This course is one of the compulsory courses for a teaching position at the faculty (training in teaching and learning in higher education) and is also required for a readership ("docent").
Anyone who teaches or is about to teach students at the Faculty of Medicine and who wants training on teaching and learning and/or require the course to apply for a teaching position or a readership.
The aim of the course is to prepare the participants to, based on the current state of knowledge, plan and implement educational activities with favourable conditions for learning. The course also aims to provide participants with support and inspiration in their role as teachers and for the development of this role.
On completion of the course, participants shall be able to
- argue and explain choices of learning activities that agree with intended learning outcomes and knowledge about student learning based on pedagogical models and theories
- design a learning activity that enhances student learning, based on the intended learning outcomes for the activity, the context and research on learning
- analyse and discuss the role of supervisors based on existing frameworks and theories in the field of supervision
- with the support of research based arguments discuss aspects of communication and feedback for student learning
- analyse and discuss educational issues related to the participant’s own teaching situation with the support of literature on learning in higher education.
Scope and assessment
The course covers 80 hours of work. In order to get a course certificate, attendance and active participation are required in all parts of the course, as well as a pass grade on course assignments. In addition to the compulsory sessions (see below) independent work with tasks, through QPS (Quality and Progress System), is mandatory during the non-scheduled time. All course elements must be completed within two years from the start of the course.
Course schedule for spring semester 2022
The course has joint compulsory course meetings on 8/2 at 9-16, 10/2 at 13-16, 14/2 at 9-12, 16/2 at 13-16, 18/2 at 9-12, 22/2 at 9-16, 7/3 at 10-12 and 17/3 at 9-12. In parallel with the scheduled days, the course participants work with reading and other preparations for course meetings, a major project, and feedback to other course participants. The course participants are expected to put in about 50 hours of work, during the course, on this outside the scheduled meetings. Before the last course meeting, the participants must have presented their project to colleagues at their home department or similar.
Venue: HSC, Margaretavägen 1b, Lund.
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Learning and teaching; communication and feedback; the teacher’s role; supervision of individual students and of small and large groups; learning outcomes and taxonomies; equal opportunities. The course is based on literature and research in the field of teaching and learning in higher education and has student learning in that context as its starting point. It includes and touches upon various models for perspectives on learning and how this affects teaching, evaluation, communication in education and feedback. The course is an introduction to research and development work within teaching and learning in higher education.
Different forms of teaching are used in the course, with the aim of generating personal experiences as a basis for reflection and discussion. One central starting point for the course is to continually highlight participants’ own reflections and experiences, both of learning and of teaching and being taught, and to discuss these in relation to the literature. Individual written assignments are produced, submitted, and assessed to meet the learning outcomes of the course. A larger assignment is carried out individually or in pairs.
Number of participants
If too few participants sign up the course might be cancelled.
Facilitating Seven Ways of Learning (log in with Lucat-id), James R Davis, Bridget Arend, 2012, ISBN 9781579228415.
Other relevant reading will be suggested during the course.
This course is formally a form of staff training and will thus not give any credits. However, a passed course can be referred to in assessments of competence in university teaching. In order to make use of the course in other contexts (for example in another university), it is for the other body to decide if the course corresponds to a certain number of credits. In such counts the amount of spent time will be used (“workload”), for which information is given in the course certificates.