Course Code: GFOK020
Number of Credits: 3 HEC
Number of Participants: 40
Dates Autumn 2017
2017-4: 7/9, 14/9, 21/9, 28/9, 5/10 - Johanneberg Fully booked
2017-5: 14/11, 21/11, 28/11, 5/12, 12/12- Johanneberg Fully booked STAND-BY
2017-6: 16/11, 23/11, 30/11, 7/12, 14/12 - Johanneberg Fully booked STAND-BY
Enrollment to courses Spring 2018 opens starting w.40
The course aims to help you: 1) to develop and reflect upon your teaching skills; and 2) to gain a better understanding of the principles and practice of effective teaching in different teaching situations in higher education, such as lectures, labs, tutorials and/or projects.
Intended Learning Outcome
By the end of the course, you will be better able to:
1. Describe different approaches to learning as well as teaching;
2. Apply a variety of teaching techniques in lectures, labs, tutorials and/or
projects to meet the varying needs of the student and the objectives;
3. Design and deliver a short lesson/presentation using a student-centered approach to teaching.
4. Apply a range of assessment methods for measuring learning, giving feedback to students and evaluating teaching effectiveness.
5. Identify and deal with "sticky situations" in teaching and classroom situations.
This course is offered by the Department of Communication and Learning in Science (CLS) at Chalmers. Note that this course is only open to
Doctoral students at Chalmers and not faculty
ContentThe first day has to do with conditions for learning, how students approach learning, principles of effective teaching, how to formulate clear goals for any teaching situation, and common teaching problems. The second day of the course takes up methods for presenting information in a clear and interesting way (rhetoric), different ways of activating students inside the classroom, how to ask questions and other classroom assessment techniques and a preview of the microteaching assignment.
Two days will be devoted to individual 15-minute presentations in smaller groups (“microteaching”), during which you will be video recorded and evaluated by the rest of the group. The last day focuses on labs/tutorials/ projects, common problem situations in teaching, and principles of good assessment. The day ends with a course evaluation. Teaching and learning methods used in this course are: interactive lectures, small group and plenary discussions, individual presentations, case studies, and reflective writing.
Day 1: 09.00–15.00
Day 2: 09.00–15.00
Day 3a: 09.00–16.00
Day 3b: 09.00–16.00
Day 4: 09.00–15.00
Course Leader and Examiner
Jens Kabo, examiner, Division of Engineering Education Research
Teaching and Learning STEM: A practical guide by Rebecca Brent & Richard M. Felder, Wiley, 2016. Ebook through Chalmers library. If you are external to Chalmers and don’t have a CID, you need to get a physical copy of the book. In addition to the course book there will be some additional articles to read, which will be posted in Ping-pong.
A successful completion of this course will be judged on the following:
1. Attendance and preparation for the face to face sessions
2. Design and delivery of a 15 minutes lession (microteaching)
3. Completion of two reflective essays: 1. A great teacher (about 1 page) and 2. "Teaching statements" (about 1 page)
Examination in the enrolled courses can be acquired within one year from the start. After the expiration date no missing assignments can be admitted and a participant should re-apply to another course occasion.
Stand-By seat means that the course is fully booked but you may be offered a seat if one becomes available.
Cancellation of participation in GTS courses should be notified
as soon as possible and latest one week before start of course by sending an email to firstname.lastname@example.org. In case
of cancellation less than one week before the start your Deputy Head of
Department will be informed to support your future planning.