UPED courses

Course Descriptions and Dates 2025 fall

Here you will find the course descriptions and dates for all the UPED courses offered fall 2025

Main content

The courses in fall 2025 will be open for registration in Studentweb later

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If you wish to take courses in the UPED program, you must go through the following 6 steps to successfully register:

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General program registration information

Click on the tabs below to see each course's dates, registration and course descriptions.

Introducion/core courses:

UPED600N Introduksjon til universitetsundervisning og kursdesign (norsk versjon) 24 timer

Undervisere: Tanya Ershova og Cecilie Boge

Todagers kurs:

9. september (09.00-16.00) og

23. september (09:00-16:00)

Emnekode / tittel	UPED600: Introduksjon til universitetsundervisning og kursdesign ***Kjerneemne
Mål og innhold	For å nå de planlagte læringsmålene kommer emnet til å være konsentrert om to kjernespørsmål: «Hva er læring?» og «Hva er god undervisning?» For å besvare disse spørsmålene skal deltakerne vurdere forskjellige teoretiske og empiriske kunnskaper om undervisning og læring, og reflektere kritisk over egne erfaringer som lærere og studenter. Vurderingen av disse spørsmålene er nær knyttet til praktisk veiledning om emnedesign.
Læringsmål	Etter å ha fullført emnet skal deltakerne kunne:
	Kunnskaper
	Identifisere og sammenligne forskjellige teorier om undervisning og læring i høyere utdanning Evaluere hva god undervisning og veiledning er, og forklare hvordan det henger sammen med studenters læring
	Ferdigheter
	Gjennomgå egne emner og designe nye emner Formidle og diskutere kunnskaper om verdier og praksiser innen undervisning og læring (SoTL)
	Generell kompetanse
	Vurdere og gi tilbakemelding på andre deltakeres emnedesign I fellesskap drøfte pedagogiske spørsmål og reflektere kritisk over undervisningspraksis
Metoder for undervisning og læring	Kursdeltakerne kommer til å tilbringe cirka 12 timer i undervisningsrommet og 12 timer utenfor undervisningsrommet i arbeid med emnerelaterte oppgaver. I undervisningsrommet skal deltakerne delta i par- og gruppeaktiviteter, inkludert diskusjoner om undervisnings- og læringsteori, skriving av tekster og tilbakemeldinger fra fagfeller, korte presentasjoner og andre engasjerte læringsaktiviteter. Det kommer til å bli noen korte forelesninger eller presentasjoner fra forelesere om bestemte temaer. Utenfor undervisningsrommet skal deltakerne lese utvalgt litteratur, delta i nettdiskusjoner eller andre forberedende aktiviteter, fullføre oppgaver med å revidere eller designe et emne de skal undervise i, og/eller skrive reflekterende og kritiske analyser av teorier og undervisningspraksis.
Vurderingsformer	Deltakerne må ta del i engasjerte læringsaktiviteter og forberede seg til arbeidet i undervisningsrommet ved lesing, korte skriveaktiviteter og andre identifiserte oppgaver. Deltakerne forventes å fullføre alle vurderingsoppgaver innenfor de tidsrammene som er angitt for et gitt semester. Forlengede frister for innleveringer må eventuelt avtales. Deltakerne i emnet får to kjerneoppgaver som må utføres: En revidert eller ny emnedesign som inkluderer hel eller delvis fullføring av emnets læringsmål, undervisnings- og læringsaktiviteter og obligatoriske krav (3–4 sider) En kritisk, reflekterende oppgave som drøfter beslutningstaking i det nye eller redesignede emnet (3–4 sider) I tillegg til disse to kjernekravene skal deltakerne delta i og produsere mange mindre, formative former for vurdering – for eksempel deltakelse i diskusjoner, korte, reflekterende skriveaktiviteter, utkast til komponenter i emnedesignen samt fagfelletilbakemeldinger.
Timer	24

UPED600E Introduction to Teaching at University and Course Design (English version) 24 hours

Instructors: Robert Gray and Gabriela Wale Soto

Two day course:

2. September (09:00-15:00) and

9. September (09:00-15:00)

Course Code / Title	UPED600: Introduction to Teaching and Course Design ***Core Course
Goals and Content	In order to achieve the intended learning outcomes, the course will focus on two core questions: “What is learning?” and “What is good teaching?” To answer these questions, participants will consider different theoretical and empirical scholarship on teaching and learning, and critically reflect on their own experiences as teachers and as learners. The consideration of these questions is interwoven with practical guidance on course design.
Learning Outcomes	At the completion of the course, the participants will be able to:
	Knowledge
	Identify and compare different theories of teaching and learning in higher education Evaluate what good teaching and instruction is, and explain how it relates to student learning
	Skills
	Revise their courses and develop new course designs Communicate and discuss scholarship of teaching and learning (SoTL) values and practices
	General Competencies
	Assess and provide feedback to other participants’ course designs Collaboratively discuss pedagogical questions and critically reflect on teaching practice
Teaching and Learning Methods	Course participants will spend approximately 12 hours in class and 12 hours outside of class working on course related tasks. In class, participants will engage in partner and group activities including discussions of scholarship on teaching and learning, writing texts and peer feedback, short presentations, or other engaged learning activities. There will be some short lectures or presentations from instructors on particular topics. Out of class, participants will read selected literature, engage in online discussions or other preparatory activities, complete tasks to revise or design a course that they will teach, and/or write reflective and critical analyses of scholarship and teaching practice.
Forms of Assessment	Participants must take part in engaged learning activities and prepare for classwork through reading, short writing activities, and other identified tasks. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated. Participants in the course will have two key assessments that they must produce: A revised or new course design including full or partial completion of course learning outcomes, teaching and learning activities, and assessments (3-4 pages) A critical, reflective paper which discusses decision making in the redesigned or new course (3-4 pages) In addition to these two core assessments, participants will participate in and produce many smaller, formative forms of assessment – such as participation in discussions, short reflective writing activities, drafts of components of the course design, and peer feedback activities.
Hours	24

UPED601N Dokumentering og evaluering av undervisningseffektivitet (norsk) 36 timer

OBS: man må ha fullført UPED600 før man kan ta UPED601

Undervisere: Lucas Jeno og Robert Kordts

Tredagers kurs, 09.00-15.00 alle dager:

25. august,

12. september og

19. september

Emnekode / tittel	UPED601: Dokumentering og evaluering undervisningseffektivitet ***Kjerneemne
Mål og innhold
Læringsmål	Etter å ha fullført emnet skal deltakerne kunne:
	Kunnskaper
	Beskrive og utvikle komponentene i læringsporteføljen og UiBs forventninger om å dokumentere undervisningskompetanse og effektivitet
	Ferdigheter
	Gi klare, konstruktive tilbakemeldinger om undervisning muntlig og skriftlig Skrive kort og tydelig om undervisningspraksis, tro og verdier Bruke portefølje- og fagfelleobservasjon av læringsprosesser for å identifisere områder innen læringsutvikling, kompetanse og interesse
	Generell kompetanse
	Delta i målrettet reflektert skriving om ens arbeid som lærer Bidra til dialog med kolleger
Metoder for undervisning og læring	Kursdeltakere vil tilbringe omtrent 12 timer med undervisning (ansikt til ansikt eller online) og 24 timer utenfor klassen med å jobbe med kursrelaterte oppgaver. Klassetiden vil fokusere på ideutveksling, peer feedback, introduksjon av målrettede vitenskapelige og praktiske tekster for å fremme deltakernes prosjekter. Dette kurset vil være sterkt samarbeidende, og deltakernes arbeid i kurset vil fokusere både på hva de produserer hver for seg og hvordan de kan bidra til deres jevnalders læring. Det blir noen korte forelesninger eller presentasjoner fra instruktører. Utenfor klassen vil deltakerne lese valgt litteratur, produsere skriftlig materiale (f.eks. Reflektert skriving om vurdering, undervisningsfilosofi), gjennomføre peer observasjonsaktiviteter og fullføre andre forberedende oppgaver.
Vurderingsformer	I emnet brukes følgende vurderingsformer: Deltakerne i kurset vil ha tre vurderinger som de må produsere eller delta i: Utkast til undervisningsfilosofi og undervisningsportefølje Delta i prosesser for kollegaobservasjon i små grupper Skriv tilbakemeldingsbrev til en annen kollega 2 til 3 sider reflekterende skriving om vurderingsdesign og studentlæring I tillegg til disse vurderingene, vil deltakerne delta i og produsere mange mindre, formative vurderingsformer - som deltakelse i diskusjoner, korte reflekterende skriveaktiviteter og utkast til komponent i undervisningsporteføljen.
Hours	36

UPED601E Documenting and Evaluating Teaching Effectiveness (English) 36 hours

PLEASE NOTE: in order to attend UPED601 you have to have finished the UPED600 course

Instructors: Marie van der Kloet and Tanya Ershova

Three day course, 09:00-16:00 all days:

27. August,

10. September and

24. September

Course Code / Title	UPED601: Documenting and Evaluating Teaching Effectiveness *Initially offered in Spring 2021 *Core Course
Goals and Content	This course is comprised of three core areas of teaching development: reflective writing on teaching, peer evaluation and feedback on teaching, and refining assessment design for student learning. Participants will: work on writing or refining their teaching philosophy and creating a teaching portfolio, engage in peer observation of the teaching process, and analyze their understanding of student learning in one or more of their course assessments.
Learning Outcomes	At the completion of the course, the participants will be able to:
	Knowledge
	Describe and develop the component parts of the teaching portfolio and UiB expectations of documenting teaching competence and effectiveness
	Skills
	Become skillful at providing clear, constructive feedback on teaching orally and in writing Write succinctly and clearly about teaching practices, beliefs, and values Use portfolio and peer observation of teaching processes to identify areas of teaching development, expertise, and interest
	General Competencies
	Engage in purposeful reflective writing on one’ s work as a teacher Contribute to collegial dialogue with peers
Teaching and Learning Methods	Course participants will spend approximately 12 hours in class (face to face or online) and 24 hours outside of class working on course related tasks. Class time will focus on peer exchange of ideas, peer feedback, introduction of purposeful scholarly and practical texts to advance participants’ projects. This course will be highly collaborative, and participants’ work in the course will focus both on what they produce individually and how they can contribute to their peers’ learning. There will be some short lectures or presentations from instructors. Out of class, participants will read selected literature, produce written materials (e.g. reflective writing on assessment, teaching philosophy), undertake peer observation activities, and complete other preparatory tasks.
Forms of Assessment	Participants must take part in engaged learning activities and prepare for class work through reading, writing or organizational preparation and other identified tasks. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated. Participants in the course will have three assessments that they must produce or participate in: Draft of teaching philosophy statement and teaching portfolio Participation in small group peer observation processes Write feedback letter to one or more colleagues. 2 to 3 pages reflective writing on assessment design and student learning. In addition to these assessments, participants will participate in and produce many smaller, formative forms of assessment – such as participation in discussions, short reflective writing activities, and drafts of component of the teaching portfolio.
Hours	36

UPED602 Pedagogisk prosjekt/Pedagogical Project (norsk/English) 50 timer/hours

OBS: for å delta på UPED602 må man ha fullført BÅDE UPED600 og UPED601

Note: in order to attend to UPED602 you need to have finished BOTH UPED600 and UPED601

Undervisere/Instructors: Kenan Dikilitas & Lucas Jeno

Tredagers kurs/three day course

Datoer/dates:

18. august (09.00-15.00),

15. september (09.00-15.00) &

8. desember (09.00-15.00)

Course Code / Title	UPED602: Pedagogical Project
	*Initially offered in Fall 2021 *Core Course
Goals and Content	The objective of the course is to design, develop, and present a course project, either individually or in a group of two or three, that is either a scholarship of teaching and learning (SoTL) research project or a teaching development project. The course content is self-directed and/or identified in conjunction with the participants to suit their specific projects. Although some general course materials are identified, most content will be specific to projects and is thus necessarily varied and unidentifiable in advance.
Learning Outcomes	At the completion of the course, the participants will be able to:
	Knowledge
	Collect, analyze, and communicate information about their teaching practices and students’ learning in collegial settings in order to contribute to the quality of teaching in their department, the university, and their discipline Design, develop, and present a pedagogical project that analyzes or develops innovative teaching and learning practices in their discipline and demonstrates principles of the scholarship of teaching and learning
	Skills
	Enact and disseminate scholarship of teaching and learning (SoTL) work Write succinctly and clearly about teaching practices, beliefs and values
	General Competencies
	Assess and provide feedback to other participants’ projects
Teaching and Learning Methods	The teaching methods are primarily focused on the facilitation of peer feedback and providing direct feedback to participants in the design of their pedagogical projects. This course is highly dependent on self-direction and initiative in the development and completion of the participants’ projects. The course will include a small number of face-to-face meetings and a substantial amount of independent and group work.
Forms of Assessment	Participants must design, propose, undertake, and report on a pedagogical project (e.g., a scientific paper, poster, presentation, etc.) related to their own or their colleagues’ teaching. The project will be completed in stages. Stages of the project will be interspersed with either course group meetings or meetings with the course instructors: At the onset of the course, participants will design and will share their project proposal for feedback and discussion. Participants will undertake their projects (alone or in small groups) in dialogue with course instructors. Participants will produce a final report in the form of a paper, poster or other agreed upon (with the course instructor) medium to communicate the outcomes of their project to their peers. Participants will lead a final presentation on their project with course participants Projects can be done alone or in groups of two or three. Participants are expected to complete all assessment tasks in the timelines identified for a given semester. Extensions for assignments must be negotiated.
Hours	50

Elective Courses:

To fulfill the UPED requirements you will need (at least) one course in each of these fields:

Educational Technology (UPED65x)
Equitiy and Accessibility (UPED67x)
Supervision (UPED69x)

Courses marked with ** will count as two elective courses.

UPED650 Online and Blended Learning** (English) 30 hours
Field: Educational Technology

Instructors: Robert Gray and Cecilie Slokvik Hansen

Four days course:

16. September (09:00-15:00)

30. September (09:00-13:00)

14. October (09:00-13:00)

14. November (09:00-13:00)

Course Code / Title

UPED650: Online and Blended Learning

***Elective Course

Goals and Content

This course is for instructors at UiB who would like to design and teach online or blended courses. “Blended” courses are courses where a significant amount of the teaching and learning occurs online, often to the extent that some of the face-to-face time is reduced, replaced by online activities.

Content:

The course will provide opportunities to explore multiple approaches to online and blended learning. Participants will learn about best practices, develop course materials and activities, receive feedback, and share their ideas and experiences with colleagues. Participants will develop learning materials and/or activities in the periods between training sessions that address either specific content or a specific learning objective in their course(s) and that participants will give each other feedback on those materials in the sessions.

Learning Outcomes

At the completion of the course, the participants will be able to:

Knowledge

Determine the optimal organization and delivery of course content and activities in the online learning environment
Follow established best practices for web-based presentation of content

Skills

Connect course content, activities, and assessments to specific learning outcomes of the course
Foster interaction between students, content, and the instructor online and in the classroom

General Competencies

Create and apply pedagogical strategies that enable students to become more active and engaged learners
Establish a teaching practice anchored on the generation of knowledge rather than the consumption of knowledge

Teaching and Learning Methods

The course consists of a minimum of 30 hours of work, including two full days of face-to-face teaching and additional online activities.

Teaching and learning methods in the course will include the following:

Presentations
Discussions
Technical demonstrations
Hands-on practice
Individual projects

Participants will be expected to develop course materials outside class meetings and share them with the class.

Forms of Assessment

Participants have to attend minimum 80% of sessions and complete all assignments to receive credit. Assignments will include the development, presentation, and justification of online course materials presented in and via Mitt UiB / Canvas.

The course will use the following forms of assessment:

Developing and presenting course materials and activities presented in and via Mitt UiB / Canvas.
Writing a reflective summary and response to a scholarly article about online or blended learning in their discipline.

Hours

UPED659B Leveraging Large Language Models and Artificial Intelligence for Teaching and Learning 15 hours
Field: Educational Technology

Instructors: Robert Kordts and Kenan Dikilitas

Three day course, 09:00-16:00 all three days::

19. August

18. September

28. November

Course Code / Title	UPED 659B: Leveraging Large Language Models and Artificial Intelligence for Teaching and Learning ***Elective Course in Educational Technology
Goals and Content	Goals: The primary objective of this course is to empower university educators at the University of Bergen to conceptualize, design, and implement applications of Large Language Models (LLMs) and Artificial Intelligence (AI), such as ChatGPT or Bing Chat, in their teaching practices. In fostering a critical perspective on their use, and by adopting a project-based approach complemented by academic readings and spaced across three meetings, participants will: Gain hands-on experience with LLMs, especially ChatGPT and Bing Chat. Develop and critically assess a use case or integration of LLMs in their teaching. Implement their LLM-based tools or methods in their courses in the running semester. Engage in iterative feedback, evaluation, and reflection on the ethical and pedagogical implications of LLMs Content: The course will comprise: Introductory exposure and hands-on interaction with LLMs, especially ChatGPT and Bing Chat. Guided brainstorming sessions to identify potential pedagogical applications. Critical reading and discussions of key publications on LLMs. Workshops to assist in the development, implementation, and assessment of participants’ teaching projects. Peer review and critique sessions focused on the critical evaluation of integrating LLM to teaching.
Learning Outcomes	At the completion of the course, the participants will be able to:
	Knowledge
	Understand the mechanics, potential, and criticisms of LLMs in their educational contexts. Be familiar with academic discussions and debates surrounding LLMs in pedagogy.
	Skills
	Directly operate and integrate LLM use into their teaching materials or platforms. Design and implement use cases that utilize LLMs, assessing their efficacy and implications based on real-world classroom experiences. Analyze academic literature on LLMs and apply its insights to their pedagogical practices.
	General Competencies: participants will develop:
	Confidence in critically assessing, adapting, and including LLM tools in their live teaching scenarios. An informed perspective on the ethical and pedagogical debates surrounding LLMs. Collaborative skills in both development and critical discourse contexts.
Teaching and Learning Methods	The course blends project-based learning with critical academic exploration over three meetings. Participants are introduced to LLMs, engage in critical readings based on assigned academic publications, and partake in brainstorming and workshop sessions. Between meetings, they will integrate LLMs into their teaching modules and gather feedback. The third meeting involves critical reflection and peer reviews based on their implementation experiences.
Forms of Assessment	The course's assessment will reflect both the practical and critical components: LLM Project Presentation: During the third meeting, participants will showcase their LLM integration or application, explaining its purpose, design, and real-world outcomes. Teaching Implementation Report: A written reflection (4-5 pages) on their experiences of integrating the LLM into their courses, challenges faced, student feedback, and lessons learned. Peer Feedback: Active participation in brainstorming, development, and feedback sessions, showcasing both practical and critical perspectives on LLMs in pedagogy.
Hours	15

UPED676 Creating Accessible Teaching and Learning Materials (English) 15 hours
Field: Equity and Accessibility

Instructors: Marie van der Kloet and Gabriela Wale Soto

Three half days:

29. October (09:00-11:00)

5. November (09:00-12:00)

12. November 09:00-11:00)

Course Code / Title

UPED676: Creating Accessible Teaching and Learning Materials

***Elective Course in Equity and Accessibility

Goals and Content

This course is focused on developing an understanding of the responsibilities that teachers in higher education have for providing accessible instruction and to develop skills to enable accessible teaching. Participants will work directly on producing accessible teaching materials through practical sessions and individual practice. The goal of the course is to learn how to design materials accessibly and to revise existing materials for increased access. Rather than see accessible teaching practices as unique, the goal of the course is to build these practices into the everyday work of teaching.

Learning Outcomes

At the completion of the course, the participants will be able to:

Knowledge

Evaluate one’s own and others’ teaching materials using best practices and knowledge about accessible and inclusive teaching practices to identify barriers in course materials
Understand current national context with regard to accessibility and teaching materials and implications for teaching practice

Skills

Select appropriate educational technologies for producing teaching materials
Engage in peer feedback on the creation of accessible teaching materials

General Competencies

Create accessible teaching materials in word and ppt (or relevant alternatives)
Create captioned instructional videos

Teaching and Learning Methods

The course will include reading scholarly and instructional text, participating in practical skill sessions, engaging in peer feedback on development of teaching materials and critical reflective practice on one’s own work. The course will typically be led in a blended or online format and may include guest presentations from experts in the field of accessibility.

Forms of Assessment

Assignments will include the development, presentation, and justification of assignments and supporting materials appropriate for...

The course will use the following forms of assessment:

Formative assessments will include: participation and feedback in practical sessions, peer feedback, instructor feedback, quizzes/surveys and discussion.
Final, summative assessments will likely include tasks such as:
Creating one’s own captioned course video, minimum of 8 minutes in length
Creating 2 accessible teaching materials (e.g. powerpoint slides, handouts or instructions for activities, assignment guidelines) (or revising existing materials for increased access)
Reflecting on one’s skill development (could be achieved through written reflective work, oral discussion or other formats as needed)
Engaging in peer feedback on instructional materials

Hours

UPED687B Sustainability across the curriculum – addressing sustainability competences in each course** (30 hours, online)

Instructors: Robert Kordts and Mirjam Sophia Glessmer

Three full days, 09:00-16:00 each day:

1. September

2. September

16. September

Course Code / Title	UPED 687B: Sustainability across the curriculum — addressing sustainability competencies in each course ***Elective Course
Goals and Content	The course aims at developing teaching for sustainability at the University of Bergen by including aspects of sustainability-related competences in the curriculum and by creating a community of teachers that support each other in this endeavor. In this project-based course, participants will further develop (parts of) their study programs, courses, or course modules, based on discussions of relevant literature and experiences at different universities as well as in collaboration with their peers. The course content is determined largely by the sustainability-related teaching issues the participants will work on.
Learning Outcomes	At the completion of the course, the participants will be able to:
	Knowledge
	Reason for and justify working for sustainability in all areas of life, including higher education teaching, using sustainability competency frameworks Analyse teaching for sustainability in their own and their peers’ subjects with reference to their own professional skill and their student learning Reflect on their ideas to integrating sustainability in their teaching and to empower students
	Skills
	Overcome difficulties with talking about sustainability Apply teaching methods (e.g., place-based learning, head-hands-heart) tailored to teaching chosen key sustainability competencies
	General Competencies
	Engage in collegial discussions on teaching with other participants of the course as well as a colleague of their choice Develop alternative approaches to teaching sustainability to improve their own teaching, and explain the benefits to student learning Report the findings of a project on teaching sustainability, with university colleagues as target group Demonstrate a scientific approach to their teaching practice
Teaching and Learning Methods	The main component of the course is a project carried out in small groups that address teaching issues of relevance to the participants. The project is reported orally and in writing during the course and is to be of a quality that makes it suitable for communication with other instructors at UiB. In addition to mainly self-driven project work, the course consists of scheduled seminars intended to support the project work. Studying publications of relevance to the project is an integral part of the course.
Forms of Assessment	The course will use the following forms of assessment: Participants create a product (e.g., a lesson plan, teaching material, list of sustainability aspects to be mentioned in a UiB course or study program) and document the scientific foundation of, and a critical reflection on, the product in a project report, written to be shared (e.g., on a blog). For a pass on the course, participants must have attended the initial meeting and 80 % of all meeting time, submitted all tasks on Mitt UiB, and passed the project report.
Hours	30

UPED691 Becoming a Supervisor: Community, Expertise, Dialogue (English) 15 hours
Field: Supervision

UPED694B Ph.D. supervision/veiledning** (English) 30hrs
Field: Supervision

Instructors: Kenan Dikilitas & Åsta Haukås

Two days course, 09:00-16:00 both days:

17. September

26. November

Course Code / Title	UPED694B PhD Supervision Supervision ***Elective Course
Goals and Content	This course offers a modular approach to doctoral supervision, which combines theoretical with practical knowledge to support PhD students' academic and professional learning. Participants will explore core supervision-related pedagogical concepts and institutional policies while learning to manage challenges specific to interdisciplinary and diverse supervision. The course emphasizes key skills such as establishing trusting supervisor-supervisee relationships, analyzing and reporting student progress, providing constructive feedback, and fostering critical thinking, and encouraging independence. Participants will also develop competencies in creating an inclusive, motivating, engaging learning space and adapting supervision practices to accommodate students’ needs and expectations. Through hands-on activities, including reflective and collaborative tasks across four modules, this course engages doctoral supervisors in revisiting their beliefs about supervising PhD students and reshaping their supervision practices. Participants can reconstruct their supervisor identity as they gain new insights and adopt perspectives through critical interactions with colleagues.
Learning Outcomes	At the completion of the course, the participants will be able to:
	Knowledge
	Understand key concepts of doctoral supervision and pedagogical theories relevant to supervising PhD students. Identify the challenges and opportunities of interdisciplinary supervision in higher education. Describe institutional policies and ethical considerations regarding doctoral supervision.
	Skills
	Analyze PhD students’ progress and challenges, applying appropriate supervisory strategies to meet individual needs. Apply evidence-based supervision techniques that foster critical thinking, independence, and relevant communication with PhD students. Evaluate and provide constructive feedback on doctoral research work, proposals, and academic writing. Create an inclusive and motivating supervision environment that supports doctoral students’ academic and emotional well-being.
	General Competencies
	Lead productive supervisor-supervisee relationships, demonstrating awareness of personal biases and intercultural diversity. Collaborate with co-supervisors or other stakeholders, facilitating multidisciplinary projects. Adapt supervision practices to align with academic standards, technological advancements and students’ professional development in their career. Design supervision plans that consider student diversity, mental health, and research progression, incorporating flexible and inclusive approaches.
Teaching and Learning Methods	The course includes two on-site days, running from 9:00 to 16:00, totaling 15 hours of attendance. An additional 15 hours is designated for independent work, including asynchronous discussions, group collaboration, final assignment preparation, and pre-class tasks. Participants are expected to prepare in advance for both class days. During on-site sessions, participants engage in brief input sessions, followed by discussions and small task completions. Between the two days, participants are expected to read selected literature, create content (where applicable), and complete preparatory tasks, as well as participate in two major asynchronous discussions based on videos from expert supervisor trainers, supervisors from the field, and supervisees.
Forms of Assessment	The assessment includes both formative and summative elements. For the formative assessment, participants will receive feedback from course tutors and peers on their completed assignments and reflective posts. As part of the summative assessment, participants may request initial feedback before submitting their final work as they choose the modality and the content they will generate. Active participation in synchronous and asynchronous tasks, as well as the submission of a main assignment, is expected of all participants.
Hours	30

Photo:

UiB

18.03.2025