Projekt- och konferensrapporter - CEE, LTH
VÄLKOMMEN till CEE:s sida för projektrapporter! LTHs strategi för pedagogisk utveckling bygger på att den informerade pedagogiska diskussionen mellan lärare uppmuntras och förstärks. I den andan görs utvecklingsprojekt inom våra pedagogiska kurser och tidigare projektrapporter görs tillgängliga här, främst för kommande kursdeltagare. För att kunna läsa rapporterna i fulltext måste du logga in med det lösenord du har fått av din kurslärare.
Vilka skyldigheter har läraren vid studenters frånvaro från obligatoriska moment i utbildningen?
Examinationens inverkan på studenters nyfikenhet
Att inkorporera TBL i befintlig undervisning inom fastighetsvetenskap
To what extent is the examination at Environmental and Energy Systems Studies authentic? – An evaluation of five sustainability courses
I denna studie har vi undersökt möjligheten att förbättra undervisningen i en modulbaserad kurs baserat på en översyn av den formativa delen av examin-ationen i kursen. Underlaget i vår studie är baserat på relevant litteratur med en viss betoning på metoder för återkoppling och kamratgranskning. Vi me-nar att det, utifrån vår fallstudie, finns goda möjligheter att förbättra en mo-dulbaserad civilingenjörskurs på avancerad nivå när det gäller undervisning och inlärning, genom en högre grad av konstruktiv länkning inom kursen, samtidigt som att arbetsbelastningen för lärare och studenter blir mer utjäm-nad under tiden kursen pågår. Detta genom att en genomtänkt strategi för for-mativ bedömning tillämpas, där olika metoder och tekniker baserade på åter-koppling används, i kursens senare del gärna med hjälp av kamratgranskning. Sådana metoder bör även kunna stimulera studenternas motivation och un-derlätta självreglering genom att engagera studenterna, exempelvis genom sagda återkopplingsmetoder men även engagemang kring exempelvis fråge-formulering i inlämningsuppgifter. Kontinuerlig återkoppling är särskilt vik-tig för mer omfattande uppgifter, såsom projektarbeten, för att säkerställa så-väl motivation som hög kvalitet i inlärning och förståelse hos studenterna.
Ansvarsfull användning av generativ AI i kursprojekt – om styrning, kursdesign och examination
Denna projektrapport behandlar utmaningarna som generativ AI (GAI) medför för högre utbildning, med särskilt fokus på examination och akademiskt skrivande. Författarna analyserar frågan genom en förenklad fallstudie av en kurs (Smart City Governance, VFTN75/TFRP60) som gavs vid LTH under höstterminen 2024. Rapporten belyser den pågående debatten om GAI i akademin, där vissa varnar för naiv teknikoptimism medan andra ser möjligheter till fördjupad inlärning. En central utmaning är att säkerställa att studenter utvecklar nödvändiga skrivfärdigheter samtidigt som man hanterar risken för otillåten användning av GAI-verktyg. I fallstudiekursen implementerades en tillåtande men transparent policy för GAI-användning, tillsammans med flera förändringar i kursupplägget, inklusive fler delinlämningar och muntlig examination. Studentfeedback visade generellt positiva reaktioner till den transparensinriktade policyn, men efterlyste tydligare riktlinjer för användning, exempelvis vad ett “disclosure statement” bör innehålla, och kommunikation om själv policyn i kursen. Vi ser att det framöver är nödvändigt att integrera sätt att hantera GAI i utbildningen snarare än att försöka förbjuda verktygen. I linje med andra universitets implementerade riktlinjer som rekommenderar en kombination av olika examinationsformer ser vi att riskerna kan hanteras genom tydlig kommunikation om tillåten användning, och ökat fokus på process genom flera inlämningar och handledning. Samtidigt noteras att denna approach är resurskrävande, vilket skapar spänningar i relation till minskande resurstilldelning för undervisning.
Best practice in forming and maintaining a good supervision team for a PhD student
The purpose of this essay was to explore the best practices in forming and maintaining supervision teams. Here the results from an interview study with six participants is presented, three of the participants were supervisors the other three were PhD students. The findings suggest that communication between the members of the team is essential, that complementing knowledge and skills of the supervisors is beneficial, that it is necessary for supervisors to be committed and that it is advantageous if the PhD student can have a say in who will be part of the team. These findings will hopefully help supervisors with the design of supervisor teams and might provoke some helping thoughts during a PhD project.
Enabling PhD student collaboration in research groups
We explore the intersection of academic independence and collaborative engagement among Ph.D. students, particularly within the Swedish research education context. Our study highlights challenges faced by students in balancing independence with the need for collaboration, emphasizing the importance of support networks to alleviate stress and isolation. We conducted qualitative interviews with supervisors at Lund University and identified various forms of collaboration, such as co-authorship and peer learning groups, and examined their impact on Ph.D. students' success. We find that shared methodologies rather than research topics often facilitate collaboration, with supervisors playing a crucial role in promoting these interactions. We synthesize five themes—Thesis connection, Facilitation, Common denominators, Enablers, and Culture and identity—that influence collaboration practices. We conclude that fostering a supportive environment through both formal and informal means can enhance research quality and provide emotional support, ultimately improving the doctoral experience. Future research should consider students' perspectives to further understand collaborative dynamics in Ph.D. education.
Can AI be a co-supervisor for doctoral students?
This study explores the potential role of artificial intelligence (AI) as a PhD supervision-assisting tool in doctoral education, highlighting its benefits and challenges. AI offers advantages such as personalized feedback, automating routine tasks, and aiding in literature review and data analysis, while its integration into doctoral supervision raises concerns. We investigated the opinions of the actors of PhD supervision (an educational development officer, four PhD supervisors and 3 PhD students) on four key areas: i) learning outcomes, ii) innovation, iii) social aspects, and iv) accountability. Besides these areas, interviewees were asked for their general view on the usage of AI in the supervision process. The findings suggest that AI can assist in technical tasks but fail at replacing the critical human role in supporting independence, creativity, and personal mentorship. Moreover, concerns were raised about academic integrity, the ethical implications, and the risk of over-reliance on its use. As AI is expected to be an even larger part of higher education in the future, achieving a balance between AI support and meaningful human engagement is vital considering the social and creative aspects of doctoral research. Our study concludes by stressing the need for clear accountability structures and AI literacy to ensure critical and responsible usage of AI in higher education.
Differences in development of scientific identity between industrial and academic PhD students
Industrial PhD students are enrolled in PhD education at a university while typically having their main place of work at an external partner. This report explores similarities and differences in development of scientific identity between industrial and traditional PhD students through interviews with six supervisors with ample experience of supervising both industrial and traditional PhD students. The supervisors all agree that there is a huge variability between industrial PhD students, more so than traditional ones. Even so, industrial PhD students often develop a wider set of skills (referred to by one supervisor as double scientific identities), whereas traditional PhD students tend to be more focussed. The dual environments are generally seen as beneficial by the supervisors.
Enculturation of PhD students in academic environment
This project looks at the issue of enculturation and the challenges related to it in a Ph.D. supervision context. Enculturation, within our academic context, refers to the multifaceted process of socializing Ph.D. students into various aspects of the academic environment. Lee (2008) emphasizes the significance of enculturation as it guides students towards becoming integrated members of their disciplinary communities. In a qualitative exploration conducted by Basit (2023), the experiences and perspectives of 23 Ph.D. students in the United Kingdom were examined. The study delved into their perceptions regarding teaching, learning, support mechanisms, and socialisation throughout their doctoral journeys. Within this investigation, notable differences emerged, not only in individual student behaviours but also in collective behaviours, as well as across different academic disciplines within the same institution. The study shed light on the advantageous impact of faculties maintaining close ties with relevant industries aligned with their respective disciplines. This interplay between academia and industry not only helped the growth of students' academic identities but also facilitated their integration into wider professional networks. We thus know that enculturation plays a pivotal role in shaping the experiences and trajectories of Ph.D. students within academia. In the current study, we investigate current enculturation patterns at Lund University. Similar to earlier studies, we take a qualitative approach and seek to answer the question of what are the main challenges in the enculturation of students and what are the possible solutions? The project builds on a conceptual framework developed by the authors and is based on a total of 13 interviews including 8 students and 5 supervisors from five different divisions in Lund University, Faculty of Engineering.
This paper explores creativity in research and how to facilitate PhD student’s creativity in their research by supervision. It draws on views of PhD students and supervisors collected by semi-structured interviews as well as on a short literature review. In total nine interviews have been carried out of which five were with PhD students and four with supervisors. Creativity in research is often referred to as producing research that is novel in the sense that the conclusions are new, and not repeating previous findings, or that new theoretical approaches or methods are applied. In other words, creativity in research equals new ideas. Basic preconditions for creativity to happen is to build a good overview of the knowledge in the relevant research fields as well as keeping an open mind and not being result driven too soon in the PhD work. Furthermore, creativity can manifest itself differently depending on the research field or discipline; what is considered creative in one field or discipline may not be so in another. The paper concludes that there has to be a strive for freedom and independence in the PhD work, but at the same time PhD students need guidance on how to build knowledge within a field as well as how to to make use of that knowledge and being creative in their research, especially at early stages of the work. The paper presents some ideas on how supervisors can facilitate PhD student’s creativity in research.
The path of a Ph.D. candidate involves diverse academic endeavors, teaching commitments, and personal hurdles. Effective time management is vital for balancing these responsibilities, yet the diverse demands of doctoral studies often pose obstacles, leading to stress. This study delves into the experiences of ten Ph.D. candidates from diverse departments at LTH, examining their roles in research and teaching, work hours, productivity levels, and stress-coping mechanisms. Variations among students are noted based on their projects, study phase, supervisors, and other factors. Analyzing their responses, the study explores the complexities of managing research, teaching, and personal commitments, and their impact on doctoral students' stress levels. Additionally, the study investigates the use and effectiveness of project management tools in academia, aiming to identify adaptation needs from the supervisor's perspective. Through this exploration, the study contributes to enhancing doctoral students' well-being and academic success.
Co-Supervision in Doctoral Studies: What Is It About?
As a part of the LTH Docent Course Spring 2024, this group project interviewed both co-supervisors and doctoral students to understand the roles of co-supervisors in doctoral studies. The study revealed significant variation in co-supervisors' roles across different projects, as confirmed by both students and co-supervisors. The research focused on co-supervisors' activities and levels of engagement, ranging from peripheral involvement to substantial contribution to the student's research and academic progress. Responsibilities typically lean towards the main supervisor, according to interviewees. Many believe that co-supervisors adapt their roles based on student needs, fostering a dynamic learning environment, and supporting both the main supervisor and student. However, the process of selecting co-supervisors and defining their activities lacks formalisation, with limited student involvement. Some suggest clarifying roles and expectations from the project's onset and maintaining ongoing discussions to prevent confusion and ensure structured meetings. Suggestions include explicit discussion of supervision roles in the Individual Study Plan (ISP) and the possibility of having two main supervisors to recognise deeply engaged co-supervisors. Overall, clearer roles and structured communication could enhance the student experience in doctoral studies.
Work-life balance in doctoral studies at LTH
Work-life balance is a steadily recurring issue as it pertains to doctoral studies. Partly because it lies in the grey-zone between pursing passion and a professional career. The latter is also complicated by being subordinate to a supervisor which may have commitments to project deliverables. Thus it is expected that several intertwined factors can contribute to poor work-life balance in doctoral studies. In this report, this issue is investigated by means of a survey conducted at the Faculty of Engineering at Lund University in October 2023 as part of the docent course. The main findings of the survey are that students work considerably more than stipulated on their employment contract. However, this may not be due to outside pressures. But it has a significant effect on their private life
Reflections on the introduction of new PhD students at the Faculty of Engineering
PhD studies are a very individualized and specialized form of university education that requires a lot of solitary work and can be quite challenging in terms of responsibilities. The PhD students in Sweden are generally content with their work tasks and excited about their research environment but they are at same time quite stressed due to factors such as competitiveness and social isolation. This study focuses on how PhD students and PhD supervisors experience the introduction of PhD program at the Faculty of Engineering, Lund University. The results show that the supervisors think it is important to establish good communication early in the research studies and to discuss expectations from both the student and the supervisor. The PhD students were generally pleased with the introduction and the overall work environment. The key outcome concerns the importance of providing an introduction that to some extent is tailored to the needs of the individual student as differing backgrounds require different support.
Becoming a researcher – the role of the supervisor and others in the habituation of doctoral students
While the development of skills and field relevant knowledge in the PhD programme is to a large degree codified in formal documents, the personal development of the researcher identity is a very important part of the PhD journey. Our aim is to begin to tease out the sources of influence for how doctoral students come to identify themselves primarily as researchers in contrast to other or previous professional identities. We draw on the key concept of habituation from Bourdieu to describe how doctoral students develop a researcher identity through socialisation in the academic environment and influences from specific individuals. We can infer that the becoming a researcher is a personal process that follows trajectories that are affected by the background and personality of the doctoral student and not just an outcome of the external pressures in the academic socialisation. While the supervisor is clearly a very important influence for doctoral students, other relationships, arenas, and networks provide crucial influences that the supervisor cannot. This must be acknowledged and appreciated by supervisors in their professional role.
Successful Emergency Remote Teaching and a Case Study at Lund University
The sudden outbreak of COVID-19 left the world perplexed, affecting many aspects of modern society. Among other things, the situation challenged the education system worldwide and initiated the transition of traditional face-to-face lectures to online-based learning platforms. The transition to digital teaching had both advantages and disadvantages. As the pandemic continues, the universities predominantly teach online, continuously making improvements to the learning platform. This paper presents a case study on the transition of in-class courses to the online format of the course GEM002F at Lund University. Based on the interviews conducted between the teachers and the students, this work summarizes problems which may arise in an online teaching platform, emphasizing the effects of Zoom fatigue, microcultures, assessment techniques, and the role of the teacher in designing a successful online course.
I ett civilingenjörsprogram kommer studenter kontinuerligt lära sig färdigheter som sedan utnyttjas i senare kurser. I den här rapporten undersöks hur några föreläsare upplever att denna kunskapsöverföring faktiskt fungerar. Rapporten utgörs av en intervjustudie där fem kursansvariga intervjuas om huruvida de upplever att de förväntade förkunskaperna uppfylls av studenter, samt hur de hanterar problemen som kan uppstå när kunskaper saknas. Några problem som tas upp är att olika studentgrupper läser kurserna, att studier sker hemifrån i större utsträckning, samt att både program och tidigare kurser förändras. I intervjuerna framkommer lösningar som implementerats i kurserna, bland annat en blandning av extraföreläsningar, små justeringar i kursmaterial, och direktkontakt med studenterna genom laborationer och övningar. Hur förkunskaper kvantifieras idag problematiseras i diskussionen. Vidare så reflekteras det kring om systemet fungerar, hur det kan bli bättre, samt om studenterna får en god chans att nå en tillräckligt djup förståelse inom respektive ämne.
Är programmål relevanta för studenterna?
I högskoleutbildningar måste studenter ofta prioritera kurser, vilket gör det avgörande att dessa kopplas tydligt till framtida yrken eller vidare studier. Om kursens relevans är otydlig kan det påverka studenternas inlärning negativt, särskilt i krävande program som civilingenjör och flyghögskoleutbildningar. Därför är det viktigt att skapa en starkare koppling mellan kursinnehåll och utbildningens övergripande mål. Rapporten undersöker hur studenter uppfattar lärandemålens relevans. En metod som används för att förbättra undervisningen är konstruktiv länkning, som kopplar lärandemål till aktiviteter och resultat för att främja djupinlärning. Studien bygger på data från kursutvärderingar Course Experience Questionnaire (CEQ) för att bedöma kursers relevans för studenternas utbildning samt två intervjuer kring lärandemål och upplevd relevans. Två kurser från Ekosystemteknik och två från Trafikflygarprogrammet vid trafikflyghögskolan analyseras för att identifiera hur kursers relevans upplevs av studenter. Resultaten kan hjälpa till att förbättra undervisningen och skapa en mer relevant utbildning.
Effekter av Covid-19-pandemin på studier vid LTH: en jämförelse mellan innan, under och efter pandemin
I samband med den plötsliga uppkomsten och spridningen av viruset SARS-CoV-2 i mars 2020 tvingades flera delar av samhället snabbt omställa till en vardag där social interaktion vreds ned till ett minimum. Arbetsplatser och skolor fick snabbt omställa till att kunna bedriva sin verksamhet på distans. Flera studier har gjorts på pandemins och den sociala distanseringens effekter på undervisning och lärande. I denna rapport har vi, med utgångspunkt i CEQ-data - en typ av kursutvärderingsenkät som studenter vid LTH får fylla i - undersökt dels om olika aspekter av hur studenterna ser på studierna påverkats under själva pandemin, dels om det finns några kvarvarande effekter även efter att studenterna återvänt till utbildningen på Campus efter pandemins slut. Det görs även en analys av om studentgrupper på olika program tycks ha påverkats annorlunda. Resultatet visar inte på några signifikanta skillnader över hur studenterna upplevde kurserna innan, under och efter pandemin. Man kan se svaga indikationer på att studenterna generellt upplevde undervisningen som sämre under pandemin, jämfört med innan och efter, men att examinationen överlag upplevdes som mer förståelseinriktad under pandemin jämfört med innan och efter. Olika program tycks ha påverkats olika. Studenter på E-programmet tycks missnöjda med fler aspekter av undervisningen under pandemin, medan studenter på D-programmet överlag tycks ha blivit mer nöjda med många aspekter av undervisningen under pandemin. Skillnader mellan programmen kan tyda på att programkulturen har en viss effekt på hur studenter uppfattar lärandesituationen på en kurs. Överlag är förändringarna så små att det är svårt att uttala sig definitivt. Utifrån datan tycks pandemin inte ha haft några extrema effekter på studenters uppfattning om kurskvalité.
How to design group projects to enable individual assessment
Group work is an essential component of university education, promoting collaboration and communication skills. However, a critical challenge is how to design group work to ensure individual assessment of students. To address this, we conducted a literature review to identify available tools and assessment methods. Additionally, we interviewed six university teachers to gather insights on their experiences with individual assessment in group work. We also included the students' perspective through a questionnaire. Our findings show that the most common methods for individual assessment in group settings are self- and/or peer assessments. Some of the interviewed teachers had implemented these methods in their courses, while others had not. Students were generally open to self-assessment through learning portfolios or journals, but the majority expressed reluctance toward peer assessment due to concerns about potential tension within the group. Overall, both teachers and literature highlighted the challenges of individual assessment in group work but pointed out strategies that could be effectively applied.
The benefits of Active Learning Sessions and How to Increase Student Participation at Lund University
A study on student participation in supplementary instruction and seminar sessions at the departments of Mathematics, Medical Radiation Physics, and Geology at Lund University. The goal was to analyze the factors influencing student participation rates at these sessions, as there exists a clear correlation between the rate of students attending these sessions and the pass rate of the corresponding courses. We found bonus points for the exams to be the main motivator to enhance student participation in these active learning sessions, while time constraints were the main reason for students not attending these sessions.
Sources of student worries in lab course
The report looks at the factors contributing to stress among students in chemistry laboratories. A survey was conducted in the Chemistry department, asking students to rate their stress levels regarding various factors that may cause them concern in the lab. The responses from the participants were analyzed based on gender, program of study, and year of study. The main concerns contributing to stress were found to be finishing on time, lacking theoretical knowledge, and not knowing the proper procedure.
The Impact of Teacher Behavior on Student Motivation Through the Lens of the Self-Determination Theory
The report examines how teacher behaviour influences student motivation, focusing on professional, communicational, physical, and interpersonal behaviours, which are key components of the Self-Determination Theory (SDT). Our study adopts a quantitative approach with a structured questionnaire pairing it with existing literature. The questionnaire was distributed to students at Lund University to gather their perceptions of teacher behaviour on their intrinsic motivation. In conclusion, effective communication, feedback, enthusiasm, and praise are crucial for fostering high student motivation.
Language barriers of students in higher education: Survey at Lund University
The number of international students enrolled in higher education programmes in Sweden has increased greatly in the past few decades. This report discusses the issues brought forth by the varying proficiencies in both Swedish and English of students from domestic and international backgrounds. We conducted an online survey of 65 students at Lund University on their perceived language barriers. The results of the survey show that 40% of the students consider their language skills to negatively impact their academic performance, which could be tackled with teaching methods focusing more on group work and language-focused individual study plans.
Tearing down that wall: Active student participation in an international academic environment
The academic world is more international than it ever was, with international students forming a considerable part of the student population in studies in higher education. The internationalisation of the academic world might lead to problems in the classroom environment, affecting motivation and student participation. In this report, we looked into the international character of teaching activities at Lund University, linked it to the relevant literature, and interviewed teaching staff about their experiences with the international classroom environment. We show that although internationalisation could lead to several problems regarding motivation and communication, when handled well, it could promote active participation in learning activities. We finally provide a tool for future international teaching activities, called the “Internationality assessment”. Future projects could focus on the usability of this proposed tool.
Nuances of Effective Peer Assessment in Higher Education
Peer Assessment (PA) is increasingly recognized as a valuable pedagogical tool in higher education, fostering critical thinking, engagement, and a deeper understanding of evaluation among students. This report explores various facets of PA; from how it impacts educators' workload and its effectiveness in fostering learning-centered assessment, to how it is impacted by cultural differences and assessment literacy. The report also addresses practical considerations involved in implementing PA, examining the benefits of various formats and configurations with regards to anonymity, group feedback and personal contact. The report brings together a variety of perspectives from the literature on effective implementation of PA in higher education, which are complemented with personal reflections from the authors' educational experiences from different fields and countries. These conclusions are later brought to bear on the case of a specific course at LTH, and could have broader value for the faculty at large as issues arising from heterogeneity in terms of cultural backgrounds, educational experiences and expectations pose challenges for both students and educators in undertaking PA.
Learning from the past: Influence of access to previous exams on student learning strategies
When used correctly, access to and usage of previous exams and previous exam questions as a studying tool has been shown to significantly enhance learning outcomes. However, such enhancement is dependent on the way in which such access is utilized. At the Engineering Faculty of Lund University (LTH), students are regularly provided access to previous exams, but usually, the manner in which these exams are or are not used is left up to the individual students. One avenue of improving learning outcomes could be a more conscious strategy for incorporating previous exams. However, such strategies must cope with existing student strategies and preconceptions about the role of previous exams in the learning environment. To explore this topic, a survey with third-year chemical engineering students was conducted. The results indicate that the cohort found access to previous exams very important for defining the desired learning outcomes. Furthermore, most students reported using access to final exams mainly as a tool for checking perceived alignment towards the end of the course. In the light of the strong expectations and large importance accorded by students to access to previous exams, teachers who wish to incorporate them in another way will have to either accommodate existing student strategies or spend significant effort motivating new approaches. However, highlighting the relationship between a given teaching activity and exam performance can, in the light of this, also serve as a strong motivator for deep learning.
Project-Based Learning in Higher Education: Challenges and Opportunities
Project-Based Learning (PBL) is a student-centered instructional teaching method based on letting students, within the scope of a project, identify problems and develop solutions. To identify differences in PBL usage, implementations, and outcomes, a questionnaire among the authors was created. Together with published literature, this provides a foundation for highlighting today's status in higher education, with both challenges, and opportunities. PBL has been adopted in a wide range of countries on different continents, usually more used in the master’s level than in the bachelor’s level. Experiences varied in the level of support, autonomy, and feedback between the bachelor’s and master’s levels. Similarities were found in what skills PBL developed, e.g., teamwork and time management. This investigation highlights some challenges with PBL today and future opportunities.