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University of Copenhagen Improving University Science Teaching and Learning Pedagogical Projects 2012 Ulriksen, Lars; Sølberg, Jan; Hansen, Henriette Wase Publication date: 2013 Document version Også kaldet Forlagets PDF Citation for published version (APA): Ulriksen, L., Sølberg, J., & Hansen, H. W. (red.) (2013). Improving University Science Teaching and Learning: Pedagogical Projects 2012. Department of Science Education, University of Copenhagen. Improving University Science Teaching and Learning - Pedagogical Projects Bind 5 Download date: 05. okt.. 2021 Københavns Universitet University of Copenhagen Logo: CMYK Uncoated 0/100/65/34 Logo: CMYK Coated 25/100/77/40 Logotype: CMYK U/C 0/0/0/70 Principopsætning på publikationer Placement of logo on publications University of Copenhagen DEPARTMENT OF SCIENCE EDUCATION Improving University Science Teaching and Learning – Pedagogical Projects 2012, vol. 5, no. 1 ImprovingImproving University University Science Science Teaching Teaching and and Learning Learning – – Pedagogical Pedagogical Projects Projects 2012, 2012, vol. vol. 5, 5, no. no. 1 1 ImprovingImproving University University Science Science Teaching Teaching and and Learning Learning – – Pedagogical Pedagogical Projects Projects 2012, 2012, vol. vol. 5, 5, no. no. 1 1 ImprovingImproving University University Science Science Teaching Teaching and and Learning Learning – – Pedagogical Pedagogical Projects Projects 2012, 2012, vol. vol. 5, 5, no. no. 1 1 ImprovingImprovingImproving University University University Science Science Science Teaching Teaching Teaching and and and Learning Learning Learning – – – Pedagogical Pedagogical Pedagogical Projects Projects Projects 2012, 2012, 2012, vol. vol. vol. 5, 5, 5, no. no. no. 1 1 1 ImprovingImproving University University Science Science Teaching Teaching and and Learning Learning – – Pedagogical Pedagogical Projects Projects 2012, 2012, vol. vol. 5, 5, no. no. 1 1 ImprovingImproving University University Science Science Teaching Teaching and and Learning Learning – – Pedagogical Pedagogical Projects Projects 2012, 2012, vol. vol. 5, 5, no. no. 1 1 ImprovingImproving University University Science Science Teaching Teaching and and Learning Learning – – Pedagogical Pedagogical Projects Projects 2012, 2012, vol. vol. 5, 5, no. no. 1 1 Improving University Science Teaching and Learning – Pedagogical Projects 2012, vol. 5, no. 1 Principopsætning til andre formål end publikationer Use of logo for other purposes Vandret variant med logo til venstre Vandret variant med logo til højre Horizontal version with logo to the right Horizontal version with logo to the left This is number one in the fifth volume in a series of publications of ImprovingImproving University University Science Science educational development projects made by participants in the teacher development course for assistant professors and post-docs held by the TeachingTeaching and and Learning Learning Department of Science Education, University of Copenhagen. The aim of the series is to provide insight into the kinds of educational PedagogicalPedagogical Projects Projects 2012 2012 taskstasks and and problems problems new new teachers teachers are are facing, facing, and and to to show show how how they they manage manage Lodret variant med navnetræk placeret under logostregethemthemn. in in inspiring inspiring ways. ways. VerVolumetical version 5, with Number logotype unde 1 r the logo line Lars Ulriksen Jan Sølberg Henriette Wase Hansen 1 Improving University Science Teaching and Learning Pedagogical Projects 2012 Department of Science Education University of Copenhagen Published by the Department of Science Education, University of Copenhagen, Denmark E-version at http://www.ind.ku.dk/publikationer/knud Printed at www.lulu.com Typeset in LATEX The anthology can be bought through the marketplace at http://www.lulu.com © by the authors 2013 Improving University Science Teaching and Learning – Pedagogical Projects 2012, vol. 5(1). ISSN: 1904-2000 Contents Preface Lars Ulriksen and Jan Sølberg ............................... vii Part I Planning, designing or redesigning units, courses or programmes 1 Planning and implementing mathematics lectures for first-year university students – tips and tricks Johan Öinert ............................................. 3 2 Effekter af dyb læringstilgang på studerende med overflade og dyb tilgang til læring Jonas Thue Treebak ....................................... 19 3 Course development for laboratory exercises in Organic Chemistry and Spectroscopy to stimulate deep learning Mikkel B. Thygesen ........................................ 35 4 Use of formative assessment to improve student motivation and preparation for exams Susanne Pors ............................................. 45 Part II Evaluating and revising existing courses or units – course development iv Contents 5 Challenges in planning a course with multiple teachers and independent experimental projects Henning Osholm Sørensen .................................. 51 6 Going deeper than common sense – revision of the exam in the course Public Health and Nutrition based on peer teacher discussions and constructive alignment theory Camilla T. Damsgaard ..................................... 65 7 Reflection on Pharmacokinetic tutorials – a qualitative analysis of students’ expectations and evaluations Anne Estrup Olesen ....................................... 79 8 Stimulating student activity outside the lecture Aasa Feragen ............................................ 87 Part III Stimulating student activity and deep learning 9 Naturgrundlaget 2 – activation of students in large classes Jannie Olsen ............................................. 99 10 Teaching competences within a foreign discipline – Introducing protein science to pharmacy students Kasper D. Rand........................................... 115 11 Evaluating the impact on student activity and level of deep learning when implementing problem-oriented student activities in a lecture Leise Riber .............................................. 131 12 The evaluation of different teaching styles and level partitioning teaching on the Bioinformatics of High Throughput Analysis course Jette Bornholdt Lange and Mette Boyd ........................ 151 13 Imparting basic plant recognition and identification skills - challenges, resources, practicalities Oliver Bühler ............................................ 165 Contents v 14 Effect of research based teaching on student learning and motivation Pól M. Bendix ............................................ 177 Part IV Supervision and supervision styles 15 The performative supervision of PhD students and postdocs as seen through email text mining Nicolas Rapin ............................................ 189 16 Kasket-vejledning: teori- og brugerdreven udvikling af et didaktisk design målrettet vejledning af specialestuderende Peter Bentsen ............................................ 203 Part V Course structure analysis – constructive alignment 17 Aligning theory and practice in a museum course Marianne Achiam ......................................... 221 18 Towards constructive alignment of the interdisciplinary land use and natural resource management course Christian Pilegaard Hansen ................................. 231 19 Evaluation and suggestions for redesign of Basic Histology with a focus on constructive alignment Lise C. Berg.............................................. 241 Global bibliography ........................................ 248 Preface Lars Ulriksen and Jan Sølberg Department of Science Education, University of Copenhagen In 1993, it became an official requirement that in order to be qualified for the position of associate professor at any Danish higher education institu- tion the applicant should have a “positive evaluation” of his or her peda- gogical qualifications, as it was expressed. This sparked the institutions to initiate training or competence development programmes. While the estab- lishment of programmes was slow in the beginning, not least getting partic- ipants for the courses, by the turn of the millennium there seemed to have emerged a framework for programmes that could be recognised across dif- ferent institutions and the number of participants had risen. The framework consisted of course days combined with supervision in real-life teaching situations and frequently some kind of final development work or project. In the present set of regulations from 2007 it is stipulated that assistant professors should be provided with supervision and opportunities for the development of their pedagogical competences. It has been a hallmark of most of the programmes to seek a close connection between the courses and the participants’ own teaching expe- riences and practices. This is also the case for the programme at the sci- ence related departments and faculties at the University of Copenhagen that for some years have had a shared teacher development programme known as adjunktpædagogikum and by the Danish abbreviation KNUD (Kursus i Naturfaglig Universitetspædagogik og Didaktik) or the Teach- ing and Learning in Higher Education programme (TLHE). The duration of the programme is 175 hours and it spans one academic year. An important part of the TLHE is the final project where the partici- pants define a problem or challenge related to their own teaching practice viii Ulriksen & Sølberg that they would like to change or otherwise investigate
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