Browse Public Designs
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Improving PhD supervision in scientific writing
Description:
Scientific writing is an essential part of the PhD program. Yet, many new PhD students struggle with this task. It is therefore important that supervisors support the PhD student with scientific writing. However, it is often not clear for both, PhD student and supervisor, what kind of support is needed, as this depends on the individual writing skills and experiences. The project´s aim is to improve the quality of PhD supervision concerning scientific writing. The objective is (1) to assess the level of autonomy of the PhD student with focus on scientific writing and (2) adjust the supervision style accordingly. To reach this goal the project will develop a self-assessment tool for the PhD student. The information from the self-assessment tool will guide supervision and demonstrate state and process of scientific writing.
Intended Learning Outcomes:
- PhD student can assess progress of scientific writing
- Supervisor can develop and adjust supervision model according to the assessed level of autnomy and independence of the PhD student
- PhD student can create independently new scientific content with regard to scientific writing.
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Domestic animal behaviour and welfare - The concept of motivation
Description:
Couse title: Domestive animal behaviour and welfare
Small classroom teaching
3 x 45 min, held once a week.
Topic of session: The concept of motivation
Curriculum: textbook chapterOut-of-class:
Reading textbook chapter, watching 10 min video lecture (incl. the learning goal of the session), watching 1 min video clip of animals interacting. The students are asked to reflect on the motivations that might be at play in the video and bring it to the class.In-class:
Introductory round. This is the first time I am meeting the students and only the second session of the course. Several of the students are not expected to know each other.Think-pair-share on the video clip watch out-of-class.
Lecture part 1 incl. repeating the learning goal of the session and specific outcomes (specific concepts we will work with doing class). The lecture is broken up by a small exercise where a concept with a funny story is looked up online (the Coolidge effect).
Exercise 1: In pairs the students will be assigned a figure from the textbook chapter that they need to read and understand. They will then present it to another pair. In a third group they will present the figure they were presented in the second pair.Lecture part 2: will introduce them to a 'hot topic' in current research relevant for the concept of motivation but which is outside of the curriculum, I will make them aware that is it not curriculum before starting.
Exercise 2: written exercise (aligning with the written final exam) defining and exemplifying the concepts from the textbook. The students are allowed - and slightly encourage - to use ChatGPT and to use it critically.
'Ticket-out-the-door': The in-class session is ended by student evaluation of teaching activities by rating each from 1-5.
Out-of-class: at the end of the session a quiz with 5-10 multiple choice questions are opened online on selected concepts from session. The quiz is not graded.
Intended Learning Outcomes:
- 3. Describe the concept of motivation and discuss internal and external factors that control animal behaviour.
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Learning Design for Supervising ECE PhD Students
Description:
Context:
Within Aarhus University's Electrical and Computer Engineering Department, PhD students generally embark on predefined research projects. While technically adept, they grapple with academic writing challenges, particularly framing problems, pinpointing research hypotheses, and detailing methodologies.Challenges:
Guiding students to position predefined research within the academic landscape.
Facilitating students' translation of technical expertise into academic prose.
As a co-supervisor, balancing effective feedback provision with time efficiency.Method:
To surmount these challenges, a structured supervision approach is laid out:Topic Introduction: Immersion into the topic, with students crafting an initial outline that undergoes feedback.
Literature Review: Rigorous literature exploration to situate their research within academic discourse.
Methodology Formulation: Sessions emphasizing methodology refinement, aided by a detailed assessment rubric and diverse feedback mediums.
Drafting & Peer Feedback: Iterative drafting complemented by peer feedback sessions to enhance their work breadth.
Finalization: Students ready their research for submission/presentation.
Throughout, multimodal feedback—combining written, audio, and video elements—ensures clarity and efficiency, with an assessment rubric providing consistent guidance.
Intended Learning Outcomes:
- Understand and apply the nuances of academic writing in the context of their predefined research problem.
- Demonstrate the ability to critically review and synthesize relevant literature.
- Design a research methodology suitable for their topic.
- Incorporate feedback effectively to produce coherent and high-quality research outputs.
- Reflect on the academic writing process to identify strengths and areas for further growth.
- Offer and utilize constructive peer feedback.
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Introduction to Power Electronics
Description:
Context: Participants in this course are BSc students in their fourth semester. The course involves primarily theoretical teaching to familiarize the students with a) the mechanisms involved in electrical energy conversion in power electronics systems, b) the various types of power converters and rectifiers used for energy-saving purposes in the industry, and c) the design parameters that affect the performance of power converters. With this entry knowledge, the students will learn how to design high-efficiency power converters using MATLAB simulation software.
Pedagogical Challenge: For most students, this is their first time to approach topics related to control designs for power converters; therefore, they have different levels of interest and understanding of the issues discussed in the course.
Teaching Type: My teaching mostly follows the Just-in-Time Teaching (JiTT) and the STREAM models. Every session, the students are assigned reading materials to study as part of their out-of-class activities. I further make short webcasts to teach the theoretical concepts and the students are expected to watch them out of the class. To ascertain that all the students have watched the webcast videos and studied the reading material, there will also be online quizzes that they need to complete by a specific deadline before the class. The students will have the opportunity to discuss their problems with their peers in a Q&A forum in Brightspace; the unresolved problems addressed in this forum, as well as those apparent in their responses to the quizzes but not discussed in the forum, will determine the beginning of the in-class-teaching. We will spend the rest of the class time on follow-up activities such as simulations so the students can see the theoretical implementation of what they studied.
Intended Learning Outcomes:
- Use MATLAB to design and apply AC/DC converters
- Carry out simulation projects using MATLAB/Simulink
- Plan the use of power converters in electrical grid technologies
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Learning Design for more interactive peer-learning
Description:
This designs aims to cut back on classic lecturing to free up time for more peer learning and feedback. This includes pre-class activities such as preparation, partial pre-recorded lecture, as well as in-class activities allowing students to work in groups and feedback from each other. The class involves both theoretical and experimental content, and therefore there is a practical demonstration of the experimental content.Intended Learning Outcomes:
- See course analysis
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