Daily Archives: Friday May 24th, 2024

Why teach and supervise (if you don’t have to)?

Many individuals who are employed or indirectly connected to K2 through research contribute to teaching at the bachelor’s, master’s, and PhD levels, and towards the professional studies at the Faculty of Medicine. Yet, there is a need for more hands (or rather, brains) and a more adequate distribution of tasks. But why teach or supervise students if it is not a formal requirement in the position or role you hold?

Many discover the rewarding aspects of teaching and supervision when they reach a point where they “have to” get involved in such tasks, while some realize a bit too late that teaching experience would provide a more complete CV, in terms of both real-life and formal competence.

Teaching can force one to delve into areas slightly outside one’s core competence. Through the preparation for teaching and, for example, supervising students who work on various assignments, this can contribute to a broader professional impact. Evaluation (“sensor”) assignments can serve a similar function, while also providing an insight into other environments and their activities – which can come in handy when in need for an evaluator for one’s own students.

Through such processes, one often needs to look afresh at one’s own passive knowledge concerning definitions and basic concepts that might be taken for granted in everyday work activities – can you really explain them to a less experienced person? Sometimes, more experienced individuals may have moments of discovery when going back to concepts they think they have understood and can explain outright. Students ask questions one as never considered.

Everyone probably clearly recalls one or several teachers or mentors from their own time as a student. Some for the ‘wrong’ reasons, but some as important role models and academic mentors. In an era with a growing focus on digitalization in teaching, I believe it is very important that students meet dedicated professionals and scientists, and I believe these meetings can be motivating for both parties.

Regarding formal competence: various forms of teaching are credited in the training part of the UiB PhD education, and supervisors can encourage the emphasis on such activities in the training component. Specific requirements apply for promotions/appointments in academic positions, but teaching will always complement an academic CV.

Be reminded that teaching is not just lectures but can take many forms. If you want to contribute to teaching or supervision, you can communicate this to the leader of your research group, to teaching group leaders in your field, or to colleagues who teach a relevant subject.

Silje – Fungerende undervisningsleder.

CCBIO Junior Scientist Symposium

June 6th, 2024 

(Møterom, HBE, Glasblokkene, Blokk 8, U1etg, U364, Auditorium)– register(ccbiojuss.no) or https://skjemaker.app.uib.no/view.php?id=16203275

We are happy to welcome you all to the upcoming CCBIO Junior Scientist Symposium, June 6th, 2024. This seminar series is a perfect place to meet and interact with other young scientists. We anticipate lively and interesting discussion as always. It is a pleasure to present Geir Olav Løken, Administrative Leader of CCBIO, as the keynote speaker. He will use his decades long experience in mediating between researchers and the administration to elaborate on how to best interact with “the other side” and point out pitfalls and coping strategies. Anna Gorbunova, a new post doc in Carina Strell’s group will present the prognostic impact of mitochondrial proteins in lung cancer. You will also learn more about how to target homology repair deficiency in breast cancer, tissue engineering of bone marrow and precision medicine in children’s cancer. Please register within June 3rd at 11.00.

Program: Continue reading