Workshops: Ideas and tools for your teaching | December 17th 2026
Workshops on teaching university science
Workshop #1 Inclusive teaching in the diverse classroom
Students attending higher education are growing increasingly diverse in parameters such as social background, gender and race, more cross disciplinary courses, etc. Teachers often struggle to build on this diversity of experiences and expectations, and there is a risk that some students are excluded or unable to engage. In this workshop we will explore and discuss how students with various backgrounds navigate different learning settings, where common problems arise, and what teaching techniques can mitigate these issues.
The main learning objective is for teachers to work with tools that can make their teaching more equitable. We will build on existing research on diversity in the classroom and present different tools that teachers can work with. We will discuss how tools might work differently across different courses and teaching settings. By the end of the course each participant will have worked with at least two tools that they can try out in their own teaching.
What will you gain?
- Identify areas of diversity in your teaching situations.
- Discuss and prioritize strategies to promote inclusive learning environments.
- Give and receive reflective feedback on changes for inclusiveness.
Teachers: Adrienne Traxler and Henriette Holmegaard
Workshop #2 Teaching and learning in the ‘international classroom’: Rethinking practice in diverse contexts
The ‘international classroom’ is now a common reality in higher education, shaped by student mobility and diverse linguistic, educational, and cultural backgrounds. This workshop explores how teaching and learning are experienced in such contexts, with a focus on participation, communication, and interaction in higher education.
The workshop is activity-based and centered on participants’ own experiences, questions, and reflections. Participants will work collaboratively to explore how classroom practices and expectations shape learning environments, and how these can be understood and developed in more inclusive and responsive ways.
The session encourages reflection on how teaching practices are shaped by implicit assumptions about communication, ways of engaging in dialogue, and how academic contributions are recognized and valued, and how these may be rethought in internationally diverse settings, including those shaped by international student mobility.
What will you gain?
- Opportunities to reflect on how teaching and learning are shaped in internationally diverse classroom settings, including your own experiences and practices.
- Insight into how classroom expectations and norms influence interaction, participation, and the recognition of different forms of academic contribution.
- Ideas for developing more responsive and inclusive approaches to teaching through exchange with colleagues across disciplines and teaching contexts.
Teacher: Vera Spangler, Postdoc, IND
Workshop #3 Using narrative scenarios in university science teaching
Let your students become forensic detectives, pioneers on Mars, or maybe super villains who want to use science to take over the world? Or maybe something more based in reality: policy makers trying to create laws based in part on scientific evidence or scientists within your field applying research time at a large facility? In narrative scenarios, students engage with subject matter through an interactive story framework – for example, by taking on roles, making decisions, and solving problems within a meaningful story. In this workshop, participants will first participate in a narrative scenario and after that begin designing their own. Interspersed with these activities, the workshop facilitator will introduce some of the central concepts in narrative scenario design and teaching.
What will you gain?
- Experience a narrative scenario and collect systematic reflections about yours and others’ experiences.
- Design and share your own idea for a narrative scenario (and, if you want, use a specialized LLM to help you)
- Explain and use central concepts from a narrative scenario framework.
Teacher: Jesper Bruun, associate professor, IND
Workshop #4 Research-based education – in principle and in practice
Research-based teaching is often described as a key principle of the university. The combination of research and teaching within one institution is what distinguishes the university from other institutions that either do research or teach. But what does research-based teaching actually mean? What is needed for research-based teaching to take place, and how do you translate it into your own teaching practice? In this workshop, we will delve into the glossy principles and messy practices of research-based teaching and discuss the advantages and pitfalls of different ways of integrating research into your teaching.
What will you gain:
- A clear understanding of what research-based teaching means and its role in the Danish university
- Strategies for designing learning environments that engage students in processes of research and inquiry
- Practical approaches to integrating research and inquiry into your own teaching.
Teacher: Marie Larsen Ryberg, Assistant Professor, IND
Workshop #5 Computational writing – a new genre of writing in Science Education in the time of GenAI
In this workshop we will explore the potentials of computational writing in university teaching. Computational texts - Jupyter Notebooks, RMarkdown, Quarto etc. - have become central instruments for scientific work, particularly in such areas as statistics, programming and data analysis. Computational texts integrate prose, executable code, data, graphs etc. into texts of a new kind. The production of such texts will often rely heavily on GenAI tools. But unlike much writing with GenAI the result is more transparent: The final text may allow others to inspect and assess the steps taken and give them opportunity to rerun analyses (for instance production of graphs, maps etc.). Thus, this type of writing can increase reproducibility of results. In this workshop, participants will share perspectives on current and potential uses of computational writing in university science teaching and learning.
What will you gain?
- Ideas for your own teaching of how you can include elements of computational writing
- Insight into the potentials and current practices of computational writing
Teachers
Frederik Voetmann Christiansen, Associate Professor, IND
Morten Misfeldt, Professor, IND
Where
The workshops takes place at IND, Niels Bohr Building (NBB), Rådmandsgade 64, 2200 København N in the following rooms:
- 02.0.H.128 + 02.0.H.140
- 02.0.H.146 + 02.0.H.154
- 02.0.H.106
When
The workshops begin at 1 pm and end at 4 pm.
Registration
Registration is required. Please note, that registration will close two weeks before the workshop, or when each workshop has reached its maximum number of participants. A workshop may be cancelled if there are too few registrations. Register no later than December 3rd.