Prizes for pedagogy and study environment

Louise Holm, senior lecturer at the School of Public Administration, and Magnus Lundgren, senior lecturer at the Department of Political Science.  

Motivation:

Louise Holm is awarded the excellence in teaching prize for having developed an innovative teaching method that promotes student-centred learning, challenges and awakens the desire for knowledge, and contributes to increased quality in education.  

Magnus Lundgren is proposed to be awarded the excellence in teaching prize for his pedagogical efforts to promote students' inner motivation, autonomy and competence - three ingredients that together create a high-quality learning environment. 

The Pedagogical Prize to teaching team in quantitative method

The faculty's pedagogical prize 2022 goes to the teaching team in quantitative method teaching at the Department of Sociology and Work Science: Patrik Vulkan, Erica Nordlander, Sofia Björk, Caroline Hasselgren and Jesper Prytz.

The motivation states that the teaching team “has through a goal-oriented, structured and student-centered development work promoted the quality of teaching about quantitative methods. The development work has been based on the assumption that there is great variation in the students' pre-understanding of quantitative methods, and in motivation to learn these methods. Another point of departure has been to make quantitative method teaching social science-relevant. (…) The variety of teaching methods has, in a successful way, been adapted and developed in relation to the heterogeneous student group."

The Study Environment prize to Brännpunkt Europa

For the first time, the faculty awards a prize to encourage and reward work in promoting a good study environment. This very first prize goes to the student organization Brännpunkt Europa, which, according to the evaluation group, has “succeeded in engaging highly topical and profiled speakers in important subjects. The lectures are combined with mingling and food and become a meeting place for students as well as teachers and researchers. Brännpunkt Europa is a student-driven organization that, with a high-quality program, contributes to a stimulating study environment and an increased interest in European issues.”

The prize money of SEK 50,000 for each prize goes to the department where the prize winners operates, to be used for the prize winners' development.

"To have developed a formative examination that successfully stimulates student activity and commitment and motivates students to take independent responsibility for their learning. The teaching team has taken on a number of pedagogical challenges related to the course's common thread and content and students' need for broadening when it comes to mastering the production of different types of texts.

The examination form means that the students during the course write their own course literature in the form of a student anthology. The process includes elements of peer review and continuous feedback. Through the work on the examination assignment, the students develop the ability to write pedagogical texts at the same time as they deepen their subject knowledge in the field of administration. "

Lenka Rovna, at Charles University in Prague, together with Jonathan Polk and Jan Rovny at the Department of Political Science.

From the assessment group's motivation: 

"... the teacher team is rewarded for a successful innovative pedagogical idea, developed through several years, that gives students the opportunity to put their academic knowledge in practical use in a voluntary project outside of formal teaching. The teacher team’s work on the project called Rebuilding Europe is collaborative and transnational.

The project helps to create a sense of reality of what the students learn theoretically in the Europe Programme and through clear student-driven learning activities student involvement in the education is stimulated. "

The teacher team Andréas Litsegård, Maria Stern, Johan Karlsson Schaffer and Linnea Gelot at the Department, School of Global Studies.

From the assessment group's motivation:

"The nominated teacher team is rewarded for, in the course Introduction to International Relations, for a number of years having systematically developed, and with great success, a clear educational idea based on scientific ground.

Through the collaboration with the Unit for Academic Languages (ASK), the teacher team has in its teaching in international relations integrated academic writing training through peer review. The teacher team works on the basis of a clear student-centered approach that stimulates the activity and motivation of the students. The students' writing ability develops gradually during the course, and while simultaneously training the students in giving and constructive feedback, their ability to develop critical and scientific thinking enhances."

Tone Försund, Stina Larsson and Anneline Sander at the Department of Sociology and Work Science.

From the assessment group's motivation: 

 “...the team of teachers has with great commitment developed a drama pedagogical method in a breadth of courses both within and outside the department (...) Their work contributes in particular to shaping profession-related problematics and in an innovative fashion developing students’ understanding of how theory and practice are related to each other.”

Caroline Fällgren and Maria Lilleste, study administrators at the Department of Political Science, and Adam Shehata and Magnus Fredriksson, senior lecturers at the Department of Journalism, Media and Communication.

Motivation:

Caroline Fällgren and Maria Lilleste receive the Study Environment Award for their organisational and social efforts to create a safe and clear structure, and for their continuous work to support and guide students in the often confusing academic environment.

Adam Shehata and Magnus Fredriksson receive the study environment prize for their work on developing the pedagogical environment for doctoral students - something they have achieved by creating social meeting places, promoting alternative forms of feedback, breaking isolation and creating safe forms for familiarisation with the role of researcher.