Meltzer Prize for Outstanding Younger Researcher 2020
Updated: May 20, 2021
On Monday 8 March 2021, the birthday of Lauritz Meltzer (d. 1943), the Meltzer Fund awarded two prizes for outstanding younger researchers under the age of 40 currently working at the University of Bergen. I was honored to receive one of the awards, which is the top prize of its kind at UiB and comes with 150 000 kr (approx $17,600, taxfree).
The award is for "fremragende vitenskapelig arbeid, selvstendighet og evne til nyskaping" (outstanding scientific work, independence and ability to innovate) and places emphasis on "nyere forskningsbidrag, fortrinnsvis slike som er publisert eller bedømt det foregående år, eller som i det foregående år har fått særlig vitenskapelig anerkjennelse" (recent research contributions, preferably those that have been published or assessed in the previous year, or that have received particular scientific recognition in the previous year).
Here is an overview of my scholarship emphasized by the prize, written by nominator Professor of medieval Latin Aidan Conti.
Read more about the Meltzer awards 2020 and part of a short interview with me on På Høyden, as well as an announcement in Khrono.no.
I can see why planning a thoughtful visit to Fethiye would invite discussion, since different people will bring different experiences to the same question. Leaving space between activities can make a travel itinerary easier to enjoy. It gives me a more concrete starting point for thinking about Fethiye travel planning. I am still thinking through the details, and a small example would help me picture how this works in practice. How would you balance sightseeing with time to explore without a schedule?
There is something approachable about discussing returning to learning as an adult through situations people can actually picture. A flexible pace can help learners fit study around work and family responsibilities. That connection helps me see why adult continuing education can be worth a closer look. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. What support makes returning to education less daunting after a long break?
The subject of creating a welcoming preschool environment feels more interesting when there is room for a reader to stop and ask their own questions. A predictable daily rhythm can make an unfamiliar classroom feel more comfortable. I would use that point as a starting question when considering welcoming preschool environment. I am still thinking through the details, and a small example would help me picture how this works in practice. Which small classroom details help a new child settle in?
A conversation about choosing learning resources for different needs seems most useful to me when it leaves space for uncertainty and further questions. The same explanation can feel clear to one learner and confusing to another. That is the kind of detail I would keep in mind while exploring educational learning resources. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. What clues help you choose a resource that matches a learner's starting point?
I can see why connecting values with everyday school life would invite discussion, since different people will bring different experiences to the same question. Kindness becomes easier to understand when it appears in ordinary classroom situations. It makes me curious about the practical side of values based education. I can imagine different answers depending on the situation, so I would want to understand the context before drawing conclusions. How can a school discuss values while leaving room for students' questions?