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Teaching and supporting learning

MSc level

Lab project MSc and PhD student levels in the research group

All training in the lab has two learning objectives; 
1) to learn how to identify novel mechano-based causes of cancer, and thereby advance the global research front, to allow future development of novel anti-cancer drugs and diagnostics. 
2) to gain advanced and outstanding skills in collaboration and communication.

Background to teaching approaches, described by Annica Gad

The underpinning principles of my teaching are to, within the framework and objectives of the programme and University, facilitate learning by empowering students to find their own, individual, and authentic paths. It is largely based on creating a safe, engaging, fun, and creative learning environment, which is based on the principle of linking diversities rather than ranking similarities.  The teaching and learning approaches are mainly informed by my experiences and self-reflection regarding teaching and learning in the five different countries (Sweden, France, Italy, Portugal, and UK) where I have been a student, an elementary school substitute teacher (age groups 6-15, all subject matters), or a University teacher. It has also been informed by the courses in teaching and learning at Karolinska Institutet, Sweden, and the Faculty of social sciences,  School of Education, University of Sheffield, UK, and the following literature:

  1. Henry Giroux (“On critical pedagogy”) 19 Mar 2020, Edition2nd, Bloomsbury Publishing

  2. Freire, P.; translated by M. Bergman Ramos, (2000) Pedagogy of the Oppressed, 30th anniversary, New York: Continuum

  3. Anne Lee (2008) How are doctoral students supervised? Concepts of doctoral research supervision, Studies in Higher Education, 33:3, 267-281, DOI: 10.1080/03075070802049202

  4. Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R.(1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

  5. Biggs, J., and Tang, C., Teaching for quality learning at university: what the student does, Open University Press, 2011.

  6. Boud D. and Falchikov (2006), Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31:4, 399-413.

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Teaching and supporting learning by Dr Gad:

Undergraduate level

- 2nd year medical students in a one-month research project/year, i.e. 2a research SSC.

- Independent learning activities for 1st-year medical students, every second Thursday afternoon.

- Lecture Mechanical properties of cancer to the MSc course of Translational oncology
- Lecture The Tumour Microenvironment to the MSc course Molecular medicine
- Co-lead of module 5 of the MSc course of Translational oncology: Cancer Technologies and Clinical Research (OCP605) MSc(Res) in Translational Oncology
- Examinator of the Bioinformatic option within module 5 of the MSc course of Translational oncology

Formal teacher training and recognition

-Dr Gad has received education in higher education teaching in the following two courses (course codes indicated in brackets). 

--- Karolinska Institutet, Sweden, Department of Learning, Informatics, Management and Ethics (LIME):

Course Teaching and learning in Higher Education (GHP14).

--- University of Sheffield, Faculty of social sciences,  School of Education: The course Postgraduate Certificate in Teaching for Learning in Higher Education (EDUT233), modules EDU6147, EDU4168, EDU6149. 
--- Dr Gad has been awarded a Fellowship as a Fellow of the Higher Education Academy in the UK, which is a professional, personal award for teachers in higher education from the Professional standards framework in the UK, (UK Professional Standards Framework (UKPSF), https://www.advance-he.ac.uk/fellowship/fellowship and https://www.advance-he.ac.uk/knowledge-hub/uk-professional-standards-framework-teaching-and-supporting-learning-higher-education).

As described in the websites and documents found via the links above, this award shows that Dr Gad´s teaching/support for learning in higher education has breadth and depth, which enables her to demonstrate effectiveness of practice, through evidence of the following three criteria, A-C, below:

A. the use of all five Professional Values, which are: V1, Respect individual learners and diverse learning communities. V2, Promote participation in higher education and equality of opportunity for learners. V3, Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development. V4, Acknowledge the wider context in which higher education operates recognising the implications for professional practice

B. the application of all forms of Core Knowledge, specifically: K1, The subject material. K2, Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme. K3, How students learn, both generally and within their subject/disciplinary area(s). K4, The use and value of appropriate learning technologies. K5, Methods for evaluating the effectiveness of teaching. K6, The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching.

C. the effective and inclusive practice in all areas of activity, which are: A1, Design and plan learning activities and/or programmes of study. A2, Teach and/or support learning. A3, Assess and give feedback to learners. A4, Develop effective learning environments and approaches to student support and guidance. A5, Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices.

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