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Peer Assessment
Mappe:
English
This page contains information about peer assessment and how you can use it to facilitate increased student activity and engagement. Norwegian version: Medstudentvurdering Innholdsfortegnelse [-] What is peer assessment How to get started with peer assessment Involve students Determine the format and organization Assessment criteria Ensure good and constructive feedback Monitor the process and guide students Why use peer assessment Peer assessment tools Contact References What is peer assessment Peer assessment is a learning activity where students assess each other's work, usually against some given criteria, standard, or checklists. (Topping, 2009). The work being assessed can be a product (e.g., assignments, written submissions, videos, oral presentations), processes (e.g., contributions in a group work) or other skills. Peer assessment can be organized by students assessing other students work individually or group-based, and include self-assessment. In addition to assessing each other's work, the students give feedback to their peers based on the work they have assessed. The feedback is an important part of peer assessment. Giving feedback to other students can positively influence students' learning, contributing to self-regulating learning, ownership to the learning process and practicing general skills that are important for lifelong learning (Raaheim, 2019; Topping, 2009). How to get started with peer assessment Peer assessment is a student-active form of learning and will require efforts from the students for a good learning outcome. It is important that the students have prerequisites for carrying out the peer assessment, i.e. understanding objectives/purpose, assignments and assessment criteria, as well as actively relating to the feedback. Therefore, adapt the peer assessment to the students’ level, provide necessary training and start off with a gradual approach to the method. In this context, the following factors should be taken into account (based on Adachi et al. (2018); Topping (2009)): Involve students Student involvement is recommended throughout the process Clarify the purpose: Be clear to students what the purpose is and why peer assessment is used. Determine the format and organization Plan your activity so it fits in with your other learning activities so that the total workload is manageable for the students. Consider whether individual or group-based assessment would work best and how many peers a student should assess. For example, a student can assess two peers in addition to self-assessment. Consideration should also be given to whether there should be a random distribution of students (the student considers random student’s work) or whether they should be matched regarding academic level. Consider whether there should be anonymity in assessment and feedback. Social factors may influence assessment and feedback. Assessment criteria Provide the students with tangible assessment criteria Involving the students in developing assessment criteria can increase learning outcomes and ownership of the process, as well as reduce any uncertainty regarding peer assessment. Ensure good and constructive feedback Based on the work being assessed, consider what is the most appropriate format of the feedback (qualitative, quantitative, written, oral, etc.), It is important that the students receive relevant and constructive feedback from peers. Consideration should be given to whether the students should be trained in giving and receiving feedback. If the feedback does not contribute anything substantial or is perceived as unfair, students may lose motivation for peer assessment. Review the feedback (at least a selection) before releasing it, especially if the students are new to peer assessment. In this way, the feedback can be more quality assured and any "deviations" (major differences in feedback) are detected. Monitor the process and guide students Give the students guidance so that their competence in assessment and feedback is increased. Why use peer assessment Peer assessment is usually used as a formative assessment, the purpose of the activity is assessment for learning. Peer assessment will give the students feedback, while at the same time they gain experience in articulating and communicating their own understanding and competence (Raaheim, 2019). Peer assessment can include several different learning outcomes. For example, peer assessment can provide academic benefits in a selected topic, as well as developing general academic skills. Peer evaluation increases the amount of academic feedback, provides practice in critical thinking, gives greater responsibility for their own academic progress and leads to higher motivation (Boud &Falchikov, 2007; Ertl &Wright, 2008; Topping, 1998). According to Topping (2009), feedback from fellow students may also be more immediate, individualized and more open to discussion than feedback from the teacher. Peer assessment tools The use of digital tools for peer assessment simplifies the administration of the learning activity. At NTNU you get support for peer assessment in Blackboard and EduFlow. Blackboard: Supports individual peer assessment. You can find relevant guides under the Supportbutton in Blackboard. FeedbackFruits: Supports individual and group-based peer assessment. Contact Contact the Section for Teaching and Learning Support (SLS) for pedagogical support with peer assessment. Contact Orakel Support Services for technical support with peer assessment tools. This page was written by and is maintained by the Section for Teaching and Learning Support. References Adachi, C., Tai, J., & Dawson, P. (2018). A framework for designing, implementing, communicating and researching peer assessment. Higher Education Research & Development, 37(3), 453-467. https://doi.org/10.1080/07294360.2017.1405913 Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education : learning for the longer term. Routledge. Ertl, H., & Wright, S. (2008). Reviewing the literature on the student learning experience in higher education. London Review of Education, 6, 195-210. https://doi.org/10.1080/14748460802489348 Raaheim, A. (2019). The exam revolution : advice and tips on exams and alternative forms of assessment (2nd edition ed.). Gyldendal. Topping, K. (1998). Peer Assessment Between Students in Colleges and Universities. Review of Educational Research, 68(3), 249-276. https://doi.org/10.3102/00346543068003249 Topping, K. (2009). Peer Assessment. Theory Into Practice, 48(1), 20-27. https://doi.org/10.1080/00405840802577569
Read email with webmail
Mappe:
English
As a student or employee at NTNU, you can recieve, write and read e-mails directly in your browser with Webmail, or directly on your device with the Outlook application. You also have access to your NTNU-calendar in the Webmail. Norsk versjon - Slik bruker du Webmail Topic page about IT support | Pages labeled with webmail Innholdsfortegnelse [-] Log in to Webmail for students and employees New message Automatic replies Filters / Folder structure Calendar on Webmail Changing language Frequently Asked Questions (FAQ) I can't write emails I do not receive emails Relevant links Contact Log in to Webmail for students and employees Log in to Webmail Regardless of your affiliation at NTNU (student, employee, or student and employee), the portal login will remain the same. First time signing in, you will need to log in with the format username@ntnu.no before being redirected to FEIDE. Use your NTNU-username and password. After you log in, you will automatically be in the inbox of your e-mail. To access your OneDrive and applications included in the Office package, click the NTNU-logo at the top left corner. New message When you log in, you are automatically in your inbox. To send a new message, press the New message-button in the top left corner. Automatic replies You can set up automatic replies to incoming mail in your Webmail. Click the cogwheel and search for Automatic replies. From there on you can choose what your automatic reply will be, and the time period your automatic reply will last. Filters / Folder structure Right click on Folders on the left-hand side of the Webmail, and press Create new folder. To create a subfolder, right click on the inbox folder on the left-hand side, choose Create new subfolder. From here on you can name your folders after their purposes. In this example we will name it Blacboard. To create a filter for incoming mail, click on the cogwheel on the right-hand side of the Webmail and search for Inbox rules. Click on Add a new rule, name your rule and choose the rule-parameters. In this example we have created a rule that moves all e-mails with Blackboard in the subject to the Blackboard-folder we have created. Calendar on Webmail Your calendar is available in the Webmail through the Calendar-icon, which is shown on the left side of the page. As an employee, the calendar will unlock further features such as the opportunity to reserve meeting rooms and equipment. Changing language Click the cogwheel at the right corner and search for Language and region. Here you can choose your preferred language and time zone. Frequently Asked Questions (FAQ) I can't write emails If you are experiencing trouble with your Webmail, you can first check if cookies are turned on your web browser: Google Chrome: Preferences → Settings → Privacy → Content settings Mozilla Firefox: Tools → Options → Privacy → Cookies Safari: Preferences → Security → Show Cookies Opera: File → Preferences → Privacy → Cookies Netscape: Edit→ Preferences → Advanced → Cookies Microsoft edge: Tools → Internet options → Privacy I do not receive emails If you discover that someone has sent you an email but you have not received it, there may be several reasons for this problem: Time - Email may seem like an instantaneous service, but it isn't. The amount of time it takes for you to receive an email can depend on a number of factors. For example, if the network has to handle a lot of spam, it can take several hours for your email to arrive. Date - Check to see how your Inbox is organized. To see the most recent emails, you need to have your mail sorted according to Date. Click on Filter, Sort and then choose your preference for how your inbox will be sorted and filtered. Spam filter - Sometimes your incoming mail may accidently be sent to your Junk folder. Check there, and if you find it, mark the source as trusted. Quota - There are limits on how much you can save in Webmail. To see if you have reached your limit, log in and click on the cogwheel in the top right corner, search for Storage. Here you will be able to see how much storage you have available, and how much you have used. Students and employees have a quota of 100 GB. Relevant links Report suspicious e-mail Inbox quota exceeded Quoting in Emails Contact Orakel Support Services can help if you encounter difficulties.
Equality and diversity - employee awards
Mappe:
English
The award for equality and diversity belongs to the focus area of work environment and student welfare in the NTNU strategy. Norsk versjon: Likestilling og mangfold - ansattpris Overview: Internal awards for employees Innholdsfortegnelse [-] Purpose and criteria Internal awards for employees 2024 How award recipients are chosen Previous recipients Contact Thomas Richard Hilder receives the award for Equality and diversity from pro-Rector for Innovation Toril A. Nagelhus Hernes. Photo: NTNU Purpose and criteria Knowledge for a better world, is best created in an organization that is equal, diverse and gender balanced. Consideration and respect should characterize the interaction of staff and students. NTNU's award for equality and diversity is given to those who have managed to promote equality and tolerance regardless of gender, religious or cultural background. Internal awards for employees 2024 Propose candidates for the award for equality and diversity by TBA Proposals for award recipients are submitted by at least three employees / students. Check the description of each award for justification of proposals. Some awards have specific requirements as to documentation of results. No signatures are requires, but when you send in the proposal by email to the contact person for the award, we ask that you copy the proposers. See also the page NTNU Employee Awards. The awards ceremony takes place in - TBA How award recipients are chosen The Committee for Gender Equality and Diversity's leader appoints a committee consisting of three members. Secretariat: HR and HSE Division. Previous recipients 2022: Thomas Richard Hilder2021: Professor Letizia Jaccheri, Department of Computer Science2018: A group of staff from the Department of Biology: Gunilla Rosenqvist, Thorsten Hamann, Veerle Jaspers, Louis Hunninck, Aline Magdalena Lee2015: Ulrik Wisløff, Cardiac Exercise Research Group (CERG)2013: Technology camp at IME Faculty: Nina Kotte, Chris Helen Solvoll and Line Berg.2012: Prof. Sissel Lie and prof. Torlaug Løkensgard Hoel 2011: Ingvald Strømmen, Dean Faculty of Engineering2010: Associate professor Berit Rostad, Department of Public Health2009: Professor Tor Grande, Department of Materials Science2008: Female network at Department of Manufacturing and Civil Engineering2007: Trondheim Academy of Fine Art2006: Professor Kari Melby, Department of Interdisciplinary Studies of Culture2005: Department Head Terje Malvik and his deputy Bjørn Nilsen, Department of Geoscience and Petroleum2004: Dean David Nicolson, Faculty of Natural Science and Technology2003: Literature, gender and identity, Faculty of Humanities2002: Professor Rigmor Austgulen, Dept. of Clinical and Molecular Medicine2001: Faculty of Mechanical Engineering2000: Kari Hag, Department of Mathematical Sciences1999: Department of ICT. Project «Females and data»1998: Idepartment of Public Health «Focus on female health» Contact Janet Rautio Øverland, Senior Adviser, HR and HSE Division
Stock photos
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English
Students and employees can get access to and download photos from the stock photo service Colourbox. Norsk versjon – Stockfoto Innholdsfortegnelse [-] Copyright Colourbox School licence for students and employees Access Provide credit when you use Colourbox photos Tips on how to find photos Communication network access Contact Copyright You must always make sure that the author or licensee has given permission to use the photo on NTNU's website, in presentations, prints and more. The exception is if the photo is for free use, as under a Creative Commons license, or stockphotos in Colourbox where the photo is for free use. Also note that photos may have a limited use, especially if you buy photos where this is specified. Colourbox NTNU has a subscription to Colourbox, a Danish image bank with 25 million images, vectors and videos. Be aware of that this is the Danish version of Colourbox (colourbox.dk). Almost half of the images are from the Nordic countries, which means that much of the material reflects Nordic and Scandinavian themes. School licence for students and employees Students and employees can take advantage of the following offers in our school licence at Colourbox: Full access to the entire image bank 30 free photo downloads per monthApplication for downloaded images: academic, non-commercial useAcademic, non-commercial use means for use in assignments, projects, presentations etc internal at NTNU Access Copy NTNU’s education key 2846228426172 (new key as of 21 August 2023)Go to this page: Paste the education key in the field «Uddannelsesnøglen» and click SendChoose «Studerende» (student) or «Ansat ved fakultetet» (employee)Fill in the required information. Your email address will be your user name. If you can read Norwegian, please read the licence agreement, in particular «brugsbetingelser»(terms of use) and«lisensavtale»(licence agreement).Tick the box to approve the licence agreementUncheck «modtage medlemsopdateringer» (receive member updates) if this is of no interestFinally, click «Opret konto» (create account)Make sure to log off and on to activate the new education keyRemember to log on before downloading photos. Provide credit when you use Colourbox photos You should always credit the photo service when you use photos that you have downloaded from Colourbox. Accreditation is usually given as follows: Photo: Colourbox.dk/photographer (enter the name of the photographer)Write the accreditation below or next to the photo you are usingFor online use of a photo, and if possible, link to the photo in Colourbox Tips on how to find photos See «Kategorier» (categories) in the drop-down menu top leftSearching in English provides the best resultsYou may also search in Danish and GermanColourboxbest images/vectors/videosnew images/vectors/videospopular images/vectors/videos Communication network access Employees in NTNU’s communication network who want a user account in Colourbox, should take contact via NTNU Hjelp, see below. Accreditation of images for editorial and commercial use (in Danish). See also Colourbox Kunder FAQ (customer FAQ, in Danish) about rights of use and more. Contact NTNU Hjelp
Teach in rooms without technology for online teaching
Mappe:
English
Teaching in rooms without technology for online teaching can despite of its limitation provide you with good opportunities for interactive teaching. Once you have been allocated a room, you will also find out how many students you can have in the room at one time. With this as a starting point, you can plan your teaching. Innholdsfortegnelse [-] What can I do in the room? - Possibilities What can you do if the room is too small? Who can help me? Norsk versjon: Undervise i rom som ikke er tilrettelagt for nettundervisning Teach in room with PanoptoTeach in rooms with Zoom Rooms What can I do in the room? - Possibilities We recommend as far as possible that you run student-active learning activities while on campus. Here are some resources that can provide ideas and inspiration for student-active learning methods: Team-based learning\\Flipped Classroom What can you do if the room is too small? Do you have more students than the capacity of the room allows? Then we recommend switching to flipped classroom teaching. Read more about flipped classroom teaching here. Make short videos that students can watch on their ownUse time on campus for student activities, group work, etc.Facilitate asynchronous teaching, so that students can work individually or in groupsYou can also utilise online teaching Read more about Online teaching: Theme page: Online teachingRecommended practice for online sessionsInteraction and collaborate in online sessions Who can help me? Section for teaching and learning support has several pages about teaching methods. Contact us through NTNU Help if you have any specific questions. You can also join the Lærende Fellesskap (learning community) if you want to exchange ideas with other teachers who are facing similar challenges.
Logos
Mappe:
English
Norsk versjon – Logos Software information Logos identifies the various dysfunctions in reading. Overall, Logos provides a good picture of the delusions that the student is coping with and what he/she is struggling with. There may be many different reasons why a student has tracked off in his/her reading development. However, Logos can be used for all types of reading difficulties and also to identify Norwegian-language reading development among minority students. The purpose of Logos is, regardless of cause, to point to the individual's challenges and propose appropriate initiatives. License information Volume license: Access limited and needs-tested volume agreement for a Dept./Faculty. Used by Faculty of Social and Educational Sciences (Department of Teacher Education). Note that the program can only be used for academic work and not for commercial work. Download/Install/Run: From Software Center Supplier information Manufacturer: See more about Logos at Logometrica Back to the software overview: More software products | Topic: Software
Installing printers in Mac OS X
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English
Print from your own Mac to an NTNU printer. Follow the steps below to install printers. Norwegian version - Installere NTNU-skriver i Mac OSX Topic page about Printing and Copying | Pages tagged print Installing NTNU printers in Mac OSX Installation The following procedure is usually only necessary once. Open myprint.ntnu.no in a web browser.Click Install printer.Select operating system OSX/macOS.Click Download Package.Open the downloaded folder myPrintInstaller_OSX.Run the installer called myPrint Mac OS printer installer.pkgFollow the wizard which takes you through the installation.The new print queue named NTNU-Print has now been added to your Mac. The first time you print to the queue, you will be required to enter a username and password.Your username needs to be entered in the format: username@ntnu.noRemember to select Remember this password in my keychain Printing in color As a cost saving measure the printer is set to print in black and white by default. Do the following to print in color: Click Print and select the printer named NTNU-PrintSelect Printer featuresSet Color mode: Color Related articles Printing and copyingComputer labs for everyoneInstalling printers in WindowsInstalling printers in LinuxStudent allowance for printing Contact Orakel Support Services can help if you have questions or if you encounter difficulties.
Student Jobs - IIK
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English
You can find all information on http://edu.iik.ntnu.no
Welfare funds
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English
Here you will find information about the use of wefare funds at NTNU. Norsk versjon: Velferdsmidler See more: Benefits and discounts Every year NTNU employees get financial support for welfare measures, such as for corporate sports and The pensioners' association. By the central cooperation between NTNU and labour unions (SESAM) these funds are being divided to the Faculties. At the Faculty level, decisions on how these welfare funds will be shared and used is being made by LOSAM, through the local cooperation between unions and employer. Sources and regulations Tilpasningsavtalen pkt. 7.6.3 (in Norwegian) Contact If you have questions about welfare funds, please contact your local HR (in Norwegian)
Reading rooms - lockers - resting rooms - Campus Øya
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English
Norwegian version - Leseplasser - bokskap - hvilerom - campus Øya Topic page about Study halls | Pages labeled with Study halls Content on this page: Student work spaces Opening hours Lockers for books Resting rooms See also: Opening hours Printers Student work spaces NOTE: No permanent spaces are allocated and the work space should be emtied every day. Study programme Building Level Room number Number of seats Bachelor students1902 building1320.01.04025 Bachelor studentsKnowledge centre1422.01.02221 Bachelor studentsKnowledge centre1422.01.03210 Bachelor studentsKnowledge centre2422.02.00336 Bachelor studentsKnowledge centre2422.02.0188 Bachelor studentsLaboratory centre1231.01.01818 Bachelor studentsØya helsehus2152.02.02869 Master studentsMTFS12.10870 Master studentsKnowledge centre1422.01.03021 Master studentsKnowledge centre2422.02.01221 Master students1902 building3320.03.05824 Master studentsMobility centre6311.06.05115 Master studentsKnowledge centre2422.02.01321 Master studentsWomen's and Children's centre1242.01.05214 Master studentsLaboratory centre4233.04.00333 Master studentsLaboratory centre1231.01.01418 Master studentsMTFS west 34.32510 Master studentsNeuro centre3134.03.0247 Master studentsNeuro centre3134.03.0278 Master studentsLaboratory centre1231.01.01218 Master studentsNeuro centre3134.03.02834 Master studentsWomen's and Children's centre1242.01.04120 Master studentsWomen's and Children's centre1242.01.05420 Master studentsNeuro centre3134.03.0228 Master studentsNeuro centre3134.03.0297 Master students1902 building2320.02.03835 Master studentsLaboratory centre1231.01.02025 Master studentsLaboratory centre1231.01.01018 Master studentsLaboratory centre1231.01.01618 Master studentsNeuro centre3134.03.02626 Master studentsNeuro centre3134.03.0257 Group rooms can be booked through NTNU's room reservation system Opening hours The buildings at Campus Øya has the following opening hours: The Medicine and Health Library, the Knowledge Centre ER and Heart and Lung centre: 06:30-21:00 Mobility centre: 06:30-21:00 Supply centre: 06:30-17:00 (side entrance) Gastro centre: kl. 06:30-21:00 Knowledge centre: 06:30-21:00 Women's and Children's centre: 06:00-21:00 Laboratory centre: 07:10-16:00 Neuro centre: 06:30-20:00 Øya Helsehus: 07:30-16:30 1902 building: 07:30-16:00 MTFS: 07:30-16:30 If you have an access card to St. Olavs hospital/The Faculty of Medicine and Health Sciences you have access to the buildnings after opening hours. Lockers for books Book lockers at Campus Øya are for free use for all students at the Faculty of Medicine and Health Sciences. You can use a locker free of charge for up to one academic year. The locks are cut and the lockers are emptied every summer before the new semester. Students must empty their locker at the end of the spring semester. The lockers are located connection with reading rooms and student areas in all buildings on campus. Resting rooms The Faculty of Medicine and Health Sciences has three sleeping / resting rooms at the integrated university hospital. These are available for use by students who for various reasons need to rest during the day on campus. The rooms are reserved by the individual student via TP. During daytime, the room can be reserved for maximum three hours. If you need a room for sleeping at night in connection with practice at St. Olav's hospital, the room can be booked for the whole night. There is a bathroom and toilet next to each room. The rooms at Kvinne-Barn Senteret has the following room number: 243.03.011A 243.03.011B The room at Bevegelsessenteret have the following room number: 313.02.014
Reading rooms and computer labs at Gløshaugen
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English
Norsk versjon - Lesesalsplasser og datasaler - Gløshaugen . Topic page about study halls | Pages labeled with study halls Hovedbygningen Number of seats Roomnumber Type of room Notes Can the room be booked? 157 Library 166 Library 178 Library M65B Library M67 Library Metallurgi Number of seats Roomnumber Type of room Notes Can the room be booked? 30 215 Reading room Geologi Number of seats Roomnumber Type of room Notes Can the room be booked? 8 355 Reading room 5 357 Reading room 10 454 Reading room 7 458 Reading room 5 461 Reading room 7 463 Reading room 10 466 Reading room 7 470 Reading room Verkstedteknisk Number of seats Roomnumber Type of room Notes Can the room be booked? 25 Sahara (201A) Computer work station The room can be in use for teaching - check the room calendar 14 Kalahari (202) Computer work station The room can be in use for teaching - check the room calendar 113 M05 (Kanondekket) Reading room 13 M43 Reading room Kjemi 5 Number of seats Roomnumber Type of room Notes Can the room be booked? 14 K5-108 Computer work station Kjemihallen Number of seats Roomnumber Type of room Notes Can the room be booked? 27 256 Reading room 21 M355 Reading room Sentralbygg 1 Number of seats Roomnumber Type of room Notes Can the room be booked? 224 Library 224B Library 224C Library 226 Library 228 Library 28 318 Computer work station The room can be in use for teaching - check the room calendar 9 546 Computer work station The room can be in use for teaching - check the room calendar Sentralbygg 2 Number of seats Roomnumber Type of room Notes Can the room be booked? 49 202 Reading room 24 S23 Reading room 28 S24 Reading room Kjelhuset Number of seats Roomnumber Type of room Notes Can the room be booked? 253 Computer work station The room can be in use for teaching - check the room calendar 322 Computer work station The room can be in use for teaching - check the room calendar Gamle kjemi Number of seats Roomnumber Type of room Notes Can the room be booked? 7 003 Student work station 6 011 Student work station 6 015 Student work station 24 GK1 Student work station Gamle elektro Number of seats Roomnumber Type of room Notes Can the room be booked? 24 G116 Computer work station 12 G118 Computer work station 23 G122 Computer work station 11 G124 Student work station 9 G126 Student work station 37 G128 Student work station 20 G134 Student work station Elektro A Number of seats Roomnumber Type of room Notes Can the room be booked? 26 A293 Computer work station Elektro B Number of seats Roomnumber Type of room Notes Can the room be booked? 23 B118 Reading room 23 B122 Reading room Grønnbygget Number of seats Roomnumber Type of room Notes Can the room be booked? 15 009 Reading room 15 011 Reading room Byggteknisk Number of seats Roomnumber Type of room Notes Can the room be booked? 8 1-200.1 Reading room 20 1-200.2 Reading room 21 1-200.3 Reading room 25 2-001 Reading room 11 2-013 Reading room 23 2-019 Reading room 7 2-101 Reading room 8 2-105 Reading room 19 2-111 Reading room 30 2-201 Reading room 8 2-207 Reading room 7 2-211 Reading room 11 2-213 Reading room 6 2-216 Reading room 6 2-219 Reading room 5 2-221 Reading room 20 L-Zevs (2-251) Computer work station The room can be in use for teaching - check the room calendar 20 L-Big Ben (2-267) Computer work station The room can be in use for teaching - check the room calendar 20 L-Notre Dame (2-271) Computer work station The room can be in use for teaching - check the room calendar 20 2-281 Computer work station VM_paviljongen Number of seats Roomnumber Type of room Notes Can the room be booked? 19 121 Student work station 20 131 Student work station 40 141 Student work station 12 151 Student work station Realfagbygget Number of seats Roomnumber Type of room Notes Can the room be booked? 30 B1-101 Reading room 30 B1-105 Reading room B1-108 Library B1-128 Library B1-128B Library B1-165 Library B1-165B Library 2 B1-167 Library 2 B1-169 Library 2 B1-171 Library 2 B1-173 Library 2 B1-175 Library B1-179 Library BU1-101 Library 2 BU1-115 Library BU1-116 Library 2 BU1-119 Library 2 BU1-123 Library 1 C1-108 Library 1 C1-110 Library C1-131 Library 20 E3-107 Reading room
Actions and reporting in the case of problems with fume cupboards
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English
These guidelines describe how you should react if an alarm is triggered or the ventilation stops working, as well as to whom you should report the problem. These guidelines apply to both students and employees. Norsk versjon: Tiltak og varsling ved feil og driftsavbrudd i avtrekksskap Looking for something else? Topic page about HSE | Pages labelled with fume cupboard Innholdsfortegnelse [-] In the case of a triggered alarm Reporting a problem Disruption of the ventilation system Also see Contact information Approval/Signature In the case of a triggered alarm Reduce the size of the hood in the fume cupboard.Close the hoods any other fume cupboards in the room.Stop your work if the alarm is still sounding. Inform the person responsible for the room (on the room card on or near the door to the room) or the HSE coordinator at the unit of the problem.Consider if there is a possibility that hazardous substances could leak from the cupboard and if something needs to be done about it. Based on your evaluation of the situation, either perform a check of the fume cupboard or report an error.If the self-check or technical check reveal that the cupboard does not fulfil the safety requirements, it should be marked with a special warning sticker (pdf). Cupboards that don’t meet the safety requirements should be closed. Report the event as an HSE problem in the reporting system Reporting a problem The person responsible for the room or the HSE coordinator report the problem to the Campus Services Division via e-vaktmester. Describe the problem as precisely as possible. Always remember to provide the cupboard’s bar code (starts with +). For hospital buildings run by St Olav’s Hospital, the problem should be reported to Customer services at tel. 06750. Disruption of the ventilation system In the case of unexpected disruption of the ventilation system, the Campus Services Division will immediately warn the affected unit. In the case of planned disruptions in the ventilation system that affect the fume cupboard, the Campus Services Division should warm the affected unit at least 10 days in advance. Lack of enough suck in a fume cupboard can be very dangerous. Stop your work immediately if this happens. The affected unit should consider if other measures might be necessary: warning the users, closing the laboratory, moving the contents of the cupboard, etc. Also see Safety requirements for fume cupboards.Working with fume cupboards. Checking fume cupboards. Roles and responsibility for fume cupboards. (in Norwegian)Purchasing, moving or removing fume cupboards.(in Norwegian) Contact information The person responsible for the room or HSE coordinator at the unit. If the need arises for emergency help outside of regular work hours:: NTNU, Technical emergency preparedness: tel. 918 97 335. St. Olav’s Hospital, technical guard: tel. 995 84 151 Approval/Signature Approved by the head of HSE - February 21 2014 - HMSRV6203 - ePhorte 2014/3970
Peer review excellent teaching practitioner
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Information about peer review for those who have applied for status as an excellent teaching practitioner at this year's call for proposals at NTNU. Innholdsfortegnelse [-] Information peer review Main responsible peer Peer group Peer reviewer's impartiality Basis for peer review The basis for the peer review is Interview Feedback applicants Unanimous Coordination After the deadline for applying for status as an excellent teaching practitioner at NTNU applications must be peer-reviewed. See peer review schedule. See peer review schedule Information peer review The application must be assessed by a group of peers consisting of 2 excellent teaching practitioners (both from NTNU and other universities/university colleges if needed) and 1 student representative (appointed by the Student Council). In addition, 2 main responsible peers will consider all applications. Applicants are assessed on the based on formal requirements immediately after the application deadline. Applicants may be rejected if they do not meet formal requirements. Main responsible peer Two persons from the higher education sector with good knowledge of the merit scheme have the coordinating and overall responsibility for ensuring that the peer review process is carried out equally for all applicants. They participate in all interviews, and all written feedback must be developed in cooperation with the main responsible peer. Peer group The group consists of 2 excellent teaching practitioner and 1 student representative who together read 2 – 6 applications. The peer read the application and conduct digital interviews together with one of the main responsible peers. The student representatives have overall responsibility for the student perspective in the application, and shall focus on this. Student representatives do not participate in interviews. The main responsible peer will have access to all applications and peer reviews. The merited peer reviewers must participate in interviews of applicants. The student representative can prepare questions related to the student perspective if it is relevant to the interview and not clarified in the application. Peer reviewer's impartiality After the application deadline, all applications that meet formal requirements are distributed among peer reviewers. It will be endeavored that a peer has expertise in the applicant's professional background. As a peer, you must notify if there are applications where you are disqualified. Examples of disqualification are concrete ongoing cooperation with the applicant or personal relationship as a family, close friendship, etc. Basis for peer review The basis for the peer review is a. Application with attachments where the applicant reflects on his/her own educational competence in accordance with the criteria for status as an excellent teaching practitioner. b. Interview with applicants who meet all formal requirements. The application is peer-reviewed based on the criteria for pedagogical merit. All four criteria must be met in order to achieve excellent teaching practitioner status. The assessment form for peer review is available as Appendix 2 and can be used as a working document and basis for interview. Interview Applicants who meet formal requirements to apply and apply must be interviewed. The interview is conducted digitally. Participants in the interview are the applicant, the two merit peer reviewers and the main responsible peer. The interview will give the peer reviewers the opportunity to ask complementary questions for application. The interview has a maximum duration of 45 min. See peer review schedule Feedback applicants All applicants receive written feedback. The feedback is related to the criteria for merit, and if rejected, the feedback must also point forward on areas of improvement and be clear about which areas the applicant must develop further in order to achieve the status of a excellent teaching practitioner at a later date. Based on the peer reviews, a recommendation is prepared for the rector over the applicants who qualify for the status of an excellent teaching practitioner. All peer reviewers must use a template for feedback. It is the written feedback of each applicant, and it is important that it is complementary. For all applicants to receive equal feedback, feedback should not exceed 4 pages. All groups must cooperate with the main responsible peer before the written feedback is completed. Template for feedback Unanimous The award of the status of excellent teaching practitioner at NTNU requires that the peers are unanimous. The peer review is not an individual decision that can be appealed pursuant to the Public Administration Act. Based on the peer review, the Quality of Education research group prepares a recommendation with an overview of the applicants who qualify for the status of a excellent teaching practitioner. The principal assigns excellent teaching practitioner status based on this setting. Coordination The peer review is coordinated by the Department of Education Quality.
Extensions for postdocs due to the coronavirus pandemic
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Guidelines for extensions for postdocs due to the coronavirus pandemic. July 2021. Norsk versjon: Forlengelse for postdoktorer på grunn av korona Innholdsfortegnelse [-] Background Extended period of employment due to the pandemic Guidelines for equal treatment of postdocs Examples of major obstacles include: For some of the obstacles, the following factors for consideration have been formulated to help with the assessment: Administrative procedures at the faculties See also: Background Since March 2020, the pandemic has placed constraints on postdocs. A letter dated 17 June 2020, the Ministry of Education and Research (KD) describes the possibilities for extending the appointment of postdocs who have experienced delays due to the coronavirus pandemic. Any extension granted to a postdoc must be grounded in Section 2-3 (6) of the Regulations concerning terms and conditions of employment for the posts of postdoctoral research fellow, research fellow, research assistant and resident [spesialistkandidat], even though the provision only refers to employed PhD candidates. The aim of the guidelines on extensions for postdocs is to clarify the factors that may justify an extension due to the pandemic. This information is a guide to postdocs, academic, supervisors, managers, and executive officers in questions about extension. Extended period of employment due to the pandemic As a first step in assessing the need for an extension, the postdoc and academic supervisor have a joint responsibility to consider revising project plans as far as possible to reduce any potential delay. At the same time, NTNU is responsible for making sure that the prerequisites for completing planned activities are in place, such as information about the use of laboratories, offices and other necessary infrastructure. If a postdoc is nevertheless delayed, it is possible to apply to the relevant appointment authority for an extension on the grounds of Section 2-3 (6) of the Employment Regulations. In connection with a potential extension, an individual assessment must be made for each postdoc. The postdoc is encouraged to have an initial meeting with their academic supervisor to discuss the factors that might justify an application before submitting the application. After this, get in touch with the contact person at the faculty or department for more details about procedures for submitting an application. (See the separate section on administrative procedures at each faculty). A statement from the postdoc’s academic supervisor – see Section 1-2 (7) of the Regulations – must be submitted with the application, and it will be natural to use tools such as career plans (wiki page at Innsida) and appraisal interviews as supporting input for consideration of an extension. If a postdoc is absent from work due to the coronavirus pandemic, this may trigger the right to an extension. To document absence, the postdoc must inform their employer in accordance with the department’s procedures for absence and register their absence in the HR portal/Paga, regardless of whether the absence entitles the candidate to an extension. Undocumented absence does not entitle the candidate to an extension. Under the Public Administration Act (with unofficial English translation), an application should be processed within about a month, or a preliminary response should have been received. If there is no reply to the application within a month, the postdoc is recommended to contact an HR staff member at the faculty or department (see the administrative procedures for more information). The faculty is responsible for ensuring an independent assessment of appeals against a rejected application for an extension. Guidelines for equal treatment of postdocs NTNU wants to strive for equal treatment of postdocs so that everyone with the same needs is granted the same extension. To ensure equal treatment, NTNU has drawn up a guide for assessing extensions due to the coronavirus pandemic in accordance with Section 2-3 (6) of the regulations. A prerequisite for granting an extension is that the pandemic has resulted in a delay in the postdoc’s research work due to major obstacles and that compensatory measures have been considered. If compensatory measures have not been implemented, the reason for this must be given. Examples of major obstacles include: Lack of or reduced access to research infrastructure such as laboratories, data collections, and librariesReduced opportunity for fieldwork, visits to archives, data collection and the likeMandatory work from home that entails a demanding work situationCare of children and close familyFor people in risk groups, access to research infrastructure, campus offices and the opportunity for fieldwork, etc. may depend on medical advice. In such cases, this may be a key factor in the consideration of a possible extension. For some of the obstacles, the following factors for consideration have been formulated to help with the assessment: Access to research infrastructure DurationScope for performing other tasks/adjusting the project or time scheduleFieldwork/visits to archives, etc. How central the visit, stay or excursion is for the projectScope for changing the project/adjusting the scheduleDelays due to mandatory work from homeDemanding work situation at home (noise, children, equipment, and Internet)What has been done to compensate for this?DurationFrequencyIn principle, no compensation is granted if the candidate has chosen to work from home when the employer has enabled presence on campus, even if the situation for working from home is otherwise covered by the assessment criteria. Care of children and close family Postdocs with caring duties for children who are at home because the child is ill or in mandatory quarantine/waiting quarantine are in principle entitled to an extension for absence of more than ten working days. A prerequisite for this is that the absence complies with the applicable regulations for care benefit days, has been agreed with the manager and is continuously registered in the HR portal/Paga. Exception: Single parents or where the spouse/partner works in a function essential to society – see the Government’s 15 defined critical areas (English summary available here) – are entitled to an extension from day 1 of the absence period. Documentation from the partner’s employer must be provided showing that the partner has a critical function according to the criteria.In principle, postdocs who need to reduce their hours of work to care for children must apply for leave. The same applies if the cause of the reduced position is related to the pandemic.Postdocs with extraordinary caring responsibilities for close family members can apply for compassionate leave. If the period of care is related to the pandemic either in extent or as a complicating factor, it is possible to apply for an extension due to the added burden. Documentation may be required. Administrative procedures at the faculties Faculty of Architecture and Design (AD): You may use this form to apply for an extenstion of ypur employment. For questions or more information plese contact hr@ad.no. Faculty of Humanities (HF): Faculty of Information Technology and Electrical Engineering (IE): Please contact your local HR-employee for more information. (If you do not know who this is contact Signe Johanne Talukder, Wenche M. Olsen eller Kenneth Hågensen at the faculty level.) Faculty of Engineering (IV): Please contact your local HR-employee for more information. Faculty of Medicine and Health Sciences (MH): Contact. Faculty of Natural Sciences (NV): Faculty of Social and Educational Sciences (SU): Please contact HR Manager Kristin Skogen for further information. Faculty of Economics and Management (ØK): For further information, please see ØK’s own wiki page. NTNU University Museum (VM): Please contact HR Manager Christen Torvik for further information. See also: Extensions for PhD candidates due to the coronavirus pandemic Changes in the PhD regulations due to the coronavirus pandemic
Hazardous infectious and radioactive waste
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Each unit is responsible for its own hazardous, infectious and radioactive waste. This page provides an overview if the guidelines for handling and disposal. The page also contains a glossary with terms that are used in connection with disposal and transportation of hazardous goods. Norsk versjon: Farlig- smittefarlig og radioaktivt avfall Subject page about HSE | Pages labelled with waste Innholdsfortegnelse [-] Waste fractions Responsibilities and tasks Declaration and disposal of hazardous and radioactive waste Price list and packaging overview How to fill out a declaration on avfallsdeklarering.no Access to avfallsdeklarering.no Collection/transport Glossary Help NTNU regulations Legislation Contact Approval/signature Waste fractions Hazardous wasteChemical wasteContaminated glassCertain types of EE waste (fluorescent tubes, economy bulbs and mercury lamps)Tubular lampsBatteriesInfectious waste, incl. sharp objects (in Norwegian)Radioactive wasteFor disposal of paper, plastics, general waste, etc., see: Waste. Responsibilities and tasks See the dedicated page about Responsibilities and tasks. Declaration and disposal of hazardous and radioactive waste For infectious waste: See separate guidelines. Log on to avfalldeklarering.no (in Norwegian) and fill out the declaration. If you need a user account, see Access to avfallsdeklarering.no.Order waste collection through the order system. Write down the different declaration numbers in the order. You can also enclose a copy of the declarations with the order. This works as a failsafe to make sure the correct unit is invoiced. Enter "Norsk Gjenvinning AS" as "Provider" and the correct project number.Print the declarations from avfallsdeklarering.no and deliver these to the driver when the waste is collected. The declarations will have the status "Sent declarations" on avfallsdeklarering.no until they have been controlled and, if necessary, corrected by the waste recipient. A waiting period of 7 days will follow before they are submitted to the authorities. At this point, the declarations will change status to "Completed declarations". In addition to the invoice, this is your documentation for the disposal of the hazardous waste. Regarding disposal of radioactive waste: Norsk Gjenvinning AS can transport, but not temporarily store, radioactive waste. Schedule the delivery with the establishment that receives your radioactive waste before you order collection/transport from Norsk Gjenvinning AS. Price list and packaging overview Price list(you have to be logged on to Innsida). Transport and empty packaging is included in the unit prices. To avoid running out of packaging: Order packaging together with collection of hazardous or infectious waste. Overview of standard hazard labels, labels and packaging (in Norwegian) delivered from Norsk Gjenvinning AS. Other packaging and labels can be delivered upon request (additional fees apply). See Contact.Orders are made through the order system. Note: For each declaration, the weight is rounded up to the nearest kg. This affects the price. You should therefore consider which types of waste can be safely declared and disposed of together. One declaration can apply for several containers (bottles, cans, etc.). All containers must be labelled, as described under Chemical waste. How to fill out a declaration on avfallsdeklarering.no See the dedicated instructions from avfallsdeklarering.no (in Norwegian) Here you can find information on how to declare hazardous waste NTNU’s table for declaration of hazardous waste. If you cannot find the information you need in this table: See the safety data sheet, subsection 14.Lists containing waste product numbers and EAL codes can be downloaded from https://www.avfallsdeklarering.no/Avfallskoder (in Norwegian).You can use instructions from NFFA (in Norwegian) for assistance.Contact the waste recipient if you cannot find the necessary information.Description of the waste Enter the waste product number and EAL codeSuggested hits will appear when you start typing in the fields. Example: A search for "inorganic" under "Waste product number" will produce hits like "acids, inorganic", waste product number 7131. A search for "sulphuric acid" under EAL codes will produce hits like "sulphuric acid and sulphurous acids", EAL code 060101.Describe the waste under "Description". You should enter the names of the chemicals, if possible. You can also upload attachments, if necessary. For highly reactive chemicals (waste product numbers 7122 and 7123), always enclose the safety data sheet. Such chemicals must be declared separately. Transport classification Select "ADR" under "Transport classification"Select the correct hazard labels under "ADR classification" (both main classification and additional classification (if applicable).Under "ADR classification, select the main classification. Enter the UN number, packaging category and any additional information.You will find information about filling out the fields under "Transport classification" via the support material, as described above. Note that the UN number may be specified as "FN-nummer". Packaging category might be specified as "Forpakningsgruppe". Waste receipt and transporter ”Select waste recipient”: Select “Sorteringsanlegg - Trondheim -Norsk Gjenvinning”. Starting november 2019, employees in hospital buildings should also select ”Sorteringsanlegg - Trondheim - Norsk Gjenvinning”. "Transporter": Select "Avfallsmottak".Summary and submission Click on "Signer og send deklarasjon" when the declaration is complete. By signing, you confirm that the contents are in accordance with the declaration. You must also remember to write the declaration number on the packaging.Any discrepancies in the declarations will be listed in red on the right side of the screen. Note that you have to order waste collection through the order system.If there is any doubt about correct declaration, this must be clarified with the waste recipient. Access to avfallsdeklarering.no You need a user account to be able to declare hazardous and radioactive waste through avfallsdeklarering.no (in Norwegian). Please contact: Espen Fjærvik (employees at the NV faculty)Ingvild Hammer (employees at MH faculty)Arve Johansen (other employees) Collection/transport From 1 November, 2018, NTNU has a purchase agreement with Norsk Gjenvinning AS (in Norwegian). Norsk Gjenvinning AS uses Børstad Transport AS as a subcontractor. In Trondheim, the waste will be collected by Børstad Transport AS and transported to their reception on Sutterø in Stjørdal. In Ålesund and Gjøvik, Norsk Gjenvinning AS itself is responsible for transport. Trondheim: Børstads Transport AS has established routes every Thursday, but you can order collection on other days as well (additional fees apply). Orders are sent to Norsk Gjenvinning AS through the ordering system. Ålesund and Gjøvik: Collection upon request.Order collection through the order system. If your unit has a collection agreement with the waste recipient, you do not have to order collection. Glossary ADR European agreement about international road transport of hazardous waste. For more information, see the “ADR/RID 2017 Regulation of land-carriage of hazardous goods (in Norwegian)” Waste product number A 4-digit national code for classification of hazardous waste. You can find the codes in the instructions from the Norwegian Association for Hazardous Waste (in Norwegian) (NFFA). The instructions from NFFA can be ordered or downloaded digitally. Avfallsdeklarering.no Avfallsdeklarering.no is an electronic solution for declaration of hazardous and radioactive waste. The solution is administered by the Norwegian Environment Agency and The Norwegian Radiation Protection Authority. EAL code The EU standard for classification of waste (6-digit code). The most frequently used EAL codes are listed in the table for handling of waste (in Norwegian). Your unit can also use the instructions from NFFA (in Norwegian). Packaging category Substances and substance categories that are defined as hazardous goods are labelled with their packaging category, based on the danger classification of the substance or substance category. There are three packaging categories: I – Very hazardous substancesII – Medium hazardous substancesIII – Less hazardous substancesThis classification does not apply for danger classifications 1, 2, 5.2, 6.2, 7 and the self-reactive substances in danger classification 4.1 (see Danger classification below). Packaging approved for transport of hazardous goods is labelled with the packaging category it is suited for. The packaging is labelled X, Y or Z. Packaging labelled X can be used for substances in packaging category I, II and III. Packaging labelled Y can be used for substances in packaging category II and III. Packaging labelled Z can only be used for substances in packaging category III. Nevertheless, packaging must always be assessed with regards to its resistance to the content's chemical properties. For instance, steel packaging should not be used for acids or acid solutions. Information about which packaging category different products belong to can be found in the Table for handling of waste (in Norwegian). You can also use the instructions from NFFA (in Norwegian). Danger classification When disposing of hazardous and radioactive waste, the external packaging must have hazard labels with the correct danger classification. Hazard labels (stickers) can be ordered from the waste recipient. Hazardous goods transported by road (ADR transport) are divided into the following classes: Class 1: Explosives Class 2: Gases Class 3: Flammable liquids Class 4.1: Flammable solids Class 4.2: Spontaneously flammable substances Class 4.4: Substances developing flammable gas when in contact with water Class 5.1: Oxidising substances Class 5.2: Organic peroxides Class 6.1: Toxic substances Class 6.2: Infectious substances Class 7: Radioactive material Class 8: Corrosive substances Class 9: Various hazardous substances and objects. Note that lithium now has a separate hazard label, which should be used for disposal of lithium batteries. Information sheet Hazardous biological materials and chemicals that do not have a safety data sheet, should have an information sheet. Information sheets contain information about hazardous properties, preventive safety measures and first aid treatment etc. For more information, see the Regulation of the performance of work, ch. 2 (in Norwegian). Information sheets are located in the NTNU substance index (in Norwegian) (ECO-Archive). Safety data sheet Safety data sheets contain information about hazardous properties, first aid measures, and handling and storage. Safety data sheets also contain information about UN number, danger classification and packaging category. The latter is specified in subsection 14, and is important with regard to the disposal of chemicals. For more information, see the Regulation of the performance of work, ch. 2 (in Norwegian). Information sheets are located in the NTNU substance index (in Norwegian) (ECO-Archive). UN number (FN-nummer) All hazardous substances or hazardous substance groups with equal properties are assigned a 4-digit UN number. The numbers are determined by a UN expert committee. You can find the numbers in the instructions from NFFA (in Norwegian) (see the section Waste product number). UN numbers are specified in the declaration of hazardous waste. Help Emergency plansLaboratory and workshop handbook (in Norwegian)Laboratories and workshops (in Norwegian)Purchase agreement between NTNU and Norsk Gjenvinning (in Norwegian)Environmental checklist (in Norwegian) (pdf) – NTNUWaste (in Norwegian) – the Norwegian Environment Agency NTNU regulations HSE processRoom cardsRisk assessments Legislation ADR/RID Regulation of land-carriage of hazardous goods (in Norwegian)The Working Environment Act (in Norwegian)Chapter 4: Working environment requirements (in Norwegian)The Workplace Regulation (in Norwegian)The Waste Regulation (in Norwegian)The Fire and Explosion Protection Act (in Norwegian)The Pollution Act (in Norwegian)Chapter 5: About waste (in Norwegian)Chapter 7: Supervision of pollution and waste (in Norwegian)Environmental Information Act (in Norwegian)Regulation of registration, evaluation, authorization and restriction of chemicals (REACH) (in Norwegian)Regulation of the Pollution Act's application with regard to radioactive pollution and waste (in Norwegian)Regulation of infectious healthcare waste (in Norwegian)Regulation of organisation, management and partaking (in Norwegian)Chapter 7: Risk assessment (in Norwegian)Chapter 8: Training (in Norwegian)Chapter 9: Information to employees (in Norwegian)Chapter 10: Planning and adaption of work and safe operation (in Norwegian)Regulation of measure and boundary values (in Norwegian)Regulation of the performance of work (in Norwegian)Chapter 2: Substance database (in Norwegian)Chapter 3: Work where chemicals can constitute a danger to the safety and health of employees (in Norwegian)Chapter 6: Work in environments that can lead to exposure to biological factors (in Norwegian) Contact Questions about handling and disposal of hazardous and infectious waste, incl. sorting, packaging, marking and declaration of hazardous waste. All orders, including packaging and label orders etc., are made through the order system): Norsk Gjenvinning AS, contact person Patrick Fløistad; patrick.floistad@ngn.no, phone: 92600031 08:00–16:00, all business days). NTNU safety adviser: Norsk Gjenvinning AS, contact person Einar Finstuen; einar.finstuen@ngn.no, phone: 975 29 395 08:00–16:00, all business days)Questions about pick-up times: Norsk Gjenvinning AS, Driving office; ng.trondheim@ngn.no, tel. 98709700Questions about pricing, terms, invoices, nonconformities and quality: Norsk Gjenvinning AS, contact person Jørn Viggo Lofstad; jorn.viggo.lofstad@ngn.no, phone: 97058874. Note that all waste quantities are rounded up to the nearest kg!Espen Fjærvik, HSE Adviser, NV faculty (waste handling at NV and creating user accounts on avfallsdeklarering.no) Ingvild Hammer, HSE Adviser, MH faculty (waste handling at MH and creating user accounts on avfallsdeklarering.no)Ragnar Hellan, Operations Manager (waste handling at NTNU)Arve Johansen, HSE Adviser (hazardous waste, infectious waste and creating user accounts on avfallsdeklarering.no)Ann Kristin Sjaastad – Cert. Occupational Hygienist (radioactive waste) Approval/signature Approved by the Director of HSE – 12 August 2021 – HMSR18 Edited 07.04.2021
Election results for the Faculty Board election 2023
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Temporary academic staff The election of temporary academic staff to the Faculty Board has now been completed. The election took place via valgweb on 24 to 26 May 2023. 18,41 % of the 277 members of the electorate voted in the election. Roosa Sofia Tikkanen (ISS) will be the new member of the Faculty Board from 1 August 2023 and until 31 July 2024. Jakob Bonnevie Cyvin will be her deputy. The election results are as follows: Roosa Sofia Tikkanen, ISS (31,67 weighted votes)Jakob Bonnevie Cyvin, IGE (30 weighted votes)Voter turnout: 18,41 % Permanent academic staff Election of the 3rd deputy representative for permanent academic staff to the faculty board was to be held on 24 and 25 May. By the end of the nomination deadline on 3 May 2023, one nomination had been received: Toril Aalberg, professor at the Department of Sociology and Political Science (ISS). The candidate's eligibility was found to be in order. Since there was only one candidate, there is no need to hold an ordinary election and the Election Board has approved that Toril Aalberg be elected as the 3rd deputy representative for permanent academic staff in the faculty board at the SU faculty with effect from 1 August 2023 and the end of the election period.
Tasks for council and committee in the quality assurance of education programme
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NTNU's education and research councils and committees are active participants in the university’s quality assurance education programme. Here are descriptions of their roles. Are you looking for something else? Summary page on the quality assurance of education. Pages marked with education quality. På norsk: Alle roller - kvalitetssystem for utdanning Innholdsfortegnelse [-] The Learning Environment Committee (LMU) FUS and FUL The University Research Committee (FU) The University Education Committee (UU) See also The Learning Environment Committee (LMU) The Learning Environment Committee (LMU) is an advisory body for NTNU’s Board and management. In cooperation with management, LMU is to help the university to develop a favourable study environment, improved student welfare and a sound working environment for the students. LMU reports to the Board in the form of an annual report on the institution’s work concerning the learning environment, with recommendations to Rector regarding measures and follow up. The report is also considered by Rector during the quality reporting process. FUS and FUL The Executive Committee for Engineering Education (FUS) and the Executive Committee for Teacher Education (FUL) report to Rector. FUS and FUL are to ensure that there is inter-faculty coordination of the engineering studies and integrated five-year master's programmes in teacher education and to develop common quality requirements for the programmes. In accordance with their mandates, these committees must ensure that quality improvement is being followed up and they must each prepare an annual report with emphasis on quality improvement initiatives. The reports are considered by Rector during the quality reporting process. The University Research Committee (FU) The Research Committee (FU) is a strategic advisory body to Rector and will include developing research training and ensures that research ethics are adhered to. The University Education Committee (UU) The Education Committee (UU) is an advisory body for Rector concerning education, and is to advise Rector about quality assurance of educational and the annual quality assurance report. See also More information on the mandates, composition, meeting schedules, papers and reports related to NTNU’s councils and committees: Quality assurance of education (summary page)Kvalitetsmeldinger (Norwegian)Styret og ledelsens oppgaver i kvalitetssikring av utdanning (Only in Norwegian)Course evaluation - for course coordinatorsProgramme of study evaluations - for the head of the programme
Connect to your home directory via Mac OS X
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Access your files and folders on NTNU's network by connecting to your home directory via Mac OS X. Innholdsfortegnelse [-] Connect to VPN off campus Connect to a network drive Overview of NTNU's file servers Disconnect from the network Known problems Contact Norsk versjon - Koble til nettverksområde med Mac OS X Looking for something else? Topic page about IT support | Pages labeled with home directory You can also see a video guide about Connecting to your home directory on Mac OS X (in Norwegian) Connect to VPN off campus You need to connect to NTNU's network directly to be able to connect to one of NTNU's file servers. If you are off campus you have to connect to NTNU's network via VPN. Connect to a network drive Mac OS X allows you to connect to external network drives by first right-clicking the Finder icon in the menu-bar at the bottom of the screen, and then selecting Connect to server... (Koble til tjener...) After clicking Connect to Server... you should see the following window: As is shown in the picture, you should type in the following address smb://sambaad.stud.ntnu.no/username (Your NTNU username) in the Address field if you are a student. The table below shows the different addresses you should use if you want to connect to a different server, such as a group directory. If you want to save the address for later use, click on the + (plus) key to add the address to the list of your favourite servers. Then click on "Koble til/Connect". Overview of NTNU's file servers Network directory Descriptionsmb://sambaad.stud.ntnu.no/usernameHome directory for students. Substitute username with your usernamesmb://webedit.ntnu.no/groups/groupnameGroup directory for students. Substitute groupname with your group name.smb://webedit.ntnu.no/groupswww/groupnameHome page for groups. Provides reading rights to everyone for the files that you store there. Substitute groupname with your group name.smb://home.ansatt.ntnu.no/usernameHome directory for employees. Substitue username with your own username. smb://felles.ansatt.ntnu.no/admOld shared area for NTNU administration employeessmb://felles.ansatt.ntnu.no/ivtOld shared area for IVT employeessmb://webedit.ntnu.no/usernameYour home page (for students and employees) at folk.ntnu.no. Provides all reading rights to the files that you store here.smb://webedit.ntnu.no/wwwWeb area for NTNU Limited access for most employees.smb://felles.ansatt.ntnu.no/ntnuShared area for employees (available from 01/01/2017)After you are done, click on "Fullfør"/"Finish". If you are asked to supply your username and password, follow the instructions below. This enables you to use the directory as if it were a regular hard drive. In the next window, choose to connect as a Registered user (Registrert bruker), and fill in your NTNU username and password. If you want to avoid providing your username and password every time you want to connect, you can check off Store this password in the key chain (Arkiver dette passordet på nøkkelringen). You should now have the network drive up as an icon on your desktop. Disconnect from the network To disconnect from the network you just have to drag the icon on the desktop and drop it in the trash can. The trash can icon will change into an eject icon. Known problems In some cases you must be connected to VPN, even when your computer is connected to Eduroam. This is worth a try if you are not able to connect to your home directory. More information about VPN at NTNU here. Contact Orakel Support Services can help if you encounter difficulties. If you are an NTNU employee, consult your local IT Support.
Team-based learning
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Information on team-based learing and how you can use it as part of your teaching. Norsk versjon - Teambasert læing | Topic page for Teaching and learning support for teachers Innholdsfortegnelse [-] Introduction The benefits of team-based learning How does team-based learning work? How does a sequence of team-based learning work? Preparatory work On campus Group evaluation At the end of the semester Digital technology in team-based learning References and sources Contact Introduction Team-based learning is a method that promotes active learning and participation when then there are many students in a class. The method is based in constructive learning theory, where students actively engage with the subject material to learn, and sociocultural learning theory with Vygotsky’s theory about the zone of proximal development. The zone of proximal development is the idea that in collaboration with their peers and people who know more than them students can gradually learn more through trial and error and constantly being pulled towards greater knowledge. These ideas are central in team-based leaning to create synergy (Mickaelsen & Sweet, 2008). Team-based learning is a group-based learning method. It consists of sessions of groupwork throughout the semester which help to grow independent teams who help each other perform better and develop deep-learning skills (Mickaelsen & Sweet, 2008). Groupwork in team-based learning is essential to give students the practical skills needed to apply theory in practical settings. The educator sets the leaning outcome aims for the course and chooses the problems for the teams to solve, but it the student in their team with peers work towards leaning the knowledge needed to solve the problems and thereby achieving the learning outcomes. Team-based learning is used by educators at NTNU already, here are some resources you can use as inspiration: En praktisk innføring i team-basert læring av Børge Lillebo og Frank Alexander Kraemer (PDF – Norwegian)Digital temabasert læring av Torbjørn S. Jacobsen, Evastina Björk og Steinar Hov (PDF – Norwegian)Teambasert læring – Det medisinske fakultet – NTNU (video – Norwegian)NOKUT-podden. Den om teambasert læring (podkast – Norwegian) The benefits of team-based learning Students’ learning outcomes with team-based learning are much greater than the outcomes achieved through traditional lecturing (Chen, M. et al. 2018, Swanson, E. et al. 2019). Students get more than factual knowledge with team-based learning, they get deep-learning as a result of solving complex problems together. The students gain an understanding of the importance of a well-constructed team which gives many advantages in working life. This way of learning can also help contribute to increased motivation and add variety to teaching. Team-based learning transforms the lecture theatre from a quiet place of listening to a place full of energy and enthusiasm which is rewarding for both students and educators. Team work makes the students feel a sense of responsibility for their teams which means they prepare themselves more effectively and take part in classes actively. Educators spend more time walking around the classroom talking to students and taking part in discussions during class. This means that the educator builds up relationships with more students despite large class sizes. How does team-based learning work? The educator splits the students into smaller groups of around 7 to 9 pieces. The groups should not be random, they need to be curated by the teacher so that each group has members with different backgrounds and strengths. The teams are unchanging throughout the semester. You don’t have to work with team-based learning in each session, but to get the best effect from the learning form it is important that sessions of team-based learning are a thread throughout the semester. The students challenge each other and by working together will stretch themselves towards new knowledge and new problem solving skills. It’s important that the team has a sense of connection to each other and that the members feel responsible for the group’s overall presentation. Feeling like a part of a team motivates the students to prepare more thoroughly for the sessions and work well with the issues during the sessions. A key element of team-based learning is that the group needs to work on comprehensive problems and complex tasks. Issues should often be based on real-life situations students may face in the future. The close link to real world situations makes team-based learning a popular choice for teaching in the medicine, health and education studies. The issues and problems the teams solve during the sessions should encourage interaction. Tasks that get students to discuss, interact and make decisions give better learning than tasks that involved producing longer texts (Mickaelsen & Sweet, 2008). This idea links to Bloom’s taxonomy of learning and the view that learning through sythesis, solving problems of many interacting elements, and evaluation are the best ways to promote higher cognitive activities an deeper learning (Bloom, Krathwohl, & Masia,. 1985). These learning methods are all important parts of team-based learning. How does a sequence of team-based learning work? You can use team-based learning as an element in a complete course design. A sequence of team-based learning can last anything from a couple of hours to a few weeks. A complete sequence involves preparatory work, individual work during class time, team work both in and outside of class time, and time set off for evaluation at the end of the sequence. It’s a good idea for each team-based learning sequence to last at least a couple of lectures. Preparatory work Students read on their own. The educator prepares a short, relevant reading list for the students. On campus 1. Individually: Students take a small test based on what they have read. They take this individually first. The test should give an indication of how well prepared the students are. In literature about team-based learning this is often called an individual readiness assured test (iRAT). 2. In teams: The students gather in teams and then take the same test again together. Here they will be able to discuss their answers and find solutions. The test can contain simple right / wrong questions, but it is also advisable to include questions with multiple solutions. Students learn a lot from discussing different solutions together. In literature about team-based learning this is often called a team readiness assured test (tRAT). 3. In plenary: Students present their answers and the various solutions are discussed. Giving immediate feedback to the students is important for both learning and knowledge retention. 4. In Plenary: The educator goes through the topic for the session and discusses issues which emerged during the iRAT and tRAT. This part of the learning sequence is the part that looks most like a traditional lecture. 5. In teams: The teams work on a more comprehensive problem together. The group work can go over several sessions or involve the teams working together in their spare time. Group evaluation Group evaluation is a central part of team based learning. It is important that students are accountable to the other members of their group and that they want to improve their learning and results. Evaluation gives students time for self-assessment and reflection over their learning outcomes. This is very important for effective learning. It can be helpful to show students the results both of their individual reading test results and their teams reading test results. This help underlines how effective team based learning is and prevents attitudes that one or two team members carry the entire group from spreading. In a study of over 20 years and over 1600 teams, Michaelson, Knight, and Fink (2004) have found that in 99.9% of cases, the team's result is better than the strongest member on the team. Team based learning creates synergy! At the end of the semester Team-based learning involves a lot of self-directed learning that can make students less aware of how much they have learned. Therefore, it is important to reinforce and emphasize the curriculum they have gone through during the semester. Towards the end of the course, it is important to make explicit learning objectives and outcomes achieved. Digital technology in team-based learning There are many ways to form a team-based learning sequence and the use of digital tools in this process can be an important resource. The Center for Teaching and Learning disseminates information about both teaching methods and tools for learning. Some tools that can contribute to effective team-based learning are: The Blackboard learning management system. Good use of Blackboard has many advantages when setting up a team based learning design. Here you can post information, split the class into team, and not least communicate progress plans with students and teams.Tools for collaboration. When students need to collaborate, they may need a place to write and communicate together. Both One Note and Word from NTNU's Office 365 package provide opportunities for co-writing.Student response systems. To get instant feedback in large lecture halls from all students individually or in groups, it may be an idea to use a student response system (SRS). SRS such as Mentimenter allows the teacher to ask a variety of questions and get answers and feedback immediately. The answers can then be used as a starting point for discussion or as a help to check learning progression. References and sources Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1984). Bloom taxonomy of educational objectives. In Allyn and Bacon. Pearson Education.Chen, M., Ni, C., Hu, Y., Wang, M., Liu, L., Ji, X., ... & Wang, S. (2018). Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC medical education, 18(1), 77.Michaelsen, L. K., Knight, A. B., and Fink, L. D. Team-Based Learning: A Transformative Use of Small Groups in College Teaching.Sterling, Va.: Stylus, 2004.Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team‐based learning. New directions for teaching and learning, 2008(116), 7-27.Parmelee, Dean X., Larry K. Michaelsen, and Michael Sweet. //Team-based Learning : Small Group Learning's next Big Step//. Vol. No. 116. San Francisco: Jossey-Bass, 2008. Print. New Directions for Teaching and Learning.Parmelee, D. X., & Michaelsen, L. K. (2010). Twelve tips for doing effective team-based learning (TBL). Medical teacher, 32(2), 118-122.Swanson, E., McCulley, L. V., Osman, D. J., Scammacca Lewis, N., & Solis, M. (2019). The effect of team-based learning on content knowledge: A meta-analysis. Active Learning in Higher Education, 20(1), 39-50.Team Based Learning CollaborativeVanderbilt Contact Contact Section for Teaching and Learning Support for help with team-based learning through NTNU Help.
Lisrel
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Norsk versjon – Lisrel Software information LISREL (linear structural relations) is a proprietary statistical software package used in structural equation modeling (SEM) for manifest and latent variables. It requires a "fairly high level of statistical sophistication". SEM allows researchers in the social sciences, management sciences, behavioral sciences, biological sciences, educational sciences and other fields to empirically assess their theories. License information Free: Free Student edition (Windows) with limited number of variables. A free 15 days trial license (Windows) for employees. Used by some faculties at NTNU. Note that the program can only be used for academic work and not for commercial work. Download/Install/Run: From Software CenterFrom Manufacturer Supplier information Manufacturer: See more about Lisrel at Scientific Software International, Inc. Back to the software overview: More software products | Topic: Software
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