I’ve taught, supervised and assessed more than 1,200 people at the undergraduate level in psychology between 2011 and 2019 at the University of Karlstad, Sweden. I teach people from all ages and from diverse backgrounds in Biological and Cognitive Psychology, Educational Psychology, Work Psychology, Group Psychology, Organisational Psychology, Leadership Psychology and Communication Psychology, as well as in Quantitative Research Methods, Statistics and Research Projects.
As a course manager I was responsible for up to four courses each semester with up to 60 students and two to four teachers in each course, using digital and analogue resources and methods. As head of educational development, I was instrumental in transforming our mainly teaching-focused to learning-focused education, applying newest and proven scientific knowledge in learning and teaching. I worked closely with a team of colleagues, study advisers, other university staff and researchers to adjust our education to international standards. In this context, I wrote in cooperation with my colleague Lars Eriksson the report “Psychology for Efficient Learning”. The report summarizes the most effective practices for epistemology variation and cognitive enhancement in Higher Education and how they can be implemented in a course. Based on the report’s findings, I developed and designed five courses syllabuses’, from defining clear learning outcomes to how the course content is taught and structured, to the final examination of the course content.
- Coordinating human behaviour in relation to the organisation’s goals, by applying knowledge in the fields of
- Organisational development and culture
- Working climate
- Communication and conversation skills
- Group dynamics, team development and conflict resolution
- Maintaining and managing staffs’/students‘ performance and motivation, building commitment and a collaborative work environment, and maintaining and facilitating well-being in relation to the organisation’s goals, by applying knowledge in the fields of
- Motivation, perseverance/grit, and work engagement
- Well-being and stress
- Performance and workload
- Designing work/learning environments that facilitate effective learning, by applying knowledge in the fields of
- Learning, memory, cognition, and meta-cognition
- Emotion and emotion regulation
- Cognitive enhancement
- Motivation, feedback, and assessment methods
- Epistemology variation
This is how I teach
Teach with passion. Activate learners. Make learning meaningful.
Kind of education: Adult and Higher Education
Average class size: 10 – 60 persons/module
Subjects I teach: Introduction to psychology, biologic and cognitive psychology, group, organisational, work and leadership psychology, communication psychology, psychology of success, research methods and statistics
Four words that describe best my teaching style: Commited, enthusiastic, organised, and goal-orientated
My favourite lecture topic or course to teach: I most enjoy lectures that help my students to understand themselves better and how they can use this knowledge to improve their well-being, performance or their relationships with other people. Examples for topics are motivation, growth mindset theory, memory and learning strategies, emotion and emotion regulation, and group development
My favourite in-class activity or assignment: I love activities that really can make a difference in my students’ life’s. For example, applying Bakker and Demeroutis Job-Demands-Resources model in the course Psychology of Organisations. This activity resulted in an improved capacity to cope functionally with stress in my students. They also learned how such a measure can be designed and implemented in an organisation. I like not only to show students how they to cope with stress successfully, but that difficult situations, that often generate stress and discomfort, can be of great value for their personal growth.
The best advice about teaching I’ve ever received is in Swedish and says: “Spänna bågen högt”, which means approach each and every student with having high expectations about her/his/their capability to master the course and its challenges successfully. With this approach in mind, I could observe how my students developed academically, socially, and emotionally beyond their own beliefs of what they could achieve.
„Jenny placed high demands on us. Our class tried to lower the requirements. But Jenny remained steadfast. Instead, she helped us to meet the requirements by designing lectures so we could acquire or develop the necessary skills to meet the requirements of the course through various exercises and assignments as well as through her coaching. Only after the course did I understand that Jenny believed in us and our potential to pass the course by not deviating from the requirements. That was one of the best experiences I ever had – and I’ve learned an incredible amount, too.“
Annika after the course „Psychology of Leadership“