Pedagogical ambassadors in doctoral education

The purpose of the one-year pilot project is to stimulate pedagogical development in doctoral courses by financed time for pedagogical ambassadors, as well as the start-up of a pedagogical network in doctoral education.

The focus of the project was to develop and promote an educational culture with close partnership with the heads of the departments.

Photo: Pixabay
Photo: Pixabay.

Pedagogic ambassadors are expected to:

  • be able to lead pedagogical discussions, for example in seminar form
  • be able to initiate and pursue pedagogical issues that are relevant to doctoral education 
  • lead one pedagogical development project during the project period
  • support colleagues / "Critical friend" and spread good examples
  • work for doctoral education at the entire KI level, not only for the research school / doctoral program with which they are affiliated.

Development projects

Five Pedagogical ambassadors (PA) were selected among the applicants. Each PA had designed a development project in connection to the PA’s own engagement in doctoral education at KI. 

A contact person was assigned within the Teaching and learning unit at KI, to facilitate the collaboration within the group as well as with the pedagogical unit. Monthly meetings and round table discussions have been the regular contact points complemented with individual meetings between the PAs.

Co-create the debate! 

Background/problem

This project problematizes the repeated use of respondent-opponent methods of oral examination. Debate can be used to facilitate critical thinking and student interaction. However, if uncritically accepted debate can also involve risks in oversimplifying and dichotomizing knowledge as well as create a competitive culture that inhibits learning.

Aim

  1. to explore methods to actively involve doctoral  students in partially designing their learning experience (in course), and
  2. to accumulate and evaluate a set of co-creation strategies & learning activities that contribute to advancing analytical competencies such as argumentation and debate within a course.

Methods/output

  • Iterative design/redesign (HT21-VT23)
  • Structured tool kit and methods for designing learning activities
  • Digitalizing and packaging tool kit
  • Focus group interviews with students and faculty to explore user experience
  • Qualitative analyses
  • Support from Unit for Teaching and learning  

Eric Asaba

Senior lecturer/occupational therapist

Continous update of the Research School in Epidemiology for Clinicians 

Background

  • A doctoral student program for clinicians in Region Stockholm/KI
  • 24 credits, four weeks/semester for two years
  • 20 years

Aim

  • Continuously offer a relevant, high-quality, updated and pedagogically evolved research education in accordance with the “Outcomes for doctoral education according to the Higher Education Ordinance
  • Structure
  • Set-up
  • Content
  • Students/teachers/Study directors

Methods

  • Identify and invite “key people”
  • Coaching by UoL
  • “Appreciative inquiry”
  • Preparations
  • Workshops
  • Aggregate results
  • Re-structure
  • Disseminate key factors to  teachers/students
  • Enable continuously updating

Anna Sandström

Affiliated to research

Faculty staffs’ experiences of active student participation (ASP) in online doctoral courses during the COVID-19 pandemic 

A qualitative interview study. 

Aim

To explore staffs´ experiences of ASP in online learning of doctoral courses during the COVID-19 pandemic.

Background

  • The COVID-19 pandemic – rapid shift from campus-based activities to online learning.
  • Challenge of online learning – to enhance active participation, which is an important prerequisite for learning.
  • Previous research – campus based, undergraduate students.

Engaging doctoral students in undergraduate education

Background

  • Present interest
  • Different opportunities depending on a department
  • No system at KI

Aim

To create a model to enable involvement of PhD students in

  • pedagogical education
  • undergraduate teaching at KI.

Methods

  • Mapping present status
  • Identification of target group of doctoral students
  • Identification of teaching occasions
  • Matching students and teaching occasions
  • Establishment of basic pedagogical course (UoL).

Training of Teacher (ToT) workshop​

Background

  • COVID-19 pandemic a rapid shift, face-to-face to online teaching and learning.​
  • Quick adoption of new educational tools & techniques, potentially less favorable pedagogy - transmission of knowledge.

Aim

  • Provide an overview of models of learning, portray the main elements involved in curriculum and course design, and discuss methods of assessment. ​
  • Ultimate purpose, make changes based on reflective teaching practices, aimed at enhancing students´ learning outcomes.

Methods

Target group​

  • Teachers in doctoral education at KI ​

ILO´s around three modules​

  • Theoretical framework and models of learning​
  • Main principles and concepts involved in curriculum and course design​
  • Assessment of ILO´s and aspects of feedback ​

Follow-up​

  • “Exhibition”, feedback from peers.​
  • Follow-up questionnaire: changes in teaching strategies and skills. 

Coordinator

Gabrielle Paulsson-Berne

Unit for Teaching and Learning