Arnulf Grubler

Professor in the Field of Energy and Technology (part-time)

Teaching Statement

Arnulf Grubler’s teaching is geared towards providing students with basic and advanced theoretical and analytical concepts to enable them to critically assess information, policy modeling and ensuing recommendations at the energy-technology interface of environmental problems. Classes are normally structured to contain three basic elements: introduction to basic theory and concepts; discussion of applications of these theories/concepts in formal analytical and policy assessment frameworks (models) on real-life problems such as climate change, energy access, or bridging of the digital divide; and finally, training in “hands-on” basic analytical skills useful for the future professional career of students, including presentation and dialectical skills to more effectively engage in policy debates.  Arnulf Grubler teaches two regular classes every fall semester when he is resident on campus. He will not be teaching during the fall semester of 2009. 

Energy Systems Analysis (F&ES 86025, graduate and advanced undergraduate). A fundamental insight of more than three decades of energy studies is the recognition of the importance of considering large system boundaries that tie together demand, supply, as well as environmental aspects of energy and that integrate multiple scales and disciplinary perspectives. This 3 credit lecture course that also could be called “Energy 101” aims to provide students with the basic foundations of energy systems and an introduction into methods, data, and formal models used in energy systems analysis. 

Technology, Society, and the Environment (F&ES 83026a, graduate and advanced undergraduate). This course introduces students to technology’s dual role as both source and remedy of global environmental change from an interdisciplinary perspective including social sciences (sociology, philosophy, history), economics, engineering, as well as management theory. Conduced as a 3-credit discursive seminar students get first introduced into different conceptual models that frame our understanding of the evolution of technology and its implication for the built and natural environment. Changing case studies that highlight the technological dimensions of problems studied in climate change, industrial ecology, food security, ITC, or public sector technology management, among others are discussed by students in a dialectic framework aimed at exposing and confronting alternative conceptual, interpretive, and policy viewpoints.