A central objective at Health is to be able to provide teaching and academic supervision that support students in their learning processes throughout their education.
At Health, we have described a common value-based direction for our teaching and the development work taking place on the degree programmes in our Values and Didactic Principles for Degree Programmes.
This document describes how we aim to build learning spaces that support students’ learning processes:
“A good study environment is paramount to good learning. As lecturers on Health's degree programmes, we continue to work on developing a learning space that allows for questions to be asked, doubts to be shown, and errors to be made. The learning space must be safe and inclusive, and must provide our students with the opportunity to develop their personal and professional skills. This will give them the tools and space to actively contribute to their own learning processes and to those of others. Dialogue and feedback are important elements in this context.”
Our approach to learning is also reflected in our Vision and Strategic Basis for Degree Programmes at Health. The document aims to promote student-activating teaching formats and strengthen students' ability to reflect on and identify their own learning needs.
When we last revised our academic regulations at Health in 2020-2022, our point of departure was precisely that approach to learning.
At Health, we have initiated a process in which student-activating formats are increasingly gaining ground. This forms the basis for being able to provide academic supervision or feedback to the students during teaching.
We are also working on developing and implementing feedback activities in a more long-term perspective. Among other things, we address this in quality assurance of the degree programmes and in connection with major development initiatives. In this way, Health supports students to work reflectively with their own learning and that of others.
We continuously examine the extent to which students feel that they are receiving supervision and feedback on their academic performance.
We do this, for example, in connection with course evaluations processed by the boards of studies, and we focus on evaluation results at the annual status review meetings and in the degree programme evaluation. Students and teaching staff can therefore influence discussions and development of individual courses through their representatives on the boards of studies. You can read about teaching evaluation on the "High-quality, coherent degree programmes" page.
Many of Health's degree programmes have students who are course or semester representatives. The semester representatives participate in ongoing dialogue with the course coordinators about teaching and in follow-up on the course evaluation. It makes good sense that our semester representatives also participate in the final course evaluation. Together with the course coordinator, they can comment on the evaluation result, which forms the basis for processing of the evaluation by the boards of studies.
