NTNU - Learning Teaching Training activities

NTNU - Learning Teaching Training activities



OPEN UNTIL 9th of June 11:30!



  • Training in transferable skills for European PhD candidates within the Science, Engineering and Technology disciplines.

Training sessions will be offered at all four partner universities and will include participants from all partners in each of them.

NTNU will recruit 4 PhD candidates for each of the 8 upcoming sessions.
This registration is only valid for the upcoming session in Trondheim.

First training session at NTNU is to be described below (2 courses):

  • Innovation and Entrepreneurial thinking (2nd and 3rd November 2020)

  • Publication and promotion (23rd and 24th June 2020)

We offer:           

  • Trainings in small groups with participants from mindSET´s four partner universities
  • Lab visits, interdisciplinary exchange with like-minded young European researchers from SET disciplines
  • Financial support for the participants from partner universities that have to travel to the respective training locations. In order to receive funding you are required to participate in both courses.

Your benefits:

  • Improve your transferable skills in an international group of interdisciplinary, but like-minded researchers.
  • Certificate of completion that may be credited in the PhD programmes at the respective partner universities

All applicants will be informed about the selection results shortly after deadline for registration.


Innovation and Entrepreneurial thinking

Monday 2nd and Tuesday 3rd November 2020

As a PhD-student, you are expected to develop new knowledge, expand the research frontier and suggest theoretical and practical implications based on your understanding as an expert in your field. Your research is of course a personal intellectual journey, but it should also be a contribution to developing the society to the better. Dissemination of new knowledge can take many forms, e.g. publication, popular science, lectures, conferences and through new innovations.

In this course research-based innovation is highlighted. This includes your role as an innovator, the academic cornerstones of innovation, and the entrepreneurial behaviour related to the skills needed to implement the innovation in the society.

The pedagogical principles are student oriented, and you will learn together with faculty and experts from NTNU School of Entrepreneurship https://entreprenorskolen.no, Engage Centre of Excellence through Entrepreneurship https://engage-centre.no and TUB Centre for Entrepreneurship.



Eirik Gjelsvik Medbø, NTNU
Øystein Widding, NTNU
Jan Kratzer, TU Berlin



Publication and promotion

Tuesday 23 and Wednesday 24 June 2020,

Academic Writing / Scientific Research Writing

This 1ECTS course has two main ambitions: to provide introduction to scientific writing in the STEM disciplines, and to help you make concrete progress on your scientific research paper.

Writing is a dynamic and complex process, and very individual. There are many ways to get to the finished product. Depending on their writing style and experience, people may have different preferences. That is why you in this course will be encouraged to work on your paper in two ways: top down, from a thesis statement (conceptual template), and bottom up, from your existing draft. However, we will mainly focus on top-down planning, as a potentially very powerful and effective writing technique. We will test out principles that should help simplify and speed up the writing process.

The course builds on research and practice within Academic / Scientific Research Writing, but has an innovative theoretical perspective based in Cognitive Linguistics. The teaching is student-centered and focused around each student’s research paper.

To succeed with this course, it is very important that you have something specific you want to develop into a scientific research paper. In other words, it is very important that you have some research already completed. If you are still at the research design stage, this course is not suitable for you at this point.


The course aims for the following learning outcomes:

  • ability to produce clear, coherent, and well-structured academic texts in English
  • knowledge of structure, style, and language of Scientific Research Writing in English
  • in-depth understanding of the writing process
  • ability to take control of own writing process: effectiveness, balance of creative and critical modes


The course provides insights into:

  • the writing process (general principles and individual preferences)
  • writing techniques at global and local level (full paper – sections - paragraphs)
  • text planning and refinement (top down and bottom up)
  • typical features of clear, logically structured, coherent academic writing
  • structure and style of relevant genres (abstract, one-liner, scientific research paper)
  • the language of Scientific Research Writing in English
  • useful resources for effective Scientific Research Writing in English
  • the review process (giving and receiving feedback effectively)


  • student-centered and article-based teaching techniques
  • task-based activities, test-teach-test, elicitation (Socratic questioning)
  • simulation of (aspects of) article submission and peer review
  • group work, pair work, peer feedback
  • individual writing-related work


Each participant will deliver a first and final version of own scientific abstract package (title, body of abstract, one-liner, keywords). The final version will be the result of the knowledge and skills gained during the course, as well as peer- and instructor feedback. 

Requirements (pre-course tasks)

  1. What are you currently working on that you want to publish as a paper? Think carefully about what you want to report in that paper. Then, write an abstract for the planned paper.

  1. Try to visualize the finished paper. What published papers, in what journal(s) would you like it to resemble? Make sure to have the papers available as reference during the course.
  2. Read the article by Sarah Haas (2009) on the Writing Process. Which modes and moves work for you? Focus on the Incubating and Unloading modes, and their typical moves. Which do you typically use, and when?

Required course reading

CARGILL, M. & O’CONNOR, P. (2008). Writing Scientific Research Articles: Strategy and Steps. Wiley-Blackwell.

HAAS, S. (2009). Collaboratively constructing a model of the writing process. ELTED, vol. 12.

NYGAARD, L. P. (2009) Writing for Scholars: A Practical Guide to Making Sense and Being Heard. Universitetsforlaget.


Assoc. Prof. Hana Gustafsson (NTNU)