Erlend Raa Vågset

Field of work

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I am an associate professor at HVL campus Førde. My professional life is built on two distinct but complementary pillars: theoretical research in the mathematics of computer science and a hands-on, democratic teaching practice.

Exploring the Nature of Complexity

My research is driven by a fascination with the fundamental nature of computational problems. I focus on the theoretical questions of why some challenges are hard and how we can find elegant structures within complex systems. My work is concentrated in two main areas:

• Computational Topology: I use this to reveal the hidden "shape" of data. By understanding the underlying geometry of a dataset, we can uncover patterns and insights that are invisible to traditional analysis, leading to more robust machine learning models.

• Parameterized Complexity: I approach this like a detective investigating an algorithm. Instead of just accepting that a problem is "hard," the goal is to pinpoint the true source of the difficulty. This allows us to design smarter, more targeted algorithms that are efficient in practice.

Together, these fields allow me to probe the boundaries of what is computationally possible and conceptually understandable.

A Democratic Approach to Learning

My teaching philosophy is a direct response to my own academic journey. I believe true, lasting learning isn't about passively receiving knowledge, but about forging one's own understanding with a sense of agency, community and trust. My role, therefore, is not to direct the learning process, but to create the conditions for discovery.

I aim to foster a collaborative workshop built on trust and intellectual freedom, where:

• We make the abstract tangible. The best way to grasp a complex theory is to build something with it. We use hands-on activities, like "unplugged" games to simulate algorithms and collaborative work on whiteboards to design solutions, ensuring concepts are truly understood, not just memorized.
  

• We foster a space for genuine inquiry. My job is to act as a guide and a resource, not a gatekeeper of knowledge. I create a safe environment where students can experiment, question, and even fail productively. This freedom is essential for building the confidence to tackle hard problems.
  

• We build a community of learners. Knowledge is refined through dialogue. By supervising bachelor's projects and encouraging peer-to-peer collaboration, we become a network of learners. The ultimate goal is to help students develop the confidence to become independent, creative problem-solvers.