Course Code: GFOK020
Number of Credits: 3 HEC
Number of Participants: 36
Day 1: 09.00–15.00
Cancelling the registration made before November 13, 2018
If you made a registration before November 13, 2018, the cancellation link in the confirmation will not work.
Use the booking key from the confirmation mail marked in yellow, se picture below, to paste in the empty field and click on Find booking.
Day 2: 09.00–15.00
Day 3a: 09.00–12.30 OR Day 3b: 09.00–12.30
Day 4: 09.00–15.00
The course consist of 4 days in total and for day 3 the group is split in two groups, participating on two
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 and teacher, Division of Engineering Education Research
Karin Ekman, teacher, 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 list means that the course is fully booked but you may be offered a seat if one becomes available. In this case a notification will be sent to you.
Cancellation of participation in the GTS courses
should be done as soon as possible and one week before start
at the latest via the link in the confirmation email. In case of cancellation less then 7 days before start, send email to email@example.com. Starting Autumn term 2018, late cancellations (less then 7 days) and no-showing up to the course will be fined.