Course Code: GFOK020
Number of Credits: 3 HEC
Number of Participants: 36
Enrollment Spring 2018
2018-1: 1/2, 8/2, 15/2, 22/2, 1/3 - Johanneberg Fully booked
2018-2: 17/4, 24/4, 2/5, 15/5, 21/5 - Johanneberg Fully booked
2018-3: 19/4, 26/4, 3/5, 17/5, 24/5 - Johanneberg Fully booked
Dates for the next iteration in Autumn will be published starting w.10, 2018
Day 1: 09.00–15.00
Day 2: 09.00–15.00
Day 3a: 09.00–12.30
Day 3b: 09.00–12.30
Day 4: 09.00–15.00
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:
Knowledge and understanding
1. Describe different approaches to learning as well as teaching.Skills and abilities
2. Design and deliver a short lesson/presentation using a student-centred approach to teaching.
3. Apply a variety of teaching techniques in lectures, labs, tutorials and/or projects to meet the varying needs of the students and the objectives.
4. Apply a range of assessment methods for measuring learning, giving feedback to students and evaluating teaching effectiveness.Judgement and approach
5. Identify and reflect upon ideas from educational literature and/or colleagues that will make a difference in your teaching practice.
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 course focuses on the recent and worldwide paradigm shift in higher education from teaching to learning. Today, university teachers are expected to be more of a "guide on the side" than "a sage on the stage", more of a facilitator of learning than a presenter of information. Three fundamental questions therefore form the backbone of the course:
1. What do we want our students to learn, and how can we make the goals clear to ourstudents?
2. How do we arrange teaching so that our students have the greatest chance of learning?
3. How can we find out whether they have learnt what we wanted them to learn?
Specific topics that will be touched upon during the course include:
•Conditions for and approaches to learning
•How to formulate clear goals for any teaching situation
•Principles of effective teaching and instruction, including:
- Methods for presenting information in a clear and interesting way
- Different ways of activating students inside the classroom
- How to ask questions andother classroom assessment techniques
- Constructive alignment
- Teaching with technology and flipped classroom
•Common challengesin teaching labs, tutorials, problem solving sessions, individual or group projects and possible coping strategies for these
•Some aspects of student diversity
•Principles of good assessment
Teaching and learning methods used in this course are: interactive lectures, small group and plenary discussions, individualpresentations, case studies, and reflective writing.
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, is the main
resource used in the course. Available as Ebook through Chalmers library.
Note 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 Pingpong.
A successful completion of this course will be judged on the following:
- Attendance and preparation for the face-to-face sessions.
- Design and delivery of a 15-minute lesson ("microteaching").
- Completion of two reflective essays:
- "A great teacher" (~1 page).
- "Ideas for further personal development" (~2-3 pages).
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 email@example.com. In case
of cancellation less than one week before the start your Deputy Head of
Department will be informed to support your future planning.