Biggs, J. B. & Tang, C. (2007). Teaching for quality learning at university. What the student does. (Third edition). Maidenhead: Open University Press. (334 pages)
Elmgren, Maja & Henriksson, Ann-Sofie (2014). Academic teaching. 1. ed. Lund: Studentlitteratur (362 pages)
Kreber, C. (2002). Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching. Innovative Higher Education. Vol. 27, No. 1, 5–23.
Improving Teaching and Learning in Swedish Higher Education. A Student Centered Perspective. (2013). Stockholm: Sveriges förenade studentkårer (36 pages)
Avaialble on the internet:
[https://issuu.com/sverigesforenadestudentkarer/docs/improving\_teachning\_and\_learning\_in](
Additional course material may be introduced in the course, but no more than 100 pages
Scholarship of University Teaching
About the course
This course introduces the Scholarship of Teaching and Learning (SoTL) and inquiry based educational development.
Another part of the course deals with the construction of courses and the ways learning outcomes, learning activities, assessment and evaluation, are linked in what is called "constructive alignment" to support students to achieve the learning outcomes.
Different learning activities such as lecture, seminar, the study group and how these can be related to content and learning outcomes are discussed. Part of the course is based on the students' beliefs about what makes a good teacher and different approaches to knowledge and learning are discussed. Further, the course will address the meeting between the instructor/teacher and student/student, individually and in groups in the perspective of a diverse student population.
Course content
The aim of this course is to develop a wide frame of references when it comes to the conditions of university teaching and learning. The course aims to provide a basis for the development of teacher's didactic and pedagogical knowledge and skills. In addition to the course helps to create contact surfaces over organizational and academic frontier within the university.
This course introduces the Scholarship of Teaching and Learning (SoTL) and inquiry based educational development.
Another part of the course deals with the construction of courses and the ways learning outcomes, learning activities, assessment and evaluation, are linked in what is called "constructive alignment" to support students to achieve the learning outcomes.
Different learning activities such as lecture, seminar, the study group and how these can be related to content and learning outcomes are discussed. Part of the course is based on the students' beliefs about what makes a good teacher and different approaches to knowledge and learning are discussed. Further, the course will address the meeting between the instructor/teacher and student/student, individually and in groups in the perspective of a diverse student population.
Entry requirements and selection
Entry requirements
Bachelor's degree (180 credits) or equivalent
Selection
University credits completed 100%
Course literature
Course evaluation
Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).
