The course aims to strengthen participants’ pedagogical competencies in university teaching within the health sciences. Through engagement with university pedagogical principles, participants will develop practical teaching strategies and theoretical insights into reflective and student-centered teaching practices that support high-quality learning.

Learning outcome

Upon completion of the course, the participant will be able to:

• Describe characteristics of core principles of good university teaching, including constructive alignment, and apply it for active and student-centered as well as differentiated learning.
• Discuss chances and challenges of student groupwork and sketch helpful ways of group formation and facilitation.
• List principles of feedback literacy and design feedback criteria for peer feedback
• Design and teach a learning activity in a specific lesson, adhering to principles of good university teaching.
• Apply criteria specific peer-feedback to colleagues on teaching.
• Reflect on your role and identity as university teacher and discuss how reflective practice may enhance motivation and teaching quality. 

Content

This course is relevant for all PhD students who wish to improve their teaching in the short or long-term with a view to student learning and the joys and benefits of being a university teacher. It is recommended, but not strictly required, that the participant has some previous experience with teaching.

This is a blended learning course in university teaching and learning that lays the foundation for becoming a reflective teacher at the PhD-level. Activities include reading materials, producing texts, participating in individual and group activities both in-class and out-of-class, developing an activity and lesson plan as well as giving peer feedback. Completion of the course, receiving ECTS credit, and obtaining a diploma require active online participation, completion of all activities and adherence to activity deadlines.