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UPED courses

Course Descriptions and Dates 2022 fall

Here you will find the course descriptions and dates for all the UPED courses offered fall 2022

Main content

To register for courses, please: 

  • Consult the course timetable, noting dates/times, mode of instruction (face to face, online, blended) and language of instruction (norsk, English)
  • For those beginning the program, you must register for UPED600 first. You can enroll in Elective courses synchronously with UPED600 if you wish. 
  • Note that courses are open to all staff and PhD researchers.
  • Note that all courses require a minimum of 80% attendance for all synchronous activities. If you are unable to meet the attendance requirements, please do not register for a class. 
  • Review the FAQ about the program (especially for staff who are transitioning from the old to the new program). 

Click on the tabs below to see each course's dates, registration and course descriptions.

Introducion/core courses:

UPED600: Introduksjon til universitetsundervisning og kursdesign (norsk versjon) 24 timer

Arild Raaheim og Lucas Jeno

13. og 20. september (09:00-16:00)

Meld deg på her

Emnekode / tittel

UPED600: Introduksjon til universitetsundervisning og kursdesign

***Kjerneemne

Mål og innhold

For å nå de planlagte læringsmålene kommer emnet til å være konsentrert om to kjernespørsmål: «Hva er læring?» og «Hva er god undervisning?» For å besvare disse spørsmålene skal deltakerne vurdere forskjellige teoretiske og empiriske kunnskaper om undervisning og læring, og reflektere kritisk over egne erfaringer som lærere og studenter. Vurderingen av disse spørsmålene er nær knyttet til praktisk veiledning om emnedesign.

Læringsmål

Etter å ha fullført emnet skal deltakerne kunne:

 

Kunnskaper

 

  • Identifisere og sammenligne forskjellige teorier om undervisning og læring i høyere utdanning
  • Evaluere hva god undervisning og veiledning er, og forklare hvordan det henger sammen med studenters læring

 

Ferdigheter

 

  • Gjennomgå egne emner og designe nye emner
  • Formidle og diskutere kunnskaper om verdier og praksiser innen undervisning og læring (SoTL)

 

Generell kompetanse

 

  • Vurdere og gi tilbakemelding på andre deltakeres emnedesign
  • I fellesskap drøfte pedagogiske spørsmål og reflektere kritisk over undervisningspraksis

Metoder for undervisning og læring

Kursdeltakerne kommer til å tilbringe cirka 12 timer i undervisningsrommet og 12 timer utenfor undervisningsrommet i arbeid med emnerelaterte oppgaver. I undervisningsrommet skal deltakerne delta i par- og gruppeaktiviteter, inkludert diskusjoner om undervisnings- og læringsteori, skriving av tekster og tilbakemeldinger fra fagfeller, korte presentasjoner og andre engasjerte læringsaktiviteter. Det kommer til å bli noen korte forelesninger eller presentasjoner fra forelesere om bestemte temaer. Utenfor undervisningsrommet skal deltakerne lese utvalgt litteratur, delta i nettdiskusjoner eller andre forberedende aktiviteter, fullføre oppgaver med å revidere eller designe et emne de skal undervise i, og/eller skrive reflekterende og kritiske analyser av teorier og undervisningspraksis.

Vurderingsformer

Deltakerne må ta del i engasjerte læringsaktiviteter og forberede seg til arbeidet i undervisningsrommet ved lesing, korte skriveaktiviteter og andre identifiserte oppgaver. Deltakerne forventes å fullføre alle vurderingsoppgaver innenfor de tidsrammene som er angitt for et gitt semester. Forlengede frister for innleveringer må eventuelt avtales.

 

Deltakerne i emnet får to kjerneoppgaver som må utføres:

 

  • En revidert eller ny emnedesign som inkluderer hel eller delvis fullføring av emnets læringsmål, undervisnings- og læringsaktiviteter og obligatoriske krav (3–4 sider)
  • En kritisk, reflekterende oppgave som drøfter beslutningstaking i det nye eller redesignede emnet (3–4 sider)

 

I tillegg til disse to kjernekravene skal deltakerne delta i og produsere mange mindre, formative former for vurdering – for eksempel deltakelse i diskusjoner, korte, reflekterende skriveaktiviteter, utkast til komponenter i emnedesignen samt fagfelletilbakemeldinger.

Timer

24

UPED600 Introduction to Teaching at University and Course Design (English version) 24 hours

Marie van der Kloet and Ole Eggers Bjælde

Two day course: 31. August (kl 9:00-15:30) and 2. September (kl. 9:00-13:00)

+ one follow up meeting, choose between 21 . or 23. September (kl. 10:00-13:30)

Register here

Course Code / Title

UPED600: Introduction to Teaching and Course Design

***Core Course

Goals and Content

In order to achieve the intended learning outcomes, the course will focus on two core questions: “What is learning?” and “What is good teaching?” To answer these questions, participants will consider different theoretical and empirical scholarship on teaching and learning, and critically reflect on their own experiences as teachers and as learners. The consideration of these questions is interwoven with practical guidance on course design.

Learning Outcomes

At the completion of the course, the participants will be able to:

 

Knowledge

 

  • Identify and compare different theories of teaching and learning in higher education
  • Evaluate what good teaching and instruction is, and explain how it relates to student learning

 

Skills

 

  • Revise their courses and develop new course designs
  • Communicate and discuss scholarship of teaching and learning (SoTL) values and practices

 

General Competencies

 

  • Assess and provide feedback to other participants’ course designs
  • Collaboratively discuss pedagogical questions and critically reflect on teaching practice

Teaching and Learning Methods

Course participants will spend approximately 12 hours in class and 12 hours outside of class working on course related tasks. In class, participants will engage in partner and group activities including discussions of scholarship on teaching and learning, writing texts and peer feedback, short presentations, or other engaged learning activities. There will be some short lectures or presentations from instructors on particular topics. Out of class, participants will read selected literature, engage in online discussions or other preparatory activities, complete tasks to revise or design a course that they will teach, and/or write reflective and critical analyses of scholarship and teaching practice.

Forms of Assessment

Participants must take part in engaged learning activities and prepare for classwork through reading, short writing activities, and other identified tasks. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated.

 

Participants in the course will have two key assessments that they must produce:

 

  • A revised or new course design including full or partial completion of course learning outcomes, teaching and learning activities, and assessments (3-4 pages)
  • A critical, reflective paper which discusses decision making in the redesigned or new course (3-4 pages)

 

In addition to these two core assessments, participants will participate in and produce many smaller, formative forms of assessment – such as participation in discussions, short reflective writing activities, drafts of components of the course design, and peer feedback activities.

Hours

24

UPED601 Dokumentering og evaluering av undervisningseffektivitet (norsk) 36 timer

OBS: man må ha fullført UPED600 før man kan ta UPED601

Lucas Jeno og Ragnhild Sandvoll

22. september, 30. september og 3. november

 

Emnekode / tittel

UPED601: Dokumentering og evaluering undervisningseffektivitet

***Kjerneemne

Mål og innhold

 

Læringsmål

Etter å ha fullført emnet skal deltakerne kunne:

 

Kunnskaper

 
  • Beskrive og utvikle komponentene i læringsporteføljen og UiBs forventninger om å dokumentere undervisningskompetanse og effektivitet
 

Ferdigheter

 
  • Gi klare, konstruktive tilbakemeldinger om undervisning muntlig og skriftlig
  • Skrive kort og tydelig om undervisningspraksis, tro og verdier
  • Bruke portefølje- og fagfelleobservasjon av læringsprosesser for å identifisere områder innen læringsutvikling, kompetanse og interesse
 

Generell kompetanse

 
  • Delta i målrettet reflektert skriving om ens arbeid som lærer
  • Bidra til dialog med kolleger

Metoder for undervisning og læring

Kursdeltakere vil tilbringe omtrent 12 timer med undervisning (ansikt til ansikt eller online) og 24 timer utenfor klassen med å jobbe med kursrelaterte oppgaver. Klassetiden vil fokusere på ideutveksling, peer feedback, introduksjon av målrettede vitenskapelige og praktiske tekster for å fremme deltakernes prosjekter. Dette kurset vil være sterkt samarbeidende, og deltakernes arbeid i kurset vil fokusere både på hva de produserer hver for seg og hvordan de kan bidra til deres jevnalders læring. Det blir noen korte forelesninger eller presentasjoner fra instruktører.

Utenfor klassen vil deltakerne lese valgt litteratur, produsere skriftlig materiale (f.eks. Reflektert skriving om vurdering, undervisningsfilosofi), gjennomføre peer observasjonsaktiviteter og fullføre andre forberedende oppgaver.

Vurderingsformer

I emnet brukes følgende vurderingsformer:

Deltakerne i kurset vil ha tre vurderinger som de må produsere eller delta i:

  • Utkast til undervisningsfilosofi og undervisningsportefølje
  • Delta i prosesser for kollegaobservasjon i små grupper
  • Skriv tilbakemeldingsbrev til en annen kollega
  • 2 til 3 sider reflekterende skriving om vurderingsdesign og studentlæring

I tillegg til disse vurderingene, vil deltakerne delta i og produsere mange mindre, formative vurderingsformer - som deltakelse i diskusjoner, korte reflekterende skriveaktiviteter og utkast til komponent i undervisningsporteføljen.

Hours

36

UPED601 Documenting and Evaluating Teaching Effectiveness (English) 36 hours

PLEASE NOTE: in order to attend UPED601 you have to have finished the UPED600 course

Robert Gray and Robert Kordts

30. August, 16. September and 4. October

REGISTER HERE

 

Course Code / Title

UPED601: Documenting and Evaluating Teaching Effectiveness

***Initially offered in Spring 2021

***Core Course

Goals and Content

This course is comprised of three core areas of teaching development: reflective writing on teaching, peer evaluation and feedback on teaching, and refining assessment design for student learning. Participants will: work on writing or refining their teaching philosophy and creating a teaching portfolio, engage in peer observation of the teaching process, and analyze their understanding of student learning in one or more of their course assessments.

Learning Outcomes

At the completion of the course, the participants will be able to:

 

Knowledge

 

  • Describe and develop the component parts of the teaching portfolio and UiB expectations of documenting teaching competence and effectiveness

 

Skills

 

  • Become skillful at providing clear, constructive feedback on teaching orally and in writing
  • Write succinctly and clearly about teaching practices, beliefs, and values
  • Use portfolio and peer observation of teaching processes to identify areas of teaching development, expertise, and interest

 

General Competencies

 

  • Engage in purposeful reflective writing on one’ s work as a teacher
  • Contribute to collegial dialogue with peers

Teaching and Learning Methods

Course participants will spend approximately 12 hours in class (face to face or online) and 24 hours outside of class working on course related tasks. Class time will focus on peer exchange of ideas, peer feedback, introduction of purposeful scholarly and practical texts to advance participants’ projects. This course will be highly collaborative, and participants’ work in the course will focus both on what they produce individually and how they can contribute to their peers’ learning. There will be some short lectures or presentations from instructors.

 

Out of class, participants will read selected literature, produce written materials (e.g. reflective writing on assessment, teaching philosophy), undertake peer observation activities, and complete other preparatory tasks.

Forms of Assessment

Participants must take part in engaged learning activities and prepare for class work through reading, writing or organizational preparation and other identified tasks. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated.

 

Participants in the course will have three assessments that they must produce or participate in:

 

  • Draft of teaching philosophy statement and teaching portfolio
  • Participation in small group peer observation processes
    • Write feedback letter to one or more colleagues.
  • 2 to 3 pages reflective writing on assessment design and student learning.

 

In addition to these assessments, participants will participate in and produce many smaller, formative forms of assessment – such as participation in discussions, short reflective writing activities, and drafts of component of the teaching portfolio.

Hours

36

UPED602 Pedagogisk prosjekt/Pedagogical Project (norsk/English) 50 timer/hours

OBS: for å delta på UPED602 må man ha fullført både UPED600 og UPED601

Note: in order to attend to UPED602 you need to have finished both UPED600 and UPED601

Robert Kordts & Arild Raaheim

Datoer/dates: 25. august & 29. september + 17. & 18. januar 2023

påmelding/registration

 

Course Code / Title

UPED602: Pedagogical Project

 

***Initially offered in Fall 2021

***Core Course

 

Goals and Content

The objective of the course is to design, develop, and present a course project, either individually or in a group of two or three, that is either a scholarship of teaching and learning (SoTL) research project or a teaching development project. The course content is self-directed and/or identified in conjunction with the participants to suit their specific projects. Although some general course materials are identified, most content will be specific to projects and is thus necessarily varied and unidentifiable in advance.

Learning Outcomes

At the completion of the course, the participants will be able to:

 

Knowledge

 

  • Collect, analyze, and communicate information about their teaching practices and students’ learning in collegial settings in order to contribute to the quality of teaching in their department, the university, and their discipline
  • Design, develop, and present a pedagogical project that analyzes or develops innovative teaching and learning practices in their discipline and demonstrates principles of the scholarship of teaching and learning

 

Skills

 

  • Enact and disseminate scholarship of teaching and learning (SoTL) work
  • Write succinctly and clearly about teaching practices, beliefs and values

 

General Competencies

 

  • Assess and provide feedback to other participants’ projects

Teaching and Learning Methods

The teaching methods are primarily focused on the facilitation of peer feedback and providing direct feedback to participants in the design of their pedagogical projects. This course is highly dependent on self-direction and initiative in the development and completion of the participants’ projects. The course will include a small number of face-to-face meetings and a substantial amount of independent and group work.

Forms of Assessment

Participants must design, propose, undertake, and report on a pedagogical project (e.g., a scientific paper, poster, presentation, etc.) related to their own or their colleagues’ teaching.

 

The project will be completed in stages. Stages of the project will be interspersed with either course group meetings or meetings with the course instructors:

 

  • At the onset of the course, participants will design and will share their project proposal for feedback and discussion.
  • Participants will undertake their projects (alone or in small groups) in dialogue with course instructors.

 

Participants will produce a final report in the form of a paper, poster or other agreed upon (with the course instructor) medium to communicate the outcomes of their project to their peers. Participants will lead a final presentation on their project with course participants

 

Projects can be done alone or in groups of two or three. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated.

Hours

50

Elective Courses:

To fulfill the UPED requirements you will need (at least) one course in each of these fields:

  • Educational Technology 
  • Supervision 
  • Equitiy and Accessability 

Courses marked with ** will count as two elective courses.

UPED652c Advanced Teaching in Mitt UiB: Visual Design (English) 15 hours

Robert Gray and Matthew Russell

28. September and 26. October

Register here

Elective course in Educational Technology

UPED653 Creating Online Courses (English) 15 hours

Magnus Nohr

Dates to be determined

Register here

Elective course in Educational Technology

UPED655 Student-Response Systems (Norwegian/English) 15 hours

Magnus Nohr

Dates to be determined

REGISTER HERE

 

Course Code / Title

UPED655: Student-Response Systems

***Elective Course (Educational Technology)

Goals and Content

While SRS have been connected to physical devices (i.e., “clickers”) that students must purchase, many newer SRS can be used through apps available on cellphones or through web browser extensions. In essence, Student Responses Systems (SRS) are used in classrooms (physical or online) to quickly collect responses or answers to questions from every student, and, if useful, to visually display a summary of these responses for in-depth conversations in class or later reflection. SRS help instructors enhance engagement and discussion among students, encouraging peers to work together while thinking through complex materials. They also allow for more structured collaborative learning approaches (e.g., team-based learning) that can enhance students’ preparation for class through group work and peer accountability. In this way, while SRS can help students to remember information and concepts, they are best employed through the application of course concepts to a variety of contexts and possible scenarios. In addition to understanding how to make informed decisions about which SRS would be right for you, the course will address concepts related to peer learning and ways to increase student accountability while providing them with more focused feedback.

 

We will explore and discuss the following questions:

 

  • What are Student Response Systems (SRS)?
  • How do you use them in a variety of contexts and disciplines?
  • How is a course that employs SRS on regular basis different from courses that are more traditional?
  • How can you evaluate the effectiveness of using SRS in your classes? How can you ensure that they are working with your students?

Learning Outcomes

At the completion of the course, the participants will be able to:

 

Knowledge

 
  • Apply key principles and best practices of a learner-centered paradigm of student assessment.
  • Make informed and ongoing evaluations of various assessment methods.
 

Skills

 
  • Connect classroom activities and course content in order to facilitate in-depth and applied learning.
  • Build relevant, pedagogically sound digital assessment activities using contemporary educational technology.
 

General Competencies

 
  • Employ instructional strategies that enable students to become more engaged learners.

Teaching and Learning Methods

The course is designed to take place on a single day and will focus on the best practices for designing interactive discussions and assignments that employ SRS. The day will concentrate primarily on how SRS works, how SRS can be understood pedagogically through a variety of case studies, and how participants can model their own practices in order to use SRS in their classes.

 

The course will provide opportunities to explore multiple case studies that employ SRS. Participants will explore the research on best practices, develop course materials and activities, receive feedback on those materials, and share their ideas and experiences with colleagues. It is expected that participants will develop learning materials and/or activities in the periods between the training session and the assignment deadlines that address either specific content or a specific learning objective in their course(s) and that participants will give each other feedback on those materials in the sessions.

 

Participants are expected to develop a plan for more in-depth or specific uses of SRS and submit them electronically for feedback and credit. They are also expected to write a brief response/reflection on an article about the use of SRS in their discipline.

Forms of Assessment

Assignments will include the development of a plan for using SRS in a lesson in their course and writing a response to a scholarly article on the use of SRS.

 

The course will use the following forms of assessment:

 

  • Developing and presenting course materials and activities presented in and via Mitt UiB / Canvas.
  • Writing a reflective summary and response to a scholarly article about the use of SRS in their discipline.

Hours

15

UPED657 Digital studieteknikk – Hvordan bruke teknologi til å fremme studentenes læring (norsk) 15 timer

Magnus Nohr

Datoer vil bli kunngjort

PÅMELDING

Emnekode / tittel

UPED657: Digital studieteknikk – Hvordan bruke teknologi til å fremme studentenes læring

***Valgfritt emne (Teknologi)

Mål og innhold

 

Dette kurset er for forelesere som ønsker å ha kunnskap om hvordan man kan integrere teknologi og pedagogikk gjennom å legge til rette for studentenes bruk av teknologi som redskap for egen læring.

 

Kurset tar for seg ulike metoder for digital studieteknikk, og utprøving av ulike verktøy. I kurset skal deltakerne også reflektere over hvordan de kan legge til rette for studentenes bruk av teknologi for at de skal støtte egen læring i undervisningssituasjoner og i individuelt arbeid.

Læringsmål

Etter å ha fullført emnet skal deltakerne kunne:

 

Kunnskaper

 
  • Forklare hvordan teknologi kan støtte ulike typer læringsstrategier
  • Reflektere over hvilke teknikker og metoder, og hvilken teknologi, som passer ens egen og studentenes læringsstil
  • Forklare hvordan man kan arbeide for å gi studentene gode studievaner
 

Ferdigheter

 
  • Skape læringssituasjoner hvor studentene anvender læringsstrategier knyttet til god studieteknikk for å styrke egen læring
  • Kunne anvende studieteknikk, analogt og digitalt
 

Generell kompetanse

 
  • Anvende pedagogiske strategier for å skape mer studentaktiv læring
  • Kunne anvende og videreutvikle egne digitale ferdigheter

Metoder for undervisning og læring

Kurset gjennomføres som Blended Learning. Kurset starter opp med tre timer online introduksjonsforelesning. Resten av kurset undervises asynkront i Canvas kurset med tekst, artikler, video og oppgaver.

Vurderingsformer

I emnet brukes følgende vurderingsformer:

 

  • Selvrettende flervalgsoppgave knyttet til faglig innhold
  • Praktisk oppgave i stemmestyrt skriving og talesyntese, innlevering som screencastvideo
  • Refleksjonsvideo knyttet til hvordan man kan endre sin egen undervisningspraksis for å legge til rette for mer studentaktiv læring

Hours

15

UPED659 Creating Effective Discussions to Promote Learning (English) 15 hours

Matthew Russell and Robert Gray

29. September and 27. October

Register here

Elective course in Educational Technology

UPED661a Special Topic on Assessing Student Learning I: Rubrics (English) 15 hours

Ole Eggers Bjælde and Isabela Pires Darcie

Dates to be determined

REGISTER HERE

Course Code / Title

UPED661: Special Topic on Assessing Student Learning

***Elective Course

Goals and Content

This course is offered to instructors at UiB who are interested in new ways to assess and provide feedback to students, based on research. The course aims to work closely with participants’ own teaching by involving participants in the design and development of new feedback and assessment practices. There will be emphasis on feedback and assessment, using educational technology. This version of the course will focus on Rubrics, which are a usefull tool for improving feedback, fairness, and efficiency in assessment tasks.

Learning Outcomes

At the completion of the course, the participants will be able to:

 

Knowledge

 

  • Identify assessment criteria to be used and applied in their own teaching.
  • Reflect on characteristics of quality feedback and assessment.

 

Skills

 

  • Implement specific assessment and feedback tools in own teaching, e.g. rubrics.
  • Give feedback to students using educational technology.

 

General Competencies

 

  • Create new strategies to assess student learning in own teaching, based on research.
  • Appreciate the value of quality feedback and assessment for students’ learning.

Teaching and Learning Methods

The course consists of 15 hours of work, including one full day of face-to-face teaching and additional online activities. Teaching and learning methods in the course will include the following:

 

  • Presentations
  • Discussions
  • Individual development
  • Feedback and assessment

Forms of Assessment

The course will use the following forms of assessment:

 

  • Developing a feedback and assessment activity for use in own teaching.
  • Writing a reflective text explaining the relation between the developed feedback and assessment activity and learning.

Hours

15


UPED671 Universal Design for Learning I: Classroom Practices ** (English) 30 hours

Marie van der Kloet and Gabriele Wale Soto

Course dates:

21.October (9-15)
2. November (9-12)
10. November (13:00-15:30)

REGISTER HERE

 

Course Code / Title

UPED671: Universal Design for Learning: Classroom Practices

***Elective Course (Equity and Accessability)

Goals and Content

The course objective is to develop knowledge and understanding of the principles and practices of Universal Design for Learning and apply them to classroom teaching practices (both face to face and virtual classrooms).The content of the course is focused on texts that outline universal design principles and will use illustrative case studies to develop our abilities to identify and remove barriers in higher education teaching. This ability will further solidify our capacity to design our own teaching practices in ways that are accessible and inclusive.

Learning Outcomes

At the completion of the course, the participants will be able to:

 

Knowledge

 

  • Understand and apply UDL principles to their classroom teaching.

 

Skills

 

  • Design classroom activities guided by Universal Design for Learning principles (multiple means of engagement, expression & representation).
  • Identify barriers to access in one’s own and others’ courses and propose workable solutions.

 

General Competencies

 

  • Develop a working understanding of ableism and the social model of disability (and be able to apply these models in their teaching content.
  • Improve their capacity to employ good accessibility practices when using Word, PowerPoint and other course materials.

Teaching and Learning Methods

This course will be designed as a blended course including both self-directed online activities including: reading scholarship, reviewing case studies and related discussion board questions and analysis, and development of classroom teaching practices for peer review. Face to face activities will include short lectures on UDL, ableism and accessibility in teaching and learning, peer activities focused on design of accessible and engaging teaching activities, and case study exercises. When face to face activities are not possible, these activities will be organized as video lectures, asynchronous individual tasks and synchronous small group activities.

Forms of Assessment

Participants will be assessed on the basis of their work in three areas:

 

  • Attendance (in synchronous online and face to face meetings) and participation (in asynchronous and synchronous online tasks and face to face classroom activities).
  • Development of accessible teaching practices for one’s own courses, Including development of accessible MS office materials and simple digital resources (e.g. images or video).
  • Analysis of teaching contexts through case study activities to identify both barriers to accessibility and pedagogical strategies to address these barriers.

Hours

30

UPED685 Recent Publications in Teaching and Learning (English) 15 hours

Marie van der Kloet and Gabriela Wale Soto

6. September and 20. September (kl. 9-12 both days)

REGISTER HERE

This course will look at a recent book on teaching and learning in higher education.

UPED688 Teaching Creativity/Creativity in Teaching (English) 15 hours

Ole Eggers Bjælde and Isabela Pires Darcie

Dates to be determined

Register here

 

UPED683 Demystifying Critical Thinking in the Classroom (English) 15 hours

Robert Gray and Matthew Russell

One day course: 3. October

REGISTER HERE

UPED691 Becoming a Supervisior: Community, Expertice, Dialogue (English) 15 hours

Robert Kordts and Ragnhild Sandvoll

28. October and 4. November

REGISTER HERE

Course description

This course focuses on learning about supervision through engagement with community expertise and dialogue. This course includes participation in two panel discussions and debrief conversations, three practical and reflective written assignments, reading of literature on supervision and short preparation tasks for the course.

The panels are comprised of experienced supervisors from 8 disciplines at three different institutions (Universitetet i Bergen, Høgskulen på Vestlandet and the University of Bristol). Panel discussions will focus on several key areas including: development as a supervisor, supervision during the pandemic and supporting students who are struggling. Following the panel discussions, course participants will have short small group discussions on topics, questions or ideas. Attendance at both panel discussions and group discussions in their entirety is required to complete the course.

In addition to attending the panels and discussion sessions, participants will read 2 to 3 scholarly works on supervision and pedagogy and complete 3 short written assignments related to supervision. The first written assignment is the development of a Supervision Orientation Method for use at beginning of supervisory relationships. The second written assignment is a Supervision Statement (for use in a Teaching Portfolio). The third written assignment will be developed in conjunction with the panelists; there will be multiple options for the third assignment and course participants can select one to complete.

 

Course Learning Outcomes

Knowledge

  • Discuss the philosophies and strategies that drive and define their approach to supervising research
  • Develop plans for supervising candidates at Masters & PhD level

Skills

  • Examine problems related to a variety of issues around supervising research

General Competences

  • Reflect on personal experiences and observations to find new ways to improve practice

UPED694 Forskningsveiledning/ veiledning av ph.d. (norsk) 15 timer

Arild Raaheim

To dager: datoer vil bli annonsert

MELD DEG PÅ HER

 

Tema: veiledning