POSTER ABSTRACTS Saku Airosmaa, Andrea Kanerva, Santtu Merjanaho, Jouni Kekoni, and the members of a Student-Teacher Collaborative Group University of Helsinki, Finland How can students give feedback to the department: A Student-Teacher Collaborative Group at the Department of Psychology, Helsinki A Student-Teacher Collaborative Group at the Department of Psychology consists of the head of the department, two teachers responsible for student counselling, and one student from every year cohort. The group meets a few times a year for confidential and informal discussions concerning lectures, studying, and other topics. Discussions are based on the student feedback collected via e-mail, a suggestion box, and in informal chats between students and teachers. The group discusses the topics and conveys the positive and negative feedback to the teachers. During the last few years the collaborative group has had a great impact on the development of teaching methods and new courses at the department. This fruitful interaction between students and teachers has further led to experimenting with a Personal Teacher system from 1999. Isabel Alarcão & José Tavares University of Aveiro, Portugal Teacher?s portfolio. A tool for professional development and evaluation The career promotion of university teachers has been research-based. In recent years teaching has been given little credit. Evaluation panels sometimes refer they have to confine to assessment of research activities as they have no access to evidence on the quality of the teaching function. In this respect Shulman argues for what he calls ?the scholarship of teaching?. Three features characterise scholarship, according to this author: the public dimension, the exposition to critical review and evaluation, the accessibility for exchange and use. In order for teaching to qualify as scholarship and be as highly regarded as research is in the present time one needs to find ways of publicly display our contribution to teaching as we do with research. A new discourse genre must be invented to evidence what we do as teachers. We are in great need of discovering an equivalent to the academic genre called a research paper. A teacher?s portfolio associated to course portfolios may be such a genre. In this poster we define portfolio and discuss its structure and function. Heli Brander& Satu Nurmela University of Turku, Finland The Model for Organizing On-line Studying in Adult Education In our poster our aim is to indicate a way on-line learning can be organized in adult education. Our idea binds together a few important aspects considering the qualities of both the WWW environment itself and an adult person as it's user. Although the networks can serve well as a bank of information, we focus on other things. From learning's point of view web-based environment can be much more: a collaborative tool, offering us forums for interaction such as group work and conversation. We see this view being valuable for an adult learner, who builds his knowledge by experiencing and by interacting with other people. To motivate adult studying our on-line programs focus on flexibility and practical use of knowledge. The common contents are utilized differently by means of students' personal projects, that lead the students as a red thread through their process of learning. Also a comprehensive system of student support is constructed in the model's infrastructure. Saara Brax Helsinki University of Technology, Finland The learning conceptions of engineering teachers This poster presents engineering teachers' beliefs about learning. Several interviews are analysed with the phenomenographic method of studying the conceptions of learning. Most studies of learning conceptions concern people in the 'soft applied discipline' of education. The poster illustrates how different learning conceptions are presented in discussions about learning, teaching and knowledge. It points out the different views of learning held by teachers in the 'hard applied disciplines' and, especially, how they express their conceptions. This poster describes a part in the author's on-going post-graduate study. Kari Heliövaara & Mikko Peltonen, University of Turku, Finland Book business powered by forest entomology students The aim of a special course in forest entomology was to produce a book on Finnish long horn beetles at the University of Helsinki, Finland. The students gathered all available information related to identification, host plants, life style, ecology, etc. of these beetles using libraries, museums, private field trips and WWW as sources. The data, saved on special electronic forms, were discussed in seminars together with teachers and specialists. After adding the line drawings and photos, some of which were created by the students, the book will be printed using a private publishing firm formed within the department. The results show that in spite of much variation in their basic entomological knowledge students were able to produce a book meeting the highest international standards as a part of learning process. Eeva-Liisa Hietala, Asko Karjalainen & Aune Raustia University of Oulu, Finland Authentic learning - the strength of dental education Clinical dental education at the University of Oulu has been based on conventional lectures providing the theoretical background for scientific thinking. As a practical application of theory there has been the tradition of holistically treating the real patients during the studies. This clinical work has given very good learning results. The practical skills of the graduating students have been highly satisfying. The problems of learning are nevertheless 1) the conceptual disconnection between the theory and practice of dentistry, 2) the excess of lecture-based theoretical teaching and 3) the abstract curriculum that is formed following the traditional division of the dental science. In the beginning of the renewal process, the properties of an expert dentist were defined. Then the core curriculum was arranged under ten traits forming scientific or professional entities. Traits include smaller themes and they differ from the traditional division of the dental science. As the traits cover both theoretical and practical issues, an authentic learning environment will be achieved using various teaching and learning schemas, lectures, problem based learning, seminars and practical work sessions. A great attention must be paid on continuing evaluation of learning. Sanna Honkimäki University of Jyväskylä, Finland University teachers´ innovations in teaching experienced by students A group of university teachers participated in a training course at the university of Jyväskylä last academic year. The training programme contained e.g. planning and carrying out experimental courses for students. One of the main aims of the programme was to increase interaction between the teacher and the students and also among the students. The purpose of the study is to examine how students experience teachers´ pedagogical innovations and how they assess their own learning. In this study four different kinds of courses from different faculties were followed and data were collected by using two questionnaires, one at the beginning of the course and the other at the end of it. At the end of the course the students were also asked to visualize - by drawing curves - their subjective learning processes during the course. The courses were carried out in the spring of 2000. Janne Hukkinen, Teppo Särkämö, Petra Nyman, Tommi Mäkelä, Vasa Vainio, Maija Typpi & the other workshop 1999 students University of Helsinki, Finland A student perspective on a workshop in cognitive psychology and perception A workshop in Cognitive Psychology and Perception taught participants to read critically and understand scientific papers which were sometimes quite a bit above our level of knowledge. We studied methodology, and planned and reported studies of our own. We argued for our ideas but also found room for self-criticism and doubt. The great atmosphere resulted in a goal-oriented and creative teamwork, sharing of knowledge and making use of the diverse abilities of members of a particular work group. Each of us served as an organiser in turn, and rescued those who got lost in the process. As the workshop progressed, all of us, as individuals, got a chance to delve into subjects of our particular interest. We got a feeling of working at a real laboratory, and doing real scientific work in great atmosphere. Although the workshop was planned to last one term, you will still find us there and at psyko-paja@helsinki.fi. Tarja-Riitta Hurme & Sanna Järvelä University of Oulu, Finland Learning metacognitive skills and mathematical problem solving in CSCL The aim of this study is to examine how CSCL (Computer Supported Collaborative Learning)can be applied in mathematics. The secondary school students (n=16) studied 16 hours course in geometry and used Knowledge Forum environment to support the mathematical knowledge building and sharing. The main question of this study is to consider whether CSCL can facilitate the use of student's existing mathematical knowledge through questioning, explaining and negotiation of the different mathematical strategies and concepts. Mathematical reasoning is characterised to be inductive and deductive thinking. Our hypothesis is that CSCL can enchance the students to build their explanations in interaction with peers by sharing their ideas and resources. By making their thinking visible the students can become aware of the strategies and the theoretical knowledge in mathematics they have to use to solve the problems. The data of students' computer notes and portfolio materials was collected in order to analyse the metacognitive processes of students' mathematical problem solving in geometry. Data analysis is still in progress but the detailed results will be presented in the poster. Larisa Ismagilova Ufa State Aviation Technical University, Russia High quality education for russian economists in the new conditions; interaction of theory and practice It isn't a secret that the essential changes in the life of Russian society have initiated a lot of problems for the economics and management organizators. In turn this fact causes the new requirements to the the future economists whose knowledge must be oriented towards the situation of open market. The paper considers the most important features of the activity of modern economist in Russia and underlines the thought that this activity can be successful only if the educated person has in addition good experience in decision making under the conditions of risk and uncertainty. Namely risk and uncertainty are the "key factors" of the market especially in our country. The main conclusion by the author is: for high quality education of the economists it becomes necessary to combine theoretical courses with the practice in the form of specialized students' work on probation in the companies since the earliest study period. The author develops this idea and proposes to organize such work on probation for our students not only inside Russia but also abroad where the management in relation to market situation has the well-known history. By the way this cooperation of Russian universities with the foreign companies can give the fruitful directions for our curricula correction. The author hopes to see this version of the educational process for the Russian economists in the beginning of 21th century. Virpi Kalakoski, Pentti Laurinen & Minna-Liisa Luoma University of Helsinki, Finland Workshop in cognitive psychology and perception: from popular notions to scientific thinking The aim of the workshop in cognitive psychology and perception was to introduce the students to the scientific method and the theoretical ideas of cognitive psychology and perception. A group of 15 students studied 10 credits during a term. We used problem based and collaborative learning, lectures, and independent work. Learning technology, including an e-mailing list and Lotus Notes collaboration software were used. The students read text books and scientific papers, worked on their own experimental ideas in laboratories, applied methodological and statistical skills, and wrote essays. They taught each other by giving lectures, and by organising poster sessions. At the end of the course the students introduced their portfolios to the teachers. The students had gained a critical touch on knowledge. They especially criticized the sparse information given in textbooks and the unreliability of referencing. The workshop received high praise from the students, and also the teachers enjoyed it. Pros and cones were discussed, and new ideas for future workshops were introduced. Hely Kalska, Kati Heinonen, Sampsa Puttonen & Kaisa Kanerva University of Helsinki, Finland Continual growth in integrating theory and practice: a learning program for professional skills Psychologists are legal professionals of health services. Besides research qualities students of psychology need to be educated in professional skills. For this purpose our department has developed a special module to be included in the psychology teaching program. The module is structured to cover three academic years beginning in the second year of the studies and encompassing altogether seven courses. The aims of the teaching module are: (1) to bridge the gap between theory and practice, (2) to provide students with continual growth in mastering of conceptual and practical tools needed in psychology practice, (3) to initiate the development of psychologist?s identity including ethical codes of the profession. The courses engage students in the learning process through a variety of small-group activities including a teaching strategy called ?co-operative learning?. A problem-centred approach is applied using real cases or environments. This model also emphasises the importance of integrating new content knowledge in to practice. Arto Kuorikoski University of Helsinki, Finland Kuvio.helsinki.fi - Digital Archives for the Arts and Architecture Kuvio Digital Archives has been developed over four years at the Department of Practical Theology and it comprises almost 3000 press quality scans of european church architecture. The joint venture with the Departments of Art History in Finland will rapidly increase the amount of digitized material in the near future. Since browsing and classifying goes over the internet, researchers can work from the distance. The scanned material can be located anywhere along the internet.The guiding pedagogical principle of Kuvio Digital Archives is to provide an open learning environment. Versatile ways of finding information are provided by means of the relational database structure. Various visualization tools have been tested, including vrml-models, 3d-models, digital video and multimedia authoring software. Techniques for representing conceptual problems have been tested, also. Despite this versatility, ultimate concern is laid on the fundamentals, like reliable reproduction of the colors of the artwork. This meticulous labour counterbalances the otherwise rather constructivist paradigm of Kuvio. Works of art and architecture have the power to resist the interpreting subject. (www.kuvio.helsinki.fi) Jari Laarni & Virpi Kalakoski University of Helsinki, Finland A practical course in cognitive ergonomics The main aim of the course was to introduce students to the psychological issues relevant to the evaluation of man-made systems. The students applied their knowledge of cognitive psychology in a design and evaluation context. Experimental studies were carried out in close cooperation with five different companies or research centres. Most projects involved the analysis of existing systems or products, and recommendations for the development of better ones. The problems the students studied concerned the following issues: a robot's interface, a multi-task environment, computer-based payment systems, information retrieval from large www-sites, and input systems of mobile telephones. During the course the students did a substantial amount of practical work in designing, running, and reporting their experiments. During the final session they presented their work to the representatives of the companies. Overall, the course was a success. All students were enthusiastic and motivated. The representatives of the companies thought that the project fulfilled, or even exceeded, their expectations. Dahly Matilainen Åbo Akademi University, Finland Traditions, ideals and visions – outlining of the didactics of caring science The presentation starts out from a recently started project within basic research. The aim is to draw the outlines of a change of paradigm within the didactics of caring science, which presupposes a renewal of its core of theory. Earlier research within the history of ideas has shown that we have lost a great deal of the core and the ideals of caring and caring education. This is why the initial phase of the study also will be coloured by an approach related to the history of ideas. Through education, the basic patterns of the thinking of caring science can be obtained. A humanistic perspective implies a conscious historicity – to value traditions and cultural goods, i.e., a caritative caring didactic ethos, in combination with a hermeneutical thinking which is open, innovative and reflective. We cannot know what the future holds, but we participate in and are responsible for creating it. Johanna Mikkonen University of Helsinki, Finland Workload and credit points in university basic degrees According to different questionnaires study levels and grades are not reasonable in size in various subjects at the University of Helsinki. The problem is not only that students? workload to an individual course is bigger than what the given credit points indicate; many degrees are also split into small fragments. As a result university teachers take care of isolated courses. Working days of students are incoherent; studying may be collecting of study credits and choosing courses which seem to demand the least workload. The idea of this study is to find ways of organising and co-ordinating study levels and grades so that students have enough time to learn, that there are no extra delays and frictions in student progress towards graduation and that the credit points are reasonable in size. Pilot institutions are chosen in which degrees are reconstructed and teaching reformed. Göte Nyman University of Helsinki, Finland A project-oriented innovation seminar (1 term) together with Nokia Research Center, Finland The theme of the course was defined together with the representatives of Nokia Research Center. Two scheduled project groups (5 or 6 members each) were formed and each member of the seminar served as a project manager in turn organizing the work and learning project working skills and practices. Each project collected and organized scientific data and defined its detailed topic via an organized group discussion process. Main topics were collaboration psychology and knowledge creation in development work on software products. The projects innovated their own working models which resulted in, e.g. frameworks for product development, role games and brain storming sessions. All communication and knowledge collaboration was organized through Lotus Notes. After the research phase a two-hour innovation session was organized in order to provide the representatives of Nokia Research Center with a psychologically inspired framework and ideas for developing the specific product. At the end, the final report was written and a feed-back discussion was arranged with Nokia representatives. They confirmed the success of the project, but also made suggestions for the future. Ansa Ojanlatva University of Turku, Finland Using the Delphi Technique to define sexuality issues The Delphi technique was used as an accompanying method of teaching in the (elective) principles of healthy sexuality course for medical students during four spring semesters 1994-1997. The purpose of the assessment was to uncover and rate sexuality definitions. Three open ended questions were posed: 1) how do you define sexuality? 2) how do you define sexuality in the physician's office? and 3) what does healthy sexuality contain? For the ratings, the responses were clustered in appropriate groups containing about 20 responses each. The numbers of clusters depended on the amounts of the responses contributed during the first round of a given semester. Two to four ratings were used, depending on available time. The participants rank ordered the issues 7 to 1 so that the most important issue was given the rating of 7. One of the ratings was accomplished by having the participants rank order each issue 5 to 1 with 5 being the most important. The emerging definitions display a comprehensive approach to sexuality, granting a person the allowance to define the limits. Physician is also a sexual being and this is evident in the responses. Petri Paavilainen University of Helsinki, Finland Applying modern brain research methods in teaching of experimental psychology Psychologists and neuroscientists are increasingly using advanced brain imaging methods to open new "windows" to the brain processes underlying human cognitive functions. However, undergraduate-level practical courses in experimental psychology still exploit mainly traditional research methods, based on the subjects' overt behaviour like reaction time measurements. We have positive experiences from using the recording of event-related brain potentials (ERPs) as a research method in the practical tutorials of basic cognitive neuroscience courses. ERP recordings are widely used in psychology as a noninvasive and relatively inexpensive method to study the brain mechanisms underlying, for example, attention, language, and memory. In our practicals, the students design and conduct their own ERP studies, analyse the data and write their reports using essentially similar procedures and software as are being used in the Cognitive Brain Research Unit of our department. This provides a smooth transition from the practical exercises to "real" experimental neuroscience. Kirsi Pietilä, Leena Luukkanen & Hannele Salomies University of Helsinki, Finland PBL in pharmacy curriculum In 1998, Department of Pharmacy adopted the problem-based learning (PBL) method for fourth year students in Master?s degree in Pharmacy. Numerous short courses were integrated interdisciplinary to five blocks. The whole year was evaluated with survey questionnaire and group discussion. Although students complained some practical problems with time-schedules, the most positive arguments raised were developed social skills and teamwork. In addition, many students felt that their critical thinking and autonomy improved. After the first year?s experience, two-day course to teachers was organised in order to further develop the teaching with PBL method. Furthermore, in spring 1999 Orientation Course to PBL method was organised to students participating PBL in autumn 1999. The main findings have been encouraging. We hope that the PBL will be one of the methods of choice in developing pharmacy students in their way toward lifelong learning. Arja Rautio, Matti Nuutinen & Marja Väyrynen University of Oulu, Finland Student abuse in Oulu University This study on student abuse was carried out in the five faculties of the University of Oulu in 1996, in order to evaluate the prevalence of physical and psychological mistreatment of university students by the personnel and fellow students. The questionnaire covered different types of physical and psychological mistreatment, such as sexual mistreatment and discrimination, verbal abuse, psychological mistreatment and physical threats. Altogether 665 students (451 females) participated in the study. About half of the students had experienced some form of abuse by the personnel during their university studies. The most common forms of mistreatment were humiliation and contempt (28%), yelling and shouting (11%), tasks assigned as punishment (11%) and sexual mistreatment (12%). About half of the students reported some form of abuse by the fellow students. Female students reported abuse more commonly than men. The frequencies of personally experienced abuse were lower than the overall perceptions of abuse during university studies. Thus, when explicitly asked, students report less abuse than they report in general terms. Students abuse is more common than expected. Female students report more instances of mistreatment than male students do, and they are more disturbed than men are. Our results highlight the need for discussion concerning the behaviour and habits of the personnel and also fellow students. Pekka Saari, Tomi Ristimäki, Jari Kotiniitty & Leena Korpinen Tampere University of Technology, Finland Problem-based learning on electric power engineering with case exercises Problem-based learning (PBL) has been used in teaching with case exercises in Electric Power Engineering at Tampere University of Technology (TUT). Case exercises have been used in two courses: ?Electricity Market? and ?Electricity Production and Consumption?. On the course ?Electricity Market? the topics of the cases were: 1) Determination of sales tariffs, 2) Joint purchase of electricity, and 3) Price comparison of electricity. The students solved these cases in groups. The students could get instruction weekly, anyway. In ?Electricity Production and Consumption? electrifying a cottage was used as an example case for selecting a power source. On this course the basics of PBL are given to students so that the teacher demonstrates the problem by using the methods of PBL. Based on limited feedback from students, the case exercises appeared to be an effective way of getting the students to understand and retain interest in the subjects. Seppo Sarimo University of Turku, Finland Practical training of scientific communication Scientific communication is definitely one of the most important skills university students should have an opportunity to practice as part of their education. Unfortunately the degree programmes seldom contain activities which would simulate the conditions of a meeting where different modes of scientific communication are applied. To avoid this shortcoming, our department has carried out for nearly 20 years a programme called "Students' Research Event" or presently "Young Scientists' Week". During one week the students who have completed their practical laboratory work for master's degree present the results of their five-month projects as scientific posters, 20-minute presentations, and written abstracts. Posters give the students an opportunity to test and develop their skills in visual presentation by using various illustration and word processing techniques. Public performance in front of an audience of fellow students and staff members in a large auditorium improves their overall ability to discuss their work in public. Computer-aided design and implementation of picture shows have added a whole new dimension to these presentations. However, no technical appliances can undermine the value of the written text. Therefore students are also required to hand out abstracts of their research work which are published in an abstract book. Both posters and oral presentations are evaluated and the best ones are acknowledged. Elisabet Service University of Helsinki, Finland From freshman to M.A.: hands on research training The Department of Psychology at the University of Helsinki has a long tradition of providing practical training in research skills. First-year students take part in a heavily guided walk through experiments in different areas of psychology. Second-year students plan a study in groups, carry it out, analyse it statistically, and present it on a conference day in a talk or a poster. First-year students and department staff participate as the audience. M.A. theses are supervised in groups that include students at different stages of progress. Students start out with getting acquainted with literature and developing a research plan. The written work at this stage can be used in writing up the final thesis later. After establishing the research problem, data are collected and analysed. Advice is provided both personally and in groups. Finally, writing up is supported by a personal supervisor. The student also takes part in a discussion seminar with participants who have worked on different topics. Erkki Sironen University of Helsinki, Finland Introducing Greek inscriptions through PBL Due to its many-sided methodology (history, linguistics, palaeogrphy, archaeology etc.), Greek epigraphy is normally reserved for the highest universal level. Two years ago I planned and tutored the first Problem Based Learning course in our department. The course proved to be successful, especially as regards problem-solving skills, but sessions should rather be held twice a week. The course started with lectures, preferred by my students, on technicalities and methods, but this took three weeks of our time. A preliminary examination of a short course book could be a better solution. In mid-course a squeeze copy and a photo of two inscriptions were assigned to each student to be interpreted and identified with the help of research literature. The evaluation should take no more than two weeks. The main task was to find out how to restore the text of an unpublished fragment from Corinth. More than four sessions should be reserved for this. Hannu Tiitinen University of Helsinki, Finland The Department of Psychology at the University of Helsinki The Department of Psychology at the University of Helsinki was selected a National Centre of Excellence both in MA- and PhD-level education for the years 2001-2003. The quality of education and teaching builds on the decade-long experience of constructing learning environments in which students are actively encouraged to learn scientific thinking and methodology. Student intake per year is 43; after the 1st year, 97% of students have already achieved at least 20 study weeks. Well over 90 % of students reach their MA-degree, which consists of 180 study weeks. Furthermore, every third student continue their studies to Lic/PhD-level. There are several factors explaining this exceptional effectiveness of our curriculum. Firstly, the Department continuously provides new and challenging developments in teaching. Secondly, the recruitment of students to research programs and teams begins already during the first and second study year. Thirdly, the tutoring of student MA theses is jointly carried out with the research groups operating in the Department of Psychology. Merja Vanhala University of Oulu, Finland Peda-forum - multidisciplinary expertise and cooperation network in university pedagogy Peda-forum is a Finnish network for developing teaching and learning in higher education. It is open for all interested in pedagogy at universities. The idea of Peda-forum network is to bring teachers, researches, students and developers together and share the expertise from different fields. The aim is to develop innovatively university teaching, combine teaching and research and enhance cooperation between universities. In five years Peda-forum has activated university members in many ways. Discussion about teaching has increased and pedagogical training has become a common practise. Major Peda-forum activities at the moment are the electronic discussion forum, training services, conference once a year, the newsletter twice a year, the yearbook and a WWW-environment as a meeting place. Currently, the network has approximately 650 participants all over Finland and a contact person in all universities. All activities are evaluated and the aim is to improve the network together to discuss the challenges of higher education. Kristiina Wähälä University of Helsinki, Finland Teaching communication and management skills in chemistry There are frequent demands from the industry that young chemists should have the ability to report and present their research results in written form as well as orally. However university studies in chemistry do not usually include courses in this area. Presently communication and management skills and also pro gradu coaching are organized and taught at the Department of Chemistry. Teaching relies on team work, workshops and social drama. Kristiina Wähälä¹, Tony Smith², Richard Whewell³, Pascal Mimero², Hans-Günther Schmalz4, Tapio Hase¹ Juan Antonio Renuncio5, Janna Velder4, Jari Kaperi¹, Jorma Koskimies¹ and Eija Kaija4 ¹University of Helsinki, Finland, 2CPE, Lyon France, 3University of Strathclyde, Scotland, UK, 4University of Cologne, Germany, 5Universidad Complutense di Madrid, Spain, 6Science Gymnasium of Olari, Finland. Self-assessment computer based tests for evaluation of knowledge/skills in chemistry The general purpose of the EU project (the European Chemistry Thematic Network, ECTN, under the White Paper on Education and Training - Teaching and Learning - Towards the Learning Society) is to provide a series of chemistry tests for self-evaluation at three levels of competence in chemistry, enabling individuals to test their competence whether or not they have followed formal courses at school or university. The levels of competence are: Level 1, the knowledge/skills expected of a person at the end of compulsory education; Level 2, the knowledge/skills expected of a person starting a university education; Level 3, the minimum knowledge/understanding /application skills expected of all graduate chemists. Each computer test is generated by the random selection of questions from a large database, which is structured into a number of libraries, dividing questions into various knowledge and facility domains (there are three degrees of difficulty). The question types are multiple choice, multiple response, graphical hot-spot, numerical calculation and selection. The question databases were compiled after an ECTN survey of chemistry core level knowledge matter in the European universities and upper secondary schools. Demonstration versions of the tests are available in 14 languages. The full bank of questions is available in English and French, other versions are in preparation. In the near future the demonstration versions of the tests will be available on the Internet. Kristiina Wähälä and Terry Mitchell Department of Chemistry, University of Helsinki, Finland; Department of Chemistry, University of Dortmund, Germany University Core Chemistry: Teaching Methods and Assessment in Europe The core content of first degree chemistry courses in Europe has been defined by a European Chemistry Thematic Network (ECTN) working group. Another working group, established at the beginning of this year is now looking at teaching methods and assessment techniques within this core area. The group will assess the present situation and then make some recommendations. The results obtained so far from the survey done will be presented. The following topics will be treated: Why do we teach? Why do we assess? What do we assess? (b) How do we teach? What do we teach? (c) Assessment procedures. (d) Quality control assessment. (e) Aids in preparation of examinations. (f) Grading of examinations. (g) Examination feedback. (h) Assessment of transfering skills.