How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice

Authors

  • Pernille Bronken Eidesen Department of Biosciences, University of Oslo, Norway
  • Oddfrid T. K. Førland Department of Biological Sciences, University of Bergen
  • Lena M. Håkansson Centre for Engineering Education, Lund University, Lund, Sweden and Department of Arctic Geology, The University Centre in Svalbard, Longyearbyen, Norway
  • Hanne H. Christiansen The University Centre in Svalbard, Longyearbyen, Norway
  • Tina Dahl The University Centre in Svalbard, Longyearbyen, Norway
  • Elise Strømseng The University Centre in Svalbard, Longyearbyen, Norway

DOI:

https://doi.org/10.5324/njsteme.v7i1.4951

Abstract

University teachers grow professionally from conversations about learning and teaching with colleagues. Significant informal conversations can be facilitated through formal activities initiated from the institutional side. This case-study shows how a formal institutional initiative to enhance educational quality has facilitated more significant informal conversations. Such conversations power constructive feedback to the organisation, improve the formal quality development work at the institutional level, and increase the use of collegial experiences across the institution. We identify the formal initiative “Collegial sharing sessions” as particularly efficient for fuelling significant informal conversations within and across departments.

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Author Biographies

Pernille Bronken Eidesen, Department of Biosciences, University of Oslo, Norway

Pernille Bronken Eidesen (PBE), leader of the Department of Biology Education, University of Oslo, and adjunct professor in terrestrial biology, University Centre in Svalbard (UNIS). Former deputy head of Centre for Excellence in Biology Education (bioCEED). PBE works with evolution of Arctic vascular plants, and educational development.

Oddfrid T. K. Førland, Department of Biological Sciences, University of Bergen

Oddfrid Førland (OF), educational developer, University of Bergen, and senior advisor at bioCEED. Part-time PhD student in educational development, Centre for Engineering Education, Lund University.

Lena M. Håkansson, Centre for Engineering Education, Lund University, Lund, Sweden and Department of Arctic Geology, The University Centre in Svalbard, Longyearbyen, Norway

Lena M. Håkansson (LMH), self-employed, former associate professor in Arctic geology, UNIS, former guest researcher at the Centre for Engineering Education, Lund University, and former part of the centre management for a Centre for Excellence in Geology Education (iEarth). Conducts research on climate and environmental history and on educational development.

Hanne H. Christiansen, The University Centre in Svalbard, Longyearbyen, Norway

Hanne H. Christiansen (HHC), professor of physical geography, UNIS. Former Vice Dean for Education and leader of the Educational Committee at UNIS and involved in developing iEarth. HHC studies permafrost and its relationship to climate.

Tina Dahl, The University Centre in Svalbard, Longyearbyen, Norway

Tina Dahl (TD), advisor/coordinator for bioCEED and at the Department of Academic Affairs, UNIS. TD works with quality assurance of education, guidance, and development of educational quality.

Elise Strømseng, The University Centre in Svalbard, Longyearbyen, Norway

Elise Strømseng (ES), advisor at the Department of Academic Affairs, UNIS. ES works with quality assurance of education, guidance and development of educational quality.

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Published

2023-06-29

Issue

Vol. 7 No. 1 (2023): Nordic Journal of STEM Education - Full Papers

Section

Nordic Journal of STEM Education - Full Papers

License

Copyright (c) 2023 Pernille Bronken Eidesen, Oddfrid T. K. Førland, Lena M. Håkansson, Hanne H. Christiansen, Tina Dahl, Elise Strømseng

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