. 

Required preparation: Töluleg greining B (STÆ405G) 

STÆ512M • Graduate Course on Probability • (10e) • Fall 

Probability based on measure theory, Kolmogorov og Ionescu-Tulcea 

extension theorems, conditional expectaion, regular conditional 

expectation, Kolmogorov og Hewitt-Savage 0-1 laws, Martingales in discrete 

time, introduction to Brownian Motion. 

STÆ513M • Permutation Groups • (10e) • Fall • Time slot: H 


Finite and infinite permutation groups. Group actions on trees. Bass-Serre theory. 

Recommended preparation: Algebra I (STÆ303G) 

STÆ514M • Practilcal Applied Mathematics • (8e) • Fall • Time slot: H • 4f + 2d 


This course is ment for master students in engineering, science and mathematics. It is also open for 3rd year students of mathematics. 

In the course mathematical models in engineering and science will be studied together with solution methods, both theoretical and numerical. 

Several laws of physics will be analyzed and shown how they lead to partial 

differential equations with side conditions. The main mathematical content is calculus of variations, perturbation calculus, Banach spaces, 

Hilbert spaces, wavelets, distributions, and some aspects of Fourier analysis. 

Required preparation: Líkindareikningur og tölfræði (STÆ203G), Línuleg algebra B (STÆ208G) or Línuleg algebra A (STÆ106G), 

Stærðfræðigreining IIIB (STÆ302G) or Stærðfræðigreining IIIA (STÆ304G), Töluleg greining B (STÆ405G) or Töluleg greining A 

(STÆ408G), Stærðfræðigreining IVB (STÆ401G) or Tvinnfallagreining I (STÆ301G) 

STÆ515M • Representation Theory of Finite groups • (6e) • Fall • Time slot: H 


The definition of a linear representation of a group. Schur's lemma. Group characters. The group algebra. Representation theory of the 

symmetric group. Applications of representation theory to group theory: Theorems of Frobenius and Burnside. 


Recommended preparation: Algebra II (STÆ401M) 

STÆ601M • Mathematics in Finance • (6e) • Spring • Time slot: V3 • 4f + 2d 


Aim: To provide students both theoretical and practical knowledge in financial derivatives. Contents: Emphasis is laid on the mathematical 

basis behind mathematics in finance including stochastic differential equations. Black and Scholes pricing of derivatives. Estimation of 

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Undergraduate 

parameters in stochastic differential equations from real data using Kalman filtering and Generalized Method of Moments. Simulation of 

stochastic differential equations. Common types of derivatives and their practical use. Different ways of modelling volatility. Emphasis is on 

project work. 


STÆ606M • Complex Analysis II • (10e) • Spring • Time slot: V • 4f + 3d 

The Cauchy-Goursat theorem. Winding numbers, the general Cauchy theorem and the general theorem of residues. Simply connected 

domain. Harmonic functions, the Poisson integral theorem, Dirichlet's problem for a disc, the Schwarz reflection principle. Approximation of 

holomorphic functions by rational functions and the Runge theorem. Infinite series and infinite products of meromorphic functions; the 

existence theorems of Mittag-Leffler and Weierstrass. Elliptic functions. Normal families and Montel's theorem. Conformal mapping, 

fractional linear transformations, Schwarz's lemma and non-euclidean geometry in the unit disc. The Riemann mapping theorem; continuity 

at the boundary. 

STÆ607M • Differential Geometry • (10e) • Spring • Time slot: V • 4f + 3d 

Curves, surfaces and manifolds in Euclidean space. Differentiable manifolds, vector fields and tensor fields. Hypersurfaces in Euclidean 

space, first and second fundamental forms, curvature, convex hypersurfaces. Inner geometry of surfaces. Riemannian manifolds, geodesics. 

The Gauss-Bonnet theorem for surfaces. 

STÆ608M • Introduction to Logic • (8e) • Spring • Time slot: V • 4f + 3d 

Logical deductions and proofs. Propositional calculus, connectives, truth functions and tautologies. Formal languages, axioms, inference 

rules. Quantifiers. First-order logic. Interpretations. The compactness theorem. The Lövenheim-Skolem theorem. Computability, recursive 

functions. Gödel's theorem. 

STÆ609M • Calculus on Manifolds • (10e) • Spring • Time slot: V • 4f + 3d 

Teacher: Reynir Axelsson Senior Lecturer (UK) - Associate Professor (USA) 

Surfaces and submanifolds in Euclidean space. Inverse function theorem and implicit function theorem. Differential forms and integration 

over submanifolds in Euclidean space. The general form of Stokes theorem. 

STÆ611M • The Mathematics Curriculum in Schools • (6e) • Spring • Time slot: V • 3f + 1d 


The subject matter of this course is the basic mathematical concepts taught at the secondary school level and the upper grades of primary 

school as well as related material from e.g. number theory, problem solving or the history of mathematics and how it could best be presented 

to pupils according to their maturity and knowledge. The participants' grade, pass or fail, will depend their contribution to the course. 

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Graduate 

EÐL001F • Water, Ice, and the Origin of Life in the Universe • (4e) • Summer 



The course gives a thorough high-level introduction into the role of water in the evolution of life in the cosmos, starting from the formation 

of water molecules in space and ending with the evolution of the first organisms. Lab work on extremophiles, especially organisms living in 

very hot or very cold water, will complement the lectures, since a lot about the evolution of life under the very harsh condition on the early 

Earth can be learned from investigating such species. 

EÐL101F • Analytical Mechanics • (10e) • Fall • 4f + 2d 


Variational methods in classical mechanics, Lagrange's and Hamilton's equations, canonical transformations, Poisson brackets, Hamilton- 

Jacobi theory. Non-linear waves, dynamical systems, bifurcations and chaos. Further topics selected by instructor. 

Required preparation: Aflfræði (EÐL302G) 

EÐL102F • Theoretical Condensed Matter Physics • (10e) • Fall 


The course introduces methods of quantum field theory in many-particle condensed matter physics. Curriculum: Second quantization, 

electron-electron interaction and the Gell-Mann Low theorem. Green's functions at zero temperature T=0, perturbation theory, Wick's 

theorem and feynman diagrams. Partial summation and Dyson equation. Generalization to T>0. Coulomb gas and collective excitations: 

Hartee-Fock and RPA approximation. Linear response and the Kubo formula. Conductivity, interaction with impurities and impurity 

averaging. Continuity equations and Ward-Takahashi identities. 

Required preparation: Skammtafræði 1 (EÐL509M), Eðlisfræði þéttefnis 2 (EÐL206M) 

EÐL103F • Quantum Field Theory • (10e) • Fall • 4f + 2d 


This course gives an introduction to the basic concepts and methods of quantum field theory. Quantum fields, canonical quantization of Bose 

and Fermi fields. Interacting fields and Feynman rules. Quantum electrodynamics. Renormalization. Functional methods. 


Recommended preparation: Skammtafræði 2 (EÐL613M) 

EÐL104F • Semiconductor Physics 2 • (10e) • Fall 



The course is intended for graduate students with their research projects in the field of semiconductor physics. Curriculum: Transport in an 

electron gas, the Hall effect and magetoresistance, impurity conductivity, diffusion in semiconductors. Quantum effects in electron transport, 

the quantum-Hall effect. Screening of electrons in a two-dimensional electron gas. Quantum wells and heterostructures in two-dimensional 

semiconductor systems. Optical properties of two- and three-dimensional semiconductor systems, excitation, photoluminescence, nonradiative 

recombination, absorption and reflexion. Conductive properties of semiconductors, photoconductivity, junctions and fabrication of 

junctions. 

Required preparation: Eðlisfræði hálfleiðara 1 (EÐL511M) 

EÐL107F • Fourth Year Research Project in Physics • (30e) • Fall 


EÐL108F • Literature Study for the Master's Degree in Physics • (10e) • Fall 





EÐL112F • Orography and the Atmosphere I • (6e) • Fall 

Supervisory teacher: Haraldur Ólafsson Professor 

Analysis of individual terms in the basic equations for orographic flow at different scales. Pressure anomalies and orographic drag. 

Orographic flow regimes. Internal gravity waves in simple flows. Wave breaking, hydraulic jumps and downslope windstorms. Blocking and 

corner winds. Mountain wakes and orographically generated vorticity. Rossby waves. 

EÐL113F • Orography and the Atmosphere II • (10e) • Fall 


A more detailed study of the the themes from "Orography and the atmosphere 1" with emphasis on recent research. Gravity waves in 

structured atmosphere and theories of production of vorticity and potential vorticity. The impact of mountains on weather systems and 

parameterization of orography in numerical models. 

EÐL114F • Computational Physics • (10e) • Fall • Time slot: H • 2f + 1d 

Introduction to how numerical analysis is used to explore the properties of physical system. Programmingnenvironment and graphical 

representation. Monte Carlo methods for models in statistical physics andnquantum mechanics. The application of functional bases to solve 

self-consistent models. Hartree andnrelated approximations. Molecular dynamics. 

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Graduate 

EÐL115F • Synoptic Meteorology • (8e) • Fall 



Numerical weather prediction models. Processing of real-time data and analysis of synoptic and mesoscale weather systems. Adjoint-models 

and ensemble forecasts. Severe weather in Iceland. Weather forecasting. 

Required preparation: Aflfræði veðurs (EÐL515M) 

EÐL116F • Dynamic Meteorology • (6e) • Fall • Time slot: H 



The primitive equations are derived and applied on atmospheric weather systems on various scales. Geostrophic wind, gradient wind, sea 

breeze, thermal wind, stability and wind profile of the atmospheric boundary layer. Vertical motion. Gravity waves and Rossby waves. 

Introduction to quasi-geostrophic theory, vorticity equation, potential vorticity, omega-equation and geopotential tendency equation. Quasigeostrophic 

theory of mountain flows. 

EÐL117F • M.Paed.-Research Project in Physics • (30e) • Fall 

M.Paed.-Research Project. 

EÐL118F • Relativistic Astrophysics • (10e) • Fall 


Introduction to relativistic astrophysics: White dwarfs and neutron stars. Black holes. Gravitational lenses. Gravitational waves. Cosmology. 

Required preparation: Stjarneðlisfræði 1 (SEÐ502M) 

EÐL201F • Statistical Physics 2 • (10e) • Spring 



An introduction to modern statistical physics: Phase transitions and critical phenomena. High-temperature and low-temperature expansions. 

Selected models in classical and quantum statistical physics. 

Required preparation: Safneðlisfræði 1 (EÐL508M), Skammtafræði 1 (EÐL509M) 

EÐL202F • Elementary Particle Physics 2 • (10e) • Spring 


This course develops quantum field theory as applied to the standard model of elementary particles and interactions: Non-abelian gauge 

theories and their quantization. The renormalization group. Non-perturbative methods. Electroweak theory and quantum chromodynamics. 

Other topics decided by instructor. 


Recommended preparation: Skammtafræði 2 (EÐL613M), Skammtasviðsfræði (EÐL103F) 

EÐL206M • Solid State Physics 2 • (8e) • Spring 


The goal is to introduce the limits of single particle models of condensed matter and explore particle interactions. Curriculum: Electric- and 

magnetic susceptibility in insulating and semiconducting materials. Electron transport, the Boltzmann equation and the relaxation time 

approximation. Limits of single particle models. Interactions and many particle approximations. Exchange interaction and magnetic 

properties of condensed matter, Heisenberg model, spin waves. Superconductivity, the BCS model and the Ginzburg-Landau equation. 

Required preparation: Eðlisfræði þéttefnis 1 (EÐL614M) 

EÐL210F • Fourth Year Research Project in Physics • (30e) • Spring 


EÐL211F • Fourth Year Research Project in Physics • (30e) • Summer 


EÐL212F • Literature Study for the Master's Degree in Physics • (10e) • Spring 



overlapping with his research project, so as to broaden the horizons of the student. The course is completed with a short thesis on the subject 


EÐL213F • Literature Study for the Master's Degree in Physics • (10e) • Summer 




examination. 

EÐL215F • Boundary Layer Meteorology • (8e) • Spring • Time slot: V 


The teacher may give dispensation from the prerequisites. Basic equations and nondimensional numbers in the atmospheric boundary layer. 

Roughness, mixing length, stress and friction velocity. Energy budget, turbulence and turbulent fluxes. Static stability and wind profile. 

Similarity theory. Reynolds'averaging and the method of Buckingham-Pi. Structures of typical boundary layers. The boundary layer in 

510


Graduate 

airmasses over Iceland. 

EÐL216F • M.Paed.-Research Project in Physics • (30e) • Spring 


EÐL217F • M.Paed.-Research Project in Physics • (30e) • Summer 


EÐL301F • MS-Research Project in Physics • (30e) • Fall 


EÐL401F • MS-Research Project in Physics • (30e) • Spring 


EÐL401M • Atmospheric Physics • (6e) • Spring • Time slot: V • 3f + 2d + 1u 


Elementary atmospheric thermodynamics, radiation and motion. Atmospheric general circulation, atmosphere/ocean interaction, the role of 

polar areas in the atmospheric circulation, climate fluctuations. Introduction to recent research. Students deliver a written report on a specific 

topic they go in for during the course. 

Required preparation: Eðlisfræði 2 R (EÐL202G), Varmafræði 1 (EÐL402G) or Varmafræði og inngangur að safneðlisfræði (EFN307G) 

EÐL402F • MS-Research Project in Physics • (30e) • Summer 


EÐL504F • Ph.D.-Research Thesis • (30e) • Fall 

Ph.D.-Research Thesis. 

EÐL505F • Course for the Ph.D.-degree in Physics • (10e) • Fall 

The student takes a reading class as a part of his study for the Ph.D.-degree. 

EÐL506F • Astrophysics 2 • (10e) • Fall 


Seminar course on topics of current interest in astrophysics and cosmology. 


EÐL508M • Statistical Physics 1 • (8e) • Fall • Time slot: H5 • 4f + 2d 


This course provides an introduction to thermodynamics and statistical mechanics. Basic concepts and mathematical methods of equilibrium 

thermodynamics, the laws of thermodynamics, Legendre transformations, thermodynamic potentials, Maxwell relations, phase transitions, 

classical statistical physics, quantum statistical physics, Gibbs ensembles, ideal Bose and Fermi gases, specific heat of solids, 

paramagnetism, real gases and virial expansions, the Ising model, mean field approximation. 



EÐL509M • Quantum Mechanics 1 • (8e) • Fall • Time slot: H6 • 4f + 2d 



The postulates and formalism of quantum mechanics. One-dimensional systems. Angular momentum, spin, two level systems. Particles in a 

central potential, the hydrogen atom. Approximation methods. Time independent and time dependent perturbation. Scattering. 


Recommended preparation: Venjulegar deildajöfnur (09.10.40) or Stærðfræðigreining IVB (STÆ401G), Tvinnfallagreining I (STÆ301G) or 

Stærðfræðigreining IIIB (STÆ302G) 

EÐL510M • Nuclear Physics • (8e) • Fall • Time slot: H4 


This course provides an introduction to modern nuclear physics. Topics to be covered will be decided by the instructor. 

Required preparation: Kjarna- og öreindafræði (EÐL506G) 

EÐL511M • Semiconductor Physics 1 • (6e) • Fall • Time slot: H • 4f + 2d 


The course introduces fundamental properties of semiconductors and explains some of their most important applications. Curriculum: 

Intrinsic and extrinsic conductivity, electrons and holes, charge carriers and space charge, transport and electrical conduction. Nonequilibrium 

conditions: Excitation and recombination of charge carrriers, injection of charge carriers. Photoconductivity. Electrical and 

optical properties of junctions: Shottky barriers, diodes, transistors, heterojunctions, integrated cirquits. Fundamental properties of twodimensional 

systems and quantum dots. 


EÐL512M • Computational Physics • (8e) • Fall • Time slot: H • 4f + 2d 

511


Graduate 





Required preparation: Rafsegulfræði 1 (EÐL401G), Inngangur að skammtafræði (EÐL306G) 

Recommended preparation: Töluleg greining B (STÆ405G), Aflfræði (EÐL302G) 

EÐL513M • Elementary Particle Physics 1 • (6e) • Fall • Time slot: H • 3f + 1d 


Principles and methods of elementary particle physics. Quantum numbers, conservation laws and symmetries. Classification of elementary 

particles and their interactions. Feynman diagrams. Quarks and internal symmetries. Gauge Theories and the standard model. 


EÐL514M • Modern Optics • (6e) • Fall • Time slot: H1 • 3f + 2d 



Introduction to basic concepts of the physics of lasers and spectroscopy. Survey of the uses of lasers in research, industry and medicine. 

Interaction between light and matter, optical amplification, laser cavities, properties of laser beams, main types of lasers, Fourier-optics, laser 

spectroscopy, non-linear optics, fluorescence and photoacoustics. Student projects presented with lectures. 

Required preparation: Inngangur að skammtafræði (EÐL306G) or Rafeindatækni fastra efna (EÐL301G) 

EÐL517M • Electromagnetism 2 • (10e) • Fall • Time slot: V • 4f + 2d 




Graduate level classical electrodynamics: Electro- and magnetostatics, boundary value problems, Green functions, multipole expansions. 

Time-dependent fields, Maxwell's equations, conservation laws. Plane waves, wave propagation, multipole radiation, scattering. Wave 

guides, cavities, optical fibers. Relativistic electrodynamics, collisions, radiation by moving charges, radiation damping. Further topics 

selected by the teacher. 

Required preparation: Rafsegulfræði 1 (EÐL401G) 

EÐL605F • Ph.D.-Research Thesis • (30e) • Spring 


EÐL606F • Ph.D.-Research Thesis • (30e) • Summer 


EÐL607F • Course for the Ph.D.-degree in Physics • (10e) • Spring 


EÐL608F • Course for the Ph.D.-degree in Physics • (10e) • Summer 


EÐL609M • Physics of Nano-Scale Systems • (8e) • Spring • Time slot: V • 4f 


Bandstructure of heterostructures and electronic properties of systems in 2, 1, and 0 dimensions. Open systems and quantum transport, level 

broadening. Scattering theory and coherent transport (Landauer-Buttiker formalism). Incoherent transport and introduction to nonequilibrium 

Green's functions. Electron-electron interaction and Coulomb blockade. Discussion of recent transport experiments. 



EÐL610M • General Relativity • (8e) • Spring • Time slot: V • 4f + 2d 



This course provides a basic introduction to Einstein's relativity theory: Special relativity, four-vectors and tensors. General relativity, 

spacetime curvature, the equivalence principle, Einstein's equations, experimental tests within the solar system, gravitational waves, black 

holes, cosmology. 

Recommended preparation: Eðlisfræði rúms og tíma (EÐL205G), Rafsegulfræði 1 (EÐL401G) 

EÐL611M • Computational Physics • (8e) • Spring • Time slot: H • 4f + 2d 





Required preparation: Aflfræði (EÐL302G), Inngangur að skammtafræði (EÐL306G), Rafsegulfræði 1 (EÐL401G) 

Recommended preparation: Töluleg greining B (STÆ405G) 

EÐL612M • Mathematical Physics • (8e) • Spring • Time slot: V5 • 4f + 2d 


512


Graduate 


Continuum mechanics: Stress and strain, equations of motion. Seismic waves. Maxwell's equations and electromagnetic waves. Plane waves, 

reflection and refraction. Distributions and Fourier transforms. Fundamental solutions of linear partial differential equation. Waves in 

homogeneous media. Huygens' principle and Ásgeirsson's mean value theorem. Dispersion, phase and group velocities, Kramers-Kronig 

equations. The method of stationary phase. Surface waves on liquids. 

Recommended preparation: Stærðfræðigreining IVB (STÆ401G), Eðlisfræði 2 R (EÐL202G) 

EÐL613M • Quantum Mechanics 2 • (8e) • Spring • Time slot: V1 • 4f + 2d 


Identical particles, second quantization. Density operators, pure and mixed quantum states. Symmetries in quantum mechanics, the rotation 

group, addition of angular momenta, tensor operators, Wigner-Eckardt theorem. Interaction of atoms and radiation, spontaneous emission. 

Feynman path integrals. 


EÐL614M • Condensed Matter Physics 1 • (8e) • Spring • Time slot: V 


Supervisory teacher: Hafliði Pétur Gíslason Professor 


The course is an introduction to some basic concepts of condensed matter physics. Curriculum: Chemical bonds, crystal structure, crystal 

symmetry, the reciprocal lattice. Vibrational modes of crystals, phonons, specific heat, thermal conductivity. The free electron model, band 

structure of condensed matter, effective mass. Metals, insulators and semiconductors. Magnetic properties of materials, superconductivity 

and superfluids. The course includes three labs. 


EÐL615M • Nanophotonics • (10e) • Spring • Time slot: V • 4f + 2d 




1. Quantization of an EM field: overview 

2. Quantum states of light: Fock, coherent and squeezed states 

3. Optical properties of Quantum Wells, excitons 

4. Planar microcavities, strong coupling regime, polaritons 

5. Optics of Quantum dots, Jaynes-Cummings model 

6. Description of relaxation processes in quantum optics, master 

equation 

for density matrix. 

7. Optics of metals, Drude model 

8. Surface plasmon polaritons 

9. Plasmonic nanostructures, local field enhancement and nanoantennas 

10. Near field optics, Mie theory 

11. Photonic nanocircuits, photonic crystals 

12. Metamaterials, negative refractive index and super-resolution 

EÐL616M • Experimental Physics • (8e) • Spring • Time slot: V7 



Presentation of important techniques used in experimental physics and of various phenomena related to the subject matter of Physics 3 and 

Physics 4. Twelve quite extensive experiments are made, most of which are related to active research in experimental physics at the Science 

Institute of the University of Iceland. They include Mössbauer spectroscopy, vacuum technology, coating of metallic films in high vacuum, 

sputtering of thin films, electrical measurements of metal-semiconductor junctions, fluid viscosity, coincidence radiation measurements e.t.c. 

The lectures give the theoretical background of the experiments. The course emphasizes independence in carrying out the experiments, data 

analysis and literature search. 


Recommended preparation: Kjarna- og öreindafræði (EÐL506G) 

EFN009F • Applied Mass Spectrometry • (2e) • Fall 

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Description: The course is intended for graduate students that need access to the mass spectrometers of the Science Institute due to their 

research. It includes both a theoretical as well as practical part which students must pass irrespective of the other. In the theory part the basic 

elements of mass spectrometers and the data they produce are explained before going into an in depth analysis of the mass spectrometers at 

hand. The students must also be prepared to deliver a short presentation/paper on material related to mass spectrometry. 

The practical part is split in two, first a general overview of the instruments which is taught in groups of 3-4. In the second and last part 

students will operate the instrument of choice under supervision and demonstrate their competence in operating the instrument. Students are 

required to provide their own samples for analysis for the individual operation part but may also have to analyze samples provided by the 

instructor. 

The grade for the course is pass/fail and it is essential to pass this course in order to be allowed access to the mass spec instruments. 

After this course the students should be able to operate the instrument of choice unaided for simple analyses in a manner that does not 

produce undue wear and tear on the instrument. 

The size is based on teaching on a single instrument. There is no extra credit given if the student is trained on more than one instrument, but 

they are only allowed unaided operation on an instrument that they have had training on. 

513


Graduate 

EFN009F • Applied Mass Spectrometry • (2e) • Spring 








instructor. 











instructor. 




The size is based on teaching on a single instrument. There is no extra credit given if the student is trained on more than one instrument, but 

they are only allowed unaided operation on an instrument that they have had training on. 

\\r\\n\r\n 

EFN010F • Molecular spectroscopy and reaction dynamics • (10e) • Fall • Time slot: H 







Relevant project or literature survey (2 ECTS) in the field of Molecular spectroscopy and/or reaction dynamics 



EFN011F • Current topics in Chemistry and Biochemistry • (1e) • Spring 

Lectures in contemporary research in chemistry and biochemistry: 

Lectures in contemporary research in chemistry and biochemistry are given by invited speakers. Guest speakers will be from within the 

University of Iceland and from other universities, research institutes and companies. 

Attendance is compulsory. Minimum of 8 lectures must be attended to complete the course. 

EFN012F • Current topics in Chemistry and Biochemistry • (1e) • Fall 

Lectures in contemporary research in chemistry and biochemistry: 

Lectures in contemporary research in chemistry and biochemistry are given by invited speakers. Guest speakers will be from within the 

University of Iceland and from other universities, research institutes and companies. 

Attendance is compulsory. Minimum of 8 lectures must be attended to complete the course. 

EFN108F • Fourth Year Research Project • (30e) • Fall 


EFN112F • Literature Study for the Master's Degree in Chemistry • (10e) • Fall 




examination. 

EFN208F • Fourth Year Research Project • (30e) • Spring 


EFN209F • Fourth Year Research Project • (30e) • Summer 


EFN211F • Computations of Chemical Properties and Transition Rates • (10e) • Spring 

Quantum mechanical calculations of the distributinon of electrons 

514


Graduate 

and the properties of chemicals and materials using Hartree-Fock, 

MP2, CI and DFT methods. Spin and coupling with angular momentum and 

external field. Rate of transitions (chemical reactions and 

diffusion) calculated using the transition state theory, both within 

harmonic approximation and more generally from free energy, classical 

and quantum mechanical. Laboratory exercieses involving programming 

and computations. 

EFN214F • Literature Study for the Master's Degree in Chemistry • (10e) • Spring 




examination. 

EFN215F • Literature Study for the Master's Degree in Chemistry • (10e) • Summer 




examination. 

EFN218M • Materials for the Hydrogen Society A • (2e) • Summer 


The hydrogen society and new materials needed to make it into a reality, especially with regard to production of hydrogen, fuel cells and 

hydrogen storage. The main chemical processes will be discussed with special emphasis on catalysis. Fuel cells based on proton exchange 

membranes (PEM) and solid oxide (SOF). Production with electrolysis, photoassisted and with bacteria. Storage of hydrogen, especially in 

solid state materials such as alanates, magensium hydrides, borohydrides and other hydrogen rich materials. The lectures will be given by 17 

lecturers from various European countries. 

EFN219M • Materials for the Hydrogen Society B • (4e) • Summer 


Main topics from physical chemistry and solid state physics as preparation for lectures on hydrogen society and new materials needed to 

make it into a reality, especially with regard to production of hydrogen, fuel cells and hydrogen storage. The main chemical processes will be 

discussed with special emphasis on catalysis. Fuel cells based on proton exchange membranes (PEM) and solid oxide (SOF). Production with 

electrolysis, photoassisted and with bacteria. Storage of hydrogen, especially in solid state materials such as alanates, magensium hydrides, 

borohydrides and other hydrogen rich materials. The lectures will be given by 17 lecturers from various European countries. 

EFN308F • MS-Research Project • (30e) • Fall 

MS-Research Project. 

EFN405F • MS-Research Project • (30e) • Spring 


EFN406F • MS-Research Project • (30e) • Summer 


EFN510M • Inorganic Chemistry 3 • (8e) • Fall • Time slot: H • 4f + 5v 

Supervisor: Sigurjón Norberg Ólafsson Senior Lecturer (UK) - Associate Professor (USA) 

Reaction mechanisms in coordination chemistry. Stereochemistry of reactions. Organometallic chemistry. Organic ligands and nomenclature. 

General principles and survey of organometallic compounds. Organometallic reactions and mechanisms. Spectral analysis and 

characterization of organometallic complexes. Organometallic reactions and catalysis. The objective of the laboratory work is to familiarize 

the students with synthetic inorganic chemistry. The students will prepare classical transition-metal complexes, main group and 

organometallic compounds. Common methods and techniques for handling air-sensitive inorganic compounds such as the use of a vacuumline, 

reactions under inert atmosphere, high-temperature reactions and sublimation, will be introduced and used. 



EFN512F • Ph.D.-Thesis • (30e) • Fall 

Ph.D.-Thesis. 

EFN512M • Molecular spectroscopy and reaction dynamics • (8e) • Fall 









515


Graduate 

EFN608M • Organic Chemistry 4 • (10e) • Spring • Time slot: V4 • 4f + 2d 



The course is focused on modern methods to synthesise organic compounds with emphasis on systematic build-up of knowledge to deal with 

modern organic synthesis. This is added to knowledge based on previous courses in organic chemistry, Organic Chemistry 1, 2 and 3, being 

prerequisites to this course. The lectures will deal with various nucleophilic substitutions and electrophilic additions, modern organometallic 

chemistry, heterocycles, reduction and selective reducing agents, pericyclic reactions and the Woodward-Hoffmann rules, oxidations and 

rearrangements. Stereochemistry and stereocontrol will also be discussed and its importance in organic syntheses. Application of enzymes in 

organic sythesis will also be covered. Protective groups and their importance in organic sytnhesis will be discussed and systematic design 

and performance of organic synthesis such as umpolung, retrosynthesis, retrosynthetic analysis together with relevant concepts and theories. 

Finally, various classical organic synthesis of complicated natural products in historical perspectives will be described and discussed in 

details. 

The course is intended for chemistry graduate students and students fulfillinng the prerequisites with the main aim to enable students to 

understand modern total synthesis of organic compounds. 










EFN612F • Ph.D.-Thesis • (30e) • Spring 

Ph.D.-Thesis. 

EFN613F • Ph.D.-Thesis • (30e) • Summer 

Ph.D.-Thesis. 

LEF002M • Exchange Studies • (30e) • Fall 


LEF002M • Exchange Studies • (30e) • Spring 


LEF102F • Fourth Year Research Project • (30e) • Fall 


LEF103F • Literature Study for the Master's Degree in Biochemistry • (10e) • Fall 




examination. 

LEF105F • Applied Biochemistry F • (10e) • Fall • Time slot: H6 • 4f + 1u 


Aimed at introducing students to aspects of applied biochemistry and biotechnology with emphasis on protein biotechnology. Lectures: Use 

of proteins in industry and medicine. Industrial use of enzymes. Enzyme reactors. Applications of immobilized enzymes. Biosensors. Use of 

recombinant DNA technology to genetically engineer organisms for production of biochemicals. Analytical biochemistry. Automaton in 

bioanalysis. Purification of bioproducts; scaling up of production lines and downstream processing. Tutorials: Recent research papers 

presented and discussed. 

For those taking 6 ECTS marks for the written exam count 75% and student presentations 25%. For those taking 10 ECTS the written exam 

counts 45%, presentations 15% and additional project 40%. 

LEF201F • Fourth Year Research Project • (30e) • Summer 


LEF202F • Fourth Year Research Project • (30e) • Spring 


LEF204F • Literature Study for the Master's Degree in Biochemistry • (10e) • Spring 




516


Graduate 

examination. 

LEF205F • Literature Study for the Master's Degree in Biochemistry • (10e) • Summer 




examination. 

LEF207F • Enzyme Chemistry F • (10e) • Spring • Time slot: V4 • 4f + 1d 


Protein purification and characterisation. Protein structure. Enzyme kinetics and reaction mechanisms. Control of enzyme activity. 

Multienzyme complexes. 


LEF208F • Structure and Function of Proteins • (6e) • Spring • Time slot: V • 4f + 2u 

Supervisory teacher: Magnús Már Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

The characteristics of protein stuctures at the different structural levels. How structure determines the different properties of proteins. 

Structural classes of proteins and their characteristics. Relationship between molecular structure and biological function. Interactions that 

determine structural stability of proteins. Protein folding and unfolding. Effects of different parameters, e.g. temperature, pH, salts and 

denaturants on protein stability. Techniques used for determination stucture and different properties proteins. 


LEF304F • MS-Research Project in Biochemistry • (30e) • Fall 


LEF403F • MS-Research Project in Biochemistry • (30e) • Spring 


LEF404F • MS-Research Project in Biochemistry • (30e) • Summer 


LEF501M • Biochemistry 3 • (8e) • Fall • Time slot: H4 • 2f + 10v 


Assistant teacher: Magnús Már Kristjánsson Senior Lecturer (UK) - Associate Professor (USA) 

Practical class with accompanying lectures where practical and theoretical aspects of the experiments are discussed. Enzyme purification by 

hydrophobic, ion-exchange, affinity and gel filtration chromatography. Gel electrophoresis. Enzyme kinetics and inhibitors. Specific 

chemical modification of enzymes. Thermal stability of proteins. Ligand-protein interactions. Immunoprecipitation. Restriction enzymes and 

agarose electrophoresis. Bioinformatics by computer. 


LEF506F • Ph.D.-Thesis • (30e) • Fall 

Ph.D.-Thesis. 

LEF604F • Ph.D.-Thesis • (30e) • Spring 


LEF605F • Ph.D.-Thesis • (30e) • Summer 

Ph.D.-Thesis. 

REY010F • MS-Research Project • (30e) • Fall 


REY010F • MS-Research Project • (30e) • Spring 


REY010F • MS-Research Project • (30e) • Summer 


SEÐ001F • Water, Ice, and the Origin of Life in the Universe • (4e) • Summer 



The course gives a thorough high-level introduction into the role of water in the evolution of life in the cosmos, starting from the formation 

of water molecules in space and ending with the evolution of the first organisms. Lab work on extremophiles, especially organisms living in 

very hot or very cold water, will complement the lectures, since a lot about the evolution of life under the very harsh condition on the early 

Earth can be learned from investigating such species. 

SEÐ102F • Relativistic Astrophysics • (10e) • Fall 

517


Graduate 


Introduction to relativistic astrophysics: White dwarfs and neutron stars. Black holes. Gravitational lenses. Gravitational waves. Cosmology. 


SEÐ502F • Ph.D.-Research Thesis • (30e) • Fall 

Ph.D.-Thesis. 

SEÐ502M • Astrophysics 1 • (6e) • Fall • Time slot: H7 



Class is generally given in odd-numbered years. An introduction to astrophysical problems with emphasis on underlying physical principles. 

-- The nature of stars. Equations of state, stellar energy generation, radiative transfer. Stellar structure and evolution. Gravitational collapse 

and supernova explosions. Physics of white dwarfs, neutron stars and black holes. Compact binary systems. X-ray sources. Pulsars. Galaxies, 

their structure, formation and evolution. Active galaxies. The interstellar medium. Cosmic magnetic fields. Cosmic rays. An introduction to 

physical cosmology. 

Required preparation: Stærðfræðigreining IIA (STÆ207G) or Stærðfræðigreining IIC (STÆ206G) or Stærðfræðigreining IB (STÆ201G) or 

Stærðfræðigreining IB (STÆ201G), Eðlisfræði 2 R (EÐL202G) 

SEÐ601F • Ph.D.-Research Thesis • (30e) • Spring 

Ph.D.-Thesis. 

STÆ001M • Mathematical Colloquium • (0e) • Fall • 2f 


STÆ002M • Mathematical Colloquium • (0e) • Spring • 2f 


STÆ004F • Random Effects Models • (8e) • Spring • Time slot: H • 4f + 3d 


Linear regression models, the multiple normal distribution, hierarchical models, fixed and random effect models, restricted maximum 

likelihood estimation, best linear unbiased estimators, Bayesian inference, statistical decision theory, Markov chains, Monte Carlo 

integration, importance sampling, Markov chain Monte Carlo, Gibbs sampling, the Metropolis-Hastings algorithm. 

Recommended preparation: Línuleg algebra B (STÆ208G) 

STÆ108F • Algebra IV • (10e) • Spring 


Selected topics from algebra. Content may vary from year to year according to the interests of the instructor and the students. 

STÆ112F • Rings and Modules • (10e) • Fall • Time slot: H 


Rings and modules with emphasis on the non-commutative case. The structure of non-commutative rings. Representations of finite groups. 

STÆ113F • Statistics for Biology and Health • (8e) • Fall • Time slot: H • 4f + 3d 

Teacher: Thor Aspelund Senior Lecturer (UK) - Associate Professor (USA) 

Assistant teacher: Sigrún Helga Lund 

The course is designed for graduate students and researchers in the life and and health sciences. Topics covered will include logistic 

regression and survival models such as Kaplan-Meier and the Cox proportional hazards model. The course begins by introducing multiple 

variable linear models to demonstrate the relatedeness of the different methods. Topics such as confounding and interaction of variables will 

be discussed thoroughly. Applications for repeated measures will be discussed. Most attention will be paid to the application of the methods 

and interpretation of results from statistical packages. Mathematical considerations will be kept to minimum. The software R and STATA 

will be used for demonstration of the methods but participants can use other software of choice. 

STÆ210F • M.Paed.- Research Project. • (10e) • Spring 


STÆ211F • M.Paed.-Research Project. • (10e) • Summer 


STÆ213F • M.Paed.-Research Project • (20e) • Spring 


STÆ214F • M.Paed.-Research Project • (20e) • Summer 


STÆ305F • M.Paed.- Research Project • (10e) • Fall 


518


Graduate 

STÆ306F • M.Paed.-Research Project. • (20e) • Fall 


STÆ307F • MS-Research Project • (30e) • Fall 


STÆ308F • MS-Research Project • (30e) • Fall 


STÆ310M • Linear Statistical Models • (10e) • Fall • Time slot: H • 4f + 3d 

Supervisor: Gunnar Stefánsson Professor 






methods etc. 


projects/exercises, each of which is handed in earlier through a web-page. 

Recommended preparation: Líkindareikningur og tölfræði (STÆ203G) or Inngangur að líkinda- og tölfræði (STÆ204G) 

STÆ311M • Statistics Seminar • (2e) • Fall • Time slot: H • 1f 




STÆ312M • Applied Linear Statistical Models • (6e) • Fall • Time slot: V1 • 4f + 3d 







methods etc. 


projects/exercises, each of which is handed in earlier through aweb-page. 

STÆ313M • Theoretical Statistics • (10e) • Fall • Time slot: H • 4f + 3d 


Likelihood, Sufficient Statistic, Sufficiency Principle, Nuisance Parameter, Conditioning Principle, Invariance Principle, Likelihood Theory. 

Hypothesis Testing, Simple and Composite Hypothesis, The Neyman-Pearson Lemma, Power, UMP-Test, Invariant Tests. Permutation 

Tests, Rank Tests. Interval Estimation, Confidence Interval, Confidence, Confidence Region. Point Estimation, Bias, Mean Square Error. 

Assignments are returned using LaTeX and consitute 20% of the final grade. 

Required preparation: Líkindareikningur og tölfræði (STÆ203G) or Inngangur að líkinda- og tölfræði (STÆ204G) 

STÆ314M • Topics in Probability • (10e) • Spring • Time slot: V 



STÆ315M • Topics in Probability • (10e) • Fall • Time slot: H 



STÆ401M • Algebra II • (10e) • Spring • Time slot: V • 4f + 3d 

Modules and linear maps. Free modules and matrices. Quotient modules and short exact sequences. Dual modules. Finitely generated 

modules over a principal ideal domain. Linear operators on finite dimensional vector spaces. 


STÆ402M • Measure and Integration Theory • (8e) • Spring • Time slot: V • 4f + 3d 


Measure and integration theory: Measurable functions, measures and measure spaces. Integrable functions and the main convergence 

theorems (monotone convergence, Fatou's lemma, Lebesgue's theorem on dominated convergence). LMeasure and integration theory: 

Measurable functions, measures and measure spaces. Integrable functions and the main convergence theorems (monotone convergence, 

Fatou's lemma, Lebesgue's theorem on dominated convergence). L p -spaces and their duals, the inequalities of Hölder and Minkowski. Modes 

of convergence. Product measures, the Fubini theorem. The Lebesgue measure on R n , main properties. The connection between 

differentiation and integration, the theorem of Lebesgue about almost everywhere differentiability of monotone functions. Fourier analysis. 

519


Graduate 

The Gamma function. 

Required preparation: Stærðfræðigreining IIA (STÆ207G), Mengi og firðrúm (STÆ202G) 

STÆ403M • Algebra III • (10e) • Spring • Time slot: V • 4f + 3d 


Fields and field extensions. Seperable and normal extensions. Galois theory. Applications. Noether rings. Hilbert basis theorem and Hilbert 

Nullstellensatz. 


STÆ406M • Combinatorics • (6e) • Spring • Time slot: V • 4f + 1d 







STÆ411F • MS-Research Project • (30e) • Spring 

Ph.D- Research Project. 

STÆ412F • MS-Research Project • (30e) • Summer 


STÆ413F • MS-Research Project • (30e) • Summer 


STÆ414F • MS-Research Project • (30e) • Spring 


STÆ415M • Stochastic Processes • (10e) • Spring • Time slot: V • 4f + 3d 


Introduction to stochastic processes with main emphasis on Markov chains. Hitting time, irreducibility, period, recurrence (positive and null), 

regeneration, coupling, stationarity, time-reversibility, coupling from the past, queues, martingales, Brownian motion. 

STÆ417M • Statistics Seminar • (2e) • Spring • Time slot: V • 1f 




STÆ418M • Introduction to Measure-Theoretic Probability • (10e) • Spring • Time slot: V • 4f + 3d 


Proability, expectation and conditioning based on measure theory. Several modes of convegence and important limit theorems. 


STÆ504F • Ph.D- Research Project • (30e) • Fall 


STÆ505M • Partial Differential Equations • (10e) • Fall • Time slot: H • 4f + 3d 


First order equations. The Laplace equation, heat equation and wave equation in various dimensions, in various domains and with various 

boundary and/or initial conditions. Classification of second order equations into elliptic, parabolic and hyperbolic. Fundamental solutions and 

Green-functions. Introduction to distribution theory. The calculus of variations and variational methods. Weak solutions. 


STÆ506M • Set Theory • (8e) • Fall • Time slot: H • 4f + 3d 

Set theory built on the Zermelo-Fraenkel axioms. Partially ordered sets and statements equivalent to the axiom of choice. Natural numbers 

and construction of the number system within set theory. Cardinal numbers and ordinal numbers. 

STÆ507M • Functional Analysis • (10e) • Fall • Time slot: H • 4f + 3d 

Supervisor: Ragnar Sigurðsson Professor 

Banach spaces and Hilbert spaces and their main properties. Duals of Banach spaces. Convolutions. The Fourier transform on LBanach 

spaces and Hilbert spaces and their main properties. Duals of Banach spaces. Convolutions. The Fourier transform on L 1(R). The Plancherel 

theorem. Equicontinuity, the Arzelà-Ascoli theorem. The Stone-Weierstrass approximation theorem. Linear operators on Hilbert spaces, in 

particular compact operators. The spectral theorem. The Hahn-Banach theorem. The Baire category theorem. The uniform boundedness 

theorem, the open mapping theorem and the closed graph theorem. 

520


Graduate 

Recommended preparation: Mál- og tegurfræði (STÆ402M) 

STÆ508M • Geometry • (8e) • Fall • 4f + 3d 

The subject of the course is the foundations of geometry. Affine geometry: Axioms and models. Affine planes and their isomorphisms. 

Parallel transformations, translations, dilatations. Translation planes and vector addition. Desargue's theorem and coordinates over division 

rings. The theorem of Pappus. Finite affine planes and the theorem of Wedderburn. Isomorphisms and automorphisms of Desarguesian affine 

planes. Affine spaces of three and higher dimensions. Projective geometry: Projective planes. Duality principle. The connection between 

affine and projective planes. The Bruck-Ryser theorem. Automorphisms. The theorems of Desargues and Pappus and coordinates in 

projective planes. Classical geometry: Incidence axioms, order axioms, congruence axioms. Neutral geometry and neutral planes. Angles and 

congruence theorems. Different continuity axioms. Euclidean geometry, the theorem of Pappus and coordinates over pythagorean and 

euclidean fields. Ruler and compass constructions. Hyperbolic geometry, Hilbert's axiom. The end calculus of Hilbert and coordinates in 

hyperbolic geometry. 

Required preparation: Línuleg algebra A (STÆ106G) 

STÆ509M • Number Theory • (8e) • Fall • Time slot: H • 4f + 3d 

Division of integers, congruences. Gaussian integers. Sums of squares. Quadratic rests and the quadratic reciprocity theorem. Other selected 

chapters from number theory. 

STÆ510M • Algebraic Topology • (10e) • Fall • Time slot: H • 4f + 3d 

Introduction to homology and cohomology. Complexes and homology groups. 

Singular homology. Excision theorem. The split homology sequence. 

Mayer-Vietoris sequence. Applications. Cohomology groups. Cup and cap 

products. The Kunneth formula. Poincares duality. 

Recommended preparation: Grannfræði (STÆ411G) 

STÆ511M • Numerical Linear Algebra • (6e) • Fall • 3f + 2d 

Direct, iterative and parallel solution procedures for large sparse systems. Over and underdetermined linear systems. The eigenvalue 

problem. Numerical linear application. 

Required preparation: Töluleg greining B (STÆ405G) 

STÆ512M • Graduate Course on Probability • (10e) • Fall 

Probability based on measure theory, Kolmogorov og Ionescu-Tulcea 

extension theorems, conditional expectaion, regular conditional 

expectation, Kolmogorov og Hewitt-Savage 0-1 laws, Martingales in discrete 

time, introduction to Brownian Motion. 

STÆ513M • Permutation Groups • (10e) • Fall • Time slot: H 


Finite and infinite permutation groups. Group actions on trees. Bass-Serre theory. 

Recommended preparation: Algebra I (STÆ303G) 

STÆ514M • Practilcal Applied Mathematics • (8e) • Fall • Time slot: H • 4f + 2d 


This course is ment for master students in engineering, science and mathematics. It is also open for 3rd year students of mathematics. 

In the course mathematical models in engineering and science will be studied together with solution methods, both theoretical and numerical. 

Several laws of physics will be analyzed and shown how they lead to partial 

differential equations with side conditions. The main mathematical content is calculus of variations, perturbation calculus, Banach spaces, 

Hilbert spaces, wavelets, distributions, and some aspects of Fourier analysis. 

Required preparation: Líkindareikningur og tölfræði (STÆ203G), Línuleg algebra B (STÆ208G) or Línuleg algebra A (STÆ106G), 

Stærðfræðigreining IIIB (STÆ302G) or Stærðfræðigreining IIIA (STÆ304G), Töluleg greining B (STÆ405G) or Töluleg greining A 

(STÆ408G), Stærðfræðigreining IVB (STÆ401G) or Tvinnfallagreining I (STÆ301G) 

STÆ515M • Representation Theory of Finite groups • (6e) • Fall • Time slot: H 


The definition of a linear representation of a group. Schur's lemma. Group characters. The group algebra. Representation theory of the 

symmetric group. Applications of representation theory to group theory: Theorems of Frobenius and Burnside. 


Recommended preparation: Algebra II (STÆ401M) 

STÆ601M • Mathematics in Finance • (6e) • Spring • Time slot: V3 • 4f + 2d 


Aim: To provide students both theoretical and practical knowledge in financial derivatives. Contents: Emphasis is laid on the mathematical 

basis behind mathematics in finance including stochastic differential equations. Black and Scholes pricing of derivatives. Estimation of 

parameters in stochastic differential equations from real data using Kalman filtering and Generalized Method of Moments. Simulation of 

stochastic differential equations. Common types of derivatives and their practical use. Different ways of modelling volatility. Emphasis is on 

project work. 


521


Graduate 

STÆ604F • Ph.D- Research Project • (30e) • Spring 


STÆ605F • Ph.D- Research Project • (30e) • Summer 


STÆ606M • Complex Analysis II • (10e) • Spring • Time slot: V • 4f + 3d 

The Cauchy-Goursat theorem. Winding numbers, the general Cauchy theorem and the general theorem of residues. Simply connected 

domain. Harmonic functions, the Poisson integral theorem, Dirichlet's problem for a disc, the Schwarz reflection principle. Approximation of 

holomorphic functions by rational functions and the Runge theorem. Infinite series and infinite products of meromorphic functions; the 

existence theorems of Mittag-Leffler and Weierstrass. Elliptic functions. Normal families and Montel's theorem. Conformal mapping, 

fractional linear transformations, Schwarz's lemma and non-euclidean geometry in the unit disc. The Riemann mapping theorem; continuity 

at the boundary. 

STÆ607M • Differential Geometry • (10e) • Spring • Time slot: V • 4f + 3d 

Curves, surfaces and manifolds in Euclidean space. Differentiable manifolds, vector fields and tensor fields. Hypersurfaces in Euclidean 

space, first and second fundamental forms, curvature, convex hypersurfaces. Inner geometry of surfaces. Riemannian manifolds, geodesics. 

The Gauss-Bonnet theorem for surfaces. 

STÆ608M • Introduction to Logic • (8e) • Spring • Time slot: V • 4f + 3d 

Logical deductions and proofs. Propositional calculus, connectives, truth functions and tautologies. Formal languages, axioms, inference 

rules. Quantifiers. First-order logic. Interpretations. The compactness theorem. The Lövenheim-Skolem theorem. Computability, recursive 

functions. Gödel's theorem. 

STÆ609M • Calculus on Manifolds • (10e) • Spring • Time slot: V • 4f + 3d 

Teacher: Reynir Axelsson Senior Lecturer (UK) - Associate Professor (USA) 

Surfaces and submanifolds in Euclidean space. Inverse function theorem and implicit function theorem. Differential forms and integration 

over submanifolds in Euclidean space. The general form of Stokes theorem. 

STÆ611M • The Mathematics Curriculum in Schools • (6e) • Spring • Time slot: V • 3f + 1d 


The subject matter of this course is the basic mathematical concepts taught at the secondary school level and the upper grades of primary 

school as well as related material from e.g. number theory, problem solving or the history of mathematics and how it could best be presented 

to pupils according to their maturity and knowledge. The participants' grade, pass or fail, will depend their contribution to the course. 

522

Faculty of Civil and Environmental Engineering 

Undergraduate 


BYG001M • Forum of the Environmental and Civil Engineering Department • (0e) • Fall • 2f 

Supervisor: Birgir Jónsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisor: Ragnar Sigbjörnsson Professor 

Supervisor: Trausti Valsson Professor 

Introduction to new research in the field of environmental and civil engineering. 

The aim is to covernvarious subjects of the environmental and civil engineering field in monthly lectures. nn 

BYG101G • The Engineering Profession • (2e) • Fall • Time slot: H • 1f 

Supervisory teacher: Birgir Jónsson Senior Lecturer (UK) - Associate Professor (USA) 

Supervisory teacher: Trausti Valsson Professor 

Teacher: Edvarð Júlíus Sólnes Professor 

Aim: To describe the engineering profession in the past, present and the future and the engineer's obligations to society. To instruct 

engineering students in decisionmaking and creative thinking. Contents: The engineering profession and the engineering curriculum. 

Icelandic engineers, their place and role in society. Technical and societal responsibilities of engineers. Entrepreneurs and technicians. 

Communications skills, report writing, CV's and job/promotion applications. Course projects: the students will be given small exercises to 

assist them in creative thinking and how to form ideas about their profession and carriers. 

BYG101M • Structures, Actions and Reliability • (6e) • Fall • Time slot: H2 • 4f + 2d 

Supervisory teacher: Bjarni Bessason Professor 

Assistant teacher: Guðmundur Valur Guðmundsson 

Basis for structural design, assessment of environmental and anthropogenic loads and material strength. Uncertainty and probabilistic 

evaluation of the design parameters. Evaluation of environmental actions such as wind, earthquakes, snow and ice, floor loads, permanent 

loads and accidental loads. Probability distribution of actions and recurrence periods. Evaluation of design fractile values. Analysis and 

probability distribution of material strength and structural capacity. Reliability and safety analys is. Second order safety index, partial safety 

factors. Relation to building and construction codes. Service states and ultimate limit state. Combination of different actions or loads with 

different recurrence times. Analysis of structural members for different limit states. CEB and Euro-codes and national standards. 

Recommended preparation: Greining burðarvirkja 1 (BYG201G), Reiknileg aflfræði 1 (BYG401G), Samfelldaraflfræði 1 (BYG301G), 

Tölvunarfræði 1a (TÖL105G), Eðlisfræði 1 V (EÐL102G), Línuleg algebra B (STÆ208G), Stærðfræðigreining IIB (STÆ205G), 

Líkindareikningur og tölfræði (STÆ203G) 

BYG201G • Structural Analysis 1 • (6e) • Spring • Time slot: V4 • 4f + 2d 


Objectives: To introduce structural engineering and to make students able to solve simple problems in structural analysis. Contents: Statics. 

Equilibrium conditions. Internal forces and deformations in statically determinate structures. Bars, trusses, cables, beams, arches and frames. 

Statically indeterminate analysis using stiffness and flexibility methods. Buckling column. 

Recommended preparation: Tölvunarfræði 1a (TÖL105G) or Tölvunarfræði 1 (TÖL101G) 

BYG201M • Steel Structures 1 • (6e) • Spring • Time slot: V • 4f + 2d 

Supervisor: Baldvin Einarsson 

Aim: The course is an introductory course in steel structures. Its aim is to establish an understanding of the behaviour of steel structures and 

their components and how to apply the design codes in design. Contents: Steel production and main structural and material parameters of 

steel for use in construction. Behaviour and design of main structural steel members such as tension members, beams, columns and beamcolumns. 

Buckling of steel members: Columns, beams, local buckling and the classification of cross sections. Connections in steel structures, 

behaviour and basis of design. Connections with welding and bolting and the design of simple connections. Project work: Analysis and 

design exercises. 

Recommended preparation: Samfelldaraflfræði 1 (BYG301G), Greining burðarvirkja 1 (BYG201G), Efnisfræði (BYG302G), Reiknileg 

aflfræði 1 (BYG401G) 

BYG202G • Technical Drawing • (6e) • Spring • Time slot: V5 • 2f + 4v 


Engineering students are provided with training in presenting the result of their work in a neat, orderly and precise manner. Major emphasis 

is placed on submission of exercise results and project reports in a clear and concise text and a graphical layout commensurate with a good 

engineering practice. Introduction to drafting rules and standards. Sizes and folding of technical drawings. Lay-out and detailing of 

handwritten reports. Graphics, transparencies and slides. Graphical description of objects. Parallel projection of curved surfaces and bodies. 

Multiview- and pictorial projection. 

Recommended preparation: Tölvunarfræði 1a (TÖL105G) or Tölvunarfræði 1 (TÖL101G) 

BYG202M • Reinforced Concrete Structures 1 • (6e) • Spring • Time slot: V • 4f + 2d 


Aim: This course is an introduction course in designing of reinforced concrete structures. The main effort will be on the understanding and 

designing of simple reinforced concrete beams and one-dimensional plates. The course will be taught according to Eurocode 2. Contents: 

The properties of concrete and reinforcement will be defined and the interaction of these two materials in a reinforced concrete structures 

explained. Stress-strain relationship and E-modulus. Deflection and stresses will be calculated in serviceability limit state for cracked 

sections. Safety factors. Plastic analysis. Moment and shear bearing capacity in the ultimate limit state, also punching shear for plates. 

Balanced and minimum reinforcement. Ductility. Time dependent behaviour of concrete structures, creep and shrinkage. Anchorage and 

detailing of reinforcement, environmental conditions. Workshops: Exercises. 

Required preparation: Greining burðarvirkja 1 (BYG201G), Efnisfræði (BYG302G) 

523


Undergraduate 

BYG203M • Highway and Airfield Design • (6e) • Spring • Time slot: V • 4f + 2d 

Supervisory teacher: Sigurður Erlingsson Professor 

Teacher: Þorsteinn Þorsteinsson Engineer 

Traffic volume, location, plan geometry and elevation of roads and airfields, sight distance, intersections, cross-sections. Foundation 

materials, drainage, compaction, stabilization, fills. Design of highway and airport pavements, load distribution, bases and sub-bases, rigid 

and flexible surfaces. Selection and design of concrete, asphalt concrete, asphalt emulsion, surface dressing and other materials used for 

pavement surfaces. Pavement management systems (PMS). Impact analysis. Methods used for testing road-building materials, pavement 

structures and surfaces. Tests carried out in the laboratory. Design exercises. 

Required preparation: Eðlisfræði 1 V (EÐL102G) or Eðlisfræði 1 R (EÐL103G), Jarðfræði fyrir verkfræðinga (UMV101G), Línuleg algebra 

B (STÆ208G), Líkindareikningur og tölfræði (STÆ203G), Stærðfræðigreining IIB (STÆ205G) 

Recommended preparation: Jarðtækni og grundun 1 (BYG501G), Samgöngutækni 1 (UMV501G), Efnisfræði (BYG302G), Landfræðileg 

upplýsingatækni (UMV401G) 

BYG301G • Continuum Mechanics 1 • (6e) • Fall • Time slot: H4 • 4f + 2d 

Supervisory teacher: Ragnar Sigbjörnsson Professor 

Assistant teacher: Gísli Steinn Pétursson 

Assistant teacher: Daði Baldur Ottósson 

Objectives: To introduce the basic principle of the mechanics of continuous media and train the students in applying these principles within 

the field of strength of materials and structural mechanics. Using Matlab for solving problems and excercises. 

Contents: Analysis of stress and strain, stress-strain relationship and stress functions. Elasticity: Two dimensional stress and strain fields, 

stress concentration, contact stresses and temperature effects. Yield criteria. Fatigue. Bending and torsion. Energy methods, non-linear 

behaviour and plasticity. Elastic stability. Wave propagation in continuous media. 

Recommended preparation: Tölvunarfræði 1a (TÖL105G) or Tölvunarfræði 1 (TÖL101G), Greining burðarvirkja 1 (BYG201G), 

Stærðfræðigreining IB (STÆ201G), Eðlisfræði 1 V (EÐL102G) or Eðlisfræði 1 R (EÐL103G), Línuleg algebra B (STÆ208G), 

Stærðfræðigreining IIB (STÆ205G) 

A written examination at the end of the semester. The exam is closed-book with no notes allowed, but will require the use of a calculator. 

The final grade is a weighted average of the examination grade (67%) and the semester grade given for homework (33%). Students must 

obtain a passing grade in both. 

BYG302G • Materials Science • (6e) • Fall • Time slot: H2 • 4f + 2d 

Supervisory teacher: Björn Marteinsson Senior Lecturer (UK) - Associate Professor (USA) 

Aim: Information on and basic training in evaluation of properties of common building materials. The materials; metals, polymers earth 

filling materials, concrete and wood are studied regarding effect of environmental and mechanical loading. The properties especially 

evaluated are; composition of materials, grain size and distribution, porosity, water absorption, strength and stiffness, thermal conductivity, 

volume stability and durability. 

BYG401G • Computational Mechanics 1 • (6e) • Spring • Time slot: V4 • 4f + 2d 


Application of matrix methods in structural analysis. Interpretation of the displacement method as a finite element method. Trusses and 

frames. Stiffness matrix for single elements. Stiffness matrix for structural systems. Solution methods. Computer programmes and computer 

applications. The Rayleigh-Ritz method. Basic principles and properties of finite element methods. Shape functions. Two-dimensional stress 

analysis. Triangular and rectangular elements. Errors. 

Recommended preparation: Greining burðarvirkja 1 (BYG201G), Samfelldaraflfræði 1 (BYG301G), Tölvunarfræði 1a (TÖL105G) or 

Tölvunarfræði 1 (TÖL101G), Eðlisfræði 1 V (EÐL102G) or Eðlisfræði 1 R (EÐL103G), Línuleg algebra B (STÆ208G), Stærðfræðigreining 

IIB (STÆ205G) 

BYG402G • Partial Differential Equations in Engineering • (6e) • Spring • Time slot: V1 • 4f + 1d 

Supervisory teacher: Sigurður M Garðarsson Professor 

The objective of the course is to develop a understanding of the use of partial differential equations in engineering. 

Content: Categorization of partial differential equations, elliptical, parabolic, and hyperbolic equations and connection to engineering 

subjects: diffusion, time dependent problems, and waves. Influence of numbers of dimensions on solutions. First and second order 

differential operators. Posing problems, applying boundary and initial conditions. Solutions by separation of variables, Fourier transform, 

Laplace transform, Green functions, and eigenvalue problems. Introduction to numerical methods such as finite difference methods, finite 

element methods and weak formulations of partial differential equations. The course will emphasize on the connection with engineering 

topics such as: fluid flow, heat transfer, forces and stresses, vibrations, and electromagnetic fields. 

Recommended preparation: Stærðfræðigreining IIIB (STÆ302G) 

BYG501G • Soil Mechanics and Foundation Engineering 1 • (6e) • Fall • Time slot: H4 • 4f + 2d + 3v 



Soil composition, grain size distribution, Atterberg limits. Soil classification, soil compaction, compaction methods. Pore pressure, capillary 

tension, permeability, ground water, flow nets and drainage. Stress in a soil mass, effective stresses. Shear strength, internal friction, 

cohesion. Earth pressure, retaining walls. Settlement, compressibility of soils. Bearing capacity of soils. Slope stability. Laboratory 

experiments. 

Required preparation: Jarðfræði fyrir verkfræðinga (UMV101G), Stærðfræðigreining IIB (STÆ205G), Eðlisfræði 1 V (EÐL102G) or 

Eðlisfræði 1 R (EÐL103G), Líkindareikningur og tölfræði (STÆ203G) 

BYG502G • Project Management 1 • (6e) • Fall • Time slot: H • 4f + 2d 


Supervisor: Sigurður Erlingsson Professor 

Assistant teacher: Aðalsteinn Sigurþórsson 

524


Undergraduate 

Construction schedules. Cost calculations, preparation of bids. Construction methods. Selection of equipment. Labour market and wage 

systems. Contracts and project management. 

BYG503G • Transportation Engineering • (6e) • Fall • Time slot: H7 • 3f + 2d 

Supervisory teacher: Guðmundur Freyr Úlfarsson Professor 

Objectives: To enable students to participate in, perform, evaluate, and direct transportation engineering projects, especially in the areas of 

road design, traffic engineering, and transportation planning. To prepare students for graduate study in transportation engineering. 

Topics: Transportation and society; influence of road vehicle design on transportation engineering; principles of geometric and pavement 

design; traffic safety, traffic engineering, traffic flow, queuing, capacity, and signalization; transportation planning, travel demand 

forecasting, and transportation modeling. 

Teaching: New material is introduced with lectures. Students receive training in transportation engineering by completing design projects in 

groups within and outside of the classroom, by solving homework problems, and by completing a final project. Instructor distributes 

additional material. Students must pass the final exam to successfully complete the course. Each deliverable is an independent part of the 

grade. Late delivery of problem sets is not accepted after solutions have been published. Any delay in delivery causes a grade penalty. Inclass 

projects are not accepted after the class period is over. 

Required preparation: Stærðfræðigreining IB (STÆ201G), Línuleg algebra B (STÆ208G) 

Recommended preparation: Líkindareikningur og tölfræði (STÆ203G) 

Homework 10%, design projects 10%, final project 20%, mid-term exams 30%, final exam 30%. 

BYG601G • Housing Construction • (6e) • Spring • Time slot: V2 • 4f + 2d 


Aim: requirements to buildings and the effect of these on general design needs. Training in describing requirements of the buyer and how to 

use these to design the building and building parts. The course: Building physics of one dimensional thermal and moisture movements, air 

movements around buildings and in pressure difference over building components, ventilation of roofs and thermal losses of buildings. The 

climate of Iceland, weather and comfort of interior spaces. The building, form, interior plan and space requirements, health and safety of the 

inhabitants. Design of building parts and detailing. A short discussion on green buildings, LCA, LCC, building damages, refurbishment and 

maintenance. 


BYG602G • Study Tour Overseas • (4e) • Spring • Time slot: V 

The students are introduced to the types of structures and construction processes they cannot study in Iceland. Examples for study are sought 

that demonstrate the design and construction of buildings, bridges, transportation systems, water distribution or processing systems, and 

power production and distribution systems. One or more educational institutions or research establishments are visited. The student may be 

given a special study assignment and must deliver a report on the tour. 

UMV001M • Forum of the Environmental and Civil Engineering Department • (0e) • Spring • 2f 




Introduction to new research in the field of environmental and civil engineering. The aim is to covernvarious subjects of the environmental 

and civil engineering field in monthly lectures. nn 

UMV101G • Geology for Engineers • (6e) • Fall • Time slot: H6 • 4f + 2d 


Role of geology in civil and environmental engineering. Endogenic processes. Structure of the earth. Continental drift. Geology of Iceland. 

Geological maps. Stratigraphy. Exogenic processes. Erosion. Glacial action. Applied earth materials in Iceland. Frost action. Filter design. 

Surface and ground water. River and coastal erosion. Avalanches. Exploration methods in engineering geology and geophysics for various 

constructions. Case histories. Students projects 40% of final marks. Written exam. 

UMV101M • Environmental Impact Assessment 1 • (6e) • Fall • Time slot: H • 4f + 2d 



Assistant teacher: Edvarð Júlíus Sólnes Professor 

Aim: To present the philosophy and methodology used to assess environmental impacts of anthropogenous activity. To present methods to 

integrate the EIA and planning processes. Subject: Reasons leading to legislation for environmental impact assessment and how it will be 

practised in Iceland. Methodology; checklists, matrix tables, transparencies and flow diagrams. Scoping, baseline studies and monitoring. 

Utilization of geographical information systems, which are based on digitized maps and data bases. Specialized subjects that are useful for 

the assessment; architecture, chemistry, ecology, economics, fluid mechanics, geology, laws and regulations, meterology, oceangraphy and 

social sciences. Risk assessment and environmental impact assessment. Environmental health impact assessment. How to present the 

assessment results: Report making, graphical presentation and computer graphics. Examples of assessment of environmental impacts for 

certain activities; disposal of solid waste, road and utilities construct ion, bridges, harbours and airfields, industrial facilities and individual 

structures. The new methodology under development on how the methods of the EIA have to be integrated with the making of planning 

proposals in such a way that plans, land-use, and choices of location take environmental aspects into consideration. 

Recommended preparation: Landfræðileg upplýsingatækni (UMV401G) 

UMV201G • Hydrology • (6e) • Spring • Time slot: V • 4f + 2d 


The hydrological cycle. Hydrological processes, precipitation, runoff, evapo-transpiration, stream flow. Surface runoff, flood routing, urban 

hydrology, design methods. Hydrographs, unit hydrographs and hydrograph routing. Groundwater, groundwater models. Runoff models. 

Probability and risk assessment. The course consists of lectures, problems and a project. 

Recommended preparation: Stærðfræðigreining IIB (STÆ205G), Líkindareikningur og tölfræði (STÆ203G), Stærðfræðigreining IIIB 

525


Undergraduate 

(STÆ302G) 

UMV201M • Environmental Planning • (6e) • Spring • Time slot: V5 • 4f + 2d 


An overview of environmental problems both in a global and local perspective. Analysis and evaluation of the impact of various types of 

land-uses on the environment. An example of such an analysis studied. Preventive measures in helping ward off damaging effects on the 

environment. An overview of disciplines which provide a scientific foundation for preventive measures. Examples of how conclusions on 

planning and construction matters can be based on scientific data. 

UMV202G • The Engineer and the Environment • (2e) • Spring • Time slot: V 



Aim: To introduce main environmental issues to engineering students and outline their obligation towards nature and society. Contents: An 

overview of history and development of environmental philosophy and awareness. Introduction of major environmental topics such as 

sustainable development, framework convention on climate change, biological diversity, United Nations Law of the Sea, erosion and 

protection of arable land. International obligations of Iceland in environmental treaties. Environmental planning according to Agenda 21. 

Moral and aesthetical issues, the built environment, environmental design and impact assessment. Industrial pollution, cleaner technology, 

recycling. Environmental monitoring and management. Course projects: The students will be made to tackle certain environmental projects 

and submit written reports on their findings. 

UMV202M • Environmental Engineering • (6e) • Spring • Time slot: V7 

Supervisory teacher: Hrund Ólöf Andradóttir Senior Lecturer (UK) - Associate Professor (USA) 

The class goal is to introduce students to the interdisciplinary field of environmental engineering. The class studies the causes and concerns 

of environmental problems and provides analytical tools to assess and control them. Topics include: Environmental pressures, global and 

local environmental issues, mass transfer theory, environmental chemistry, risk assessments, water pollution, water and wastewater 

treatment, air pollution, solid waste management, and global warming. Teaching is conducted in English in the form of lectures, recitations, 

and field trips. 

Required preparation: Eðlisfræði 1 V (EÐL102G) or Eðlisfræði 1 R (EÐL103G), Stærðfræðigreining IVB (STÆ401G) or Hlutafleiðujöfnur í 

verkfræði (BYG402G) 

Recommended preparation: Straumfræði 1 (UMV502G) or Straumfræði (VÉL502G), Stærðfræðigreining IIB (STÆ205G) 

Grading is based on weekly homeworks, a research project completed during the semester, and a final written exam during the exam period. 

UMV203M • Water and Wastewater Systems • (6e) • Spring • Time slot: V6 • 4f + 2d 


This is an introductory course in water and wastewater systems design, both in high and low income countries. Course contents: Drinking 

and waste water characteristics. Water supply demand and design criteria in western and developing countries. Water collection, delivery and 

storage. Precipitation, run-off areas, volume of waste-water. Design of water and wastewater systems: Pipe flow calculations, distribution 

system design, pumps, borholes, wells. Water and wastewater treatment solutions: Physical, biological and chemical. The course includes a 

design project of a water and wastewater system for a small neighborhood, wastewater sampling and BOD testing, and field visits to 

wastewater treatment plants. Guest lecturers will share their practical experience from both their work in Iceland and developing countries. 

Required preparation: Straumfræði 1 (UMV502G) 

Recommended preparation: Vatnafræði (UMV201G) 

UMV204M • Water Supply Systems • (6e) • Spring • 4f + 2d 

Supervisor: Jónas Elíasson Professor 

Cold groundwater resources and geothermal resources, water chemistry and corrosion risk, pumping tests and principles of reservoir 

engineering, drilling of wells and well completion. Drinking water standards, well areas and need of protection, quality monitoring, 

necessary water treatment. Water mains and distribution network, head loss calculations, pressure control, spotting of leaks. Heating demand 

of buildings and corresponding geothermal water demand, regulation and storage, selection of construction materials and system completion. 

Project in district heating or water supply. 

UMV401G • Geographical Information Technology • (6e) • Spring • Time slot: V2 • 4f + 2d 


Objectives: To enable students from a broad background to apply geographical information technology, map development and analysis, for 

technical reports, project presentations, work, and research. 

Topics: Introduction of geographic information systems and geographic data. Development of reference and thematic maps. Vector and 

raster data. Selection by attributes and location, creation of map layers from selections. Joining tables and spatial join. Practice in various 

operations on map layers, e.g. clip, dissolve, transfer data between layers, development of new map layers. Linking aerial photos to maps. 

Displaying GPS coordinate data on maps. Spatial analysis of data. 

Teaching: Students learn and receive practice in fundamental use of geographical information systems by completing hands-on projects in a 

computer lab, homework, and through a final project based on real-world data. The course is without a final exam but students must pass the 

final project to pass the course. Each deliverable is a separate part of the final grade; delays in delivery of projects cause an increasing grade 

penalty. 

Prerequisites: To have completed the first year of a Bachelor's program at an accredited university. 

Recommended preparation: Tölvuteikning og framsetning (BYG202G) 

Homework 50%, final project 45%, in-class participation 5%. 

UMV502G • Engineering Hydraulics 1 • (6e) • Fall • Time slot: H5 • 4f + 2d + 1v 

Supervisor: Sigurður M Garðarsson Professor 

Teacher: Kristín Martha Hákonardóttir 

Teacher: Ólöf Rós Káradóttir 

526


Undergraduate 

Assistant teacher: Birkir Ingibjartsson 

First course in Fluid dynamics. Properties of fluids. Pressure and stress distribution in stationary fluids, pressure gauges. Fluid flow, 

continuity equation, Euler's equation, energy equation. Bernoulli's equation of motion. Dimensional analysis and laws of similarity. Twodimensional 

flow, incompressible fluids, boundary layers, laminar- and turbulent flow, head losses. Compressible fluid flow, speed of sound, 

Mach number, sound waves, boundary layer. Flow in open channels and closed conduits. Exercises and laboratory experiments. 

Required preparation: Stærðfræðigreining IVB (STÆ401G), Líkindareikningur og tölfræði (STÆ203G), Eðlisfræði 1 V (EÐL102G) 


527


Graduate 

BYG001F • Pavement analysis and design • (6e) • Spring • Time slot: V • 3f + 2d 


Fundamentals of pavement analysis and design. Distress mechanisms. Traffic loading and volume. Flexible and rigid pavement structures. 

Layering, characteristics of pavement materials, tests. Stresses, strains and deformations in pavements. Drainage of pavements. Design of 

pavements. Performance predictions, deterioration. 

Required preparation: Vega- og flugbrautagerð (BYG203M) 

BYG001M • Forum of the Environmental and Civil Engineering Department • (0e) • Fall • 2f 




Introduction to new research in the field of environmental and civil engineering. 

The aim is to covernvarious subjects of the environmental and civil engineering field in monthly lectures. nn 

BYG002F • Structural Stability • (6e) • Spring • Time slot: V • 4f + 2d 


Objectives: To give an overview over the principles of structural stability and train the students in applying the theory to solve practical 

problems within the field of structural engineering. Contents: Basic principles of structural stability. Columns subjected to axial and lateral 

loading, frames. Plates. Beams with thin-walled open cross-section. Elastic and plastic buckling. Energy methods. Numerical methods, finite 

element methods and application of computers in solving stability problems. 

Required preparation: Trévirki 1 (BYG212F) 

BYG003F • Continuum Mechanics 2 • (6e) • Spring • Time slot: V • 4f + 2d 


Objectives: To present an overview over theoretical continuum mechanics and give some examples of applications. 

Contents: Tensor analysis and its application in theoretical continuum mechanics. Kinematics. Finite deformations. Kinetics. Constitutive 

equations. Theory of elasticity. Theory of plasticity. Applications to theory of shells. 

Required preparation: Stöðugleiki burðarvirkja (BYG002F) 

BYG004F • Fracture Mechanics • (6e) • Spring • Time slot: V • 4f + 2d 


Objectives: To give a solid overview over the mechanics of fractures in engineering materials and give examples of applications to structural 

problems. Contents: Stress concentration. Analysis of a stress field near a crack tip. Fracture modes. Brittle and ductile fracture. Energy 

methods. Fatigue. 

BYG005F • Design of Timber Structures 2 • (6e) • Spring • Time slot: V • 4f + 2d 


Timber for construction; technical and material properties, classification. Kiln-drying and wood preservation. General outline of timber 

construction and methods of member connection. The state of stress and strain in structural members. Beams and girders, columns and 

compression members; massive and composite. Joints and timber connections, nails, bolts and screws. Laminated timber and gluelam 

structures. Deep curved beams, timber frame and arches. Plywood and fibre board. Structural members of plywood and fibre board. Trusses, 

bridges, formwork and scaffolding. Computational and design exercises. 

Required preparation: Greining burðarvirkja 1 (BYG201G) 

BYG006F • Surveying 2 • (6e) • Fall • Time slot: H • 4f + 2d 


Error adjustments, photogrammetry, mapping, map projections, EDM surveying, satellite surveying and GPS systems; Geographical 

Information Systems (GIS) and data acquisition. High and low altitude photo surveys. Block triangulation and 3-D modelling. Digital 

mapping and orthopthotos, mapping standards. 

Required preparation: Landmæling 1 (BYG104F) 

BYG007F • Computer-Aided Design • (6e) • Spring • Time slot: V • 4f + 2d 


Methods. Hardware and software. Work stations. Introduction to commercially available software for CAD. Exercises in applying selected 

software packages. 

BYG008F • Reliability of Structures • (6e) • Fall • Time slot: H • 4f + 2d 


Assessment of structural uncertainties. Probability analysis and its application to structural design procedures. Design codes, first and second 

order format (beta-format), the concept of risk, socio-economic factors. The probability distribution of load, load combinations. Evaluation 

of probabilities of structural failure. 


BYG009F • Stochastic Mechanics • (6e) • Spring • Time slot: V • 4f + 2d 


Stochastic variables and modelling and analysis of stochastic processes. Homogenous-, ergodic-, Gaussian-, Poisson and Markov processes. 

Properties of maximum and minimum values of continuous processes. Dynamic response of structures due to stochastic loading, the method 

of power spectral densities, linear and nonlinear response, stochastic equivalent linear systems. Distribution of peak response. Systems with 

528


Graduate 

stochastic properties. Examples of structural response due to wind-, earthquake- and wave effects. 

Required preparation: Líkindareikningur og tölfræði (STÆ203G) or Líkindafræði I (09.10.35) 

Recommended preparation: Sveiflugreining burðarvirkja (BYG105F) 

BYG010F • Computational Mechanics 2 • (6e) • Fall • Time slot: H • 4f + 2d + 2v 


Theory of continuum, energy methods, the Rayleigh-Ritz method, residual methods. The Finite Element method. Common types of 

elements: plate- and shell elements, solid elements, Hermitte and Lagrange shape functions, generalized coordinates, isoparametric 

formulation, numerical integration in evaluating stiffness matrices. Convergence, accuracy and sources of errors. Nonlinear systems, 

buckling, dynamics of linear and nonlinear systems. Computer programming. 

Required preparation: Trévirki 1 (BYG212F) 

BYG011F • Risk Analysis • (6e) • Fall • Time slot: H • 3f + 3d 


Objectives: To give students an overview of risk analysis and its applications in safety management. Contents: Basic concepts: probabilistic 

hazard, vulnerability, risk, accept criteria for risk. Basic principles of safety management. The relation between quality management and 

safety management. Safety management systems, their role and mission. Classification of companies according to the risks they are exposed 

to. Occupational diseases. Cost of occupational accidents and diseases. Basics of applied risk analysis. Contents of basic standards on risk 

assessment. Preliminary hazard analysis. The HAZOP-method. Human errors. Analysis of human error. Human reliability assessment in 

complex systems. The theories on system accidents in complex systems. Quantitative risk assessment. Vulnerability analysis. Examples 

dealing with civil and environmental engineering systems. 

BYG016F • Ph.D. Thesis • (30e) • Fall 


BYG017F • Ph.D. Thesis • (30e) • Spring 


BYG018F • Ph.D. Thesis • (30e) • Summer 


BYG101F • Steel Structures 2 • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Baldvin Einarsson Senior Lecturer (UK) - Associate Professor (USA) 

Contents: Beams: Strength of cross sections for complex loadings, lateral torsional buckling. Plate girders: buckling of thin plates, tension 

field action, design of plate girders, cellular girders. Columns: Behaviour of columns with imperfections, buckling lengths in frames, built-up 

columns. Frames: Elastic and plastic design of portal frames, high rise frames, braced and unbraced frames. Connections: Beam connections, 

end plate connections, beam to column moment connections, portal frame connectiones, column bases, fatigue in connectiones. Homework: 

Exercises connected to lectures. Design project: Design of a industrial hall with a overhead travelling crane. 

Required preparation: Stálvirki 1 (BYG201M) 

BYG101M • Structures, Actions and Reliability • (6e) • Fall • Time slot: H2 • 4f + 2d 


Assistant teacher: Guðmundur Valur Guðmundsson 

Basis for structural design, assessment of environmental and anthropogenic loads and material strength. Uncertainty and probabilistic 

evaluation of the design parameters. Evaluation of environmental actions such as wind, earthquakes, snow and ice, floor loads, permanent 

loads and accidental loads. Probability distribution of actions and recurrence periods. Evaluation of design fractile values. Analysis and 

probability distribution of material strength and structural capacity. Reliability and safety analys is. Second order safety index, partial safety 

factors. Relation to building and construction codes. Service states and ultimate limit state. Combination of different actions or loads with 

different recurrence times. Analysis of structural members for different limit states. CEB and Euro-codes and national standards. 

Recommended preparation: Greining burðarvirkja 1 (BYG201G), Reiknileg aflfræði 1 (BYG401G), Samfelldaraflfræði 1 (BYG301G), 

Tölvunarfræði 1a (TÖL105G), Eðlisfræði 1 V (EÐL102G), Línuleg algebra B (STÆ208G), Stærðfræðigreining IIB (STÆ205G), 

Líkindareikningur og tölfræði (STÆ203G) 

BYG102F • Reinforced Concrete Structures 2 • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Baldvin Einarsson 

Teacher: Haukur Jörundur Eiríksson 

Aim: This course is an advanced concrete course, where the main effort will be on two-dimensional concrete plates and columns, and on a 

project where beams, plates and columns will be analysed and designed. The course will be taught according to Eurocode 2. 

Contents: Different methods to analyse two-dimensional concrete plates will be introduced, e.g. the yield line method and the strip method. 

Crack widths will be calculated. Tension stiffening. Axial bearing capacity of columns and walls, with and without buckling effect. Shells. 

Earthquake load and earthquake design. Workshops: Design project involving beams, plates and columns. 

Required preparation: Steinsteypuvirki 1 (BYG202M) 

BYG103F • Soil Mechanics and Foundation Engineering 2 • (6e) • Fall • Time slot: H • 4f + 2d + 2v 


Shallow foundations, bearing capacity of soils, settlement calculations. Mat foundations. Lateral earth pressure, retaining walls and sheet 

piles. Deep foundations, pile foundations, pile driving. Slope stability and analysis. Reinforced earth pressure. Field investigations, soil 

sampling, field tests. Design assumptions. Design and practical experience from existing engineering works. Design codes, EC7. 

Required preparation: Jarðtækni og grundun 1 (BYG501G) 

529


Graduate 

BYG104F • Surveying 1 • (6e) • Fall • Time slot: H • 4f + 2d 


The course is designed as introduction to surveying and geodesy. Its content concentrates on definitions, models and geodetic methods that 

are required for data acquisition and import/export of geo-referenced information for GIS and GIS-related applications. In addition an 

overview on practical surveying field techniques is provided and modern equipment is introduced. The course includes office exercises 

(calculations) and field exercises, i.e. levelling, tachymetry and GPS (survey and stake-out). Written home works have to be accomplished. 

The course is concluded by a three hour written exam. Contents: Coordinates and Coordinate Formats, Reference Systems and Frames, 

Geodetic Datum Definition, Map Projections, Transformation and Coordinate Conversion, Reference Surfaces, Geoid, Heights, Error 

Estimation and Interpretation, GPS (basics and techniques), Tachymetry (method and error sources), Spirit Levelling (method and error 

sources), Basic Calculations. 


BYG105F • Structural Dynamics • (6e) • Fall • Time slot: H • 4f + 2d 


Teacher: Jónas Þór Snæbjörnsson Research Scholar/Scientist 

Fundamentals of dynamics: Energy methods, virtual work, kinetic energy, Hamilton's principle, Lagrange equations, D'Alembert's principle, 

Rayleigh's principle, Rayleigh-Ritz method, finite elements, equations of motion for linear systems, generalized coordinates. Natural 

vibrations: Fundamental equations, damped and undamped natural vibrations, evaluation of natural frequencies, Rayleigh's quotient, natural 

frequency and natural modes of vibration, normal coordinates, modal analysis. Forced vibrations: Frequency response method, Fourieranalysis, 

impulse response method, impulse response spectra, application of modal analysis, numerical integration and nonlinear systems. 

Damping. Random vibrations and spectral analysis. Wind induced vibrations of structures. Earthquake induced vibrations of structures and 

response spectrum analysis. 

Required preparation: Reiknileg aflfræði 1 (BYG401G), Trévirki 1 (BYG212F) 

BYG106F • Earthquake Engineering 2 • (6e) • Fall • Time slot: H • 4f + 2d 



Aim: To present the philosophy and methodology in earthquake-resistant-design and evaluation of earthquake hazard. 

Subject: Linear and non-linear earthquake response of structures. Design spectrum. Soil-structure interaction. Earthquake codes (Eurocode 

8). Use of computer software for earthquake response analysis. Earthquake impact on bridges, buildings, life-lines, harbours and 

underground facilities. Evaluation of earthquake hazard. Projects and thesis work. 

Required preparation: Sveiflugreining burðarvirkja (BYG105F), Jarðskjálftaverkfræði 1 (BYG208F) 

BYG108F • Timber Structures 1 • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Baldvin Einarsson 

Goal: Design of timber structures. Behaviour of timber structures and design according to Eourocodes. Contents: Wood as a building 

material, Material properties of wood, strength and stiffness, influence of density, moisture and duration of load. Strength classes of wood, 

characteristic values, design values. Glued laminated timber (glulam), Plywood, Laminated veneer lumber (LVL), production and strength 

values. Ultimate limit state, Serviceability limit state. Tension, compression, bending, torsion, shear. Stability of members. Tapered beams 

curved and pitched cambered beams. Trusses, frames, bracing, diaphragms. Built-up beams and columns. Connections, nails, bolts, dowels, 

screws. Glued connections. Durability, protection of timber structures, environmental aspects, fire resistance of wood. Workshop exercises 

and design examples. 



BYG201F • Design of Transportation Infrastructure • (6e) • Spring • Time slot: V • 4f + 2d 


Planning and design of large transportation facilities such as airports and airport terminals, highway grade separated intersections, weaving 

areas, ramps and ramp junctions and tunnels. Economic evaluation of transportation infrastructure projects. Impact assessment. Design 

exercises. 


Recommended preparation: Samgönguverkfræði (BYG503G) 

BYG201M • Steel Structures 1 • (6e) • Spring • Time slot: V • 4f + 2d 


Aim: The course is an introductory course in steel structures. Its aim is to establish an understanding of the behaviour of steel structures and 

their components and how to apply the design codes in design. Contents: Steel production and main structural and material parameters of 

steel for use in construction. Behaviour and design of main structural steel members such as tension members, beams, columns and beamcolumns. 

Buckling of steel members: Columns, beams, local buckling and the classification of cross sections. Connections in steel structures, 

behaviour and basis of design. Connections with welding and bolting and the design of simple connections. Project work: Analysis and 

design exercises. 



BYG202F • Fire Protection Engineering • (6e) • Spring • Time slot: H • 4f + 2d 

Supervisory teacher: Björn Karlsson Senior Lecturer (UK) - Associate Professor (USA) 

The main goal is to introduce Fire Safety Engineering design to the students. In the first 10 weeks, lectures will be given on fire development 

in rooms and methods to estimate heat release rate, fire plume flows, gas temperatures and smoke fillin time. Computer models for fire 

simulation will be introduced and models for simulating how humans evacuate in case of fire. In the last 5 weeks the students will work in 

groups on a given project. 

Three homework assignments are to be handed in during the first 10 weeks. The last 5 weeks the students cooperate on a design assignment 

530


Graduate 

and hand in a final report. Grade is 50% for the first 10 weeks (assignments, attendance, activity) and 50% for the cooperative final design 

assignment. 

BYG202M • Reinforced Concrete Structures 1 • (6e) • Spring • Time slot: V • 4f + 2d 


Aim: This course is an introduction course in designing of reinforced concrete structures. The main effort will be on the understanding and 

designing of simple reinforced concrete beams and one-dimensional plates. The course will be taught according to Eurocode 2. Contents: 

The properties of concrete and reinforcement will be defined and the interaction of these two materials in a reinforced concrete structures 

explained. Stress-strain relationship and E-modulus. Deflection and stresses will be calculated in serviceability limit state for cracked 

sections. Safety factors. Plastic analysis. Moment and shear bearing capacity in the ultimate limit state, also punching shear for plates. 

Balanced and minimum reinforcement. Ductility. Time dependent behaviour of concrete structures, creep and shrinkage. Anchorage and 

detailing of reinforcement, environmental conditions. Workshops: Exercises. 


BYG203F • Structural Analysis 2 • (6e) • Spring • Time slot: V • 4f + 2d 


Objectives:To introduce and train students in structural analysis of walls, plates and buildings. Contents: 2D structures, plates and buildings 

with main focus on concrete plates. Theory of elasticity and plasticity. Stress functions. Differential equations for plates and walls. Solutions 

in the elastic and plastic range. Deformation, stress and strain. Approximate solutions. Equilibrium and yield-line methods. Projects: 

Structural analysis with finte element programs. MATLAB programming. 

Required preparation: Greining burðarvirkja 1 (BYG201G), Samfelldaraflfræði 1 (BYG301G), Reiknileg aflfræði 1 (BYG401G), 

Stærðfræðigreining IIIB (STÆ302G), Stærðfræðigreining IIB (STÆ205G) or Eðlisfræði 2 R (EÐL202G) 

BYG203M • Highway and Airfield Design • (6e) • Spring • Time slot: V • 4f + 2d 



Traffic volume, location, plan geometry and elevation of roads and airfields, sight distance, intersections, cross-sections. Foundation 

materials, drainage, compaction, stabilization, fills. Design of highway and airport pavements, load distribution, bases and sub-bases, rigid 

and flexible surfaces. Selection and design of concrete, asphalt concrete, asphalt emulsion, surface dressing and other materials used for 

pavement surfaces. Pavement management systems (PMS). Impact analysis. Methods used for testing road-building materials, pavement 

structures and surfaces. Tests carried out in the laboratory. Design exercises. 

Required preparation: Eðlisfræði 1 V (EÐL102G) or Eðlisfræði 1 R (EÐL103G), Jarðfræði fyrir verkfræðinga (UMV101G), Línuleg algebra 

B (STÆ208G), Líkindareikningur og tölfræði (STÆ203G), Stærðfræðigreining IIB (STÆ205G) 

Recommended preparation: Jarðtækni og grundun 1 (BYG501G), Samgöngutækni 1 (UMV501G), Efnisfræði (BYG302G), Landfræðileg 

upplýsingatækni (UMV401G) 

BYG204F • Project Management 2 • (6e) • Spring • Time slot: V • 4f + 2d 


Construction activity. The national economy. Design management. Contracts. Owner-contractor relations. Cost control. Legal aspects. 

Project management. Construction plans and methods. 

BYG205F • Building Technology and Design for Service Life • (6e) • Spring • Time slot: V • 4f + 2d 


Aim:Training in general design of buildings based on service life requirements; design and construction, operation, demolition, waste and reuse 

of materials. The course: Requirements to buildings, environmental loads, material and energy use, construction of buildings, 

components and detailing. Building cost, cost estimation and building cost index. Operation, durability and maintenance needs. The effect of 

buildings on the environment. Life Cycle Analysis (LCA) and waste treatment is briefly discussed. The course is partly conducted as lectures 

(33%) but mainly in the form of project work (66%); working on problems defined by the teacher or own work defined in co-operation with 

the teacher. 

Recommended preparation: Greining burðarvirkja 1 (BYG201G), Efnisfræði (BYG302G), Húsagerð (BYG601G) 

BYG206F • Engineering Rock Mechanics • (6e) • Spring • Time slot: V • 4f + 2d 


A: The nature of rocks. Subsurface explorations, in-situ tests, laboratory tests. Intact rock, joints. Rock mass. Strength and deformability. 

Rock mass classification. Underground openings, tunnels. Stresses and strains around excavations in rock, rock support and design. Water in 

rock mass. Stability of rock slopes. B: Properties and characteristics of various explosives, type of explosive, charges, blasting caps, delays. 

Drilling pattern. Surface, subsurface and underwater blasting operations. Consturction vibrations. Safety. 


BYG207F • Wind Engineering • (6e) • Spring • Time slot: V • 4f + 2d 


Description of wind as a stochastic process. Probability distribution of mean wind speed, distribution of gusts, turbulence spectra, gust factor, 

size of eddies, influence of roughness, buildings and mountains. Analysis of wind loading. External and internal pressure in buildings. Wind 

load on roofs and low buildings. Wind response of structures, stochastic analysis, frequency response functions. Wind codes. Planning and 

environmental issues. 

Required preparation: Sveiflugreining burðarvirkja (BYG105F) 

BYG208F • Earthquake Engineering 1 • (6e) • Spring • Time slot: V • 4f + 2d 



531


Graduate 

Aim: To present the main nature and characteristics of earthquakes and to present the methodology used to assess earthquake impacts. 

Subject: Seismicity and source models. Earthquake waves and wave propagation. Strong ground motion and attenuation models. Soil 

amplification. Linear and non-linear response spectra. Mapping of earthquake hazard. Projects and thesis work. 

Recommended preparation: Sveiflugreining burðarvirkja (BYG105F) 

BYG209F • Acoustics and Noise Control • (6e) • Spring • Time slot: V • 4f + 2d 

Supervisor: Sigurður Erlingsson Professor 

Aim: To introduce the participants to fundamental acoustic concepts and to give the necessary background for more specialised courses in 

acoustics. Contents: Fundamental acoustic concepts and measuring units. Human hearing and speech. Measurement and evaluation of sound, 

A-weighting, time constants and equivalent sound pressure level. Octave and one-third octave band analyses of noise. Addition of noise from 

uncorrelated sound sources. The use of complex notation. Energy density, sound intensity and sound power. Impedance concepts. Plane and 

spherical sound waves. Reflection and transmission of sound. Normal modes in a rectangular room. The diffuse sound field, the energy 

balance equation in a room and the reverberation time. Sound absorbing materials. Natural modes and resonances in simple mechanical and 

acoustic systems. Structure-borne sound, vibration isolation of machinery. Sound insulation of single and double constructions. Workshop: 

Problem solving and one compulsory laboratory exercise. 

Required preparation: Eðlisfræði 1 V (EÐL102G) 

BYG210F • Steel Structures 3 • (6e) • Spring • Time slot: V • 4f + 2d 


Aim: The course is an advanced graduate course in composite construction of steel and concrete. Contents: Behaviour of composite 

structures of steel and concrete in buildings. Design of simple and continuous beams. Influence of creep and shrinkage on the behaviour of 

beams. The design of composite slabs with profiled sheeting and prefabricated slabs. Design of composite columns, frames and connections. 

Composite bridges. Workshop: Exercises connected to lectures. Design project: Design of a high-rise office building of composite 

construction. 

Required preparation: Stálvirki 2 (BYG101F) 

BYG211F • Concrete Structures 3 • (6e) • Spring • Time slot: V • 4f + 2d 


Aim: This course is an advanced concrete course, where the main effort will be on prestressed structures. The course will be taught according 

to Eurocode 2. Contents: Combination of normal forces and bending moments in uncracked sections in serviceability limit state. M-N 

diagrams for axial force and bending moment in ultimate limit state, with and without second order effect. Normal force and biaxial bending 

moment. Prestressed structures, both pre-tensioned and post-tensioned. Properties of prestressing steel and effect of different locations of 

prestressing steel in cross sections. Losses in the prestressing steel because of friction, anchorage losses, elastic deformation, shrinkage and 

creep in concrete and relaxation of the prestressing steel. Prestressed structures in ultimate limit state. Partially prestressed concrete 

structures. Secondary moment and equivalent load method. Shells. Two dimensional stress situation. The string method. Torsion. 

Workshops: Exercises. 

Required preparation: Steinsteypuvirki 2 (BYG102F) 

BYG301F • MS-Project • (30e) • Fall 


BYG401F • MS-Project • (30e) • Spring 


BYG403F • MS Thesis • (22e) • Spring 

A master of science project. 

BYG404F • MS-Project • (26e) • Summer 






REY012F • MS-Project • (30e) • Spring 


REY012F • MS-Project • (30e) • Summer 


UMV001F • Waste Water Systems and Treatment • (6e) • Fall • Time slot: H • 4f + 2d 

Supervisory teacher: Jónas Elíasson Professor 

Introduction and system approach, system analysis, main sewers and cut-offs. Runoff estimates, concentration time and precipitation peaks, 

storage effects. Run off models and simulations. Pumps and pumping stations. Wastewater treatment, primary, secondary and tertiary. 

Outlets, mixing an dispersion. Regulations. 

UMV001M • Forum of the Environmental and Civil Engineering Department • (0e) • Spring • 2f 

532


Graduate 




Introduction to new research in the field of environmental and civil engineering. The aim is to covernvarious subjects of the environmental 

and civil engineering field in monthly lectures. nn 

UMV002F • Turbulent Flow • (6e) • Spring • Time slot: V • 4f + 2d 


Characteristics and scales in turbulent flow. Reynolds stress tensor, momentum transport-shear-diffusion similarities. Turbulent energy and 

vorticity. Wakes, jets and wall shear flows. Turbulent transport. Spectral dynamics, integral scale and diffusion parameters. 


UMV004F • Traffic Flow Theory • (6e) • Fall • Time slot: H 

Supervisor: Guðmundur Freyr Úlfarsson Professor 


Objective: To present the fundamental aspects of traffic flow theory, both at the microscopic and macroscopic levels. Course description: 

Movement of vehicles on the road. Theoretical models and theories for studying traffic flow on the macroscopic and microscopic levels. 

Interaction between flow, density and speed. Level of service and capacity of freeways and highways. Gaps and headways, queues and 

queue-theory. Statistical distribution of speeds and other parameters in the traffic stream. Intelligent transportation systems (ITS). 

UMV012F • Ph.D. Thesis • (30e) • Fall 

Ph.D. Thesis. 

UMV012F • Ph.D. Thesis • (30e) • Spring 

Ph.D. Thesis. 

UMV012F • Ph.D. Thesis • (30e) • Summer 

Ph.D. Thesis. 

UMV101F • Engineering Hydraulics 2 • (6e) • Fall • Time slot: H • 4f + 2d 


Groundwater flow. Steady and unsteady flow in open channels. Steady and unsteady flow in closed conduits, conduit systems, pressure 

waves. Dams and reservoirs, hydraulic structures. Pumps and turbines. Water wave theory. 

Required preparation: Straumfræði 1 (UMV502G), Stærðfræðigreining IVB (STÆ401G) 

UMV101M • Environmental Impact Assessment 1 • (6e) • Fall • Time slot: H • 4f + 2d 



Assistant teacher: Edvarð Júlíus Sólnes Professor 

Aim: To present the philosophy and methodology used to assess environmental impacts of anthropogenous activity. To present methods to 

integrate the EIA and planning processes. Subject: Reasons leading to legislation for environmental impact assessment and how it will be 

practised in Iceland. Methodology; checklists, matrix tables, transparencies and flow diagrams. Scoping, baseline studies and monitoring. 

Utilization of geographical information systems, which are based on digitized maps and data bases. Specialized subjects that are useful for 

the assessment; architecture, chemistry, ecology, economics, fluid mechanics, geology, laws and regulations, meterology, oceangraphy and 

social sciences. Risk assessment and environmental impact assessment. Environmental health impact assessment. How to present the 

assessment results: Report making, graphical presentation and computer graphics. Examples of assessment of environmental impacts for 

certain activities; disposal of solid waste, road and utilities construct ion, bridges, harbours and airfields, industrial facilities and individual 

structures. The new methodology under development on how the methods of the EIA have to be integrated with the making of planning 

proposals in such a way that plans, land-use, and choices of location take environmental aspects into consideration. 


UMV102F • Town and Country Planning • (6e) • Fall • Time slot: H • 4f + 2d 



Mostly taught as a design course in the last years, where a plan is designed for a chosen area. 

Description when not taught as a design course: Origin and development of organized societies. External factors influencing development. 

The urbanization processes in Iceland and abroad. Population development. The evolution of modern town and country planning. Physical 

planning, economic planning, social planning, transportation planning, and corporate planning. The planning process. Planning research, 

surveys and forecasts. Goals, objectives, evaluation of strategies. Implementation, control. Planning legislation and regulations. National 

plans, regional plans, urban plans, subject plans. Revision of development plans. Urban design, pollution, environmental protection. 

UMV103F • Advanced Environmental Fluid Transport Processes • (6e) • Fall • Time slot: H • 4f + 2d 


The class goal is to provide a conceptual and mathematical understanding of the processes that govern the fate and transport of materials in 

the environment. The key deliverables of the class are tools fundamental to assess environmental impact and ensure sustainability in future 

developments. Topics include: Review of conservation laws, mass transport equation and solutions, turbulent diffusion and dispersion, 

chemical reactions, boundary exchange, particulate dynamics, sediment transport, turbulent jets and plumes, introduction to physical 

limnology, mixing in oceans and embayments, groundwater and air transport.Teaching is conducted in English in the form of lectures and 

discussions. Students complete homeworks and an in-depth research paper. The class emphasises independent reading and research. 

Required preparation: Eðlisfræði 1 V (EÐL102G) or Eðlisfræði 1 R (EÐL103G), Stærðfræðigreining IVB (STÆ401G) 

533


Graduate 

Recommended preparation: Umhverfisverkfræði (UMV202M) or Straumfræði 1 (UMV502G) 

Grading is based on class participation, homeworks, research project, and a final oral exam. 

UMV104F • Natural Catastrophes • (6e) • Fall • Time slot: H • 4f + 2d 



Teacher: Jónas Þór Snæbjörnsson Research Scholar/Scientist 

The nature and causes of natural catastrophes. Earthquakes, volcanic eruptions, violent storms and hurricanes, floods, landslides, avalanches. 

Effects of natural catastrophes on man-made structures. Mathematical description of catastrophes, statistics of rare events. Mapping of 

natural hazards, risk assessment and analysis, risk management. Risk-based planning and design. 

UMV105F • Turbulence and Dispersion of Contaminants • (6e) • Fall • Time slot: H • 4f + 2d 


This course is designed to give civil engineering students the basic principles of air quality, pollutant generation and control strategies, and to 

the principles of designing air pollution control technologies. Optimal design to reduce or minimize air pollution with emphasis on emission 

reduction from different types of industrial processes. The social, and fundamental and applied science contexts within which air 

professionals work will be discussed. A quantitative, process-level understanding of several air pollution control technologies will be 

developed. 


UMV106F • Garbage and Recycling Processes • (6e) • Fall • Time slot: H • 4f + 2d 


Planning and operation of systems for garbage and solid waste. Main groups of solid wastes and its composition, house garbage, waste from 

green areas, industrial waste. Collection systems and their optimization. Baling and disposal of garbage. Planning and finishing of landfills, 

supervision of formation of gas and rainwater. Incineration of garbage. Incineration systems, by-products, heat, gas, ash and cinder. Disposal 

and potential use of by-products. Pollution risk of smoke/gas and drain water from cinder heaps. Collection, preparation and disposal of toxic 

waste. Recycling systems for metals, wood, paper, plastics, and organics. Recycling methods and their products. Environment laws and 

directives. Case studies and excursions. 

Required preparation: Umhverfisverkfræði (UMV202M) 

UMV201F • Strategic Environmental Impact Assessment • (6e) • Spring • Time slot: V • 4f + 2d 



Aim: To give an overview over the principles of Strategic Environmental Assessment (SEA, environmental assessment of policies, plans and 

programmes) and knowledge of the process and methods of SEA. Content: Strategic Environmental Assessment is the main subject of the 

course. SEA has been introduced into plan- and policymaking in recent years in order to integrate environmental considerations into planand 

policymaking. The course starts with a short introduction in a global context, of the history, subject and legal framework for strategic 

environmental assessment and environmental impact assessment of projects. Then, the aim, subject and process of SEA will be explained, 

including discussion on the various stages and aspects of the SEA process (such as screening, scoping, actors and consultation, impact 

prediction and assessment, reporting and monitoring). Selected SEA tools and techniques are introduced. Also, key aspects of policymaking 

will be introduced, as well as the connection and difference between SEA of policies, plans and programmes and their link to EIA of projects 

(tiering). The course includes lectures and seminars/coursework (individual and group). Assessment is through examination and coursework. 

UMV201M • Environmental Planning • (6e) • Spring • Time slot: V5 • 4f + 2d 


An overview of environmental problems both in a global and local perspective. Analysis and evaluation of the impact of various types of 

land-uses on the environment. An example of such an analysis studied. Preventive measures in helping ward off damaging effects on the 

environment. An overview of disciplines which provide a scientific foundation for preventive measures. Examples of how conclusions on 

planning and construction matters can be based on scientific data. 

UMV202F • Natural Resource Management • (6e) • Spring • Time slot: V • 4f + 2d 


Description: The course is designed to impart to the students the theoretical basis of multi-diciplinary resources management with emphasis 

on the interaction between ecology, economy and sociology for exploitation and protection of natural resources. Topics like Sustainable 

Development, Agenda 21 and ecosystem management will be covered as well as those of Integrated Coastal Zone Management (ICZM)and 

marine protected areas with reference to pollution from land based operations. The major environmental issues such as biodiversity, 

desertification, deforrestation and global warming will be discussed. Finally, the influence and bias of government subsidies, taxes etc. will 

be treated from economic and sociological point of view. The students will be presented with international as well as Icelandic examples. 

Workshop exercises: The students will be required to select a particular topic, pertinent to the course, and prepare a written report to be 

presented orally. 

UMV202M • Environmental Engineering • (6e) • Spring • Time slot: V7 


The class goal is to introduce students to the interdisciplinary field of environmental engineering. The class studies the causes and concerns 

of environmental problems and provides analytical tools to assess and control them. Topics include: Environmental pressures, global and 

local environmental issues, mass transfer theory, environmental chemistry, risk assessments, water pollution, water and wastewater 

treatment, air pollution, solid waste management, and global warming. Teaching is conducted in English in the form of lectures, recitations, 

and field trips. 

Required preparation: Eðlisfræði 1 V (EÐL102G) or Eðlisfræði 1 R (EÐL103G), Stærðfræðigreining IVB (STÆ401G) or Hlutafleiðujöfnur í 

verkfræði (BYG402G) 

Recommended preparation: Straumfræði 1 (UMV502G) or Straumfræði (VÉL502G), Stærðfræðigreining IIB (STÆ205G) 

534


Graduate 

Grading is based on weekly homeworks, a research project completed during the semester, and a final written exam during the exam period. 

UMV203F • Hydropower Plants • (6e) • Spring • Time slot: V • 4f + 2d 


Design of hydropower plants. Hydropower potential. Technically feasible hydropower. Regulation. Power plants, generation and 

transmission. Types of power plants. Field investigations and the simulation of power systems. Low pressure plants. High pressure plants. 

Waterways, dams, tunnels, channels. Locks, spillways. Field investigations. Design project. 


UMV203M • Water and Wastewater Systems • (6e) • Spring • Time slot: V6 • 4f + 2d 


This is an introductory course in water and wastewater systems design, both in high and low income countries. Course contents: Drinking 

and waste water characteristics. Water supply demand and design criteria in western and developing countries. Water collection, delivery and 

storage. Precipitation, run-off areas, volume of waste-water. Design of water and wastewater systems: Pipe flow calculations, distribution 

system design, pumps, borholes, wells. Water and wastewater treatment solutions: Physical, biological and chemical. The course includes a 

design project of a water and wastewater system for a small neighborhood, wastewater sampling and BOD testing, and field visits to 

wastewater treatment plants. Guest lecturers will share their practical experience from both their work in Iceland and developing countries. 



UMV204F • Traffic and Transportation Engineering 2 • (6e) • Spring • Time slot: V • 4f + 2d 

Supervisor: Guðmundur Freyr Úlfarsson Professor 

Objective: To further knowledge and skills regarding flow, capacity, forecasting and simulation of traffic. Introduction to ITS. Traffic Flow 

Theory: Stream Models, Gaps and Headways, The Fundamental Diagram, Shock Waves in Traffic Streams, Highway Capacity, Capacity of 

Intersections. Travel Demand Forecasting: Trip Generation, and Distribution, Mode Choice, and Trip Assignment. Simulation of traffic. 

Computer Use in Transportation: Capacity Software and Planning Software. Intelligent Transportation Systems. 

Required preparation: Samgöngutækni 1 (UMV501G) 

UMV204M • Water Supply Systems • (6e) • Spring • 4f + 2d 

Supervisor: Jónas Elíasson Professor 

Cold groundwater resources and geothermal resources, water chemistry and corrosion risk, pumping tests and principles of reservoir 

engineering, drilling of wells and well completion. Drinking water standards, well areas and need of protection, quality monitoring, 

necessary water treatment. Water mains and distribution network, head loss calculations, pressure control, spotting of leaks. Heating demand 

of buildings and corresponding geothermal water demand, regulation and storage, selection of construction materials and system completion. 

Project in district heating or water supply. 

UMV205F • Coastal Engineering • (6e) • Spring • Time slot: H • 4f + 2d 


Description of waves, sea, swell. Small amplitude wave theory. Short term wave analysis, time domain and frequency domain analysis, 

wave spectra. Long term wave analysis. Wave generation and wave hindcasting. Tides, water levels, storm surge, barometric surge, 

seiche. Wave shoaling, wave refraction, wave breaking and wave diffraction. Design of structures, risk analysis and design criteria. Design 

of vertical, rubble mound and berm breakwaters. 


UMV206F • Urban Systems Modeling • (6e) • Spring • Time slot: V • 4f + 1d 


Objectives: Students can design and build a computer model of urban systems. Students will be able to assess computer model capabilities 

and the types of projects that most benefit from modeling. 

Topics: The course presents various examples showing how computer models can provide answers to useful questions about urban systems. 

E.g., how much traffic will there be in the future, where will people want to live, how does the price of land change, how do people choose 

between a private vehicle and public transit, what impact do traffic developments have on air quality. Students select topics and build a 

computer model. The course teaches evaluations of data needs, data collection, preparation, and management. Fundamental methodology in 

selecting or developing models will be explained, with emphasis on regression and probabilistic choice models. Model estimation, 

calibration, validation, and application are presented. The course teaches students how they can use computer models to simulate urban 

systems. 

Teaching: New material is introduced with lectures. Students receive training in a group project that covers the semester. The group begins 

with an idea and ends with a functional computer model. Students must pass a written midterm exam to pass the course. There is no final 

exam. Students are not expected to have all the recommended prerequisite courses. 

Required preparation: Samgönguverkfræði (BYG503G), Líkindareikningur og tölfræði (STÆ203G), Tölvunarfræði 1a (TÖL105G) 

Recommended preparation: Byggðarskipulag (UMV102F), Umhverfisskipulag (UMV201M) 

Homework 30%, exam 45%, final project 25%. 

UMV302F • MS-Project • (30e) • Fall 


UMV303F • MS-Project • (30e) • Spring 


UMV303F • MS-Project • (30e) • Summer 


535


Graduate 

UMV403F • MS-Project • (30e) • Spring 


UMV403F • MS-Project • (30e) • Summer 


UOB301F • MS-Project • (30e) • Fall 


UOB401F • MS-Project • (30e) • Spring 


536

Course Descriptions

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