Since the start of my PhD studies in September 2005 I have had the opportunity to be a teacher on a number of different courses; at basic and advanced level, courses given in Swedish and English, as well as courses given on campus and given online. [complete list of courses]
During my PhD studies I was an assistant teacher on basic statistics courses, working together with a team of other teachers. Tasks involved giving tutorials  and practicals , supervision , constructing exercises and examination tasks as well as correcting home assignments and exams .
After completing my PhD in 2011 I have been a main teacher on the basic level course Statistik A2 module 1 (Statistical models) and the advanced level course Programming in Statistics (lectures given in English). Statistik A2 had previously only been given as an on campus course but in 2011 I developed an online version of the course. This was the first online course given by the Department of Statistics. In 2013 I reformed the course Programming in Statistics, with the purpose of giving the students a more ’hands on’ experience with the programming language R and using this to solve statistical problems.
In 2013-2014, I was the supervisor of two Bachelor’s theses and one Master thesis.
I have completed 8 weeks of pedagogical training given by the Centre for Educational Development (UPL) at Umeå University.
 Solving exercises (from the literature or old exams) on the board in a detailed step-by-step manner. The teacher also has the opportunity to hold mini lectures clarifying topics covered in earlier lectures.
 In earlier courses these were basically computer based tutorials. Later on these evolved to more ’hands on’ classes where students solve exercises using programs such as SPSS, Minitab or R and the teacher acts as more of a supervisor and aids in the interpretation of results.
 On a drop-in basis at scheduled office hours or in the classroom. On these occasions, students have the opportunity to get individual help with tasks and concepts which they find difficult to grasp.
 If the course is taught by a team of teachers these tasks are often distributed among the teachers so that each one is responsible for writing, for example, one or two exam tasks. All are then able to review the final exam and suggest changes. Similarly, correction of exam tasks is often distributed among the teachers.