Senior teacher education in social science with specialisation in history

Transkript

1 Senior teacher education in social science with specialisation in history Level of qualification Master degree ECTS credits 300 Programme duration 10 semesters. Mode of study Full Time Study place Bodø Responsible faculty Faculty of Social Sciences Study programme director Miriam Tveit address Telephone Student advisor Lars Røed Hansen, Language of instruction Norwegian Admission requirements General certificate of education with minimum requirements of grade 3 in social science, Norwegian and mathematics and a minimum of 35 school points at higher secondary level in total. A police certificate of behaviour must be delivered. Specific arrangements for recognition of prior learning Admission on the basis of prior learning according to current regulations, but subject to a requirement of a minimum grade of 3 in social science, in Norwegian and in mathematics at secondary school level. Programme evaluation The programme is evaluated annually by students through course evaluations and by the programme supervisor. The evaluation is included as part of the university s quality assurance system. Assessment methods Several methods of assessment are used unseen written exams, home exams, project assessment, assignments and oral exams. Examination regulations, assessment and grading: Examination regulations can be found in Regulations concerning studies and examinations at University of Nordland (UiN) as well as the special regulations Guidelines for exam candidates at UiN. The Norwegian assessment and grading system uses the letter grades A-F, in which A denotes the best grade and F denotes failed. Grades can also be given as: passed / not passed or approved / not approved. Qualifications requirements and regulations Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) as well as local regulations and directives given at og reglement. Graduation requirements Students must have successfully completed the courses at Bachelor level before they can proceed to master level. The final exam consists of the master thesis. Costs No special costs except semester registration fee and syllabus literature. Introduction The programme qualifies the candidate for work as a senior teacher in social science and history in secondary education. Particular attention is given to providing broadranging knowledge and knowledge and competence in the academic specialisation of history. At the same time pedagogy, didactics, and integrated teaching practice provide insight into teaching and help build confidence in esatblishing the teacher's role. General description and profile of the programme The senior teacher s qualification in social science with a specialisation in history is both a vocational and an academic programme of study. Over five years, students undertake a bachelor degree in history with political science as an ancillary subject and a master s degree in history. The programme also comprises thorough vocational courses in pedagogy and academic didactics, in addition to a hundred days' practice with qualified guidance. Practice is spread across several different courses and takes place during the first four years of the study programme. The last year of study is devoted to the master s degree in history with a thesis comprising 30 ECTS credits.

2 Most of the courses are arranged as regular teaching on campus, but some are arranged as session-based teaching and some as on-line courses. The faculty encourages the creation and devlopment of an active study milieu on campus. Learning outcomes On successful completion of the programme the student should have the following learning outcomes: Knowledge The candidate should have achieved: Advanced knowledge in social science and history, and special insight into aspects of history particularly relevant for the profession A thorough knowledge of academic debates, research theories and methods in professional, pedagogical and professionally related didactical questions A broad understanding of school s mandate, teaching s value base and the educational process Thorough knowledge of relevant research literature, the law and educational plans Knowledge of youth culture and youth development and learning in differing social and cultural contexts Skills The candidate should be able to: Orientate himself/herself with regard to academic literature, analyse and adopt a critical stance to information sources and existing theories Use academic literature and other relevant sources of information to structure and formulate academic arguments in differing fields Undertake a limited, independent and professionally relevant research project in keeping with current educational processes On an independent and professional basis, use various methods of work to differentiate and adapt teaching in conformity with current teaching plans, and to create a motivating and inclusive learning environment Describe the characteristics of competence, assess and document pupils learning, give encouraging response and contribute to the pupils ability to reflect over their own learning and academic development General competence The candidate should be able to: Contribute to innovation and to undertake work in professional development Mediate and communicate research questions related to professional practice at a high academic level With a great degree of independence, continue the development of his/her own professional competence and contribute to both their colleagues and the school s professional and organizational development Build relations with pupils and their guardians, and cooperate with all instances of relevance to the school organisation Study programme plan 2014 Autumn 2015 Spring 2015 Autumn 2016 Spring 2016 Autumn 2017 Spring 2017 Autumn 2018 Spring 2018 Autumn 2019 Spring Senior teacher education in social science with specialisation in hist Mandatory courses (260 ECTS-credits) Study foundation semester - Individual, Society and Science Public policy and administratio I Modern World History (after 1750) European History before 1750 Pedagogy for postgraduate teachers Historical theory, methodology and didactics Modern Norwegian History after 1815 Bachelors Thesis (10 ECTS-credits) Masters Thesis (30 ECTS-credits) Globalisation and International Politics Comparative politics Didactics - Social Service Studies Norwegian History before 1814 Political Theory Introduction to qualitative and quantitative methods in social sciences Bachelor s Thesis Academic didactics for history Older North Norwegian History Theory, method and historigraphy Development of the Welfare State Historians in Society - Theory and Practice Self-chosen literature study for Senior teacher education in social science with specialisation in h Modern North Norwegian History Master thesis, Senior teacher course Student Exchange Students are encouraged to study abroad during their degree. The semester best suited for international study exchange is the 6th semester.

3 Further education Successful completion of the programme enables graduates to apply for admission on a PhD programme. Professional and occupational prospects The programme qualifies graduates to be senior teachers in social sciences and history at school levels The programme also provides the basis for working in other institutions such as museums or the public sector. Qualification awarded Senior teacher in social studies and history. Last updated by: Lars Røed Hansen, :50 «Back Emner 1st year of study Study foundation semester - Individual, Society and Science - EX150S ECTS Credits: 30 Level of course: Introductory Level Type of course: Compulsory for all bachelor programmes at the Faculty of Social Sciences except for the Bachelor of Circumpolar Studies. The course includes the courses Ex.phil and Ex.fac. Duration: One semester Study start: Autumn 2014 Year of study: First year Course responsible person: Kjartan Koch Mikalsen address: kjartan.koch.mikalsen@uin.no Costs: No costs except semester registration fee and course literature. Course evaluation: Annual evaluations which are included in the university's quality assurance system The goal for this semester course is twofold: 1. The course enables students to be better able to study and get involved in studies. It also lays the foundation for the expertise and skills students should have as students and in relation to their future work. It emphasizes in particular: 1. Communication and reflection skills 2. Writing and presentation skills 2. The course provides a basic introduction to philosophy and the history of science, and to central research themes and teaching at the faculty. Currently, this includes the following topics: 1. Democracy, gender equality and participation 2. Norwegian Society and the World 3. Ethics in Practice and Science 4. Globalization, Trade, Environment and Risk 5. The Media's role and power 6. Social Analysis and Political Systems 7. Science s role and power 8. Welfare Society and Welfare State Development Knowledge: On successful completion of the course the candidate should: have broad knowledge of science traditions and their standing in society have basic knowledge of the role of science in social development understand the ethical challenges in research and knowledge-based practice

4 Skills: be able to identify the positions, arguments and structures of different text types have a basic understanding of themselves at a personal level in communication and in relationships with others On successful completion of the course the candidate should: be able to take professional stands in debates be able to structure course material and present this in written work or oral form be able to work both independently and in groups master the relevant professional tools and techniques be able to think critically about ethical issues, both personal and student and community issues be able to reflect on own values and humanity General competence: On successful completion of the course the candidate should: be able to think critically about scientific knowledge production be generally oriented in social analysis, ethics and science be able to pass on important subjects, such as theories, issues and solutions in written, oral, and through other appropriate forms of expression have insight into the characteristics of science texts and how such texts can affect society be able to contribute to their own and others' professional development in an independent and thoughtful manner No Yes Admission occurs based on general study competence (university entrance) or work competence (prior learning) according to current Norwegian regulations. Students must be prepared to read some litterature in Norwegian and some in English Face-to-face. Teaching methoda and learning activities consist of a mixture of lectures, field trips, student activity, seminars and group work. Selected parts of the curriculum will be discussed in lectures and students are responsible for reviewing the whole curriculum. Students are expected to influence the content of discussions and workshops by contributing with their own suggestions and comments. In addition to compulsory teaching and assignments students follow a longitudinal writing seminar related to the two written tasks in the portfolio examination. The following parts of the course are compulsory: 1. Introduction 2. Ethics seminars 3. Digital tools - many possibilities 4. Communication 5. Visits to work places 6. Reference practice More detailed descriptions of these course parts are available in special subject overviews. Passed assignments are only valid up until and including the academic year in question. Here we refer to Regulations pertaining to studies and exams at University of Nordland (UiN) as well as local regulations. The assignments must have been completed in order for the student to be permitted to take the exam. Grades are set based on the following: Two papers (portfolio) written related to longitudinal writing seminars. The assignments will collectively count for 40% and use the regular Norwegian grading system (A-F) A 4-hour written examination counts for 20 % and uses the regular Norwegian grading system (A-F) The oral exam counts for 40 % of the total and is evaluated using the regular Norwegian grading system (A-F)

5 Not applicable SHARED CURRICULUM (compulsory for all students): Books: Brodersen, R. B., Bråten, F. R., Anders, Slethei, K., Ågotnes, K. (2007), Tekstens autoritet. Tekstanalyse og skriving i akademia. Oslo: Universitetsforlaget (180 sider) Bauman, Zygmunt (1998), Globaliseringen og dens menneskelige konsekvenser. Oslo: Vidarforlaget A/S (Kapittel 1, 3, 4 og 5, ca 70 sider) Eriksen, Thomas H. (2001), Flerkulturell forståelse. Oslo: Universitetsforlaget (Kapittel 1-4 og 9) Eriksen, Thomas H. og Torunn Arntsen Sajjad (2011), Kulturforskjeller i praksis. Oslo: Gyldendal akademisk (Kapittel 1-8, 16 og 17) Gilje, Nils og Harald Grimen (1993), Samfunnsvitenskapenes forutsetninger. Innføring i samfunnsvitenskapenes vitenskapsfilosofi. Oslo: Universitetsforlaget (Kapittel 1-7, 163 sider) Jensen, Per og Inger Ulleberg (2011), Mellom ordene. Kommunikasjon i profesjonell praksis. Oslo: Gyldendal akademisk (342 sider) Pettersen, Roar C. (2011), Oppgaveskrivingens ABC: veileder og førstehjelp for høgskolestudenter. Oslo: Universitetsforlaget Skirbekk, Gunnar og Nils Gilje (2007), Filosofihistorie Innføring i europeisk filosofihistorie med særlig vekt på vitenskapshistorie og politisk filosofi. Oslo: Universitetsforlaget (Kapittel 1-15 og 21.B-D, 344 sider) Torp, Hege (red.) (2005), Nytt Arbeidsliv. Medvirkning, inkludering og belønning. Oslo: Gyldendal akademisk (Kapittel 1, 2, 3, 6, 7, 9 og 10, ca. 155 sider) Compendium: Allardt, Erik (1976), Dimensions of welfare in a Comparative Scandinavian Study. Acta Sociologica: (12 sider) Buckley, Terry (1996), The Institutions of Athenian Democracy, i Aspects of Greek History BC. A Source-Based Approach. Routledge (ss ) Grimen, Harald (2010), Robert Nozick den minimale staten, i Pedersen, Jørgen (red.), Moderne politisk teori. Oslo: Pax Forlag (Kapittel 2, 22 sider). Huseby, Robert (2012), Likhet og rettferdighet G. A. Cohens kritikk av John Rawls. Nytt norsk tidsskrift 29 (2): (9 sider) Høibraaten, Helge (1998), Demokrati, makt og kommunikasjon, i Fermann, Gunnar og Torbjørn L. Knutsen (red.), Virkelighet og vitenskap perspektiver på kultur, samfunn, natur og teknologi. Oslo: Ad Notam Gyldendal (Kapittel 8.5, 33 sider) Krogh, Thomas (2003), Grunntrekk i universitetenes historie, i Historie, forståelse og fortolkning. Oslo: Gyldendal akademisk (Kapittel 6, 30 sider) Lundby, Knut (2010), Medier overalt, i Frønes, Ivar og Lise Kjølstad (red.), Det norske samfunn. Oslo: Gyldendal Akademisk (23 sider) Lundestad, Svein og Linda Haukland (2011), Historien Fra høgskole til universitet, i Pedersen, Pål A. m.fl., Universitetet i Nordland. Bodø: Universitetet i Nordland (34 sider) Nielsen, May Britt O. (2011), Den demokratiske revolusjon, i Norvegr. Bind 3, Oslo: Aschehoug & Co, ss (30 sider) Noack, Turid (2004), Familien i velferdsstaten: fra støttespiller til trojansk hest?, i Ellingsæter, Anne Lise og Anlaug Leira (red), Velferdsstaten og familien utfordringer og dilemma. Oslo: Gyldendal akademiske (ca. 28 sider) Robson, Mark (2000), The Liberal Monarchy , i Italy Liberalism and Fascism Hodder & Stoughton, ss (28 sider) Roppen, Johann og Sigurd Allern (2010), Journalistikkens samfunnsoppdrag. Kristiansand: IJ-forlaget (Kapittel 1, 23 sider) Schwebs, Knut og Helge Østbye (2013), Media i samfunnet. Oslo: Samlaget (Kapittel 8, 35 sider) Sen, Amartya (1999), Democracy as a Universal Value, i Journal of Democracy 10 (3): 3-17 (15 sider) Stamsø, Mary Ann (red.)( 2009), Velferdsstaten i endring. Oslo: Gyldendal Akademisk (Kapittel 3 og 10, ca. 50 sider) Svendsen, Lars Fr. H. og Simo Säätelä (2007), Hva er en god handling?, i Det sanne, det gode og det skjønne en innføring i filosofi. Oslo: Universitetsforlaget (Kapittel 6.1-3, 26 sider) Titmuss, Richard (2006), Universalism versus Selection, i Pierson, Christopher and F. Castles (eds.), The welfare state reader. Cambridge: Polity Press (9 sider) Journal: Tidsskrift for velferdsforskning 2/2013 (ca 55 sider) Availabel online: Lu, Catherine, World Government, The Stanford Encyclopedia of Philosophy (Fall 2012 Edition), Edward N. Zalta (ed.), URL = < Optional curriculum: Sennett, Ricard (2001), Det fleksible mennesket. Personlige konsekvenser av å arbeide i den nye kapitalismen. Bergen: Fagbokforlaget CURRICULUM FOR TEXT SEMINAR, COMMUNICATION AND ETHICS (programme specific): Political science and Organiszation and management Compendium: Bergh, Johannes og Guro Ødegård (2013), Ungdomsvalget Norsk statsvitenskapelig tidsskrift 29 (1): Bøås, Morten (2009), Pirates of Somalia ny vekstnæring i et land uten stat. Internasjonal Politikk 53 (1): Karlsen, Rune og Stine Marie Waage (2013), Et usedvanlig sterkt medium? - En eksperimentstudie av politiske TV- og radioreklamer. Tidsskrift for samfunnsforskning 53 (4): Lundberg, Kjetil G. (2013), Fra tynne beskrivelser til feite forklaringer: - Om smitteperspektivet i norsk trygdedebatt. Nytt Norsk Tidsskrift 30 (2): Nyseth, Torill (2013), Stedsutvikling i et innovasjonsperspektiv Karneval eller bare nye kostymer?, i Ringholm, toril, Håvard Teigen og Nils Aarsæther (red.), Innovative kommuner. Oslo: Cappelen Damm Akademisk (Kapittel 15) Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss

6 Available online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]: History and Senionr teacher education Compendium: Andersen, O., Reindriftens oppkomst i nordre Nordland, i Evjen, B. og Hansen, L.I. (red.): Nordlands kulturelle mangfold. Etniske relasjoner i historisk perspektiv, Pax Forlag 2008, ss Audoin-Rauzeau, S., Becker, A., Battle, combat, violence: a necessary history, i Audoin-Rauzeau, S., Becker, A: Understanding the Great War, Hill and Wang 2002, ss Drake, H.A., The Impact of Constantine on Christianity, i Lenski, N. (ed.), The Cambridge Companian to the Age of Constantine, Cambridge University Press 2006, ss Hamran, T., Kvinneforeningene, institusjonsbyggingen og den nasjonale velferdspolitikken. Nordnorge før 1940, Historisk tidsskrift, bind 86, nr. 3, Universitetsforlaget 2007, ss Krag, C., Rikssamlingshistorien og ynglingerekken, Historisk Tidsskrift, vol. 91, nr. 2, Universitetsforlaget 2012, ss Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss Availabe online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]: Child potection and Social work Compendium: Book: Eide, K., Damsgaard, H.L. (2012): Utfordringer i velferdsstatens yrker. Fontene forskning, 1/12: Natland, S. og Rasmussen, M. (2012): Jeg var ganske usynlig. Fontene forsking, 1/12: 4-18 Mevik, K., Mathisen, R., Paulsen, K., Pigato, B., Tveraabak, M. (2009): I lag med ungdommer. Fontene forskning, 2/09: Røysum, A. (2010): Sosialarbeidernes profesjon utfordres. Fontene forskning, 1/10: Skorpen, B., Johansen, M.S. (2012): Barnet i meldingsteksten. Fontene forskning, 1/12: Eide, Solveig Botnen (2008), Profesjonsetikkens basis: en drøfting med utgangspunkt i endringer av norske sosionomers profesjonsetiske kodekser. Fontene forskning, 1/08: Ruud, Anne K. (2011), Hvorfor spurte ingen meg? Kommunikasjon med barn og ungdom i utfordrende livssituasjoner. Oslo: Gyldendal akademisk Available online: Yrkesetisk grunnlagsdokument for barnevernpedagoger, sosionomer, vernepleiere og velferdsarbeidere: Sociologi Compendium: Gunneriussen, Willy (2012), Opplevelsessamfunnet en vidunderlig ny verden? Kulturelle spenninger i det senmoderne samfunnet, i Sosiologisk årbok 2012:2 Oslo: Novus forlag Hansen, Marianne Nordli (2005), Ulikhet i Osloskolen: Rekruttering og segregering, Tidsskrift for ungdomsforskning 5(1): 3-26 Rogstad, Jon og Solbrække, Kari Nyheim (2012), Velmenende likegyldighet? Etnisk mangfold og integrasjon i en norsk sykehuskontekst, Sosiologisk tidsskrift 04/2012 Stefansen, Hegna, Valset, von Soest og Mossige (2009), Vold mot homofil ungdom. Forekomst og fortolkning, Sosiologi i dag, 39 (2): Sæbø, Gunnar (2013), Sigaretter, snus og status Om livsstilsforskjeller mellom brukergrupper av ulike tobakksprodukter, Sosiologisk tidsskrift 21 (1): 5-32 Bøe, J.B. og Knutsen K. (2012), Innføring i historiebruk. Cappelen Damm Høyskoleforlaget, kap. 5, ss.61-79, Kap. 8, ss Eide, S. B. og Skorstad, B. (2013), Diskursetikk, i Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, Petra (2006), Habermas og den ideale talesituasjon - En innføring, i Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000), Redelighet, saklighet og forskningsetikk, i Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Kjelstadli, K. (1999), Formidling, framstilling, form, i Fortida er ikke hva den en gang var. En innføring i historiefaget. Universitetsforlaget, ss Kverndokk, K. (2011), Eg veit eg burde grine, alle dei andre grin jo. På skoletur til Auschwitz, i Lenz, C. og Nilssen, T.R. (red.), Fortiden i nåtiden. Nye veier i

7 formidlinga av andre verdenskrigs historie. Universitetsforlaget, ss Rekdal, P.B. (2003), Fremstillinger av de andre og en selv hvem bestemmer innholdet, i Amundsen, A.B., Rogan, B., Stang, M.C. (red.), Museer i fortid og nåtid. Essays i museumskunnskap, Novus forlag, ss Stugu, O.S. (2008), Historiebrukens institusjonar, i Stugu, O.S., Historie i bruk. Samlaget, ss Availabel online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf Hornmoen, Harald, "Kommunikasjon og mediene" (Sist oppdatert: 12. februar 2010). De nasjonale forskningsetiske komiteene. [Online]: Ingierd, Helene, Humaniora, samfunnsfag, juss og teologi (Sist oppdatert: 24. januar 2012). De nasjonale forskningsetiske komiteene. [Online]: Journalism Compendium: Book: Brurås, Svein (2012): Vær varsom og dristig i Warmedal, Morten Møller og Guri Hjeltnes: Gravende journalistikk. Metode, prosess og etikk. Oslo : Gyldendal Akademisk. Side Eide, Elisabeth (2012): Backlash i mediene? Journalistikk og kjønn i Orgeret, Kristin Skare (red.): Norske medier journalistikk, politikk og kultur. Kristiansand : Cappelen Damm Høyskoleforlaget. Side Eide, Martin (2009): Sannheten, verken mer eller mindre i Hva er journalistikk. Universitetsforlaget. Side Hågvar, Ynge Benestad (2013): Djevelen ligger i diskursen. En kritisk diskursanalyse av Marte Krogh-saken i VG. Norsk medietidsskrift nr. 3/2013, side Omdal, Sven Egil (2012): På ryggen av en svart svane i Eide, Larsen og Sjøvaag (red.): Nytt på nett og brett Journalistikk i forandring. Oslo: Universitetsforlaget. Side Bjerke, Paul (2011), Journalistikkens vekst - og fall? Om journalisters profesjonsmakt. Kristiansand: IJ-forlaget (Kapittel 1, 4 og 6, 53 sider) Lamark, Hege (2001) Som journalister spør. Kristiansand: IJ-forlaget. Kapittel 1 og 2, side 11-35, inngår i kompendium. Dirchsen, Jan B. (2011): Et spørgsmål om tillid at lave tv med mennesker. Århus: Forlaget Ajour. Kapittel 1-7, side Study progression requirement: Students who have previously taken both courses ex.phil and ex.fac. do not have to take this course. Instead they take an additional elective course at Faculty of Social Sciences in order to replace the missing 10 ECTS credits. If the student has already taken one of the courses mentioned, he or she must take the course in its entirety. This is to be assessed individually. Overlapping courses: The following courses gives reduction in ECTS-points: EX105S Examen facultatum, 10 ECTS-credits EX130S Examen philosophicum, 10 ECTS-credits EX152S Akademisk tekst, 10 ECTS-credits European History before HI114S ECTS Credits: 10 Level of course: Introductory Level Type of course: Compulsory for the one year programme, bachelor in history and the senior teacher programme Duration: One semester Study start: Spring 2015 Year of study: Usually first year of study Course responsible person: Rolf Stensland address: Rolf.Stensland@uin.no Costs: other than semester fee and syllabus literature. Course evaluation: Annual evaluations which are included in the university s quality assurance system. The course covers the following main topics: The cities and empires of Antiquity. Political, social and economic development of the city states of Antiquity and the Roman Empire The transition from Antiquity to the Middle Ages The development of the Byzantine Empire

8 The development of the Arab Empire The development of the Western Church Demographic development Feudalism and the feudal economy background, characteristics and development Town growth and trade, with particular attention to the Middle Ages The Reformation and the Counter Revolution State development, with a focus on the major countries such as England, France and Germany On successful completion of the course: Knowledge The student should acquire a basic knowledge of central events and development processes regarding the economic, social and political history of Europe until around This will include knowledge of major social and cultural institutions and the relationships between these, throughout the period. Skills The student should be able to discuss historical problems and reach their own conclusions. General competence The student should be able to access comprehensively scientific literature, to review relevant knowledge from the literature and to argue for their own conclusions in written work. Yes General study competence or practical competence according to current regulations. The reading list is subject to amendments at semester st Ravnå, Per-Bjarne: Gresk og romersk politisk historie, Bagge, Sverre: Europa tar form, Cappelen Imsen, Steinar: Europa , Universitetsforlaget Merriman, John: Modern Europe from the Renaissance to the Present, London 2004 Face-to-face on campus. Lectures, seminars with individual assignments. A six-hour unseen written exam (general aids in accordance with the University s exam regulations allowed). Grades A to F. Ravnå, Per-Bjarne: Gresk og romersk politisk historie, Bagge, Sverre: Europa tar form, Cappelen Imsen, Steinar: Europa , Universitetsforlaget Merriman, John: Modern Europe from the Renaissance to the Present, London 2004 Study progression requirement: Overlapping courses: The following courses gives reduction in ECTS-points: HI110S Europeisk og norsk historie til ca. 1780, 2 ECTS-credits HI110S Europeisk og norsk historie til ca. 1780, 6 ECTS-credits

9 HI114NS Eldre europeisk historie (før 1750), 10 ECTS-credits HI114NS Eldre europeisk historie (før 1750), 10 ECTS-credits Modern World History (after 1750) - HI123LS ECTS Credits: 10 Level of course: Introductory Level Type of course: Obligatory for the senior teacher course. Duration: 1 semester. Study start: Spring 2015 Year of study: 1st. year of study. Course responsible person: Steinar Aas address: Steinar.Aas@uin.no Costs: No costs except semester registration fee and syllabus literature. Course evaluation: Annual evaluations that are part of the university s quality assurance system. The Industrial Revolution in England The French Revolution Population explosion and migration The Second Industrial Revolution The growth of states , the nation and democracy Imperialism and the relations between the greatr powers The background of the two World Wars The principal lines of political and economic development in the inter-war period: (the Russian Revolution, the peace accords, fascism and national socialism, the relations between the great powers until The Second World War The Cold War Relations between the rich and poor countries: the Third World European integration and globalisation On successful completion of the course the student will have the following outcomes: Knowledge The student should have gained basic knowledge of central events and processes of change in the economic, social and political history of Europe from 1750 until the end of the millennium. This should include knowledge of central societal and cultural institutions and the relations between these throughout the period. The European development is put in a global context. The student should know the principle methods of teaching history. Skills Students should be able to discuss academic questions and reach their own conclusions. Students should be able to observe and familiarize themselves with classes at 8th to 13th grades. General competence The student should be able to comprehend extensive research literature, to mediate relevant knowledge from the literature, and to argue for their own points of view in written work. The student should be able to participate in a teaching environment. No No

10 Face-to-face. Lectures, seminars with assignments. Written exam: Individual exam at the end of the semester. General aids (see Regulations concerning studies and examinations at the University of Nordland ). Duration: 6 hours. Regular grading sytem A-F. Practical work has to be passed before the written exam. One week practice period where the effort will be graded as passed/failed. The reading list is subject to amendments at semester start. Lund, Erik. Historiedidaktikk: en håndbok for studenter og lærere. Universitetsforlaget, kap. 4 Elevvurdering fra reproduksjon til tenking, ' kap. 5. Læringsstrategier og begrepsdanning The period : Either: Or: Eriksen, Tore Linné, Globalhistorie En sammenvevd og delt verden, Cappelen Damm Akademisk, 2010 (520 pages) Merriman, John, A History of Modern Europe from the Renaissance to the present, London, 2010, chapter 10, pp , 16-17, 19, 21-26, 30 (ca 620 pages) The period after 1945: Either: Or: Balsvik, Randi Rønning, Det 20. århundrets historie - et globalt perspektiv, Cappelen Damm Akademisk, 2010 (336 pages) Lundestad, Geir: Øst, vest, sør, nord. Hovedlinjer i internasjonal politikk etter 1945, Universitetsforlaget, 2010, pp , , (ca 230 pages) Study progression requirement: Overlapping courses: The following courses gives reduction in ECTS-points: HI117NS Moderne verdenshistorie, 10 ECTS-credits HI117S Moderne verdenshistorie (etter 1750), 10 ECTS-credits HI123NS Moderne verdenshistorie (etter 1750), 10 ECTS-credits HI123S Moderne verdenshistorie (etter 1750), 10 ECTS-credits Public policy and administration I - PO111S ECTS Credits: 10 Level of course: Introductory Level Type of course: Compulsory for Bachelor/One year programmes in Political Science and Bachelor of Organization and management. For students on other programmes, the course is elective. Duration: One semester Study start: Spring 2015 Year of study: Normally first year.

11 Course responsible person: Jill Beth Otterlei address: Costs: No costs except semester registration fee and syllabus literature. Course evaluation: Annual evaluations which are included in the university s quality assurance system. The course presents the basic concepts in the study of public policy, also providing a basic introduction to Norwegian political and administrative management. The structure of political and administrative management at national, regional and local level is described. This course covers the key elements of management systems, such as politics, democracy, parliamentary system, elections and channels of influence, the relationship between politics and administration, and reforms in the public sector. Concepts and descriptions of the political management systems provide the basis for several of the other courses in the bachelor degree programs in political science and organizational studies. Upon successful completion of this course, the student will be able to: Knowledge Demonstrate knowledge of the political and administrative government at national, regional and local levels Skills Explain the basic concepts in the study of public policy and administration General competence Apply scientific knowledge in the discussion of the political management systems in Norway Yes Knowledge equivalent to the requirements for general education or experience in accordance with applicable rules. Admission occurs based on general study competence (university entrance) or work competence (prior learning) according to current Norwegian regulations. Face-to-face Lectures and seminars. A six hour written individual examination using the regular Norwegian grading system (A-F). Could be changed until 15th of October Christensen m.fl. (red.): Forvaltning og politikk. Universitetsforlaget, siste utgave. Hele boka er pensum. Hanssen, Gro Sandkjær, Marit Kristine Helgesen og Signy Irene Vabo: Politikk og demokrati. En innføring i stats- og kommunalkunnskap. Gyldendal, siste utgave. Hele boka er pensum. Offerdal, Audun: Den politiske kommunen, Samlaget (siste utgave). Kapittel 1 og 3 er obligatorisk pensum. Rommetveit, Hilmar: Politikkens allmenngjøring og den nypluralistiske parlamentarismen. Fagbokforlaget, siste utgave. Hele boka er pensum. Study progression requirement:

12 Overlapping courses: The following courses gives reduction in ECTS-points: PO111S Offentlig politikk og administrasjon, 10 ECTS-credits PO111S-001 Offentlig politikk og administrasjon-oppg., 10 ECTS-credits PO111S-002 Offentlig politikk og administrasjon-sk.eks, 7 ECTS-credits SA233S Sosialt arbeid II, 10 ECTS-credits SA259S Sosialt arbeid II, 10 ECTS-credits 2nd year of study Modern Norwegian History after HI118S ECTS Credits: 10 Level of course: Introductory Level Type of course: Compulsory for the one-year programme, bachelor and senior teacher programme in history. Duration: One semester Study start: Autumn 2015 Year of study: Usually first year of study Course responsible person: Leiv Nordstrand address: Leiv.Nordstrand@uin.no Costs:, except semester fee and course literature. Course evaluation: Annual evaluations which are included in the university s quality assurance system. The course covers the following main topics: Norway in 1814 The demographic transition population growth in the 19th century The industrial breakthrough after ca hamskiftet, the agricultural upheaval The civil servant s state , the parliamentary system and the party-political breakthrough The union with Sweden Economic, social and political polarising in the inter-war period Norwegian foreign policy The ascendancy of the Labour Party the post-war Welfare State Neo-liberalism after ca On successful completion of the course: Knowledge Abilities The student should have acquired a basic knowledge of central events and development processes regarding the economic, social and political history of Norway from 1814 until ca This will include knowledge of major social and cultural institutions and the relationships between these, throughout the period. The student should be able to discuss historical problems and reach their own conclusions. General competence The student should be able to access a comprehensive scientific literature, to review relevant knowledge from the literature and to argue for their own conclusions in written work. Yes

13 Adequate knowledge of the English language to read and analyse texts in English Face-to-face Lectures, seminars with individual assignments. A six-hour unseen written exam (general aids in accordance with the University s exam regulations allowed). Grades A to F. Study progression requirement: Overlapping courses: The following courses gives reduction in ECTS-points: HI105S Moderne norsk historie (etter 1780), 8 ECTS-credits HI105S Moderne norsk historie (etter 1780), 2 ECTS-credits HI118NS 000 Moderne norsk historie (fra 1814), 10 ECTS-credits HI118NS Moderne norsk historie (fra 1814), 10 ECTS-credits Historical theory, methodology and didactics - HI124LS ECTS Credits: 10 Level of course: Introductory Level Type of course: Obligatory for the Senior teacher course. Duration: 1 semester. Study start: Autumn 2015 Year of study: 2nd year of study. Course responsible person: Miriam Tveit address: Miriam.Tveit@uin.no Costs: No special costs except semester registration fee and syllabus literature. Course evaluation: Annual evaluations that are part of the university s quality assurance system. The course gives an elementary introduction to historical theory, methods and didactics. The purpose of the course is to develop a critical stance to academic history and to give students insight into the fundamental problems historians face in their research. The didactic element gives a basic introduction to the principle challenges regarding the mediation of historical insight in classroom teaching. On successful completion of the course the student will have the following learning outcomes: Knowledge The student has gained knowledge and understanding of the fundamental theoretical and methodological premises for history as an academic subject. The student should have gained knowledge and understanding of the fundamental premises for teaching history. Skills The student should be able to discuss theoretical and methodological questions. The student should be able to reflect over the teaching of history and methods for teaching history. General competence The student should be able to comprehend theoretically orientated academic literature and explain the theoretical and methodological implications of their own written work.

14 The student should be able to discuss academic didactic questions. No Yes Face-to-face. Lectures. Written exam: Individual exam at the end of the semester. General aids (see Regulations concerning studies and examinations at the University of Nordland ). Duration: 6 hours. Regular grading system using the scale A-F. Boooks Andresen, A. m.fl.: Å gripe fortida. Innføring i historisk forståing og metode, Samlaget Lund, Erik. Historiedidaktikk: en håndbok for studenter og lærere. Universitetsforlaget, 2011, s (Kap. 1,2,3) Compendium: Kjelstadli, K.: Fortida er ikke hva den en gang var. En innføring i historiefaget, Universitetsforlaget 1999, ss , Lunden, K.: Making nonsense of humanities. Er humaniora vitskap?, i Lunden, K.: Dialog med fortida, Det norske samlaget 1985, ss Study progression requirement: Pedagogy for post-graduate teachers - PE114L ECTS Credits: 30 Level of course: Introductory Level Type of course: Compulsory for the PCGE programme Duration: 2 semesters Study start: Autumn 2014 Year of study: Normally 1st year Faculty responsible: Faculty of Professional Studies

15 Course responsible person: Else Snoen address: Costs: No costs except semester registration fee and syllabus literature. Course evaluation: The study programme is evaluated annually by students by way of course evaluation studies (mid-term evaluation and final evaluation). These evaluations are included in the university s quality assurance system. The course pedagogy gives the student the opportunity to develop the skills necessary to plan, implement and evaluate teaching and education based on the students' abilities and in accordance with the objectives of the school sales training aims. Furthermore, the education programme promotes the individual student's personal development, creates interest in educational development and develops an understanding of the relationship between teacher work and school functioning in society. On successful completion of the course the student will be able to: Knowledge: be aware of their own and colleagues' subjects, knowledge and learning perspective and the relationship between teaching fundamental, course objectives and school / business practices. have insight into and awareness of the school's historic, current and future role as a social institution and cultural bearer initiate and implement development and make use of results from academic, and educational research and development collaborate with students / trainees, colleagues and others in planning, implementation and evaluation of training understand, evaluate and develop interaction between appropriate forms of organization and good teaching strategies Skills: be aware of their own and colleagues' subjects, knowledge and learning perspective and the relationship between teaching fundamental, course objectives and school / business practices have insight into and awareness of the school's historic, current and future role as a social institution and bearer initiate and implement development and could make use of results from academic, subject/professional didactical and educational research and development collaborate with students / trainees, colleagues and others in planning, implementation and evaluation of training understand, evaluate and develop interaction between appropriate forms of organization and good teaching strategies General: to select, assess and develop the training content based on community and social competence, the current curricula, vocational didactic principles and requirements of the individual student collaborate with students and meet them on the basis of their individual and cultural assumptions and develop their responsibility for teaching and learning. collaborate with colleagues, management, parents / guardians and the school's local community. explain, evaluate and use curricula, legislation and other policy documents and the values and knowledge and learning the sight of these are based on assess and contribute actively to the further development of the physical and social working and learning environment in school / business and the alternative learning arenas. No.

16 Completed studies at undergraduate level. Distance learning Monthly assignments provided through the university learning management system Fronter Satisfactory student participation in the on-line work, passing the practice and completing the mandatory work requirements, are all prerequisites for the student to be allowed to take the exam. Examination of learning activities (counts for 33% of final grade) Case assessment and reflection paper (counts for 67% of final grade) 6 weeks practice teaching The reading list is subject to amendments at semester start. Study progression requirement: Approved compulsory assignments Overlapping courses: The following courses gives reduction in ECTS-points: PE114L Pedagogikk for PPU - Oppgave, 30 ECTS-credits PE114L-006 Pedagogikk for PPU - Læringsteori, 30 ECTS-credits PE114L-007 Pedagogikk for PPU - Case og refleksjonsnotat, 20 ECTS-credits Globalisation and International Politics - IN107S ECTS Credits: 10 Level of course: Introductory Level Type of course: Compulsory course for the study programme International Relations, one year. Elective course for other students. Duration: 1 semester Study start: Spring 2016 Year of study: 1st year Course responsible person: Elisabeth Pettersen address: elisabeth.pettersen@uin.no Costs: No costs except semester registration fee and course literature. Course evaluation: Annual evaluations which are included in the university's quality assurance system The course focuses theoretically and empirically on globalization and globalization processes. We look into how international institutions are built, how they work and how they cooperate in the international arena. International integration, political and economical crises are also central topics on this course. Upon successful completion of this course, the student will be able to:

17 Knowledge Skills Understand various concepts of globalization Use different kinds of globalization theories in the field of international relations Understand the basic principles of international relation theory Demonstrate knowledge in the field of international political economy Demonstrate knowledge of how international organizations work Demonstrate skills in globalization theory as tools for analysis General competence Be able to discuss different kinds of dilemmas caused by globalization processes No Yes Admission occurs based on general study competence (university entrance) or work competence (prior learning) according to current Norwegian regulations. Basic knowledge of international relations. Two sessions during the semester. One at the beginning of the semester and the other at the end of the semester. Usually on Fridays from until as well as one Saturday from until The course is web-supported. Two sessions each semester. Written lectures, videos, assignments, and other student-related articles can be found on the learning management system Fronter. A two day home exam lasting from 09:00 on the first day to 14:00 on the following day. Regular Norwegian grading system (A-F).. Books: Articles: Baylis, J. S, Smith & P, Owens (2011): The Globalization of World Politics. An Introduction to International relation. 5.ed. (500 pages). Oxford University press. Claes, D, H. H, Hveem & B, S. Tranøy (2012): Global økonomi, krise og politisk styring. Universitetsforlaget. (340pages). Claes, D, H & T, E. Førland (2010): EU. Mellomstatlig samarbeid og politisk system. Gyldendal. (200 pages). Hovi, J. & A. Underdal (2008): Internasjonalt samarbeid og Internasjonal organisasjon. Universitetsforlaget. (200pages). Bjørn Olav Knutsen (2012): NATO, the renewed emphasis on Article V and the EU s common defence and solidarity clauses an analysis of the changing nature of the transatlantic security community. FFI- rapport Link: Is subject to amendment at semester start. Study progression requirement:. Overlapping courses: The following courses gives reduction in ECTS-points: PO113S Globalisering og internasjonal politikk, 10 ECTS-credits PO113S Globalisering og internasjonal politikk, 10 ECTS-credits