| 1. |
- Cronhjort, Mikael, et al.
(författare)
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Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
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| 2. |
- Riese, Emma, 1992-, et al.
(författare)
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Experiences and lessons learned by offering introductory training for teaching assistants who teach computer science
- 2021
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Ingår i: KTH SoTL. - Stockholm : KTH Royal Institute of Technology.
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Konferensbidrag (refereegranskat)abstract
- Teaching assistants (TAs), students that are employed to assist the faculty, play an important role in many courses, by for instance conducting tutorials, helping and guiding students, and assessing assignments [1]. Especially in the courses that are given to a large number of students, TAs are widely used as a way to enable one-to-one tutoring and individual feedback [2]. However, previous studies have shown that TAs are not always offered sufficient training [3]. In 2019, the EECS school decided to initiate a mandatory training course for all computer science TAs [4], and this is a brief report on the experiences of this initiative. The purpose of this initiative has been to make our TAs more comfortable and prepared in their TA role. This includes multiple aspects, for instance, to empower the TAs to ask for well-defined lab grading criteria, if that is missing.The first offering of the TA training course was given in January 2020. The course consists of five modules (expected time for each module in parentheses): 1. HR questions (30 min) 2. Classroom teaching (60 min) 3. Helping students and supervising lab sessions (60 min) 4. Workshop regarding assessment (120 min) 5. Discussion and reflection seminar about modules 1-3 (90 min)Modules 1-3 are online modules in Canvas [5], each containing several quizzes. Modules 4-5 are scheduled sessions that first took place on campus but since March 2020 have been conducted through Zoom. During the spring semester, the course was given in Swedish. In the summer of 2020, the course material was translated to English, and modules 4 and 5 are since then offered in both English and Swedish. The TAs are paid the same hourly salary for taking part in the TA training as they earn for teaching. TAs that are employed as amanuensis (sv. amanuens) are also required to enroll in the course and for them it counts as part of their competency development. All TAs that have participated in the TA training course have been given the opportunity to anonymously fill out a customized course evaluation, and informed consent to use the answers for research purposes has also been collected.Most of the TAs enrolled in the training course have given it positive reviews. A commonly mentioned strength of the course has been the interactive sessions, meeting and discussing with other TAs. Many TAs have also experienced the course as valuable for their TA development. For example, a TA wrote: “Great initiative, the course gives you tools that will make your role as a TA easier, and some grounds to develop within!”As instructors in the course, we have also learned from the processes and continued to improve and develop the course throughout the year, based on the feedback from the TAs. During the conference, we will be able to share more examples from the course content as well as results from the course evaluations.To offer an introductory TA training course has been a great experience for us involved in the course and, in general, resulted in positive evaluations from the TAs who participated in the training. A portion of what we teach is specific to computer science, while other elements of the training are more general and focus on pedagogical aspects and the TA role. We hope this initiative of TA training can spread across KTH and are more than happy to share our course material and experiences.
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| 3. |
- Said Stålsmeden, Anna, 1983, et al.
(författare)
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Chiral 1,5-disubstituted 1,2,3-triazoles-versatile tools for foldamers and peptidomimetic applications
- 2020
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Ingår i: Organic and Biomolecular Chemistry. - : Royal Society of Chemistry (RSC). - 1477-0539 .- 1477-0520. ; 18:10, s. 1957-1967
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Tidskriftsartikel (refereegranskat)abstract
- 1,4- A nd 1,5-Disubstituted triazole amino acid monomers have gained increasing interest among peptidic foldamers, as they are easily prepared via Cu- A nd Ru-catalyzed click reactions, with the potential for side chain variation. While the latter is key to their applicability, the synthesis and structural properties of the chiral mono-or disubstituted triazole amino acids have only been partially addressed. We here present the synthesis of all eight possible chiral derivatives of a triazole monomer prepared via a ruthenium-catalyzed azide alkyne cycloaddition (RuAAC). To evaluate the conformational properties of the individual building units, a systematic quantum chemical study was performed on all monomers, indicating their capacity to form several low energy conformers. This feature may be used to effect structural diversity when the monomers are inserted into various peptide sequences. We envisage that these results will facilitate new applications for these artificial oligomeric compounds in diverse areas, ranging from pharmaceutics to biotechnology.
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