Teaching, Supervision, and Facilitation

During her studies at the University of Innsbruck (Austria), Elisabeth supported teaching on a variety of courses. She used contemporary methodologies and adopted innovative approaches to deliver core knowledge that benefitedt different groups of learners. During her PhD at the University of Sheffield, Elisabeth engaged with small-groups as well as one-to-one teaching.

For Elisabeth, learning is a lifelong process, helping the individual learner to develop their professional and personal assets. Thus, Elisabeth actively engages in self-development and reflection, but also shares the importance of it in her teaching practice to help learners reflect while gathering experience, performing experimentation, and abstracting conceptualization (Honey & Mumford, 1982).

In her teaching practice Elisabeth puts the learner and their individual needs at the center (Jones, 2007) and fosters equal opportunities for learners, while developing their higher order skills, independence, and critical thinking (Bloom et al., 1956; Anderson et al., 2001).

Teaching and teaching conceptualization are dynamic processes. Thus, Elisabeth continuously deepens her specialist and pedagogical knowledge in order to ensure communicative proficiency as well as the ability to create adequate safe and effective learning environments.

The University of Sheffield, United Kingdom

  • 2018-2020 One-to-One and Small-Group Teaching: Training work placement students, MSc and PhD students in microscopy, image acquisition, image analysis, statistical analysis, and data representation.

  • 2018-2020 Work Experience Students Training: Demonstration of image acquisition using transgenic zebrafish and light sheet fluorescence microscopy.

  • 2018/9 One-to-one training of selective student component (SSC) students: Daily supervision of SSC students, including experimental planning, experiment conduction, data analysis, data presentation and report writing.

  • 2018/9 Peer Assisted Study Sessions (PASS) Leader (PhD): Planning course material about compulsory PhD literature review and facilitating PASS sessions together with other PASS leaders.

 

Leopold-Franzens University, Innsbruck, Austria

  • 2015/6 ”Personal IT Tutor”: Personal tutor, training student one-to-one on IT use, including data backup, Microsoft Office, and literature research.

  • 2012 ”Specific Animal Physiology” (Bsc level): Semester tutor for lecture support, training students on the virtual laboratory SimHeart and advising report writing phase.

  • 2012 "MediaWiki-E-Course: Basic skills of Good Laboratory and Scientific Practice” (BSclevel): Development of a new elearning Course by developing a new MediaWiki platform and learning materials for student course preparation as well as revision (health and safety guidelines, standards of good laboratory practice, stoichiometry, experimental planning and course specific experiments).

  • 2012 ”Development & Flexibility of the Cardiovascular System” (MSc level): Semester tutor, including monitoring student data acquisition, analysis and representation processes.

  • 2012 ”Signal-, Data- & Image-Analysis” (PhD level): Practical tutor, training students on core course material using computational analysis of sequencing data.

  • 2011 and 2012 ”Skills I - III” (BSc level): Year tutor, organizing tutorials, facilitating group interaction, being the system administrator for an online MediaWiki platform and supporting group assessment.

  • 2011, 2012 and 2014 ”Basic Skills of Good Laboratoy Practice” (BSc level): Conducting health and safety induction and wet lab training (cell break down and photometry).

References

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay

Honey, P. & Mumford, A. (1982) Manual of Learning Styles London: P Honey

Jones, L. (2007). The Student-Centered Classroom. Cambridge University Press

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© 2020 by Elisabeth Kugler.