Supervision and Assessment of Degree Project Work in First and Second Cycle

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Welcome to LH219V!

This course is designed in the following way:

Meetings: 4 workshops (see schedule and details about workshops below)

Independent work: Analysis of current practices and development strategies.
This work should be finalized with a written report that will be peer reviewed and updated to the final version.

Link to REGISTRATION FORM.

Course offering 2019.

7 November, 09:15-12:00.

Workshop A

12 November, 13:15-16:00.

Workshop B

26 November, 13:15-16:00.

Workshop C

5 December, 09:15-12:00

Workshop D

20 December, online

Draft report deadline.
Uploaded in LMS

13 January 2020, online

Peer feedback deadline
Uploaded in LMS

20 January 2020, online

Final report
Uploaded in LMS

 

Details about the workshops

Workshop A - Regulating documents/Examiner's role
Workshop leader: Anna-Karin Högfeldt/Niclas Hjelm

The main target area with this workshop are the new regulating documents for degree project work on 1st and 2nd cycle that will be effective from July 2015. We will also look at current general regulating documents concerning the exercise of [public] authority (myndighetsutövning).

Worskhop B - Supervision
Workshop leader: Anna-Karin Högfeldt/Niclas Hjelm

In this workshop we will practice Attentive listener, Coaching without telling and Giving criticism. We will also explore different roles and actions as supervisors. Students activity and ownership, possibilities to develop self-regulated learning will also be discussed. A paper on supervision "Multivoiced supervision of Master s students a case study of alternative supervision practices in higher education" will be read and discussed.

Workshop C - Information literacy among students
Workshop leader: Rosa Lönneborg, KTH Library

In this workshop students' information literacy is adressed as a set of key skills contributing  to a well executed degree project work. Bring reports that your students have written!

Workshop D - Academic writing
Workshop leaders: Rebecca Hincks or Jamie Rinder, KTH Language department

Prepare by reading: Nicol and Macfarlane Dick. “Formative assessment and self regulated learning: a model and seven principles of good feedback practice”. Studies in Higher Education. (2006), Vol 31(2), 199-218, 2006.  This paper emhasizes the self-regulated learning among students, and how feedback can support the development of this. We find this as a key starting point when working with feedback on students' writing.

Prerequisite for LH219V is: FLH3000 or LH201V/LH231V or LH207V or equivalent courses in Teaching and Learning in Higher education, of at least 3 credits.

Link to REGISTRATION FORM.

Overview of all courses in Teaching and Learning in Higher Education

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