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Course presentation
This course is aimed at Ph.D. students who may work with different kinds of teaching. The course includes group work, individual work, mandatory meetings, and online work in Canvas. The main objective is to provide an opportunity to develop a foundation that enables the development of the participants’ teaching and their students’ learning.
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The course has a high demand and the number of applicants often exceeds the number of places. It is important that at registration you are aware that you are expected to spend 80 hours on the course including mandatory meetings during the course period.
The first meeting is compulsory without exception. You must attend 5 out of the 6 meetings in order to pass the course. As we have designed the meetings with much interaction between the students, active participation is necessary to make the course both interesting and evolving for you and your course colleagues. There is a preparation task before every meeting.
Headings denoted with an asterisk ( * ) is retrieved from the course syllabus version Autumn 2020
Content and learning outcomes
Course contents
The main themes for the course are:
Basis for learning and teaching
Natural learning environments
Teaching of engineering sciences
Feedback and supervision
Interviews and group work
Recording of teaching
Your development as teacher
Intended learning outcomes
After completing the course, the student should be able to:
apply basic concepts, materials and methods, as well as conditions for teaching and learning in higher education;
discuss her/his own role in relation to sustainable development with focus on learning and teaching their own subject;
present and explain subjects, and carry out activating assignments in their own knowledge field;
give and receive feedback with focus on analysing, evaluating and developing teaching and learning;
extract the most interesting parts of a scientific study and present it in an interesting way with focus on learning;
analise a chosen area of a field study and relate the findings to their own teaching practice, for the development of their own educational skills and ability as teacher in the long run.
Detailed plan
Learning activities
Content
Preparations
Preparations before course start
Recommended prerequisites
Literature
Bain, K., What the best college teachers do. 2004
The book is available online in Canvas.
Other articles, links and films are provided via Canvas.
Support for students with disabilities
Students at KTH with a permanent disability can get support during studies from Funka:
INL1 - Written assignment, 3.0 credits, Grading scale: P, F
Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.
The examiner may apply another examination format when re-examining individual students.
Examination elements in the course are design and feedback of a teaching and learning activity, field study and written assignments.
The section below is not retrieved from the course syllabus:
Written assignment ( INL1 )
Other requirements for final grade
Compulsory attendance at the first course meeting.
Of the remaining meetings (five whole group meetings and one small group meeting), the student may not be absent more than once.
Preparations are required before each meeting, and active participation is expected in discussions during meetings and group work.
Ethical approach
All members of a group are responsible for the group's work.
In any assessment, every student shall honestly disclose any help received and sources used.
In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.
Further information
No information inserted
Contacts
Communication during course
Please contact the course coordinator for questions related to scheduling, course content, assignments, and deadlines.
