Telephone: 35 32 34 68
You can contact the following resource persons for inspiration and sparring on research-based education.
Hanne Nexø Jensen has worked on methods to create more synergy between research and teaching in supervision contexts (e.g. bachelor projects and master's theses) by the use of cluster supervision. A type of supervision, where several students, who each write their own project, meet and, together with a supervisor/teacher, give each other feedback. Teachers use their time more systematic, spend more time on academic supervision than on general comments and receive input for their own research as well. Students write better papers, more students submit their assignments on time as they learn by observing what other students do in the course of the process and by giving and receiving feedback. Hanne Nexø Jensen's role is to contribute with knowledge about and initiating sessions that include cluster supervision. For example in the form of presentations, workshops and trial sessions.
Werner Schäfke has contributed to the reform of the LLM programme at the Faculty of Law, which aims at strengthening the research base of the degree programme. Furthermore, he has developed written exercises for the purpose of cluster supervision of master's thesis students and students writing their bachelor projects. He is involved in a project that has developed an elective course at master’s level, where students write innovative and interdisciplinary research articles to the e-journal UCPH Fiscal Relations Law Journal (FIRE Journal). Previously, he has developed a bachelor course in cross-disciplinary project design at Freiburg University in Germany. Werner Schäfke’s role is to contribute with knowledge on embedding teaching in active research environments, developing courses that focus on research in learning, and developing students' competencies within cross- and mono-disciplinary scientific project design.
Tine Damsholt has worked with ethnographic-based culture analyzes of the university's various forms of practice since 2001. In particular, she focuses on developing tools to understand and operationalize the diversity among students; their different expectations to the university and their different ways of practising their daily life as students. Several of these surveys have been conducted as teaching-based research projects. Most recently, she has worked to make visible the various ways in which integration of research in teaching may make sense to students with different levels of motivation, but also how these different types of understanding may give rise to challenges and dilemmas for the individual lecturer. Tine Damsholt can contribute with knowledge in the form of presentations and sparring. However, workshops based on a developed 'dilemma-game' that stages and promotes important thoughts and deliberations in connection with the planning of research-integrated courses may also be set up.
Tine R. Reeh has worked on integrating research and teaching by the development of various forms of talent development programmes and master class. The aim of the programmes is twofold. Firstly, the programmes aim to provide particularly motivated students with an opportunity to develop their own potential and possible excellence. And the programmes may at the same time link the increasing amount of research in externally financed research projects with the university's ordinary teaching activities. Tine R. Reeh may contribute with experience and knowledge of different formats, potential pitfalls and gains, and she is only happy to share her knowledge by means of presentations on the topic and by sparring with interested parties who themselves wish to work on similar initiatives.
Lina Katan (firstname.lastname@example.org)
Lina Katan has conducted qualitative studies of how students and researchers, respectively, read and learn through reading. Together with Charlotte Baarts, she has through this work developed two new concepts for reading; i.e. 'Inquiry-Based reading' and 'Text-Centered Reading' (read more here). The concepts describes two different ways of orienting oneself in relation to reading, resulting in significantly different learning yields. With a view to creating a basis for (methodological) awareness about the various reading techniques and their yields, Lina has taught bachelor and master's degree students in reading concepts as well as discussed these in various fora for university pedagogy.
Sebastian is interested in the interaction between research and teaching activities and has worked to develop both models and the specific forms of teaching that increase the interaction. He has studied how financial circumstances at the university, the physical arrangement of the university and, moreover, university politics affect possibilities of a strong research-teaching-nexus. Sebastian is happy to make presentations and workshops that are based on the above and adapted to the target group. In UCPH's project on research-based education, he has coordinated the establishment of student journals in which students publish in ways that mimics research journals with peer reviews (student research journal LINK: http://fbu.ku.dk/studerende/student-research-journal/). On a daily basis, Sebastian is head of administration at the Department of Science Education and co-ordinates the development effort in relation to university pedagogy and didactics at SCIENCE.