Anette Larsson is professor in Pharmaceutical Technology at Chemistry and Chemical Engineering​​

Anette Larsson gets pedagogical prize

​Anette Larsson, professor in Pharmaceutical Technology and director of the center SuMo BIOMATERIALS, gets the Chalmers pedagogical prize. 
Motivation: For her systematic work with reforming a laboratory experiment in the advanced course Galenical Pharmaceutics. To help the students reach a better understanding of the purpose of the laboratory experiment, Anette Larsson has created a clear learning sequense by put in interactive lectures before and after the experiments. These lectures put the experiment in its context and support a deeper learning. This learning sequense gives the students a better understanding of the purpose of the experiment and the developed a greater understanding of the key concepts connected to the experiment.​
What does the prize mean to you?
This means a lot to me. Teaching is important. It is one of the main tasks a university has! So I became very happy when I got the decision.

What makes you a good teacher?
I am not even sure that I am a good teacher - I don’t know all the theories about learning and teaching, and I always finds things that I want to improve and so on. But I am sure about one thing - I WANT to teach in good way and I WANT the students to learn. Knowledge is very important to me. With knowledge you can explore a new world. To share knowledge and give the students new ways to explore and explain the world is like giving them a gift, a gift that they can take with them for the rest of their lives. To see in their eyes when they suddenly realize that they have understood something difficult. It is such a relief for them. That is something special! It is a direct feedback as a teacher and I get an enormous satisfaction from these small aha- experiences.

What is important to think about to be a successful teacher? 
There are many things!
I want to create a hunger for learning in the students, sometimes even if they, in the beginning, did not know that they had an interest in that subject. My strategy is that I want to make them curious, so that they get this hunger for knowledge.

To facilitate that it is important to give the students as good possibilities to learn as possible. My hypothesis is that active students learn more and therefore I try to create better circumstances for learning on a deeper level by keeping them busy: they must answer questions, discuss in pair and report back, write down things they find difficult and reflect on one subject from many different points of view during the lectures. I also try to learn as many of their names as possible, to show them respect and that they are important for me and that I am interested in hearing their opinions. I also try to inspire them and show that this, this knowledge, this small detail, is really important for me and fascinates me a lot and that I want to share my fascination with them. Last but not least, it is important for me to make difficult things more comprehensible by taking examples from their real lives and I very often (almost to ever lecture) bring stuff with me to the lessons to illustrate abstract things. Like how one make granulations, tablets, coat tablets etc or make abstract theories more visible by for example comparing plastic deformation with fragmentation. Do you know how efficient it is to illustrate fragmentation with a piece of rye bread on an overhead projects? It is quite much cleaning afterwards, but it is worth it!

You also received a prize from the pharmacist students' council at the Sahlgrenska Academy. Have you done anything special this year when it comes to education?
The prizes are quite different. The prize from Sahlgrenska Academy was a price from the students. They had selected me as the best teacher in their pharmacy education, which I am extremely honored of.  Maybe I got that price due to that I shared my enthusiasm and willingness to teach, and that I have their learning in focus. 
The prize from Chalmers is more that I have been reflecting over that sometimes the lab exercises we have in our courses are hanging like clouds in the sky without clear connections for the students to the rest of the courses. I have developed a method, the Babushka concept, in collaboration with my former PhD-student Sofie Gårdebjer, to put a lab exercise in a pharmacy course in an integrated instructional unit. This means that we discuss from a wide perspective, where the students have knowledge (in this case about bioavailability), to more deeper things (solid dispersions and characterization of them) at a lecture before the lab exercise. This makes the students very well prepared and they understand why they do things at the lab and can discuss and ask deeper questions during the exercise. After the lab we sum up the learnings by going back from small detailed thing and put this knowledge back in their wider contexts. We also have written a pedagogical manuscript on this way to organize the teaching around an exercise at a laboratory. We did this in collaboration with the professor in pedagogics, Tom Adawi​

Ulf Gran​, Associate Professor at the Departmetn of Physics and Mikael Odenberger​, Researcher and Teacher at the Department of Energy and Environment, have also been awarded the pedagogical prize 2016. 

Page manager Published: Mon 03 Oct 2016.