Scholarship of Teaching and Learning
An overview of my teaching experience, activities, and reflections is available in my teaching portfolio here.
I was selected as a member of the Lund University Teaching Academy by the Faculty of Social Sciences in March 2017.
I have been active in pedagogical training at Lund University, where I have participated in the Docent course at LTH, focusing on best practices in graduate student supervision and mentoring. As a part of this course, I designed and led a team research project using a survey (N=123) to evaluate how well PhD students at Lund and Malmö Universities met the national learning objectives of Swedish PhD education. The resulting report is available here.
I have also participated in two courses through the Lund University Centre for Educational Development emphasizing student-centered learning and theories of knowledge acquisition and application and the use of constructive alignment in curriculum design. Through these courses, I have redesigned teaching activities and the course curriculum for my Earth Systems Science course (my analysis for this course project using curricular alignment can be downloaded here). One outcome is an increased use of rubrics for assessing writing, which I find (and research also shows) both increases student learning and improves writing, and makes assessment faster and easier. I have written a short rubric for a general academic essay, as well as a rubric for writing natural science papers analyzing original data, and a detailed rubric for writing a natural science paper. I'd be very happy if these are of use to others- and feedback on these is welcome!
I was selected as a member of the Lund University Teaching Academy by the Faculty of Social Sciences in March 2017.
I have been active in pedagogical training at Lund University, where I have participated in the Docent course at LTH, focusing on best practices in graduate student supervision and mentoring. As a part of this course, I designed and led a team research project using a survey (N=123) to evaluate how well PhD students at Lund and Malmö Universities met the national learning objectives of Swedish PhD education. The resulting report is available here.
I have also participated in two courses through the Lund University Centre for Educational Development emphasizing student-centered learning and theories of knowledge acquisition and application and the use of constructive alignment in curriculum design. Through these courses, I have redesigned teaching activities and the course curriculum for my Earth Systems Science course (my analysis for this course project using curricular alignment can be downloaded here). One outcome is an increased use of rubrics for assessing writing, which I find (and research also shows) both increases student learning and improves writing, and makes assessment faster and easier. I have written a short rubric for a general academic essay, as well as a rubric for writing natural science papers analyzing original data, and a detailed rubric for writing a natural science paper. I'd be very happy if these are of use to others- and feedback on these is welcome!
