Lisa Lundin

I am an associate professor in Environmental Chemistry at the Department of Chemistry, Umeå University with 25 years of experience in teaching and supervision. I work full-time as a teacher, and my driving force is the privilege of being present when students learn something new and grow.

In 2025, I received the Faculty of Science and Technology's Pedagogical Prize — recognition that commitment, curiosity, and a continuous desire to develop one's teaching makes a difference. In December 2025, I was also appointed as a Regonised Teacher.

My pedagogical philosophy is grounded in Self-Determination Theory (SDT), which emphasises that motivation is fostered when three fundamental needs are met: autonomy, competence, and relatedness. In practice, this means I strive to create learning environments where students can influence their own learning, feel capable of meeting the challenges they face, and experience a sense of community with each other and with me as their teacher. Constructive alignment is another important tool for me — ensuring that assessments and learning activities are in line with the intended learning outcomes of the course.

I have taught a broad range of courses, with student groups ranging from 5 to 70 participants. Since 2023, I have been programme director for the Master of Science in Chemical Engineering — the first engineering programme at Umeå University, and in Sweden, to be offered entirely by distance learning. I have also supervised around ten degree projects at both undergraduate and postgraduate level.

A central part of my pedagogical work is the continuous development and adaptation of teaching. I have, for example, redesigned course structures to include more synchronous elements and group discussions, introduced oral examination of laboratory work, and developed a course framework for the engineering programme. I have also initiated a forum for programme directors of distance education programmes at Umeå University, as well as a course aimed at doctoral students in their role as laboratory supervisors — an idea that emerged during a teaching exchange at the University of Central Florida in spring 2025.

Educating engineers is about more than subject knowledge. In conversations with prospective employers, it is clear that they look for generic skills: problem-solving, critical thinking, collaboration, and communication. This is reflected in how I design my teaching, through real-world case studies, group work, and workplace visits with reflective assignments. In 2024, I spent ten working days at Boliden and SCA to deepen my understanding of how an engineer actually works in industry.

Distance teaching presents particular challenges when it comes to fostering a sense of belonging and engagement. I combine pre-recorded lectures with synchronous online sessions and place great importance on the on-campus meetings we hold each semester, where face-to-face interaction provides an important foundation for the students' entire period of study.