Turbulence in the Atmosphere and Ocean – 2021 @ Virtual (via ZOOM)
Feb 15 – Mar 19 all-day

Responsible: Joe LaCasce / UiO
Credit point:  5 ECTS
Registration form here (deadline: 5 February 2021)

Course description:

The course examines nonlinear motion in the atmosphere and ocean from the perspective of turbulence theory. We begin with a simplified system to illustrate how linear motion becomes chaotic with nonlinearity. Then we examine Kolmogorov’s theory of 3-D turbulence, and its extension to two dimensions. We consider the implications for weather predictability and discuss how geophysical effects (the earth’s rotation, stratification) alter the flows. Then we consider the dispersion of passive tracers, like volcanic ash and spilled oil, in turbulent flows.


The students will learn basic elements in statistics and chaos theory. The student will also learn how nonlinear processes fundamentally affect the dynamics of atmospheric and oceanic flows, in particular by making them unpredictable, requiring statistical descriptions. Nonlinear processes are central to many observed phenomena, such as storm interactions and the transport of heat, pollutants and biological material.


The course will be held over two weeks, with five three hour lectures the first week and four the second week. The lectures will be given via Zoom. Problems are given out underway, and we’ll discuss the results each morning. The students will also make a final presentation on a topic of interest to them which is also relevant to the course. There is no exam. The course has its own compendium, though supplemental reading will also be suggested.
Week 7, 2021 – Lectures Monday to Friday 9:15 – 12:00
Week 11, 2021 – Lectures Monday to Thursday 9:15 – 12:00, Presentations Friday 9:15 – 15:00

“Climate change in a societal perspective” seminar @ University of Oslo, Blindern Oslo (simultaneously digital)
Mar 3 – Mar 4 all-day

Organizers: Britta Schäfer and Marius Lambert /UiO
Credit point: 1 ECTS
Registration form here. (Deadline: 14 February)

In our role as climate scientists, for the world outside university, we often represent “those who know the most” (if not everything) about climate change. We often face a variety of questions that refer to both ethical and political concerns rather than our expertise as natural scientists, and therefore it is never easy to give satisfying answers to friends, relatives or the media. In addition, the questions are usually not free of emotional load.
In order to learn more about the societal dimensions of climate change, we have invited six speakers with background in social sciences, psychology and practical ethics. We will among others cover questions like: How do individual people percept climate change? How can climate researchers communicate their results in order to trigger most reaction/mitigation? (Why) Should we care about climate? Why is it so difficult to find a common way to fight climate change among the world’s countries? How can a reduction of oil production in Norway contribute to diminish global emissions? Apart from sessions with invited speakers, we will also have one session with student contributions where we will look at recent articles that compare approaches for fighting the Covid-19 crisis and climate change.
The seminar will be hold on March 3-4 at UiO in Oslo from 08:45 to 17:00 on Wednesday and 09:00-16:30 on Thursday, and we also open for digital participation from other places. If you are living outside Oslo and choose to attend in person, you are welcome to do so and will get travel expenses refunded, but you are responsible for organizing travel and accommodation yourself.
We look forward to interesting talks and discussions and seeing you in person or virtually in March!

Britta Schäfer and Marius Lambert


Seminar schedule:

Time Title Lecturer Kind of activity Duration
Day 1 08:45 Introduction Britta, Marius 15 min
09:00 How do individual people percept climate change? Knut Ivar Karevold Talk 60 min
10:00 How can climate researchers communicate their results in order to trigger most reaction/mitigation? Knut Ivar Karevold Talk + discussion 45 min
11:00 (Why) Should we care about climate? Alejandra Mancilla (UiO) Talk + discussion 60 min
12:00 Lunch break 90 min
13:30 Corona and Climate – one year after/ How to fight a crisis Course participants Short presentations + discussion 90 min
15:00 Coffee break 30 min
15:30 Interactions of climate change and globalization, implications for human security Andrea Nightingale (UiO) Talk + discussion 90 min
17:00 Socializing with pizza
Day 2 09:00 Why is it so difficult to find a common way to fight climate change among the world’s countries? Bård Lahn (CICERO) Talk 60 min
10:00 Spot on Norway: Oil drilling in the Arctic and the Norwegian climate lawsuit Lea Nesheim (Natur og Ungdom) Talk + discussion 60 min
11:15 How can a reduction of oil production in Norway contribute to diminish global emissions? Bård Lahn Talk 60 min
12:15 Lunch break
14:00 The role of public acceptance when designing climate policy, e.g. wind energy construction Marianne Aasen (CICERO) Talk 60 min
15:15 What has to change the most: my personal habits, my company’s business practices, national laws in my country, international treaties? Panel discussion 75 min
16:30 End
Creating Scientific Illustrations – 2021 @ Virtual (via ZOOM)
Mar 8 – Mar 12 all-day

Organizer: Research school network
Credits: 2 ECTS
Max. no. of participants: ~ 7 CHESS students (total participants is 20)
Please register with the online form here. (registration deadline: 15 February)
Read the General terms and conditions for participating CHESS activities here.

Do you want to use illustration as an effective communication tool? Learn the essentials of graphic design and visual communication theory, drawing by hand and drawing digitally during this one week course.

Course description

This course will introduce the theory and method of how to visually represent your scientific research. Being able to translate complex research into information that can be understood by a wide range of audiences is an important skill that will help you throughout your career.

Communicating your work using different methods helps you to think about your work from different perspectives. Not only will this help you understand your own research better, but it will also give you the tools to be able to explain your work to others.

The skills you will learn in this course are highly transferable to any design project you may do in the future.

Through lectures and workshops, we will cover the following:

  • Principles of design and visual communication
  • How to apply these principles to illustration and graphic design, which in turn will inform all visual material you might want to create, including; graphical abstracts, presentation slides, poster presentations, journal articles, graphs, data visualization, project logos, and outreach material.
  • Best practices for poster and slide presentation design
  • Step by step method on how to draw your own research
  • Introduction to sketching by hand
  • Crash course in digital illustration with Adobe Illustrator or Gravit

By the end of the course, you will have practiced the theory and methods discussed in class by creating an illustration of your own research. Taking your ideas from conceptualization to final digital artwork.

Length & Time Commitment

Digital Course: 5 consecutive days (40 hours)

Software used in the course

  • Adobe Illustrator, for those who have access
  • Gravit, free vector illustration software
    Note: If any students are already familiar with another digital illustration software, then feel free to use this program. But for the sake of time, only technical support will be provided for those using Gravit Designer or Adobe Illustrator.

Before the course starts, students will need to:

  • Download Gravit Designer or Illustrator onto your laptop
  • Do mandatory digital illustration tutorials (to be provided)

Final assessment

Students will need to present their illustration on the last day of the course and describe one design principle they used in order to solve a visual problem.


Pina Kingman is a biomedical illustrator and animator whose work focuses on telling scientific stories in order to disseminate complex research and promote public awareness of science and medicine. She holds a BSc in Cell Biology and Genetics from the University of British Columbia and an MSc in Biomedical Communication from the University of Toronto.




Diploma & ECTS credits

If you complete the course, you get a diploma stating your participation, the content of the course and the work effort the course has required. You can apply to your home institution for getting the course accepted as ECTS in your degree. This course is 40 hrs time commitment and is equivalent to 2 ECTS credits


Communication skills in outreach and teaching
Apr 8 – Sep 17 all-day

When: Online seminar series on Thursdays (9:00-11:00) from 8 April to 1 July 2021; Physical workshop in Bergen September 13-17, 2021
Organizers: Mirjam Glessmer and Kjersti Daae at UiB and iEarth
Credit points: 2(3) ECTS
Registration form here (deadline: 15 March)

Course description

To become a successful scientist you must master a variety of skills. The science itself is one of these skills, but you will also need to communicate your science with peers and a wider audience. This course covers aspects of pedagogics and didactics related to teaching and learning of climate sciences and generic skills in communication, outreach, and public debates. The objectives are:
1. To build a network of young climate researchers from both CHESS and iEarth that have a common understanding of the role of climate science in society, their agency as scientists, and best practice methods of communication.
2. To get training in using cutting-edge, science-based methods and tools to communicate climate science to (i) the general public, using, for example, Social Media and science poetry, and (ii) students of climate sciences and related topics at high school and university level
3. To practice communication skills and present examples of best-practice implementations of science communication or science teaching activities to your peers and the general public.

Learning outcome: Participants will be able to:
• choose viable, research-based formats (e.g., Social Media, science poetry) and methods and develop activities in which they present their Ph.D. topic to a lay audience
• draw on a network of informed peers for feedback and ideas related to science communication and education activities
• evaluate the effectiveness of science communication and education activities
• reflect on, and continuously improve existing activities

Course organization: 11 weekly 90 minutes digital seminars with short inputs on science communication and education topics, leading up to a one-week workshop for interaction and feedback.


Digital lecture series:

The online lecture series will take place on Thursdays 09:00-11:00 from 08.04.2021

8. April Introductions Mirjam, Kjersti ++
15. April Learning as acquisition vs. learning as participation. Exploring two different ways of thinking about learning. Ivar Nordmo
22. April Justice, equity, diversity, inclusion in science Virginia Schutte (adjust for time zones)
29. April Culture and change Torgny Roxå
6. May Science communications Virginia Schutte (adjust for time zones)
Move to another day due to ascension day? Tuesday? Tips for good outreach J. Bakke
20. May Geoscience learning Kikki Kleiven
27. May Science poetry Sam Illingsworth (adjust for time zones)
3. June (collision with iearth in Rosendahl)
10. June Students as partners Catherine Bovill
Matthias Lundmark
17. June Networking and mentoring Mirjam Glessmer
24. June Supervision Anders Ahlberg
1. July Field teaching Rie Malm ++ (unconfirmed)


Program for the Bergen week 13-17. September

IceFinse – Arctic climate research and fieldwork @ UiB, Department of Earth Science & Finse Alpine Research Center.
Apr 12 – Apr 20 all-day

Course responsible: Anne-Katrine Faber, Kerim Hestnes Nisancioglu / UiB

Credit points: 5 ETCS

Dates: organized hybrid teaching/learning activities: 2 hours per week in week 10, 11 & 12, followed by 8 days of field work (12-20 April 2021). Students must prepare to also spend time working on their project work in the weeks after the field work. Physical presence is only mandatory for the 8 days of field work.

*Participation of CHESS students will be supported by CHESS. Please register with this form. (the form is only for CHESS PhD members)*. Deadline: 15 January 2021

This is a postgraduate course (GEOV328) offered at UiB but is also open to PhD students from other Norwegian universities/institutions.

Course objectives:

The course gives an introduction to Arctic climate research methods and safety. The main purpose is to give the students insight into all parts of the research process, from planning to data collection, analysis and communication of results.


The course consists of several components: Planning, data collection & analysis and communication of results.


Through scientific seminars and group work the students will prepare for the field work. Students are divided into groups, and each group prepares a 20 min presentation of 1-2 scientific papers related to the course content and the planned field work. The presentations will be given in plenum at the beginning of stay at the research station.

Fieldwork – Data collection & Analysis

This is the practical field-based part of the course and will take place at Finse Alpine Research Center. The students will work on research projects in groups.

Based on current climate research, students will learn to design and work with relevant research questions. The students will gain insight into modern research methods by collecting data and analyzing these and comparing them with existing data & models. The students will give a presentation of their project work with a special focus on research methods and data collection at the end of the field work.

The training and practical field work will include a focus on safety in cold weather, camp setup, crevasse rescue and glacier travel.

Communication of results

The course concludes with peer-reviewed research reports. Each participant will deliver a 10-page project report from the field work. Each draft project report will be peer-reviewed by two participants, before revisions and submission of a final report for evaluation.

The course consists of several components: Planning, data collection & analysis and communication of results.

Learning Outcomes:


The student should be able to:

  • Understand the different steps of a research process, from planning to communication of results.
  • Describe the concepts of glacier dynamics on modern and paleo timescales.
  • Understand how climate archives such as ice cores provide unique knowledge of past and present climate change
  • Describe how research-based field work can provide new knowledge on glaciers and climate change.


The student should be able to:

  • Formulate and execute a plan for data collection of snow and ice in cold climate conditions.
  • Contrast data and models and assess strengths and weaknesses.
  • Interpret research data and discuss their application to study climate processes.
  • Identify safety issues when conducting fieldwork in the Arctic.

General competence

The student should be able to:

  • Present and discuss research strategies and critically evaluate methods to analyze results.
  • Use critical thinking and physical understanding to demonstrate interdisciplinary links between different research areas.
  • Communicate the research results in verbal and written form.

For more details of the course and schedule, please go to the link .

Writing successful project proposals – From idea to project: preparing a draft proposal @ Geophysical Institute, University of Bergen, Bergen
Apr 13 – Apr 14 all-day

Course leaders: Friederike Hoffmann, Research Coordinator at GFI and EU expert evaluator; Mahaut de Vareilles, Research Advisor at GFI; Nadine Goris, Researcher at NORCE

Time: 13 & 14 April 2021, 09:00 – 16:30 both days

Credit point: 1 (ECTS)

Maximum number of participants: 15 (participants will be prioritized according to these categories: 1. CHESS member, 2. Member of Bjerknes Center for Climate Research, 3. Participants with own project ideas)

Registration form here (registration deadline: 14 March)

Course description

Target group is early career scientists (PhD, Post Doc, young researchers) in climate sciences with little or no experience in proposal writing.

The course will enable you to apply for external funding of your own research. You will learn how to prepare a draft for a successful research project proposal.

Using your own research ideas, you will learn:

– how to plan and structure a draft proposal
– how to develop the different components of the draft proposal
– how to draft a project budget
– where you can apply for funding

The course includes lectures, group work and plenary discussion. During the course, the participants will develop the project ideas of 3 participants into ready-to-use draft proposals.


Ocean/Atmosphere Time Series Analysis: Theory and Practice – 2021 @ Virtual (via ZOOM)
Apr 26 @ 13:00 – May 7 @ 18:00

Responsible: Joe LaCasce / UiO
International lecturer: Jonathan Lilly (Theiss Research)
When: April 26–May 7, 2021, 13:00–18:00 Oslo Time
Where: Online via Zoom
Max. no. of participants: 20
Credit points: 5 ECTS
Register with this form here. (Deadline: 28 March)

Description of activity:

This course will introduce students to classical as well as cutting-edge techniques for analyzing timeseries in oceanographic, atmospheric science, and climate applications. Following the course “Fundamentals of Ocean/Atmosphere Data Analysis” in 2019 and 2020 by the same instructor, this course will focus on more advanced methods.

Beginning with a solid understanding of the link between time-domain and frequency-domain analyses, we will proceed from simple smoothing, to Fourier spectral estimation, to time-frequency methods such as the continuous wavelet transform, to stochastic modeling using random processes.

The chosen techniques are those that experience has shown to be the most useful in dealing with timeseries from the ocean and the atmosphere. Emphasis will be given to hands-on, practical application of methods, as well as to understanding the theory behind various methods. Extensive course notes may be found at, which will be updated prior to the course.

In particular, we will cover:

— multi-taper spectral analysis
— rotary spectral analysis
— spectral confidence intervals
— wavelet analysis
— instantaneous moment methods
— stochastic modeling

Time pending, we will cover one or both of the following topics
— wavelet ridge analysis
— objective mapping with local polynomial fitting

Students will bring with them a dataset of their choice that they would like to investigate in detail. The dataset may consist of model output or observations, but must be in the form of a time series; image data or spatially distributed point data would not be suitable. Datasets containing several or many timeseries are encouraged.

The final project will consist of applying the methods taught in the course to their dataset, and interpreting the results. The students will receive personalized feedback, tailored to their specific datasets, through one-on-one meeting sessions with the instructor.

The course will be taught using Matlab, primarily with the instructor’s freely available jLab toolbox, All students must have an up-to-date copy of Matlab, as well as jLab, installed locally on their computer at the start of the course.

An option exists for students to do some of their work in Python, using a partial translation of the course materials into that language. Students interested in this option must communicate this to the instructor ( at the time they register.

The course will be limited to 20 students, with preference given to those who have previously taken the fundamentals course.


The class will consist of 5 hours of coursework a day, with 2–2 1/2 hours of lectures and the remainder being laboratory and group work sessions.


At the end of the course, students will be well-prepared to begin efficiently analyzing any timeseries they might encounter through a range of techniques, while avoiding common pitfalls. Students will gain practical experience through hands-on demonstrations and exercises, and are expected to make substantial progress in analyzing their chosen dataset.