Erik Lindenius teaches journalism and communications, as well as runs the podcast Mediespanarna together with his colleague. According to Erik, the most important thing about being a teacher is helping students grow as independent individuals.
Erik Lindenius teaches in the Media and Communication Studies and Journalism programmes.
ImagePer Melander"The brief version is that I never considered myself a teacher. As a student, I was interested in media and communication. Then I got a doctoral studentship, and I tried teaching, since teaching as a doctoral student provides a useful qualification,” Erik explains.
But there is also the unabbreviated version of the story, says Erik. He was made solely in charge of a course to which he had not been admitted to as a student.
“Strangely enough, the situation was challenging and exciting, rather than scary. And as it happened, in the years that followed, teaching came more naturally to me than research. Ever since, I’ve worked with education issues at all levels of the University," says Erik.
Erik teaches in the University's Journalism, Strategic Communication and Media and Communication Studies programmes. In addition to teaching, he publishes and produces the podcast Mediespanarna, together with his colleague, Jesper Enbom. As Erik describes it, the podcast is a popular science channel for streaming knowledge back to the taxpayers who finance their research.
According to Erik, the most important thing about being a teacher is helping students grow as independent individuals.
"Just watching how something clicks into place – nothing beats that. It could be about finding your role, or finding new perspectives and insights," he says.
The best thing about being a teacher, Erik says, is learning from students while he teaches. As a media and communication teacher, Erik must stay abreast of all kinds of new media trends. So the interests of Erik’s student are a great resource for exploring and understanding our changing society together.
"Many new Umeå University students imagine that teachers are involved full-time in teaching, the way secondary school teachers are. But that is only a small part of what we do. Like most of my colleagues, I have all kinds of projects and assignments going on simultaneously," says Erik.
Erik likens the work of a university teacher to flying a helicopter between several ‘academic’ ferries, all bound for graduation.
"Students are riding a ferry, making slow progress for perhaps three or five years. It can be difficult to understand sometimes, where the educational journey is taking you. As teachers, we move between these ferries, and we have a bird's eye view – not only of the direction of education, but also of different types of challenges, now and in coming years, where the research horizon is at present, and what recurring concerns and problems students are experiencing,” says Erik, explaining that teachers try to steer the big ferries towards the horizon.
"The fact that universities are also public authorities helps to create stability, predictability and security for students, but they are also a bit of a hindrance, when society is changing rapidly and we would like the ferries to make somewhat sharper turns,” says Erik.
Erik considers himself privileged to get to teach subjects that study media. For that reason, he strives to use all media to the utmost. He holds multimedia lectures in the classroom. Audio and video are common features, as are discussions with students.
"However, it’s not just about exploiting available technology, but also about illustrating in practice the scientific findings and theories that exist. You can’t teach theories of effective and clear communication to journalism and communications students with lectures that adhere to old and perhaps outdated university traditions,” he says.
Erik Lindenius feels that students need to understand that the responsibility for their university studies rests mainly on their shoulders. Rather than someone who simply provides a service, Erik considers himself a conversation partner and sounding board, and someone who can help point the way while offering contextual understanding.
“I can't make the educational journey itself for students, but I can equip them with the keys to the halls of knowledge," says Erik.
"Study what interests you. Not only are most programmes a long-term commitment, but the content will also reflect your future working life. If what you study feels stressful or painful, imagine working another 40 years in the same field," says Erik.
If you are interested in and curious about what you study, then, according to Erik, you will have a positive impact on your classmates and teachers, and it will be easier to make contacts and lasting relationships.