9789144101019

ACADEMIC TEACHING

New challenges require university teachers to work very efficiently.

This book forms a contribution to advancing integrated perspectives, increased knowledge, personal development, pedagogical competence and raised awareness.

The authors, Maja Elmgren and Ann-Sofie Henriksson, provide a starting point, based on many years of experience as university teachers and pedagogical developers, for reflections on teaching and learning practices by posing a number of questions such as: • W hat factors contribute to the promotion of learning in higher education?

• What is my own fundamental view on teaching and learning?

• How do I base my teaching on students’ requirements and needs?

• H ow can I vary teaching activities and assessment in order to promote learning?

• How can I develop as a teacher?

Academic teaching can be used in higher education teacher training.

It is also suitable for individual teachers’ competence development.

| ACADEMIC TEACHING

Academic teaching is a comprehensive, research-based textbook on teaching and learning in higher education. It is written from the point of view of teachers engaged in teaching and learning practices in higher education.

Maja Elmgren Ann-Sofie Henriksson

Maja Elmgren is a senior lecturer in physical chemistry and a peda­ gogical developer at Uppsala University. Ann-Sofie Henriksson is a former lawyer, but now the Head of the Unit for Teaching and Learning at KTH Royal Institute of Technology. Both authors work with pedagogical development within their respective institutions.

ACADEMIC TEACHING maja elmgren ann-sofie henriksson

Art.nr 38367 ISBN 978-91-44-10101-9

www.studentlitteratur.se

978-91-44-10101-9_01-cover.indd 1

9 789144 101019

2014-05-16 15:05

Copying prohibited All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher.

The papers and inks used in this product are eco-friendly.

Art. No 38367 ISBN 978-91-44-10101-9 First edition 1:1 © The authors and Studentlitteratur 2014 www.studentlitteratur.se Studentlitteratur AB, Lund Cover illustration: Erika Jonés Translation: chapter 1 Claire Englund, chapter 2 Arnold Pears, chapter 3 Anthony Burden, chapter 4 Sara Håkansson, chapter 5 Claire Englund, chapters 6–8 Sara Håkansson, chapter 9 Cormac McGrath Printed by Mediapool Print Syd AB, Estonia 2014

978-91-44-10101-9_01_book.indd 4

2014-03-12 13:52

CONTENTS

Preface to the English Edition

9

Preface 11 1 Introduction 13 2 Knowledge and learning 21 What is learning?

22 Approaches to learning 25 Knowledge, competence and attitudes 32 Theories of knowledge: a brief overview 35 Pedagogical research traditions 37 Memory 47 Theories dealing with the brain and nervous system 52 Questions for reflection 54 Further reading 55 3 What promotes learning?

57 A positive learning climate 58 Motivation and engagement 59 Working with preconceptions and cognitive conflicts 60 Clear and carefully chosen outcomes 62 Constructive alignment 64 Active collaborative learning 66 Variation 67 Feedback 68 Control of learning and metacognition 69 Questions for reflection 70 Further reading 71 Š

The authors and studentlitteratur 5

978-91-44-10101-9_01_book.indd 5

2014-03-12 13:52

Academic Teaching

4 The students Prior knowledge and preconceptions Understanding essential concepts Formative assessment Examples of formative assessment Expectations and motivation How can a motivating learning environment be created?

Different learning styles How can diversity be received and safeguarded?

The Swedish Discrimination Act Meeting students and the role of the teacher Student influence Summative course evaluations Questions for reflection Further reading

73 74 75 77 78 80 82 92 105 109 113 114 116 126 126

5 The role of the teacher 127 Teacher development 128 The didactic triangle 134 The relationship between teacher and student 135 An exploratory approach 137 Finding your own teaching style 147 Frameworks 149 Demonstrating pedagogical skill 152 Questions for reflection 154 Further reading 154 6 Choosing and formulating outcomes Starting points when choosing outcomes Course outcomes for various competences and levels of knowledge Constructive alignment Questions for reflection Further reading

155 157 169 186 187 188

7 Teaching and learning activities 189 Choosing teaching methods 190 Activating students 200 Rhetoric 219 6

978-91-44-10101-9_01_book.indd 6

Š

The authors and studentlitteratur

2014-03-12 13:52

contents

Activities that develop presentation, dialogue and debate Research basis and scientific approach Labour market links and employability Supervision in work placement Supervising degree projects Supervising groups Comparing various problem-based methods Constructive and fruitful feedback Questions for reflection Further reading

231 233 236 237 241 247 252 257 263 264

8 Assessment 267 Why assess?

268 Assessment methods govern 269 Varied assessment 272 Assessing complex knowledge 285 Systematic test design and scoring 288 Assessing with the aid of criteria and taxonomies 294 Built-in feedback 302 Formal aspects including cheating and plagiarism 306 Questions for reflection 309 Further reading 311 9 Educational development Points of departure Dialogue: a prerequisite for development Implementing pedagogical development projects Balancing ambition and reality Questions for reflection Further reading

313 314 319 326 333 334 334

References 337 Books and journal papers 337 Web links 351 Government Publications 352 Index 355 Š

The authors and studentlitteratur 7

978-91-44-10101-9_01_book.indd 7

2014-03-12 13:52

978-91-44-10101-9_01_book.indd 8

2014-03-12 13:52

PREFACE TO THE ENGLISH EDITION

We are delighted that so many have encouraged us to translate our Swedish book Universitetspedagogik. It has now become a reality with the English title Academic Teaching. We have chosen to keep most of the references to Swedish legislation, not least because the appeal for a translation comes from educational developers giving teacher training courses for international teachers in Sweden. It is our hope that these passages can serve as examples on the interplay between law and practice also for readers in other countries.

This endeavour would not have been possible without the help of our colleagues. We are truly grateful and would like to acknowledge the following translators: Claire Englund, Arnold Pears, Anthony Burden, Sara Håkansson and Cormac McGrath. They have not only done an excellent job with the translation, but have also suggested many valuable amendments and references. Their names are recognised in each respective chapter. We would also like to thank Johan Wickström for suggesting the English title to the book.

We are deeply indebted to Sara Håkansson who has also acted as a coordinator for all chapters. Her contribution in this respect went beyond our highest expectations. Her accuracy and attention to detail has made our job so much easier.

Nevertheless, we remain solely responsible for any errors, omissions of facts or mistakes.

KTH Royal Institute of Technology is acknowledged for financial support of the translation.

Uppsala 2014 Maja Elmgren and Ann-Sofie Henriksson ©

The authors and studentlitteratur 9

978-91-44-10101-9_01_book.indd 9

2014-03-12 13:52

978-91-44-10101-9_01_book.indd 10

2014-03-12 13:52

PREFACE

This exciting, challenging and extensive project has now, finally, come to a close. It has been a splendid and rewarding journey towards a finished book, not least, because we have enjoyed the privilege of working so closely together.

We are deeply grateful to all the people we have had contact with in relation to this book and who have generously shared their knowledge, experiences and reflections with us.

We would like to thank: Our students, who we have worked with during thousands of hours of teaching and our colleagues, who have cooperated with us in our roles as teachers and educational leaders in our respective subjects (physical chemistry and law). We would also like to thank all the teachers and educational leaders that we have met on various courses on teaching and learning in higher education as well as the educational developers, within and outside our own university, that we have cooperated with and exchanged experiences with.

We owe great thanks to those people who have supported us and provided us with commentary on rough drafts of the book at its various stages, such as, for example, the higher seminar when our manuscript was discussed: Margareta Erhardsson, Anna Hedin, Karin Apelgren, Tomas Grysell, Johan Wickström, Peter Reinholdsson, Ulrike Schnaas, Jöran Rehn, Birgitta Giertz, Elisabeth Almgren, and Maria WennerströmWohrne. Many thanks also go out to all those colleagues who entered into lively and fruitful discussions on coffee breaks and in the lunchroom.

We would like to thank Carin Muhr and Rebecca Andersson for the checking of facts with relation to neuroscientific and psychological per­ spectives as well as Kerstin Henriksson for careful and accurate proof­ reading. ©

The authors and studentlitteratur 11

978-91-44-10101-9_01_book.indd 11

2014-03-12 13:52

Academic Teaching

We are also grateful to our publisher Carola Stuart and our editor Bibbi Fagerström for excellent cooperation.

Finally, we would like to address our wonderful families: Maja’s husband Niklas and sons Egil, Ruben, Leo and Alvin and Ann-Sofie’s husband Peter and daughters Emma and Tove. Our hearts reach out in deepest thanks for your consideration and support and for putting up with our, at times, extensive absences from family life, in person as well as in mind.

Uppsala 2010 Maja Elmgren and Ann-Sofie Henriksson

12

978-91-44-10101-9_01_book.indd 12

©

The authors and studentlitteratur

2014-03-12 13:52

3

What promotes learning?

Chapter three, in which we discuss the factors that can promote learning, and how they can interact with each other.

Learning consists of interaction; interaction between individuals and interaction between individuals and the material being studied. In the previous chapter we described how information becomes knowledge when it is worked on and processed by the learner; a process that more often than not takes place in interaction between individuals. All the same, each individual learner is unique, with their own personal interests, their own preconceptions and their own personal motivation to learn. Hence, each individual’s learning is also unique. This learning also depends on the material being studied and the resources that are available. Consequently, it is difficult to state clear and simple rules for the teacher to follow. They just would not work for each and every learner, in all subject areas, for all teachers, in all contexts or in all the difficult situations that might arise.

In the absence of simple rules we discuss a number of factors that can promote and support quality learning aimed at deep understanding. None of these factors can, on their own, ensure that quality learning actually takes place. On the contrary, the various factors interact in a complex way with each other. With interest and respect for the student, the teacher needs to aim at creating a stimulating and unthreatening learning environment with challenging goals, support for their achievement, and opportunities for the learner to reach new insights; insights into the world around us, into the learner’s own learning and into the learner’s deeper being.

These factors that support learning provide a framework for reflection that can support the teacher to develop his or her teaching and that ©

The authors and studentlitteratur 57

978-91-44-10101-9_01_book.indd 57

2014-03-12 13:52

Academic Teaching

can indicate appropriate ways of handling new situations as they arise.

Nonetheless, it is in the actual doing of teaching that this knowledge is established and gains significance. It is essential not only to reflect on the principles presented in this chapter but also to start applying them. You will find plenty of ideas about how to get going further on in this book.

It is important that you carefully consider how you can develop your teaching by exploiting the various factors that promote and support learning. You are the one person who knows your teaching contexts best, who can make suitable priorities, and who can determine how your teaching can be developed.

A positive learning climate Quality learning is promoted by a positive learning climate. What does that actually entail? It is based on mutual respect, interest, motivation, engagement and effort. Both the teacher-student relation­ship and the student-student relationships need to be based on mutuality in all these aspects. The teacher is in a position of authority and needs to wield this power consciously and sensitively. The teacher is the leader of the group and needs to lead in much the same way as the cavalier is expected to lead in traditional European dances. A positive and unthreatening climate is achieved when the teacher shows respect for the students, their interests and their needs. More often than not this leads to the students showing a corresponding respect for the teacher. One way for the teacher to show respect is to ask the students for their opinions and then, whenever possible, to take their opinions into account. Teachers who do this are often amazed at how little is required for the students to feel seen and listened to, and this often has a dramatic effect on the learning climate.

By showing respect for the students, their pre­conceptions, previous experience and back­ground, the teacher can establish a sound basis for a positive learning climate and also a good starting point for adapting the teaching to the student group’s particular characteristics and requirements, thus optimizing the teaching. Since each individual’s learning is unique, the teacher needs to continually and dynamically interact with the students as a group and with each individual student. This would appear to imply significant and demanding changes each time a course is given 58

978-91-44-10101-9_01_book.indd 58

©

The authors and studentlitteratur

2014-03-12 13:52

3 What promotes learning?

but it is often no more than a question of offering alternative assign­ments, more variation in the examples used, and so on. This dynamic interaction can only work optimally when the teacher maintains a dialogue with the students and is responsive to what they have to say.

Motivation and engagement Interest for the students should include curiosity about why they want to learn. If the students were totally unmotivated they just would not turn up in class at all. On the other hand, they might not be motivated in the way that you would want them to be.

Students can be extrinsically motivated, i.e. their study is driven by external factors such as passing the course, achieving a degree, getting a good job, pleasing their parents or quite simply demonstrating their potential. Teachers would usually like their students to be intrinsically motivated, i.e. to be curious, interested in learning, and to have an ambition for developing abilities that will be beneficial to themselves and others in the future.

A student who is extrinsically motivated does not cope very well with setbacks and needs more encouragement to carry on working. A student who is intrinsically motivated is more likely to appreciate challenges and does not get as easily discouraged in the face of setbacks. Learning works best when students have high intrinsic motivation or both high intrinsic and high extrinsic motivation (Eppler & Harju, 1997).

A teacher can promote intrinsic motivation by demonstrating the relevance of the material being studied but it is still necessary to stimulate curiosity and interest. One way of doing this is to clearly show your own burning interest. An enthusiastic teacher meets more motivated and engaged students. Think back to your own time as a student. Think of an enthusiastic teacher who had a burning interest for his or her subject area, for the students, and for his or her teaching. What did you feel about that subject? What did it feel like to go to class? Now think back to a teacher who did not appear to be interested in the students he or she met and seemed, more than anything else, to want to get the teaching over and done with. What did you feel about this teacher’s subject area? What did it feel like to go to class? Š

The authors and studentlitteratur 59

978-91-44-10101-9_01_book.indd 59

2014-03-12 13:52

Academic Teaching

Sometimes a teacher will have to make an effort in order to overcome impediments and become committed to teaching. Perhaps it feels like teaching takes time from research or just that it has to be carried out in time that does not really exist. The particular part of the subject area might be only weakly related to the teacher’s own research and interests. The course group might be large and difficult to relate to. The teacher might feel uncomfortable, even anxious, in the class­room because he or she does not feel that he or she possesses all the necessary tools and abilities.

Perhaps the economic resources are too tight to allow for teaching that feels satisfying. All these factors will affect the teacher’s commitment to the job of teaching the course and this, in turn, will affect the students’ commitment to their studies.

The teacher needs to work at overcoming these impediments, however, difficult it may seem. It is essential to find your own motivation and your own commitment so that you, in turn, can motivate students to become committed to their learning. There is nearly always something inspiring in a teaching situation. A focus on this potential, rather than on the impediments, can make the difficulties feel less daunting.

Basically students need to feel that their investment of time and effort is matched by a corresponding investment from the teacher. If the teacher does not seem to think that the goals for learning are important then what could get the students to think that they are?

Working with preconceptions and cognitive conflicts A teacher’s interest in the students’ ways of thinking will benefit their learning in the long run. A conception of learning in which the learner develops his or her own knowledge implies that the understanding of new information will depend on the knowledge the learner already has.

Anyone who is going to help someone learn needs to understand how that person thinks.

This means that teaching must start with the students’ understanding of different phenomena and concepts. The teacher will not be able to effectively support the students to develop their understanding until he or she understands their way of thinking. It is not just a question of finding the right level or specifying formally required prior knowledge. Teaching 60

978-91-44-10101-9_01_book.indd 60

©

The authors and studentlitteratur

2014-03-12 13:52

3 What promotes learning?

has to start with the students’ prior understanding and proceed from there.

The students become more and more capable of making new information meaningful as their knowledge grows and becomes richer.

In Piaget’s terms, they become more able to assimilate the new knowledge into the existing structure. The more the teacher knows about this prior knowledge the more he or she is able to promote connections between the new and the old. Then the new knowledge becomes part of a whole and not just a fragment of information.

Prior knowledge does not necessarily come from formal studies. The students’ everyday experiences of, e.g., reading the newspaper, social interaction, exploring the world around them or previous experience of work can all be part of the structure that the new knowledge can connect to.

This prior knowledge structure can, however, sometimes cause problems since the everyday understanding of a phenomenon is not necessarily identical with the scientific understanding.

Students often have one way of thinking in a formal learning situation and another contrasting everyday way of thinking. For instance, when students of physics are posed questions about everyday phenomena that can be answered using elementary classical mechanics, they often answer as if they have never heard of Newton’s laws despite being able to routinely solve standard problems in mechanics. Sometimes they are even aware of this discrepancy: “Professor Mazur, how should I answer these questions? According to what you have taught us, or by the way I think about these things?” (Mazur, 1997, p. 4).

Sometimes the understanding of an important scientific concept is hindered by the simple everyday use of a particular word. For instance, biologists refer to bananas as ‘berries’, and not as ‘fruit’ as in everyday language. This tends to make learning more difficult since the learner has to cope with both the academic definition and the everyday definition simultaneously. In other instances, pure misunderstandings or gross oversimplifications from earlier studies can make the understanding of complex phenomena difficult.

Effective teaching does not only take students’ formal prior studies into account but also students’ troublesome preconceptions, since these ©

The authors and studentlitteratur 61

978-91-44-10101-9_01_book.indd 61

2014-03-12 13:52

Academic Teaching

earlier conceptions do not just simply pass away when a layer of new knowledge is laid on top of them. Many learners tend to try to force new knowledge into an old structure, even when it does not really fit in, instead of using the new knowledge to develop the structure. In Piaget’s terms, they assimilate when they need to be accommodating.

In order to promote accommodation the students, as well as the teacher, need to become aware of their preconceptions and get to work on them. The teacher may need to create “cognitive conflicts” by letting students study new material that does not agree with their prior, naïve understanding (Limón, 2001). Merely presenting inconsistent information is not effective. The students may well need assistance to realise that the new knowledge does not fit into the old structure. One way of doing this is to let students predict the result of an experiment in advance and then later compare their prediction with the actual result (Buncick, 2001).

The students also need to be highly motivated to get the different ways of thinking to fit together. It is difficult to let go of established conceptions and accommodation is demanding. The students need to feel that the problems they are being asked to work on are relevant and important. Collaboration with other students and guided opportunities for reflection can yield further perspectives and ways of understanding to compare with, and thus support the development of deep understanding (Nicol & Boyle, 2003).

Clear and carefully chosen outcomes The teacher’s engagement in the students and their learning is essential but they also need to know which knowledge and which abilities the teacher considers to be important. This needs to be clearly presented as outcomes for degree programmes, for courses, and sometimes even for sections of courses. Students should not be left guessing. This is especially important for students from non-academic backgrounds since they are in a particularly unfamiliar situation. When the outcomes are clear, efforts can be devoted to achieving them rather than to working out what they might be. When the outcomes are carefully formulated the students can consider them from their own point of view and relate them to their personal goals.

62

978-91-44-10101-9_01_book.indd 62

©

The authors and studentlitteratur

2014-03-12 13:52

3 What promotes learning?

The formulation of outcomes needs to take into account: what the students bring with them, both their prior understanding and their personal goals; the knowledge and abilities they will require in the future; and how the course, or section of a course, fits into the degree programme as a whole.

Teachers will also find clear outcomes useful since they clearly indicate the learning to be aimed at. This provides a firm basis, which is particularly important for inexperienced teachers. All teachers should, however, reflect on the outcomes. Discussion of concrete outcomes can lead to improved agreement and collaboration amongst the teaching staff, or expose differences in attitudes and beliefs which can further the development of the pedagogical discussion.

Outcomes should be set at a high level, but without becoming unrealistic. Aiming at the heavens can instil a sense of failure even in students who have climbed the highest peaks. Outcomes set at a high level but still possible to achieve, combined with sufficient support from the teaching, lead to progress. Daloz (1999) describes how mentors are best able to help their students through support, challenge and a vision for the future. High levels of support and challenge make progress feasible. Major challenges, together with low levels of support, lead to “retreat”; a feeling of hopelessness and failure. A low level of support cannot be compensated for by small challenges. It just leads to “stasis” (stagnation); a feeling that effort is pointless because no one bothers about what one does. Low-level challenges and high levels of support lead to “confirmation” (affirmation), which can be necessary at times, but challenge is required for real growth.

High challenge

Retreat

Growth

Low challenge

Stasis (stagnation)

Confirmation

Low support

High support

Figure 3.1 The consequences of different combinations of challenge and support

(Daloz, 1999, p. 208). ©

The authors and studentlitteratur 63

978-91-44-10101-9_01_book.indd 63

2014-03-12 13:52

Academic Teaching

These ideas can be applied to learning within higher education and the significance of high expectations and clear outcomes has been discussed

by Paul Ramsden (2003) amongst others.

There is a risk that intended learning outcomes can lead to a mechanical approach in which students and teachers tick off the goals without achieving a holistic understanding. This should be borne in mind when the outcomes are formulated. Intended learning outcomes should be formulated carefully so that they support quality learning.

All the same, learning is too complex to be possible to be completely described in terms of outcomes for courses and degree programmes.

Students have their own personal goals for their studies and these cannot be included in the formal course descriptions. Neither is learning always aimed at some sort of goal. Unplanned and unexpected learning outcomes can be just as important as the intended outcomes. It is difficult to plan a discovery. They are unpredictable by nature. Furthermore, learning that is connected to, or consists of, personal development is so complex and so dependent on the individual that it can rarely be fully described in written words.

Constructive alignment Learning outcomes can only play a significant role if the teacher takes them seriously. The students will not take them seriously unless the teachers do.

Summative assessment, e.g. a final exam, will steer the students’ learning to a greater degree than the stated outcomes (Wiiand, 2005).

Students naturally want to know how their learning will be assessed and they adapt their studies accordingly. They have good reason to believe that teachers will assess the essential outcomes. Rather than disparaging the students’ focus on the exam, the summative assessment, it can be designed so that it lets the students know whether they have achieved the intended outcomes or not. The teachers’ hope that the students will be driven by curiosity and a burning interest does not free them from the responsibility to use the summative assessment to steer learning towards the intended outcomes.

64

978-91-44-10101-9_01_book.indd 64

©

The authors and studentlitteratur

2014-03-12 13:52

3 What promotes learning?

Teaching and other learning activities should also be planned to provide students with the best possible support for achieving the outcomes. The students need a chance to practise the things they are intended to be able to do when they have completed the course. For example, you cannot improve your oral presentations without practising.

Nevertheless, courses are often given conventionally in the form of a series of lectures followed by a written, invigilated assessment. That is fine if the outcomes for the course are that the students should become proficient at listening and taking notes, and then writing answers to questions without recourse to course material. Otherwise it would be advisable to analyse whether the course is effective for supporting and assessing the achievement of the intended outcomes. There can be perfectly good reasons for a conventional design. The students might need to learn the subject matter of the course, and demonstrate that they have done so, so that they can subsequently apply this knowledge in another context. Principles for rhetoric, presented in a lecture, can unquestionably contribute to students and teachers improving their oral presentations, provided they study the principles and try them out in practice.

One and the same goal can often be reached in many different ways so the intended learning outcomes do not fully determine the way in which the teaching should be designed and planned. The particular group of students, the particular teachers, and the further context all have to be taken into account when teaching and other learning activities are designed to provide the best possible support for the achievement of the intended outcomes. It is even possible that when students actually get going on the course it becomes necessary to modify the original plan, e.g. because the chosen form of teaching did not work or because some of the intended outcomes were more difficult to achieve than the teacher had expected. A carefully designed plan provides a firm basis as well as allowing for flexibility. Being well prepared implies that the teacher can modify his or her planning if necessary.

The strong coupling between intended outcomes, teaching and learning activities and assessment can be felt to be obvious but it has been neglected in higher education in the past. John Biggs has developed the concept under the term “constructive alignment� (Biggs & Tang, Š

The authors and studentlitteratur 65

978-91-44-10101-9_01_book.indd 65

2014-03-12 13:52

ACADEMIC TEACHING

New challenges require university teachers to work very efficiently.

This book forms a contribution to advancing integrated perspectives, increased knowledge, personal development, pedagogical competence and raised awareness.

The authors, Maja Elmgren and Ann-Sofie Henriksson, provide a starting point, based on many years of experience as university teachers and pedagogical developers, for reflections on teaching and learning practices by posing a number of questions such as: • W hat factors contribute to the promotion of learning in higher education?

• What is my own fundamental view on teaching and learning?

• How do I base my teaching on students’ requirements and needs?

• H ow can I vary teaching activities and assessment in order to promote learning?

• How can I develop as a teacher?

Academic teaching can be used in higher education teacher training.

It is also suitable for individual teachers’ competence development.

| ACADEMIC TEACHING

Academic teaching is a comprehensive, research-based textbook on teaching and learning in higher education. It is written from the point of view of teachers engaged in teaching and learning practices in higher education.

Maja Elmgren Ann-Sofie Henriksson

Maja Elmgren is a senior lecturer in physical chemistry and a peda­ gogical developer at Uppsala University. Ann-Sofie Henriksson is a former lawyer, but now the Head of the Unit for Teaching and Learning at KTH Royal Institute of Technology. Both authors work with pedagogical development within their respective institutions.

ACADEMIC TEACHING maja elmgren ann-sofie henriksson

Art.nr 38367 ISBN 978-91-44-10101-9

www.studentlitteratur.se

978-91-44-10101-9_01-cover.indd 1

9 789144 101019

2014-05-16 15:05