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Obligatory Assignments and ExamThe course utilized a 3000-word essay for the OA, which allowed students to get feedback on their essay-writing approach before the final exam. The exam was also an essay, but slightly longer at 4000 words. The quality of submissions for the exam was very impressive, so this approach seemingly worked well – although it could also be due to the fact they are at masters level and were a great group.OverallThe course received extremely positive feedback from the students. They enjoyed the approach and found the discussions and readings/sources interesting. There were some anxieties among the students about the fact that many of them had not taken a ‘history’ course before, or at least for a couple of years. They also found some of the early readings quite challenging, although this is to be expected at masters level. The readings became easier as the course progressed, as they built up a body of knowledge and familiarity with key concepts which recurred throughout the course. If run again, however, I would spend more time stressing that this is the point and is part of how the course is designed in the first few weeks. I did state this in the handbook and in the first session, but it can be emphasized more to allay any worries. Based on the feedback, I also started to upload some optional short readings (1000 words or less) to help students get an introduction into any topics they found difficult. This worked really well and the students said they found it useful, so it could be a useful option in future. The video screenings were well received, and students said they added some nice diversity and helped them understand key themes. They did, however, find one video featuring a discussion of ‘neoliberalism’ challenging. I would therefore change this to a more accessible alternative.

NTNU:TIA:REST

Institutt for språk og litteratur

Department of Language and Literature

Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

Engelsk

Mer om vurdering

Emnet har hjemmeeksamen på ca. 4000 ord som besvares i løpet av 7 dager.

Anbefalte forkunnskaper

Bachelorgrad med fordypning i engelsk.ENG2455 Historie og politikk og ENG1404 Historie og nasjon.

Faglig innhold

Emnet gir studenter muligheten til å spesialisere seg i et område innenfor historie, samfunn og kultur i et eller flere engelsktalende land. Utvalg og tema fastsettes av emnekoordinator. Nærmere beskrivelse av faglig innhold gjøres tilgjengelig i pensumlisten ved semesterstart.

Kursmateriell

Læringsutbytte

KunnskaperKandidater som har bestått emnet - har kunnskap om et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.- har fått innsikt i spesialisert akademisk materiale fra et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.- har kunnskap om akademiske tilnærminger og metoder som kan brukes i historiefaget, samfunnsstudier eller kulturkunnskap. FerdigheterKandidater som har bestått emnet - kan demonstrere fagspesifikk forståelse for et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.- kan diskutere og analysere et utvalg relevante primærkilder og tekster fra et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land. Generell kompetanseKandidater som har bestått emnet - kan produsere et selvstendig skriftlig arbeid med argumentasjon på et høyt nivå på engelsk.

Læringsformer og aktiviteter

Forelesninger og/eller seminarer og/eller individuell veiledning. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).

Skriftlige innleveringer (ca. 3000 ord)

80 % deltakelse i undervisningen (gjelder ikke våren)

Skriftlige innleveringer (maks. 3000 ord) 

Historie, samfunn og kultur

Engelsk kulturkunnskap

Historie

Samfunnsfag

Engelsk - masterstudium

Lektorutdanning i språkfag for trinn 8 – 13

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This occasion represents the last time the course will be taught purely online as a result of the Covid 19 pandemic. Unfortunately, despite the fact that NTNU was asked to open up to physical teaching just before the course was due to start, I had already been asked to give the rooms away, and it was not possible to organise rooms with so many students signed up to the course at short notice. Some students asked for a return to physical teaching while others asked for the course to remain online. On balance, partly because of room issues, I decided it was fairer to keep the course online, but this meant the course continued to suffer from some of the problems of the past because it is essentially designed as an interactive form of learning, which depends on a high level of student participation. The course does not work as well online, even though I have experimented with various ways of teaching it over the past three years. I will not teach the course next year and it is likely that the temporary staff member who will teach it will develop their own course theme and methods. But I will return the following year to teach a version of what I have been teaching these past four years, which will allow me to make good use of the lessons learned in the future. The course has suffered from a lack of student participation. Approximately 50% of those taking the exam participated, and even less on a regular basis. Participation rates were clearly affected by the 8.15 - 10.00 time slot and the fact that it was taught online, but this is a consistent problem on both mine and other courses. This said, some of those who attended regularly contributed greatly and I know that others enjoyed the sessions, even if they did not want to actively engage in breakout rooms or with me in a class wide discussion. This year I reduced the use of Padlet in class, I gave fuller introductions to classes, and I updated the curriculum to incorporate new research on several elements of the course subject matter. This made sessions run a little smoother and balanced the course academically. In the exams, this is particularly noticeable because I set a specific exam question that could make use of this updated reading. The quality of student answers has improved as a result.

The course has always been well-received in terms of theme, design, approach, and learning goals/ outcomes. This continues to be the case this year. Students tell me regularly that they have learned a lot from the course in terms of economic, social, cultural, and political themes and/ or ideas, which will be of use in their future careers and as active citizens in their respective countries/ societies. This is one of the key learning goals of the course. In terms of assessment, it is clear that despite a patchy level of active participation considerable learning is indeed taking place. This is partly because I have provided a course handbook that makes it possible to do guided study beyond the classroom and also, I think, because of the challenging nature of the reading I have selected for the students. Both in the assignments and the exams it is very noticeable that considerable work has been done by a majority of those who have decided to take the exam, and the average grades are both high and consistent, which one might expect at the MA level, especially as many students take the course in there final year at the end of a fiver year programme. Therefore, to see this development in terms of engagement with difficult texts, essay writing, and 'debate' is pleasing. A return to physical teaching will greatly benefit the course in future years if it is to run along similar lines. But I may well reduce the high dependency on active learning and introduce a few traditional lectures again to diversify the offering. Not everyone learns in the same ways. Considering how challenging the concepts and issues are that the course introduces and discusses in class, I believe that the students learn a lot and improve their reading, writing, and critical thinking skills in a subject area that will be of ongoing use to them, regardless of the fact that the case study relates to Great Britain. Many of the concepts and themes are global ones that are of great contemporary relevance. The enthusiasm for these themes and concepts, the knowledge gained form the reading, and the methodological approaches to essay writing that I encourage are all to be found in the final exam answers.

The student Reference group report shows that communication between me and the students is perceived to be good and that I took mid-course feedback on board, thereby adjusting the course as we went. The group reports that the students 'enjoy the structure of the course, and particularly the course handbook'. But at the same time, the report shows that those students who do read, prepare, and actively participate in the classes are frustrated by those who do not, and the latter is a sizeable group. The representatives suggest that i should re-emphasise how important it is to read, but I have to say that I have done this very often and I write a whole section on this in the course handbook. The report does support my view that the lack of physical teaching on campus reduces the socialising of learning and perhaps limits the likelihood of actively socialising those who are not as motivated on their own into a learning environment. The report shows that using Padlet has been beneficial, that the course description corresponds with what students have learned, and that the syllabus was chosen carefully with the exam in mind. Two additional points in the course report related to reading (requests for more excerpts as oppose to full articles) and more use of PowerPoint for my introductions to seminars. While I can understand this to some degree, the facts are that the number of pages of reading have been reduced significantly compared to previous years and the total is under what NTNU advisers us to give. In my mind, we are working with the minimum needed to work at this high level already. With regards to powerPoint, I also think it is important to not only offer material that can be downloaded and accessed later. I want students to learn how to listen, prioritise, and select information, and to be present. This is the only element of the course that is not written down and the introductions are short. I think I will consider this point, but I think it is important to train key skills in different ways. I also produced a course survey, but only 12 students of the initial 51 registered and the 34 that sat the final exam answered it. The survey supports most of my comments in this report and those made by the Reference group. Overall, the course continues to be well-received and successful, despite problems relating to student participation.

Emnet gir studenter muligheten til å spesialisere seg i et område innenfor historie, samfunn og kultur i et eller flere engelsktalende land. Utvalg og tema fastsettes av emnekoordinator. Nærmere beskrivelse av faglig innhold gjøres tilgjengelig i pensumlisten ved semesterstart.

KunnskaperKandidater som har bestått emnet - har kunnskap om et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.- har fått innsikt i spesialisert akademisk materiale fra et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.- har kunnskap om akademiske tilnærminger og metoder som kan brukes i historiefaget, samfunnsstudier eller kulturkunnskap. FerdigheterKandidater som har bestått emnet - kan demonstrere fagspesifikk forståelse for et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.- kan diskutere og analysere et utvalg relevante primærkilder og tekster fra et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land. Generell kompetanseKandidater som har bestått emnet  - kan produsere et selvstendig skriftlig arbeid med argumentasjon på et høyt nivå på engelsk.

Forelesninger og/eller seminarer og/eller individuell veiledning. Emnet har obligatorisk deltakelse i undervisningen. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester).

80 % deltakelse i undervisningen

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This semester was once again challenging because of the impact of the Covid 19 public health crisis. But the Referansegrupperapport states clearly that overall the students were ‘very pleased with the course’. I also surveyed the students after course teaching was completed and I was very happy with the comments. The percentages of those who were very happy or happy with all elements of the course was in my view very high and one could not expect much better. A number of students argued that this was their favourite course of the entire degree programme. Others argued that they were not generally interested in history but were pleasantly surprised about the quality of this course and enjoyed it. These views matched my own observations throughout the semester. I was very impressed with a core group (50% of the students enrolled) who attended all classes regularly and participated actively in breakout rooms and doing work on Padlet while I monitored this work in real time and then responded to the students in class-wide discussions. The students had a significant amount of reading and other course materials to get through but these students showed excellent stamina and I could see the depth and breadth of learning in the final exam answers. It was also very pleasing to see that my extensive feedback on their assignments did have an impact on how they wrote essays in the final exam. Therefore, I was very pleased with how the course went and I think the students were very happy as well. But certainly teaching the course entirely online and maintaining a high level of active learning meant that both students and teacher alike were a bit exhausted at times. The students have suggested mixing up the teaching slightly in terms of adding a few top-down instructive lectures to help break up the active learning requirement and I might well do this in the future. A number of students would like to see more traditional lectures that require less preparation work. But the reason I have resisted this so far is that this is a 3000/MA course and I think skills work and independent thinking is more important to do and cultivate at this level.

The learning outcomes are up to date and they are communicated in the dedicated Course Handbook produced by the teacher, posted on Blackboard, and referred to by the teacher throughout the course.  The course is an MA course and is research-led, meaning that while it focuses on a specific topic it is really meant to teach skills through that topic. The course builds on the cultural, social, and political elements of two courses at lower levels that tackle modern British history and society. But I get the impression that a minority of students who don’t see relevance (1-2 each year) are usually students who have decided to specialise in Literature for their MA theses and would now prefer to study another Literature course or ‘only Literature’. But the facts are that this is an English programme and not a Literature one. Most students not only see the relevance in terms of developing skills, but also recognise that they are learning a lot of important content relating to the history of ideas that will help them in a number of ways to become better teachers and/ or citizens.

The course was taught entirely online because with perhaps thee exception of one or two weeks it was not possible to teach on campus while the course was running. I decided to learn from last year’s online ‘experiments’ and establish a consistent teaching method based on live Zoom sessions that combined breakout rooms/ group work, class-wide Padlet activity, and class-wide introductions and comments from me as the teacher. The students who attended ‘participated actively, and the discussions gave a better understanding of the articles and primary sources on the pensum’. But it is also true that some students ‘said that they did not like using breakout rooms, as it was too “intimate”’. Whereas the majority stated that Padlet was very useful. It was also noted by the representatives that online teaching affected the motivation of a majority of the students, even if participation remained good for a sizeable number of students on the course. The detailed course handbook that accompanies this course was highlighted as being ‘ a great help’ for students wishing to prepare for and follow the online teaching.  While I think the teaching method was very successful, all things considered, I do recognise that some students became tired of the system by the end of the semester. Active learning is great, but to always be active as students are on this course can lead to some fatigue. I also recognise that a minority of students find active learning and breakout rooms ‘intimidating’, but this is true with on campus teaching as well. To what degree we as teachers should accommodate this feeling, especially at the 3000/ MA level, and reduce active learning in response to this, is a difficult question and one that I always keep in mind. I think this has more to do with the individual personality and social skills as opposed to ‘good pedagogy’.

The course’s learning Outcomes consist of the following: ‘Candidates who have passed this course - have knowledge of a specialized topic in an area of Anglophone history, society, and culture.- are able to demonstrate discipline-specific understanding of a specialized subject in an area of Anglophone history, society, and culture. - have gained an insight into the specialised academic reading on a specific topic in an area of Anglophone history, society, and culture.- are able to debate and analyse a selection of relevant primary sources or texts on a specific topic in an area of Anglophone history, society, and culture.- can produce well-structured academic written work with a high level of argumentation in English.’ Based on the obligatory assignments and exam scripts, it is clear that all students have learned something in these areas. But I think it is highly likely that there is a gap between those students who attend and participate in class/ engage with the course and those who I have never seen the entire semester and who choose to study alone. Those students might well be able to do a lot because of my course handbook that is a teaching tool in itself, explaining how to approach texts and the course content each week, and outlining questions to think about. But students miss out on the debate aspect and on hearing a wider range of perspectives on texts, which narrows their understanding and analytical capability, as well as developing new ways to express themselves. Still, the Course Handbook compensates for some of what they are missing out on.

Bachelorgrad med fordypning i engelsk. 
ENG2455 Historie og politikk og ENG1404 Historie og nasjon.

Emnet har hjemmeeksamen på ca. 3000 ord som besvares i løpet av 7 dager. 

Emnet gir studenter muligheten til å spesialisere seg i et område innenfor historie, samfunn og kultur i et eller flere engelsktalende land. Utvalg og tema fastsettes av emnekoordinator.

Nærmere beskrivelse av faglig innhold gjøres tilgjengelig i pensumlisten ved semesterstart.

Forelesninger og/eller seminarer og/eller individuell veiledning. Emnet har obligatorisk deltakelse i undervisningen. Emnet har obligatorisk deltakelse i undervisningen. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. 
Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester). 

Kandidater som har bestått emnet 
- har kunnskap om et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.
- kan demonstrere fagspesifikk forståelse for et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.
- har fått innsikt i spesialisert akademisk materiale fra et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.
- kan diskutere og analysere et utvalg relevante primærkilder og tekster fra et spesialisert tema innenfor historie, samfunn og kultur i et eller flere engelsktalende land.
- kan produsere strukturerte skriftlige akademiske arbeider med argumentasjon på et høyt nivå på engelsk.


Lektorutdanning i språkfag - masterstudium (5-årig)

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This semester was extremely challenging because of the impact of the Covid 19 public health crisis that hit this course right in the middle (6 sessions had been completed and we still had 6 to go, plus the assignments). The course worked well until this moment and despite the impact of the crisis on participation I can see from the assignments and the exam that the students have taken the assessment side of the course seriously and learned a lot from the course’s learning outcomes. The Referansegrupperapport states that overall the students were ‘very pleased with the course’. The representatives argue that the first half of the course ‘worked very well’ before Covid 19 forced the course online without any notice. But the representatives also argue that when the course shifted online it ‘did not work very well’. Several technical changes to the course, particularly if it had to run online again, were offered, relating to the scheduling of the film screenings on the course, the adding of a glossary of historical and political terms for students, and the potential combining of live Zoom sessions to run alongside padlet work. I will consider these aspects next year when I know what form the course will be taught in whether campus or online. Individual course survey responders have noted a wide variety of reasons why students struggled with motivation when the course moved online and they had to work from home. The students seem to appreciate the efforts I went to in order to keep the course going and I have been singled out for praise in this regard by many students, even if they didn’t always use the exercises and content I created for them.

This is a relatively new course and this is only the second time it has run. The learning outcomes are up to date and they are communicated in the dedicated Course Handbook produced by the teacher, posted on Blackboard, and referred to by the teacher throughout the course. 100% of the students who answered questions on the course survey (13 of 32 students sitting the exam) agreed that the course content matches the course description. However, it must be said that some students did note in the course survey that they do not see why the course is relevant to their degree programme in English, which is concerning. 54% of responders agreed that the course was relevant to their degree programme compared to 23% who disagreed and 23% who neither agreed or disagreed. The course is an MA course and is research-led, meaning that while it focuses ona. Specific topic it is really meant to teach skills through that topic. The course builds on the cultural, social, and political elements of two courses at lower levels that tackle modern British history and society. But I get the impression that a minority of students who don’t see relevance are usually students who have decided to specialise in Literature for their MA theses and would now prefer to study another Literature course or, as indeed one or two have told me over the past two years, they believe they are now studying a Literature degree and not an English one. Therefore, I think the problem here is not just related to the course but to the wider communication of all staff in English about the degree programme as a whole (including myself). Research specialisms tend to dominate now and they can cloud over the fact that students are not linguists, literature scholars, or historians etc. They are English students and perhaps we need to do more to communicate this so that the transferable skills in all of our courses are more highly regarded and recognisable than any course specific subject knowledge or content.

The referansegruppe did state that some students found the amount of reading each week to be ‘a bit much’. This is something I will adjust now after two years of similar comments. I might also reduce the number of weekly topics in order to incorporate other teaching methods. However, the students do think the reading is ‘very relevant’ with a good balance between broader and specific research articles. They also state that the Film sessions help to clarify the relevance of the reading to the course. They also argued that the assignment was good preparation for the exam and that it was ‘fun’. Likewise, they appreciated the extensive feedback I give on the assignments and they liked the exam questions that allowed students to choose from the reading list what they wanted to use to most effectively answer the question. My individual course survey was perhaps more useful in terms of judging progression/ speed and the level of the course. 11 students thought the level was ‘adequate’ and 2 students thought it was ‘too high’. In terms of speed of progression 6 students believed it was ‘too high’ and 7 stated ‘adequate’. I think some adjustments can be made here to ease the burden without lowering the level of learning. I think adjusting timetabling, the number of classes, and the amount of reading would help those who find it a bit intimidating or daunting. As the refaransegruppe noted the course learning environment in terms of interactive group work pretty much collapsed as soon as the course moved online despite the fact that the teacher went to great lengths to supply video lectures, padlet pages for interactive discussion with others and me at their own convenience during the week etc. This is an unusual moment in time and we have to be careful not to read too much into this. Students have responded in the survey in a range of different ways regarding why they did not do online work on the course and most of them are beyond the teacher’s control unless mandatory activities or expectations were imposed. It was judged unreasonable to impose such conditions on students during a global public health crisis. But the teacher has experimented with various methods and now has good knowledge to adjust the course for an online offering if this needs to be done in the future. On the student survey the results stated that 38% of students prepare for seminars ‘often’, compared to 54% ‘sometimes’, and 8% on ‘rare occasions’. As the course is a seminar-based discussion course with only a few lectures and additional film sessions, the course lives or dies on student effort and participation. This means that those who do a lot of work seem to greatly appreciate the course, but those who do not have some problems with it. This is why I would argue that the course is advanced. Again, I think the changes I have mentioned could help here, but ultimately the comments from all those students who have answered seem to be extremely positive about the course offering them a different experience to many others and the teacher does not get many complaints about things being unfair because the expectations are made clear from the start of the course. The learning environment is a challenging one and I have to stick with it even when at times students have not read enough or do not want to speak. The alternative would be to move to traditional lectures, but the I believe at MA level the students should experience this challenging way of learning. Finally, one interest finding from the survey was that 62% of responders thought the mandatory attendance policy that was tested in the first 6 weeks of the course was ‘positive’ and that 8% were ‘indifferent’ to it compared to 32% seeing it as a ‘negative’.

The course’s learning Outcomes consist of the following: ‘Candidates who have passed this course - have knowledge of a specialized topic in an area of Anglophone history, society, and culture.- are able to demonstrate discipline-specific understanding of a specialized subject in an area of Anglophone history, society, and culture. - have gained an insight into the specialised academic reading on a specific topic in an area of Anglophone history, society, and culture.- are able to debate and analyse a selection of relevant primary sources or texts on a specific topic in an area of Anglophone history, society, and culture.- can produce well-structured academic written work with a high level of argumentation in English.’ Based on the obligatory assignments and exam scripts, it is clear that all students have learned something in most of these areas, but perhaps there is one exception. Not all students followed my exam instructions and they resisted including some analysis of primary sources in their exam essays. These tended to be students at the bottom of the grade scale, but still I could demand this in a louder voice throughout the course to make sure they follow exam instructions. I can see them analyzing them and discussing them in class, but this is an area that I could strengthen. I should say that the course is advanced in terms of demands on reading, the nature of the reading, and the complexity of the subject matter. Not all students are used to this type of work on a multidisciplinary degree programme like English. They get some of it but they are not specialists in one area like on other degree programmes. Expectations are therefore adjusted to reflect this, but I do challenge and them as hard as I can. At least half of the class come away from the course having produced a very impressive essay that responds to these challenges whereas some struggle, but considering student responses in the course survey about their own efforts on the course this is hardly surprising. Nevertheless, many students seem to agree that on completion of the course they learned something that will be useful for them in the future.

Emnet har hjemmeeksamen på ca. 3000 ord/6-8 sider som besvares i løpet av 7 dager. 

Forelesninger og/eller seminarer og/eller individuell veiledning. Emnet har obligatorisk deltakelse i undervisningen. Det forutsettes at alle studenter regelmessig bruker gjeldende læringsplattform. 
Godkjent obligatorisk aktivitet er gyldig i to semester (semesteret godkjenningen gis og påfølgende semester). 

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(4194)/FieldValuesAsText

Historie, samfunn og kultur - ENG3450