Vol. 3 No. 1 (2010): Improving University Science Teaching and Learning - Pedagogical Projects 2010

Volume 3 - 2010

• The first lesson in the classroom – getting students engaged in active learning process

  Annette Eva Langkilde

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• Integration of novel motivational teaching tools for large lecture sizes

  Vanessa Hall

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• How to enhance student learning by improving the lecture format

  Brian Møller Andersen

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• How to enhance student learning by improving the lecture format

  Brian Møller Andersen

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• Designing a Course in Agribusiness Economics that Encourages Active Student Participation

  Arne Henningsen

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• Implementation of Teaching Learning Activities during single lectures on a multiple teachers’ course

  Gitte Erbs

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• Activation and motivation of students in Seed Science and Technology for improved learning using interactive lecturing

  Henrik Lütken

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• Assessing reflective thinking and analytical skills in final exams

  Pernille Kæstel

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• Active students in problem-solving classes

  Anders Ø. Madsen

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• How Students Evaluate the Laboratory Exercises in Pharmaceutical Physical Chemistry

  Anan Yaghmur

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• Learning based on students’ active participation in transforming theory into practice – as perceived by the students

  Annie Høgh

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• Group work: A learning barrier?

  Alberto Grossi

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• Peer feedback on a test exam and self-reflections on academic English – tools for reducing failure rate in the written exam in Nutrition Physiology, after change of language into English

  Alicja Budek Mark, Lesli Hingstrup Larsen

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• Teaching students with different backgrounds and different chosen education lines

  Mingshi Yang

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• Towards a balanced curriculum and fair assessment of students from different disciplines in an interdisciplinary science course.

  Sine Lo Svenningsen

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• Course learning objectives, teaching activities and constructive alignment assessment in sensory and consumer science

  Derek V. Byrne

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• Preparing students for industrial quality control of medicines while keeping a problem-based and research-oriented learning environment

  Michael Timm

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