Curriculum Vitae for Finn Haugen




I have a MSc degree in Engineering Cybernetics at the Norwegian Institute of Technology in Trondheim in Norway, 1985, and a PhD degree at Telemark University College, Porsgrunn, Norway, 2014. I am also engaged in various activities with my one-man company TechTeach.

I like teaching, writing and programming, and most of my professional time has been spent on these activities. I have taught various university courses, covering control and automation, signal processing, mathematical modelling, and simulation, and courses for practising engineers and teachers. LabVIEW has become my main tool for progamming, analysis, design, simulation and practical implementation of measurement and control systems.


More information:


  • Design and control of a test-rig for underwater lifting operations. Company MM. 2009
  • TechVids - A collection of video lectures for automatic control, 2009 ->
  • Development of an automatic test system. (LabVIEW.) Cody AS/ABB AS, Skien. 2008/2009.
  • Development of a simulator and a model-based controller for lifting operations. (LabVIEW.) Force Technology. 2008
  • SimView - A collection of ready-to-run simulators for signals, systems and control. 2008 ->
  • Development of a measurement and control system for biogas reactor. (LabVIEW.) Telemark University College. (Cooperation with Eivind Fjelddalen.) 2008 -
  • Development of data acquisition and presentation system for powder pressure system. (LabVIEW.) Telemark University College. (Cooperation with Eivind Fjelddalen.) 2008
  • Development of an educational process control trainer (heated air tube). Telemark University College. (Cooperation with Eivind Fjelddalen.) 2006 -
  • Development of a measurement and control system for a multiphase experimental rig (water, oil, air). (LabVIEW.) Norsk Hydro and Telemark University College. 2006 -
  • Consultancy (modeling, simulation and control). Ignis Photonyx, Norway. 2005.
  • Development of a logging program for a process trainer. (LabVIEW.) Telemark University College. 2005.
  • Development of a logging program for an explosion rig. (LabVIEW.) Telemark University College. 2005.
  • Modeling and simulation of a clutch servo system. Telemark University College and Kongsberg Automotive. (Matlab/Simulink, and LabVIEW). 2000.
  • Development of a supervision and control system for an experimental rig for fish research. (LabVIEW). Norwegian Agricultural University. 1999.
  • Development of a supervision and control system for an expermiental biological combustion rig. (LabVIEW.) Norwegian Agricultural University. 1999.
  • Optimization of a temperature control system for a temperature calibrator. (Matlab/Simulink.) TEFT-project utført for Instrutek AS, Larvik, Norway. 1996 - 97.
  • Modeling and control of a wood chip tank. (Matlab/Simulink.) Norske Skog, Tofte, Norway. 1996.

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  • Modeling, estimation and control of anaerobic digestion (biogas) reactors. Papers and PhD dissertation are listed below. (Based to a large extent on experiments made at Foss Biolab in Skien, Norway.)
  • PID controller tuning. Papers are listed below.

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Visit reports

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- A collection of ready-to-run simulators for signals, systems, and control

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Video lectures

- A collection of video lectures for automatic control

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Processes and devices for testing and teaching

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Short courses (for industry and academia)

A large number of courses since 1993 covering:

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University courses

(Recent courses only.)

HiT = Høgskolen i Telemark = Telemark University College

Spring 2014:

Fall 2013:

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Lab assignments with LabVIEW and NI USB6008

With LabVIEW and the NI USB6008 I/O device I have changed much of my teaching of ordinary courses, and I have developed a number of lab assignments which brings the theory closer to reality for many students. Here is detailed information about the lab assignments, including links to the home page of the assigments.

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Teaching principles

I once learnt the following principles, and after decades of teaching I see that they really make sense:

  • Motivating for the topics. If students are motivated for learning they concentrate better and find the learning more interesting, and consequently they learn more effectively.
  • Preparing for activity. If students work with the material in exercises, they learn more effectively. This is "learning by doing". Also, the learning is enhanced if the students try to articulate the knowledge with their own words - both orally and in writing.
  • Concretizing: By using concrete examples, theory is easier to understand, and the important parts of the theory is automatically emphasized. Using concrete examples also motivates.
  • Developing both individual and cooperating skills: During the learning process, students should try to develop the knowledge and insight in cooperation with other students because this gives more well-being and also enhances the learning. On the other hand, students must achieve an sufficient degree of individual skills, to avoid becoming too dependent of others to perform tasks. Individual skills are also required to be able to contribute positively to a group's work.

Essential in the implementation of the above principles are both theoretical exercises - including manual calculations, computer-based calculations, and simulations - and laboratory assignments.


March 30, 2014. Finn Haugen (