University Lecturer (Finnish language) Terhi Ainiala's teaching and supervision practices testify to solid pedagogical expertise and understanding. She successfully applies in her teaching the pedagogic training she has completed as well as the student feedback she has collected. Ainiala has developed teaching and supervision practices that enhance student learning by making use of the flipped classroom model, among others. She emphasises cooperation and encourages students to engage in mutual, collaborative learning through, e.g., group examinations. Ainiala integrates students into the research community by encouraging them to publish their papers and to lecture to their peers. Ainiala's textbook, which holds a prominent position in its field, is used in all Finnish universities.
Ainiala's special strengths lie in the development of collaborative teaching and learning as well as cooperation outside language subjects (including activities involving alumni and the Finnish Union of University Researchers and Teachers). In her work community, Ainiala actively takes responsibility for the promotion of communal activities and events; fine examples of this include regularly organised tea parties and the creation of a common Facebook page.
Jaanika Blomster, lecturer in algal systematics, is a strongly student-oriented teacher who bases her teaching on research and who studies research-based teaching as well. She has acquired extensive pedagogical training, has published widely and holds several committee memberships. She systematically collects feedback to serve as a basis for the development of teaching, and she discusses the pedagogic issues of her courses with the students.
Blomster actively hones her teaching methods and increasingly steers them towards problem-based learning. Her student-driven approach to supervision is highly interactive. She has produced versatile learning materials, some of which are internationally used. Blomster actively shares her expertise not only with her work community, but also with colleagues nationally in seminars. She has international teaching experience and participates in various international forums focusing on the development of teaching.
Maijaliisa Erkkola, university lecturer in nutrition, is a well-liked, award-winning teacher who plays a central role in the planning and development of teaching in her discipline and department. Her strengths include her focus on learning and interaction, versatile assessment practices and the continuous self-evaluation of teaching and its development on the basis of systematically collected feedback.
Erkkola attempts to view her students as individuals and to support their personal development instead of merely providing them with knowledge and skills. The mentoring applied in the methodology course for Master's level students is a fine example of such efforts. Erkkola's teaching demonstrates a multidisciplinary approach supplemented by innovative teaching methods, such as playback theatre. She also actively produces learning materials. Erkkola is known as a devoted developer of teaching in her faculty and for maintaining numerous Finnish contacts related to teaching cooperation and development.
University Lecturer (foreign language education) Pirjo Harjanne is a versatile expert in her field with a strong orientation towards research. Harjanne's teaching and research, including their development, can be described as an integrated process that covers the didactic processes of teaching, studying and learning extensively and in depth. Her development of teaching systematically relies on research, reflection on her own activities and highly versatile feedback practices.
Harjanne's teaching is student centred and engaging. She applies constructive alignment in the planning of teaching as well as collaborative learning by involving students in the setting of objectives. She also applies multifaceted evaluation practices, which include, e.g., peer and self-evaluation as well as supervisory consultation. Harjanne has produced ample learning materials and textbooks, and has developed digital learning materials and the virtual university in the teaching of foreign languages. She is a prominent collaborator, both nationally and internationally, in the development of teaching in her own field.
Mari Heinonen, professor of pig diseases and healthcare, is a strong professional and researcher in her field who invests heavily in the development of her identity and skills as a teacher. She bases her development efforts on extensive training in university pedagogy and leadership skills, her experiences from teacher exchanges, and especially on feedback obtained from students and its exploitation.
Heinonen has developed supervision, teaching and evaluation practices, such as practical exercises and group examinations, to enhance student learning. She understands the principle of constructive alignment in teaching and recognises the role her own teaching plays in the degree as a whole. She has produced a great variety of learning materials suitable for different teaching situations that she willingly shares with other teachers. Heinonen actively participates in the development of teaching in her faculty and contributes internationally to the development of the international veterinary specialist degree.
Professor of Theatre Research Hanna Korsberg is an inspiring and engaging teacher, who is also highly committed to the development of not only her own expertise, but also teaching in the discipline, in collaboration with her colleagues and students. Since her first teaching assignments, she has systematically enhanced her teaching and supervision skills in a multifaceted manner. She has completed extensive studies in university pedagogy, in addition to which she has improved her competence through international teaching traineeships and cooperation, peer evaluation and the systematic collection of student feedback. Among her newest challenges is an iPad experiment in theatre research and the related preparatory training.
Korsberg's teaching speaks of competent pedagogic thinking and an ability to apply pedagogical research results in practice. She helps students to become active learners who rely on their own ideas and experiences when processing information. She uses with ease methods such as feedback discussion, group work and the flipped classroom as well as methods that enhance reflection and self-evaluation. Korsberg is a versatile developer of learning materials, and a number of her publications are used as course material in the field.
University Lecturer (social science history) Hanna Kuusi is an ardent and innovative teacher, who bases her teaching on state-of-the-art research. She has actively drawn on her ample training in university pedagogy to benefit her work. Feedback plays an important role in her efforts to develop teaching. She is especially skilful in discussing feedback together with other teachers and students.
Kuusi makes use of a variety of teaching and supervision methods, and her teaching is marked by encouragement and interaction. In her teaching, she emphasises engagement and collaborative learning, by using active learning and progressive inquiry. With these forms of teaching, she wishes to support students in developing their career and generic skills in addition to learning the content of teaching. She uses advance assignments in an exemplary manner and has made evaluation and feedback essential elements of her teaching. She makes varied use of teaching materials: besides collecting and developing material herself, she engages students in the production of learning materials. Hanna Kuusi actively participates in the development of teaching in her faculty and department.
Antti Lauri, university lecturer in atmospheric sciences, strongly advocates collegiality: he highlights collaborative and interactive learning in his activities and promotes them convincingly in his work community and on international forums. Overall, Antti Lauri makes determined efforts to improve his competence and teaching. He has continuously developed collaborative practices for learning. His most important teaching method is horizontal collaborative learning, where all participants have the roles of learner and teacher. He uses very inspiring teaching methods in his courses, and those courses that seek answers to genuine research problems have attracted a great deal of interest.
Lauri collects feedback using various methods during the courses, in addition to which he has devised a system that helps with the systematic follow-up of feedback. His multifaceted examination practices and learning materials convincingly promote learning. Lauri participates in numerous activities related to his own discipline and work community, also internationally.
University Lecturer Tuula Lehtonen works as a lecturer in English at the Language Centre. She is a versatile teacher who is committed to collegiality and the development of teaching at all levels. Lehtonen is particularly interested in student feedback, which she collects during and after her courses and discusses with both her students and colleagues.
Her teaching and supervision practices provide solid support for learning. For example, in her Academic Writing courses, students may participate in the planning of the course syllabus, learning outcomes and the timetable. She applies peer evaluation with her students and gives much attention to individual feedback discussions. She develops learning materials to meet the students' needs and takes advantage of the opportunities offered by information and communication technologies in the process. Lehtonen engages in continuous cooperation to develop teaching not only with her immediate work community but also with those disciplines and University departments whose students she teaches, and with other language centres in Finnish universities.
University Lecturer in Physiology Liisa Peltonen has completed an impressive amount of formal pedagogic training, which she successfully applies in her work to develop teaching in physiology. She boasts numerous teaching-related publications and theses related to studies in university pedagogy, as well as demonstrates evidence of extensive national and international cooperation. Peltonen systematically collects and exploits student feedback and also responds to this feedback.
She open-mindedly experiments with activating web-based teaching methods (using iPads, for instance), and she has solid experience in supervising groups using problem-based learning as a teaching method. The development of learning materials constitutes an important part of Peltonen's development of teaching. Peltonen has significantly contributed to the development of teaching in her own discipline, between disciplines and also extensively in international networks.
Janna Pietikäinen, university lecturer in environmental studies, is a very innovative and collegial teacher who advances collaboration and interaction between students and teachers throughout the University. Her strengths include excellent theoretical and practical mastery of university pedagogy and extensive sharing of this mastery, continuous self-evaluation, development of teaching on the basis of systematically collected feedback and active interaction with students. She is especially merited in multidisciplinary teaching and its development.
Pietikäinen has introduced new methods, such as workshops, into her teaching, and she skilfully engages her students in producing teaching material and providing peer feedback. She develops methods for providing feedback on learning as well as employer contacts with the help of partners and commentators from outside the University. She actively contributes to the development of teaching and the degrees provided by her unit, and on a wider scope, also nationally and internationally.
Professor of Social Psychology Anna-Maija Pirttilä-Backman is a leading researcher in her field with exceptionally broad experience of various kinds of teaching and supervision assignments and the management of teaching. She is highly committed to the development of teaching not only on personal and course-specific levels, but also on discipline and faculty levels. She also distinguishes herself by reporting on this development and its results to the Finnish and international academic communities.
Pirttilä-Backman's teaching and supervision practices are versatile and student oriented. She guides and challenges her students to think critically and develop their academic competence. She has investigated the effects of various teaching methods on student learning and used the knowledge thus obtained to evaluate teaching practices. She has produced an extensive amount of versatile learning materials and has participated in the writing of several textbooks. She is engaged in a wide range of international teaching cooperation projects through opportunities such as guest lectures and summer schools.
Professor Pauli Puolakkainen (clinical medicine, gastrointestinal surgery) has solid teaching experience and training in university pedagogy. His teaching practices testify to pedagogic expertise and awareness as well as to an ability to utilise pedagogic research knowledge. He is an exceptionally active teacher who is enthusiastic about teaching and learning, cares about his students and is highly valued by them. His willingness to develop as a teacher is demonstrated by his active participation in national and international teaching-related seminars.
Puolakkainen has intensively developed feedback practices, means of responding to feedback as well as student-centred teaching methods for his courses. He has participated in three degree reforms, which have aimed at introducing activating teaching methods to degree requirements. The learning materials developed by Puolakkainen include a wealth of various materials on surgery, exercise tools and teaching videos. Puolakkainen continues his extensive and long-term efforts to develop teaching and actively share his expertise through networks within his faculty, as well as in national and international arenas.
Professor of European Law Juha Raitio is a multifaceted and renowned researcher in his field with a long and versatile teaching career. He relies strongly on interaction with his students, the feedback he obtains from them, and on collegial collaboration in the development of his teaching and his professional identity as a teacher. He is one of the founders of a Nordic network of discipline coordinators in European law, set up to share good practices and discuss themes related to teaching and supervision.
Teaching at the Faculty of Law often takes the form of "mass" lectures; to amend this situation, Raitio has developed insightful and engaging work methods for students. Besides teaching smaller student groups, he has coached students for the European Law Moot Court competition. Raitio has also been actively involved in the improvement of teaching provided in English. He maintains a well-functioning and admirable connection with his students in all his teaching and supervision assignments. Raitio has produced a number of textbooks based on research in his field. Raitio actively participates in the development of teaching in his faculty, for example, by chairing the Faculty of Law Teaching Skills Committee.
Rami Ratvio, university lecturer in human geography, has taught a wide variety of courses and significantly reformed teaching in his discipline, despite the short duration of his career. He is a versatile, actively networked teacher, who has a solid background in pedagogical training. Ratvio continuously develops his teaching and supervision skills by participating in various research and teaching networks and by regularly collecting feedback from students. He has also discussed reforming teaching in a publication and taken initiatives in the debate concerning university-level teaching.
Ratvio has advanced teaching that draws from problem-based learning and progressive inquiry in his discipline and has reformed method teaching in the field. In his teaching, he emphasises collaborative learning and constructive alignment. He has also promoted the use of various ICT equipment, including tablets and geographical information systems, in teaching. Besides written learning materials, he makes use of Internet forums, wiki pages, social media and videos in his teaching, while engaging students in the production of learning materials. Ratvio participates in the development of teaching not only in his department, but also on the national level by serving in various elected positions.
Inkeri Ruokonen, university lecturer in music didactics, is a systematic developer of teaching with solid, all-round skills in her field. She has pursued a long career in teacher education, developing not only education in her own field, but also acting as a pioneer of art education on a wider scale. Among other things, she has organised cross-disciplinary events to familiarise children and ordinary citizens with art education (Helsinki Word Design Capital 2012 events). Ruokonen bases her teaching on a comprehensive, experiential and collaborative understanding of learning.
She uses new, creative learning environments and has produced a number of research publications and learning materials in her field. She has promoted collegiality in teaching and research communities both at home and abroad and across disciplines between universities. Moreover, she has been an active lobbyist for university lecturers and has served as a member of the University Collegium and in the boards of numerous cultural foundations and centres.
University Lecturer Johanna Rämö plays a central role in reforming teaching and promoting collegiality and collaboration at the Department of Mathematics and Statistics. She has developed her competence by engaging in long-term pedagogical training and the purposeful use of teaching diaries and student and peer feedback in the development of her professional skills.
Rämö places learning at the core of teaching and emphasises doing instead of passive listening. She successfully applies and studies what is known as extreme apprenticeship, which is based on learning by doing and professional growth. She has also published several academic articles on this topic. Rämö has developed the teaching methods of her courses in a versatile manner, without forgetting the learning environment. In her teaching, she makes use of small and big innovations alike in an insightful manner (e.g., the proof hat). She is also engaged in interesting experiments with alternative teaching materials (including playing cards, Escher's art and Rubik's cube). Rämö has actively developed her work community by establishing a study circle on teaching as well as a working group for the development of teaching.
Professor of Art History Kirsi Saarikangas has very long and varied experience of teaching and supervision at the University. She has engaged in goal-oriented development of teaching that has been cross-disciplinary, interdepartmental and significant at the University level as well as on national and international levels. She is highly committed to the development of not only her own teaching, but also teaching within her discipline; in this development she makes systematic use of the student feedback she has collected.
Saarikangas is an inspiring and attentive teacher who feels that student learning is a matter close to her heart. She listens to her students and their wishes with a sensitive ear, but also expects commitment from them. To her, students are a natural and active element of the academic community. The teaching methods and learning materials used by Saarikangas are very versatile and pedagogically justified. She has published an ample amount of literature and articles, some of which are used as textbooks, and has also produced learning materials for television and web-based learning environments.
Kimmo Suomalainen, university lecturer in dentistry, has broad teaching experience from a variety of teaching situations at all levels of education. His activities attest to continuous self-development and a long history in the teaching profession. His constant interest in teaching and its development become evident through his extensive pedagogic qualifications, publications and conference presentations.
Suomalainen's innovative teaching and evaluation methods support student learning. When defining learning outcomes, he takes into account the field's international context. As far as the development of learning materials is concerned, he has written chapters for textbooks in his field. The use of videos made by students about their own performance as teaching material speaks of Suomalainen's innovativeness as a teacher. He has been particularly active in the development of collaborative teaching. Suomalainen has served as a committed member in numerous committees for the development of teaching.
Helena Åström, university lecturer in ecology, has acquired extensive training in university pedagogy, which she actively upgrades and applies skilfully in her teaching. She systematically collects feedback on her teaching. As she understands the critical factors affecting learning and study performance (such as time management and motivation issues), she has tackled them comprehensively by increasing engaging elements in her teaching, including performance during the course in the end-of-course evaluation, engaging in dialogue with students about course objectives and evaluation criteria, and by including students in the preparation of examination questions.
Åström skilfully applies teaching and evaluation methods that accentuate the students' active role. She has introduced effective solutions, such as joint feedback discussions between students and teachers, to solve problematic issues concerning first-year studies. Her teaching materials are versatile and innovative; special praise is deserved for the development of the Swedish-language materials for the online learning environment PINKKA. Åström is an active member of the teaching community who participates extensively in the collaborative development of teaching on the departmental, campus and University levels.