Dr. habil. Sebastian Gerhard Mutz any pronouns

Photo of Dr. habil. Sebastian Gerhard Mutz
Research and innovation at the intersection of climate, computation, and society.

Senior Lecturer in Climate Modelling

School of Geographical & Earth Sciences
Research interests:
Climate, Meteorology, Computing, Climate Extremes, Statistics, Machine Learning, Numerical Models, Climate Impacts, Geohazards
Research fields:
Climate Change Impacts, Sustainable Computing, Climate and Atmospheric Dynamics, Climate and Weather Extremes, Climate-Related Risks
Why do you want to join the DiveIn community?
DiveIn's commitment to diversity aligns with mine. This is motivated by personal principles, experiences growing up in highly multicultural settings, and the conviction that E,D & I is an engine for rapid advances in research and innovation. DiveIn's research directions are important and timely. They align with my research expertise, as well as with my personal interests and motivations for research.
Personal profile:

I am particularly passionate about research and development at the intersection of atmospheric science, computation, and society. This is reflected in projects I currently conduct or supervise, which include:
1) the development of GPU-optimised models to predict weather extremes and associated risks in Scotland,
2) the quantification and communication of uncertainties in geohazard predictions to non-academics,
3) modelling climate change impacts on the hydropower potential in Ghana,
4) the development of a new conceptual and computational framework to relate climate change to lived experiences by people crossing borders.
These projects are conducted in collaboration with statisticians, social and political scientists, software developer communities, government, and impacted individuals. They are examples of the kind of projects I am keen to supervise and the kind of collaborations I am keen to form.

My supervision style is fairly flexible. At the beginning, I suggest a clear structure that involves independent work and weekly meetings. However, format and style are then adapted around the student’s way of working, their aspirations, and their needs. I work to create an environment, in which trust, respect, and honest communication can form the foundation of the student-supervisor relationship.

The underlying goals of EDI align closely with my personal and long-held principles. Therefore, my “track record” starts early, and includes – among others – secondary school policy changes, contributions to improvements to inclusive work practices at university, and ensuring financial support by a non-profit for marginalised researchers.

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