Course description
If teaching was a science project, how would you plan, conduct, and evaluate that project? The aim of this course is to facilitate the development of your teaching practice through the lens of a scientific researcher. You will engage in various activities such as lessons, discussions, hands-on tasks, and reflective exercises to apply pedagogical principles and practices in designing teaching that facilitates student learning. During the course you will apply the theory and practices you experience to plan and conduct your own teaching. Additionally, you will have the opportunity to reflect on your own choices, provide feedback to others, and engage in broader discussions about teaching and learning in higher education.
The course requires that you have access to teaching in the present semester.
Learning outcome
After completing this course, you will be able to:
- use constructivist learning theory to design teaching and learning in STEM
- use backwards design to align learning outcomes, assessment and learning activities
- plan, conduct, and evaluate teaching activities relevant to your field
- contribute to a community of practice in teaching and learning
- document and reflect on your own development as a teacher
The course has 100% overlap with MNPED9000 – Teaching in STEM – Universitetet i Oslo.
Structure
The course use Teams as learning platform and follows the following schedule:
| Learning arena | What | Hours |
| Preparation | Read Biggs in advance, write a reflection note, hand in to Canvas | 4 |
| Workshop 1 (hours incl lunch) | Welcome, introduction, constructivist learning theory, SoTL – having a scientific approach to teaching and learning. Constructive alignment, backward design, SOLO taxonomy, using Teachable unit (TU) as a tool for planning | 4 |
| Between workshop 1 and 2 | Handing in the TU, get feedback, plan and conduct teaching, collect data (experiences, observations), reflect on how teachable unit help (or not) in your teaching practic | 10 |
| Workshop 2 | Community of practice: Sharing experiences with planning and conducting teaching, provide feedback to each other, reflections regarding student learning, learning environment | 3 |
| Between workshop 1 and 2 | Read Kugel 1993 | 3 |
| Workshop 3 | Reflect on your own development as a teacher, teaching portfolio and documentation of pedagogical competence | 3 |
| Afterwork | Hand in a reflection note in line with SoTL based on this semester’s experiences | 3 |
| Course certificate | Total 30 |
The course will be held in English if necessary.
Dates Fall 2025
Workshop 1: Thursday18. september kl 10-14 (incl lunsj)
Workshop 2: Thursday 16. october kl 9-12
Workshop 3: Thursday 20. november kl 9-12
Venue will be announced.
Dates spring 2026
Workshop 1: Thursday 12. February at 10-14 (incl lunsj)
Workshop 2: Thursday 12. March at 9-12
Workshop 3: Thursday 9. April at 9-12
Venue will be announced before the course starts. It has to be 6 participants or more. The course is cancelled spring 2026
Dates Fall 2026
Workshop 1: Thursday 17. september kl 10-14 (incl lunsj)
Workshop 2: Thursday 22. october kl 9-12
Workshop 3: Thursday 26. november kl 9-12
Place: INTED in Kristine Bonnevies hus.
A minimum of six participants are necessary to run the course
Litterature
What the Student Does: teaching for enhanced learning, John Biggs, Higher Education Research & Development, Vol. 18, No. l, 1999
How Professors Develop as Teachers, Peter Kugel, Studies in Higher Education Volume 18, No. 3, 1993
Scientific teaching, Jo Handelsman, Sarah Miller and Christine Pfund (Book: Amazon.com: Scientific Teaching: 9781429201889: Jo Handelsman, Sarah Miller, Christine Pfund: Books)
How people learn, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, National Research Council (Report: How People Learn.pdf). Chapter 1