TLHE Projects
TLHE Projects are projects written by former participants at the Teaching and Learning in Higher Education Programme. Click on each participant's name to learn more about his/her project.
- Chopra, Felix: AI as a learning aide in introductory programming classes
- el-Wakil, Alice: What do students ask for when they ask for "more diversity in the syllabus"?
- Geelan, Torsten: Decolonizing sociology
- Hermansen, Silje Synnøve Lyder: Self-assessment and student preparation among students in higher education
- Hulme, Oliver: Interactive notebooks for teaching mastery in psychology
- Jacobsen, Marc: Advancing academic ability and creating a constructive class culture via communication
- Jerne, Christina: Writing to Learn: A formative assessment design
- Karstof, Karen-Inge: A new course in Psychological Assesment: From student feedback to course redesign
- Lauritzen, Ghita Dragsdahl: Innovation and Student Resistance - Designing a new MA Course
- Nielsen, Line: Interdisciplinarity in teaching and learning
- Renic, Neil: Pop Culture as a Learning Tool
- Scharpf, Adam: University Lectures and Student Learning
- St.Denny, Emily: Enchancing team-teaching in Political Science at UCPH
- Walczak, Monika: Enchancing the student's general therapeutic skills
- Andersson, Per Fredrik: Active Learning in a Large Classroom
- Arnarson, Björn Thor: Open and Unstructured Assignment in International Economics
- Austin, Jonathan Luke: Visualizing evil: Avoiding trauma when teaching about political violence
- Baciu, Cornelia: Diversity as a Pedagogical Tool in Feminism and Security Studies
- Castaner, Maria Marti : Co-creation of a new elective course in Public Mental health
- Chen, Mengni : The Learning Process of Exchange Students Integration or Isolation
- Graae, Andreas: Wargaming as a Learning Tool: Gamification in Military Education from Training and Simulation to Critical Reflection
- Hartmann, Ida: From consumers to co-producers of knowledge: Inviting the students into the anthro lab
- Monti, Alessandro & Nordlander, Linnéa: Planning and running a project-based intensive course: Human Rights and Economic Law for the Green Transition
- Nesje, Frikk & Voigt, Stefan: Continuing and Professional Education in Economics and Finance
- Ranning, Anne: Students recording and editing their own role plays of a family based intervention
- Rasmussen, Lars Richard: Empowering students’ mental health
- Reijman, Sophie: Learning about Diversity in Developmental Psychology
- Salmi, Julia: The use of external videos to increase students’ preparation before lectures
- Schøtt, Anne Sofie: Empiric Praxis in strategic training
- Skandalis, Daphné Jocelyne: Testing the effect of a new assignment on student’s interest: Reading and presentating an empirical research article
- Slosser, Jacob Livingston: Al research integration in legal education: self-reflections of student Researchers
- Trifkovic, Neda: Surf or a deep dive? Increasing interdisciplinary learning in the MSc programme Global Development
- Albris, Kristoffer: Do Students Find Oral Presentations Useful?
- Asamoah Agyekum, Humphrey: Coming Together: Creating a Sense of a Common Classroom in Corona-virus Era
- Breinholst, Sonja: BA -revision at the Department of Psychology
- Breslin, Samantha & Merhout, Friedolin: Accommodating Gender and Disciplinary Background in Interdisciplinary Postgraduate Education
- Eady, Gregory
- Falco, Paolo: What students expect -Investigating the expectations of Global Development students at KU
- Juul Hansen, Maria: Does Quizzing during Asynchronous Video Lectures Improve Learning?
- Klemp, Marc Patrick Brag: Self-Evaluated Learning Efficiency of Group Work Depends on Personality Traits
- Kruse-Andersen, Peter Kjær: Kicking the Door Down to Continuing and Professional Education
- Mahlstedt, Robert: Presentation vs. performance: Student focused learning and educational achievement
- Mygind Korsby, Trine: Collaborative thinking and object exchange among anthropology master’s students
- Pedersen, Mogens Jin & Møller Stahl, Rune: Cluster Supervision in MSc Dissertation Supervision
- Randrup Pedersen, Thomas: Up-gunning Experiential Learning and Research-based Teaching
- Ravnbøl, Camilla: Online learning during the COVID-19 pandemic
- Richter, Line: Impact Labs - An experiment in adding impact to research-based teaching through a response to a public consultation process
- Robotham, Ro J.: Developing a case-based examination to prepare students for their internships
- Røhder, Katrine: Feasibility and Student Acceptability of using Peer feedback in Collective Supervision
- Schack, Marc: Replacing the ‘textbook/lecture’-model with a ‘compendium/podcast model’
- Starkov, Egor: Efficient utilization of room capacity: Putting the “Flex” back in HyFlex teaching
- Søgaard, Jakob: Unstructured Assignments in Economics
- Sørensen, Jesper Riis-Vestergaard: Portfolio Exam and Peer Feedback in Advanced Microeconometrics
- Teglskov Jacobsen, Jeppe: Teacher involvement in asynchronous online learning
- Wohlfart, Johannes
- Arranz-Otaegui, Amaia: From past to future: Identifying strategic contents for a new bachelor program in Archaeology
- Blurton, Steven: Using teaching activities to improve students’ preparation for classes
- Crosbie, Thomas: “Big Basic”: Rethinking ILOs in a level-7 professional course
- Denman, Derek: ncorporating Peer Feedback Writing Workshops in Political Theory
- Eggeling, Kristin Anabel & Rapp, Carolin: Online by default: Teaching in times of COVID-19 – a new normal?
- Haddow, Scott: Why Study Archaeology? Assessing Diversity in Undergraduate Archaeological Degree Programs at KU
- Kokoulina, Olga: Fostering self-regulation through the learning experience of an in-depth research module
- Sausdal, David:Kindling curiosity: Why and how do we encourage curiosity in (anthropology) students?
- Smith-Nielsen, Johanne: Unprepared and inactive students: what can we do about it?
- Suslov Mikhail: ‘Teaching Critical Thinking at the ToRS: A Systematic Model’
- Toubøl, Jonas & Møllegaard, Stine
- Tsinovoi, Alexei: Digital tools for collective text annotation as an online blended learning technique
- Wüst, Miriam: Student involvement in a MA class in Economics: Group presentations in class vs in poster sessions
- Yu, Helen: Experiential and Problem Based Learning in Law: Developing a Legal Clinic at KU
- Møller Boje Rasmussen, Martin
- Simonsen, Anja & Suonperä Liebst, Lasse: Student Experience and Behavioral Implications of Portfolio Assignments: A Cross-Departmental, Mixed-Methods Study
- Gade Jensen, Christian
- Frøslee Ibsen, Malthe: A Training Module for Learning Essay-Writing Skills in Political Theory
- Krarup, Troels: 86% af studietiden. En undersøgelse af studieaktiviteter, -teknikker og –strategier uden for undervisningen blandt studerende ved Københavns Universitet
- Woznica Miskowiak, Kamilla: Blended learning eksemplificeret ved en model for kollaborativ læring via debatgrupper og padlet samt brug af student-respons-systemer til at øge de studerendes aktive deltagelse og læring
- Teilfeldt Hansen, Bertel: Randomized pistol learning: A browser app to activate the entire class
- Graugaard Olsen, Morten
- Abrahamson, Carl Sebastian
- Bork-Petersen, Franziska & Simone Lex: Crossing boundaries between research and teaching at the ‘entrepreneurial university’
- Druedahl, Jeppe (and Anders Munk-Nielsen): An Online MATLAB Course: Pre-knowledge, individual pace and feedback
- Foss, Pernille: The use and effect of group work and in-class debates as teaching methods
- Hjorth, Frederik Georg: Understanding Student Heterogeneity Using Evaluation Panel Data
- Hvenegaard, Henrik: From reactive criticism to collaborate critique
- Iversen, Rune: Reflections on the use of Active Learning in archaeological teaching
- Jeanneret, Christine: Teaching Unpopular Music
- Larsen, Birgitte Romme: "Mødet med virkeligheden"- et pædagogisk eksperiment i kombinering af 'forskningsbaseret undervisning' og 'undervisningsbaseret forskning' i relation til faget Etnologisk Metode.
- Raju, Emmanuel: Students as Facilitators: Learning in Groups
- Scavenius, Theresa: Learning-centred teaching
- Boserup, Simon Halphen: Early-semester workshop sessions as a means to increase student participation in later lectures
- Christensen, Maya Mynster: Engaging students in the design of exam assessment methods
- Ibsen, Christian Lyhne: The Use of Padlets for Group Exercises
- Krøijer, Stine: Whatever Happened to Apprenticeship?
- Møhl, Perle: Student presentations - stimulating active students participation and learning
- Philipsen, Lise: Creating the Specialization in International Relations, Diplomacy and Conflict Studies
- Rønn, Kira Vrist: Cluster Supervision of Master's Thesis Students at the SRM-programme: Expiriences, Expectations and New Departures
- Tabor, Morten Nyboe: Evaluation Aimed at Improving the Effectiveness of the Teaching
- Conway, Paul Maurice: Exploring the utility of in-depth student feedback for improving case-based learning
- Eugercios, Bárbara Revuelta: Making Historians Count
- Foged, Mette: Teaching Tools in Researched Based Courses: Experiences from Advanced International Trade
- Fynbo, Lars: Exams via feedback. Integrating portfolios and peer feedback
- Karlson, Kristian: Doing Methods, Learning Methods
- Niclasen, Janni: Klyngevejledning af specialestuderende
- Ravn, Søren Hove: Improving the Link Between Economics Lectures and "the Real World"
- Sunder-Plassmann, Laura: An overview of student response systems
- Sørensen, Camilla T.N.: The challenges of internationalization
- Tonami, Aki: Internationalisation: A key strategy of UCPH
- Wingender, Asger Moll: Initiatives to improve learning at economic seminars
- Christensen, Mikkel Jarle: How Students Press for a Hidden Curriculum: An analysis of structural challenges in course design
- Gad, Ulrik Pram, Political Science: Teaching Based Research - value added both ways
- Gensowski, Miriam: A Student Panel Discussion to Practice Argumentation Skills
- Jones, Sam: How should we use student feedback in the MSc in Global Development
- Jørgensen, Rasmus, Economics: An Online Teaching Experiment
- Pedersen, Rasmus Tue: Engaging and Activating Students Through the use of an Online Student Response System
- Petersen, Anders og Signe Vangkilde: Teaching Statistics in Psychology
- Piatek, Remi, Economics: Student Response System - Student Activation towards Better Learning in Large Classes
- Sadl, Urska, Faculty of Law: Alignment of ILOs, TLAs and assesment in the MA course in EU Constitutional Law
- Starrfelt, Randi: Designing a new study programme in psychology
- Vikander, Nick: Peer Correction and Short Presentation Questions in Microeconomics C
- Berling, Trine Villumsen, Political Science: International students in the Department of Political Science: Teaching and Learning experiences and hopes for the future
- Bhatti, Yosef & Caroline Grøn, Political Science: What students want. An analysis of student perceptions of good teaching
- Bregenbæk, Susanne, Anthropology: Learning to think like an anthropologist
- Gørtz, Mette, Economics: Activating teaching – options and challenges
- Hariri, Jacob Gerner, Economics: Power Point to the People: Does Downloading Slides Before Lectures Improve Student Learning?
- Jensen, Mads Christian Dagnis, Political Science: The art of eating an elephant - a qualitative study of political science graduates and the private sector
- Kaarsen, Nicolai, Sociology: Group Work, Exercises and Exam Grades - Evidence From a Randomized Trial
- Kristiansen, Mads, Political Science: Case Based Teaching
- Lauterbach, Karen, African Studies: Using Learning Journals to Enhance Students’ Reflections on Learning
- Nielsen, Annegrete Juul, Public Health: Interdisciplinary teaching – experiences from the public health program at University of Copenhagen
- Skakon, Janne, Psychology: Course coordination of Work & Organizational Psychology - Can the principles of relational coordination incorporated into the course coordinator role strengthen constructive alignment?
- Thomsen, Jens Peter, Sociology: The Development and Planning of a master's level specialization track course