Mads Græsbøll Christensen

Teaching portfolio

1. Teaching CV: A list of any lecturing and supervision tasks, including specification of academic fields, scope, level (bachelor, master, continuing education, PhD) as well as any external examiner tasks.

I have taught many (15+) different courses in the B.Sc. and M.SC. programs in media technology and electrical and computer engineering and in the Ph.D. program Electrical and Electronic Engineering. I also have extensive experience supervising students projects on all levels at Aalborg University, having supervised 50+ project groups. My recent teaching duties include the following courses: Multivariate Statistics and Pattern Recognition (M.Sc.), Audio Processing (B.Sc.), Sound and Music Signal Analysis (M.Sc.), Sound Processing (M.Sc.), Advanced Speech Processing (Ph.D.). I also supervise students in all semesters of the Sound and Music Computing M.Sc. program and on the 4th semester of the Medialogy B.Sc. program. I have graduated 8 Ph.D. students, and I also currently supervise a number of Ph.D. students and postdoc. I serve as regular external examiner at DTU and AU. I have also served on several Ph.D. committees. I am also organizer/lecturer of AD:MT’s Annual Postdoc and Assistant Prof. Seminar (with O. B. Jensen) with the aim of increasing awareness of requirements for modern researchers and career planning.

2. Study administration: A list of any study administration tasks, e.g. study board membership, head of studies or semester or course coordinator, accreditation, etc.

Co-founder of the Sound and Music Computing M.Sc. program (accredited in 2014)
Coordinator for the Sound and Music Computing M.Sc. program in Aalborg
Coordinator of the 4th semester of the Medialogy B.Sc. program
Coordinator of the 1st semester of the Sound and Music Computing M.Sc. program
Coordinator of the 2nd semester of the Sound and Music Computing M.Sc. program
Coordinator of the 4th semester of the Sound and Music Computing M.Sc. program

3. University pedagogy qualifications: A list of any completed courses in university pedagogy, PBL courses, workshops, academic development projects, collegial guidance and supervision, etc.

01/2015–11/2015 Leading the Virual Company, PasteurProgram 2015, Harvard Business School, Executive Education
05/2012–11/2012 Research Management, Copenhagen Business School (CBS), CBS-SIMI Executive.
10/2008–01/2010 University Teacher Education for Assistant Professors, organized by AAU Learning Lab, Aalborg University. Advisors: S. H. Jensen and M. Georgsen.
11/2006–11/2006 Nordic Seminar for Ph.D. Supervisors, organized by Aalborg University.

4. Other qualifications: Conference attendance, editorials, presentations, etc. relating to education, 'University Teaching Day', etc.

I am active in Folkeuniversitetet where I serve on the program committee in Aalborg.

I have experience supervising Assistant Professors during their training at Aalborg University.

5. Teaching activity development and teaching materials: A list of any contributions to the development of new modules, teaching materials, study programmes, e-learning, collaboration with external business partners, etc.

I have developed several course and project modules from scratch, including Multivariate Statistics and Pattern Recognition, Audio Processing, Sound Processing, and Sound and Music Signal Analysis, as well as various Ph.D. courses.

I co-founded the Sound and Music Computing M.Sc. program and co-authored the proposal and accreditation application documents as well as the curriculum.

I have developed course materials in various forms, including lecture notes, slides, video lectures, exercises, and I hav experimented with various evaluation forms.

6. Teaching awards you may have received or been nominated for.

7. Personal reflections and initiatives: Here you may state any personal deliberations as regards teaching and supervision, any wishes and plans for further pedagogic development, plans for following up on feedback/evaluations from students, etc.

As a university teacher, I see it as my job to organize a set of complementary acitivities for students to study and work on the curriculum. This is done by suggesting and organizing literature, doing traditional lecturing (with blackboard-based teaching or slides), supervising discussions, proposing exercises and helping students solve these, and, most importantly, helping them applying what they have learned to real-life problems in projects. I see all of these activities as services to the students that they can take or leave, depending on the way in which they learn the best (cf. Felder’s learning styles). I always stress that the learning objectives, as stated in the curriculum, must be met regardless of whether the students attend lectures, do exercises, etc., and that this is the responsibility of each individual student. I always spend a lot of effort and time on motivating the topic I am teaching, and on showing the students why it is important and what it can be used for. The learning objectives must be reflected in the chosen eximation form and execution. My experience is that discrepancies between the learning objectives and the way in which examinations are conducted, lead to students ignoring the learning objectives and focusing on the requirements for passing exams. I primarily teach fundamentals and tools of a mathematical nature, such as statistics, optimization, linear algebra, signal processing, pattern recognition and programming. Since these are only tools for solving problems and building systems (whose relevance may not yet be evident), the students can easily feel demotivated to learn these subjects. Moreover, they often require a lot of time and effort to learn. I, therefore, try to incorporate as many examples of applications that are familiar to the students as possible when teaching them. I combine traditional lecturing with examples in MATLAB, Puredata, PRTools, etc., during the lectures, and the exercises for my courses focus (as much as possible) on the application of the theories and methods to real-life problems. I have recently started experimenting with recording videos of my lectures and making them available to the students for self-study. The students have been very pleased with this, and I am considering adopting this practice in all of my courses. I primarily rely on oral eximations, as written exams often, in my experience, fall short of realizing the learning objectives. An added advantage of oral examinations over written ones is that a discussion can take place, something that can both benefit the students in terms of learning, but also in terms of determining the level of understanding.

8. Any other information or comments.