CrED’s seminar series
Under the auspices of the CrED project a seminar series was arranged to bring forward all the creativity and the many inspiring examples found in the University’s teaching activities. The seminars were intended for teachers, educational management and students.
Theme: Teaching-Research Linkages
Linking teaching to research: what, how and why? (Web TV from the seminar)
30 November 2010
Research-linked teaching is self-evident at Uppsala University. But precisely what this means and what it is expected to lead to is not equally clear. Is it enough that the teacher is a researcher and that the subject content is research-based? Or do students have to be given the opportunity to “do research” themselves? Should the teacher’s teaching methods be based on research?
Can we guarantee the quality of our examinations – and, if so, how? (Web TV from the seminar)
17 February 2011
The quality of examinations is central to the quality of the students that Uppsala University graduates. Are examinations carried out in a way that guarantees that all of the goals of the course or study programme are fulfilled? Are they carried out in a way that protects student rights? Do they contribute to student learning? Are we equipped to deal with the coming Swedish Higher Education Authority evaluations that will be focusing on how our students’ actual study outcomes correspond to the goals of the courses and study programme?
Theme: Independent Work
Independent work (Web TV from the seminar)
17 March 2011
In independent work, students are expected to find expression for a long series of skills and knowledge, such as critical thinking, ability to formulate and solve a problem, make ethical judgements and identify the need for new knowledge. And all of this in a relatively brief period of time.
In the Swedish Higher Education Authority’s new outcome-oriented model for evaluating courses and study programmes, independent work constitutes the most important component. In other words, it is imperative that we discuss how our courses and study programmes are organised in order to create the necessary conditions for independent work to be an expression of the provisions stated in the System of Qualifications.
Theme: Documenting Teaching Qualifications
Documenting, evaluating and rewarding teaching skills (Web TV from the seminar)
14 April 2011
What actually constitutes good academic teaching? How can you document your teaching qualifications? Can teaching qualifications be assessed fairly? Should there be special reward systems for excellent teachers, and what should they look like?
These questions are highly relevant and topical, not only for individual teachers and for students but also for the University’s quality work. The seminar presents a number of examples of current developments, and issues are discussed from various angles.
Theme: Courses and Study Programmes across Faculty and Domain Boundaries
Liberal arts in higher education: Exploiting the potential of the University’s breadth. (Web TV from the seminar)
7 March 2012
Theme: Generic Skills and Linkage to Working Life
Generic skills and linkage to working life
26 April 2012
The Bologna Process places great emphasis on courses and study programmes providing students with generic skills, besides successive depth in their main subject area. Having generic proficiencies is key to being prepared for working life, as they are useful regardless of what careers our graduates choose to pursue. Generic skills have furthermore come to the fore in evaluations performed by the Swedish Higher Education Authority, as goal attainment and progression must be accounted for also in terms of these proficiencies. How does this change our way of organising our teaching? And can/should progression be assured also in regard to generic skills? How are generic skills examined? What type of proficiency training is most neglected? What skills do employers look for? Is there any risk that generic proficiencies will be overemphasised at the expense of subject knowledge?