• Fredrik Bajers Vej 5, 206

    9220 Aalborg Ø

    Denmark

20132022

Research activity per year

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Personal profile

Research profile

My hope is that through our work we can contribute to the development of precision medicine that in the future will be of great importance for the patients.

My scientific focus areas are:

Quantitative genetic analysis of complex traits and human diseases. Developing, implementing and applying strategies for integrating prior biological knowledge across databases, studies and organisms for understanding the biology of multifactorial phenotypes. Using large-scale biobank data to better understand how genomic scores (and other omics-derived scores) can aid in precision health as its provide information about an individuals’ genetic risk and how it can be used for decision making in health care systems. Contributing in software implementation of statistical and genetic models for identifying genetic (risk) factors and prediction of complex traits (including diseases): https://github.com/psoerensen/qgg and www.qganalytics.com.

 

Teaching profile

Course activities

As course responsible

  • Genetics and Evolution, 2021, Dept. of Chemistry and Bioscience, Aalborg University. Bachelor level. Taught in Danish.
  • Elementary Genetics, 2019, Dept. of Molecular Biology and Genetics, Aarhus University. Bachelor level. Taught in Danish.

As lectuer [i.e., lecturing a significant proportion of the course]

  • Disease Processes and Diagnostics - Personalised Medicine, 2022, Department of Health Science and Technology, Aalborg University. Master level. Taught in English.
  • Cell biology, Genetics and Immunology, 2020-2021, Dept. of Chemistry and Bioscience, Aalborg University. Master level. Taught in English.
  • Elementary Genetics, 2019, Dept. of Animal Science, Aarhus University. Bachelor level. Taught in Danish.

As guest lecturer

  • Behavioural Biology, 2015-2018, Dept. of Bioscience, Aarhus University. Master level. Taught in English.
  • Evolutionary Genetics: Adaptation and Conservation, 2015-2020, Dept. of Bioscience, Aarhus University. Master level. Taught in English.
  • Conservation Genetics and Molecular Ecology, 2015-2020, Dept. of Bioscience, Aarhus University. Master level. Taught in English.
  • Experimental Animal Models, 2015-2017, Dept. of Biomedicine, Aarhus University. Bachelor level. Taught in English.

As instructor for theorectical exercises

  • Elementary Genetics and Population Genetics, 2017, Dept. of Bioscience, Aarhus University. Bachelor level. Taught in Danish.
  • Evolutionary Genetics: Adaptation and Conservation, 2013-2015, Dept. of Bioscience, Aarhus University. Master level. Taight in English

As examinator/censor

  • Examinator for written exam in Cell biology, Genetics and Immunology, 2022, Dept. of Chemistry and Bioscience, Aalborg University
  • Examinator for oral exam in Genetics and Evolution, 2021, Dept. of Chemistry and Bioscience, Aalborg University.
  • Examinator for oral exam in Elementary Genetics, 2019, Dept. of Animal Science, Aarhus University.
  • Examinator for written exam in Elementary Genetics, 2019, Dept. of Molecular Biology and Genetics, Aarhus University. Taught in Danish.
  • Censor for oral exam in Evolution 2016, Dept. of Bioscience, Aarhus University.

Pedagogical profile

In 2021, I completed the University Pedagogy for Assistant Professors at Aalborg University.

Pedagogical course activities

Module 1: Teaching at a PBL university [21/1+11/2 2021]

Module 2: Planning and Implementation of Groups instruction [4/3+25/3 2021]

Module 3: The use of IT and Media for Learning and Teaching [11/3+23/6 2021]

Module 4: The PBL Group – Collaboration, Process and Supervision [2/3+8/4 2021]

Module 5: Planning, Development and Quality Assurance of Study Programmes [16/4 2021]

Elective module 1: Research Integration [16/9 2021]

Elective module 2: Supervising groups in conflicts [5/10 2021]

Elective module 3: Working with institutions and companies [25/10 2021]

Pedagogical project report

The aim of the pedagogical project was to investigate to what extent digital tools provide solutions that improve university teaching, and what is the outlook for incorporating these solutions in traditional auditorium teaching?

The conclusion from our work was as follows.

Although it is possible to fully convert lectures and theoretical classes to online formats with the use of digital tools, we find that these tools should instead be used to supplement in person teaching. In this study, we have encountered teaching challenges such as establishing and maintaining lecturer-student interaction, formatively assessing whether students understand the topic being taught, or directing the students’ attention to central points. These are general challenges found in all types of teaching, but they are often inflated in the online universe. However, digital tools can also offer ways to address these challenges.

A main conclusion from this study is that most or all approaches that provide variation to the traditional 2x 45-minute lecture format are welcomed by students. Such approaches may include short discussions or exercises during the lecture. Here, digital platforms are particularly useful if the lecturer wish to gain insights into the students’ thoughts, since the digital platforms can collect student responses for later evaluation.

The implementation of curricular content in videos or on interactive platforms that are instructive and accessible to students can be closely aligned with the core topics of a course and provides a visual and engaging entry for students to the topics.

Finally, we believe that digital tools offer good solutions for facilitating group work and sharing thoughts and notes. In relation to project and laboratory work, there is a potential to use digital platforms or tools to support the work, ensure a clear flow of information, and thus ease the workload for the instructor/supervisor.

Our report can be found here: LINK

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education
  • SDG 5 - Gender Equality

Education/Academic qualification

Biology, PhD in quantitative and statistical genetics, Center for Quantitative Genetics and Genomics, Aarhus University

Award Date: 12 Dec 2017

External positions

Dansk Hovedpinecenter, Afdeling for Hjerne- og Nervesygdomme, Rigshospitalet – Glostrup

Keywords

  • Biomedicine
  • Mathematics and Statistics
  • Medicine

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