UPED853 Research in and on one’s own practice

Contents and structure

The course Research in and on one’s own practice is aimed at the systematic further development of teaching and supervision practices within collegial communities, with the goal of promoting pedagogical quality and strengthening students’ learning outcomes. At the same time, the course aims to develop new research-based knowledge about educational activities.

The model for project implementation is grounded in principles from the Scholarship of Teaching and Learning in Higher Education, which entails:

• A research-based approach: Teaching practices are developed and improved through systematic collection, analysis, and use of findings from various teaching, supervision, and learning practices.
• Reflection and documentation: Instructors critically reflect on their own practice, document processes, and share experiences to contribute to a collective knowledge base.
• Student learning at the center: The project prioritizes measures that strengthen student engagement, learning outcomes, and participation in teaching.
• Collaboration and sharing: Opportunities are provided for collaboration among instructors and academic communities, both within and across disciplines, to promote innovation and the sharing of best practices.
• Transparency and participation: Project results should be open and accessible, aiming to foster a culture of continuous development and learning in higher education.

Examples of a research project in and on one’s own practice may include testing and examining new teaching and assessment methods, research-based teaching, developing and testing learning resources, development work related to practice, supervision, or various forms of online teaching.

Learning Outcome

Upon completion of the course, the student will have the following learning outcomes:

Knowledge

The student

• has knowledge of the principles of the Scholarship of Teaching and Learning (SoTL) and how these can be applied to further develop teaching and learning practices in higher education.
• has a thorough understanding of methods for systematic development, documentation, and analysis of teaching practices.
• has specialized knowledge of the relationship between teaching methods, assessment forms, and students’ learning outcomes in higher education.

Skills

The student

• can critically analyse, develop, and improve teaching and learning practices based on systematic collection and analysis of research data.
• can carry out critical reflection on their own and colleagues’ pedagogical practices, and document and communicate results in ways that contribute to collective learning processes.
• can develop, test, and evaluate new teaching and assessment methods, and adapt these to different academic and pedagogical contexts.
• can collaborate with colleagues and academic communities to initiate, implement, and evaluate pedagogical development work.

General Competence

The student

• can plan and conduct research in and on their own practice that promotes pedagogical quality and strengthens students’ learning outcomes.
• can contribute to an open and inclusive learning culture by sharing results and experiences from research on their own practice, both locally and nationally.
• can apply the principles of SoTL (Scholarship of Teaching and Learning) to further develop their own teaching practice and support colleagues in their pedagogical work.
• can analyse and critically evaluate how pedagogical measures influence students’ engagement, learning processes, and learning outcomes.

Entry requirements

None

Recommended previous knowledge

UPED851 or equivalent

Teaching methods

Start-up seminar:A full-day session where participants work on the principles of Scholarship of Teaching and Learning (SoTL) and develop project ideas.

Peer mentoring:Two mentoring sessions in interdisciplinary groups, where participants outline, present, and provide feedback on project plans. Each group is assigned a course leader who guides the process.

Mid-session:A full-day session where participants present progress, exchange experiences, and receive feedback on their work.

Closing conference:A digital or physical conference where participants present the results of their development projects and discuss experiences with colleagues and supervisors

The student should have participated in an introductory course in university pedagogy (HSPED801) or equivalent training that provides insight into key pedagogical principles and didactic planning.

It is recommended that the student is employed in a teaching position in higher education or has equivalent experience with teaching at this level. The student should have practical experience with teaching, supervision, or development of learning resources in higher education. The student should have the opportunity to carry out the development project in a teaching setting, preferably in collaboration with colleagues or a supervisor.

Compulsory learning activities

The following mandatory learning activities must be approved in order for the student to be able to take the exam:

• The participants must develop and present a plan for the project to the mid-session
• Presentation of the development project in a final conference. All participants must present their own or joint development project through a poster presentation.
• Provide constructive feedback on at least one project/poster presentation during the final conference.

The obligatory assignments must be approved no later than 2 weeks before the exam. If an obligatory assignment is assessed as not approved, a reason must be given for this. Students who are not approved for an obligatory assignment will, as far as possible within the set deadlines, be given another attempt in the current semester.

Assessment

Assignment. Written individual or group-based project assignment. The paper should be 3,000 words (+/- 10%) and a maximum of 5,000 words.

Grading scale: Pass/Fail.

If the paper is not passed, it is possible to submit an improved version in the following or a later semester.

Submission requirements:

• Purpose and objectives of the project.
• Description of methods and principles from the Scholarship of Teaching and Learning that have been applied.
• Status of implementation, including activities that have been carried out and any challenges.
• Preliminary findings and reflections related to learning outcomes and process.

Criteria for assessment:

• Degree of reflection on and application of SoTL principles.
• Clearly defined goals and a thorough description of the status of the project.
• Quality of the analysis of findings and discussion of implications for pedagogical practice.
• Structure, language and professional precision of the report.

Examination support material

All aids are allowed. For information about the use of artificial intelligence, read Submission of home exams and assignments.

More about examination support material