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Schnaas, Ulrike
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Publications (10 of 17) Show all publications
Barrineau, S., Engström, A. & Schnaas, U. (2019). An Active Student Participation Companion. Uppsala: Avdelningen för kvalitetsutveckling - Enheten för universitetspedagogik
Open this publication in new window or tab >>An Active Student Participation Companion
2019 (English)Book (Other academic)
Abstract [en]

Active Student Participation imagines learning as a shared venture between educators and students. It invites students to support, empower, and challenge each other’s learning, as well as helping them to be co-creators in planning, facilitating, and evaluating courses within higher education.

This companion aims to inspire those who want to approach new ways of learning in order to create a better course, as well as those who are out to challenge conventional forms of teaching and learning norms. It summarises a range of experiences in Swedish higher education and provides concrete examples of how students and educators can learn together. By reading this companion, you will meet a variety of voices and perspectives - from students and educators - both via text and through links to a rich collection of media.

Together, these voices tell us about a significant shift in roles within higher education that creates teaching and learning spaces with the opportunity to do things differently. In essence, Active Student Participation is about transformative learning, succinctly exemplified by one of the student contributors to this companion: “To experience any other form of education now would feel like nothing less than a fundamental step into the past.”

Place, publisher, year, edition, pages
Uppsala: Avdelningen för kvalitetsutveckling - Enheten för universitetspedagogik, 2019. p. 257
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-376580 (URN)978-91-506-2727-5 (ISBN)
Available from: 2019-02-06 Created: 2019-02-06 Last updated: 2019-03-05Bibliographically approved
Barrineau, S., Schnaas, U., Engström, A. & Härlin, F. (2016). Breaking ground and building bridges: a critical reflection on student-faculty partnerships in academic development. International journal for academic development, 21(1), 79-83
Open this publication in new window or tab >>Breaking ground and building bridges: a critical reflection on student-faculty partnerships in academic development
2016 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 21, no 1, p. 79-83Article in journal (Refereed) Published
Abstract [en]

The ‘Continuous Development of Active Student Participation’ at Uppsala University is a co-led project between students and academic developers. The group has forged a new kind of student–faculty partnership within academic development. Teaming academic developers with students to work together on improving higher education pedagogy is a critical aspect in this work as both perspectives are valuable and necessary in creating a learning practice that is valid for students and teachers alike. There is significant potential for this model to be implemented by universities elsewhere.

National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-274621 (URN)10.1080/1360144X.2015.1120735 (DOI)000409877600008 ()
Available from: 2016-01-24 Created: 2016-01-24 Last updated: 2017-12-08Bibliographically approved
Cajander, Å. & Schnaas, U. (2016). Peer reflection on inclusive supervision: A study circle as a space for collegial learning. Utbildning och Lärande / Education and Learning, 10(1), 54-69
Open this publication in new window or tab >>Peer reflection on inclusive supervision: A study circle as a space for collegial learning
2016 (English)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 10, no 1, p. 54-69Article in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:uu:diva-296275 (URN)
Available from: 2016-06-14 Created: 2016-06-14 Last updated: 2017-11-28Bibliographically approved
Barrineau, S., Engström, A. & Schnaas, U. (2015). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty.: By Alison Cook-Sather, Catherine Bovill and Peter Felten. [Review]. Högre Utbildning, 5(3), 203-204
Open this publication in new window or tab >>Engaging Students as Partners in Learning and Teaching: A Guide for Faculty.: By Alison Cook-Sather, Catherine Bovill and Peter Felten.
2015 (English)In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 5, no 3, p. 203-204Article, book review (Other academic) Published
Keywords
Students as partners; engaging students; teaching and learning; educational development; democracy
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-271255 (URN)
Available from: 2016-01-07 Created: 2016-01-07 Last updated: 2017-12-01
Schnaas, U. (2014). Addressing a gender perspective in postgraduate supervisors ́ training in a scholarly way: An example from Uppsala University / Sweden. In: ICED 2014 - proceedings: . Paper presented at ICED 2014: Educational Development in a Changing World. ICED
Open this publication in new window or tab >>Addressing a gender perspective in postgraduate supervisors ́ training in a scholarly way: An example from Uppsala University / Sweden
2014 (English)In: ICED 2014 - proceedings, ICED, 2014Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
ICED: , 2014
Keywords
Gender awareness; PhD-Supervision
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-242318 (URN)
Conference
ICED 2014: Educational Development in a Changing World
Available from: 2015-01-23 Created: 2015-01-23 Last updated: 2015-01-23
Schnaas, U. & Wickström, J. (2012). Vad innebär inkluderande handledning?. In: Chalmers konferenser, NU 2012: 4. Handledning - med den lärande i fokus. Paper presented at NU 2012: Gränslöst lärande. 17-19 oktober 2012..
Open this publication in new window or tab >>Vad innebär inkluderande handledning?
2012 (Swedish)In: Chalmers konferenser, NU 2012: 4. Handledning - med den lärande i fokus, 2012Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

I vår workshop vill vi tillsammans med deltagarna undersöka hur begreppet ”inkluderande handledning” kan tolkas och vilka aspekter som kan ingå i det. Målgruppen är i första hand lärare med (viss) erfarenhet av att handleda studenters examensarbeten. Vi använder oss av olika arbetsformer som värderingsövningar, ”case” samt gruppdiskussioner.

Som pedagogiska utvecklare har vi under en längre tid ägnat oss åt frågor kring kön/genus och handledning samt kring mångfaldsmedveten pedagogik. För närvarande arbetar vi med skriften ”Inkluderande handledning”, som ska rikta sig till handledare och ha fokus på handledning av studenters examens-arbeten.

Vår utgångspunkt är att handledning är en pedagogisk praktik där makt, grupptillhörigheter och akademiska normer aktualiseras på ett påtagligt sätt. Jämfört med annan undervisning innebär handledning oftast ett möte mellan få individer, vilket ökar risken att ömsesidiga föreställningar utifrån exempelvis kön, etnicitet, klass etc. påverkar arbetsprocessen på ett negativt sätt. Vidare innehåller handledning en tydlig maktaspekt: Studenten sitter – kanske för första gången – öga mot öga med läraren som representerar en auktoritets- och maktposition. För studenten innebär mötet en mängd olika, medvetna eller omedvetna, ställningstaganden liksom vad man får säga och inte säga, hur man förväntas prata, vad man får skriva om osv.

Keywords
handledning, inkluderande handledning, normkritik, examensarbete, uppsats
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:uu:diva-196317 (URN)
Conference
NU 2012: Gränslöst lärande. 17-19 oktober 2012.
Note

Workshop med presentation.

Available from: 2013-03-07 Created: 2013-03-07 Last updated: 2015-01-23
Schnaas, U. (2011). Könsmedveten forskarhandledning: teoretiska utgångspunkter och praktiska erfarenheter. Uppsala
Open this publication in new window or tab >>Könsmedveten forskarhandledning: teoretiska utgångspunkter och praktiska erfarenheter
2011 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Uppsala: , 2011. p. 119
Series
Rapportserie från Avdelningen för universitetspedagogisk utveckling ; 11
Keywords
Forskarhandledning, genusaspekter, jämställdhet
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-180125 (URN)
Projects
UU:UPpub
Available from: 2012-08-30 Created: 2012-08-30 Last updated: 2016-12-02Bibliographically approved
Schnaas, U. (2004). Das Phantastische als Erzählstrategie in vier zeitgenössischen Romanen. (Doctoral dissertation). Stockholm: Acta Universitatis Stockholmiensis
Open this publication in new window or tab >>Das Phantastische als Erzählstrategie in vier zeitgenössischen Romanen
2004 (German)Doctoral thesis, monograph (Other academic)
Abstract [en]

The present dissertation investigates the use of the fantastic and its functions in contemporary prose, the initial hypothesis being that the fantastic is not historically exhausted, but continues to be productive. The major part of this study consists of a close reading of four novels printed between 1995 and 2001: Marie Hermanson’s Värddjuret (1995), Majgull Axelsson’s Aprilhäxan (1997), Karen Duve’s Regenroman (1999) and Elfriede Kern’s Schwarze Lämmer (2001). Tzvetan Todorov’s definition of the fantastic as structural ambiguity is fundamental to the dissertation. In order not to bind the definition to a normative concept of genre, the fantastic is in this study considered as a narrative strategy.

The dissertation’s analyses demonstrate that in these contemporary novels there is considerable variation of narrative devices, as well as of intertextual motifs deriving from the ‘archive’ provided by the tradition of the fantastic. The fantastic is to a great extent intertextual, but does not merely function as a “signal of fiction” in a postmodern game where ambiguity is no longer relevant. Instead, the narrated world in these novels is characterized by a deeply-rooted ambivalence, heterogeneity and instability. Both attractive and dangerous, the fantastic corresponds to a meeting with “the other” and the unknown, while dampening the conflict between the supernatural and the natural so clearly seen in Todorov. What is central is not the crisis of perception undergone by the novel’s characters as they choose between two opposing views of reality, but their mental state of mind. These characters are in a condition of “betwixt and between”, which in all four novels is linked to the theme of the artist. Via the fantastic, Regenroman initiates a confrontation with male myths of the artist and images of women.

Schwarze Lämmer also engages the romantic fantastic tradition and investigates the link between adolescent delusions of grandeur and artistic creativity. Värddjuret, on the other hand, depicts the genesis of a female artist, while Aprilhäxan presents the female artist’s monstrous image of herself and fantasies of omnipotence. An additional function of the fantastic in these four novels is to thematize a concept of reality that is based, not on the contrast between the natural and the supernatural, but on the possibility of several different realities.

Place, publisher, year, edition, pages
Stockholm: Acta Universitatis Stockholmiensis, 2004. p. 213
Series
Stockholmer germanistische Forschungen, ISSN 0491-0893 ; 63
Keywords
The fantastic, Todorov, narrative strategy, devices and motifs, functions of the fantastic, liminality, ambivalence, the other, novel of the artist, hybrid genres, intertextuality, Karen Duve, Marie Hermanson, Majgull Axelsson, Elfriede Kern, Phantastik
National Category
Humanities Languages and Literature
Research subject
German
Identifiers
urn:nbn:se:uu:diva-180140 (URN)91-22-02054-3 (ISBN)
Public defence
2004-02-27, 10:00 (English)
Opponent
Supervisors
Note

Även distribuerad av Almqvist & Wiksell International

Available from: 2012-08-30 Created: 2012-08-30 Last updated: 2012-08-30Bibliographically approved
Schnaas, U. (2004). Der literarische Entwurf weiblicher Adoleszenz in Karen Duves Dies ist kein Liebeslied und Sabine Neumanns Das Mädchen Franz. Moderna språk
Open this publication in new window or tab >>Der literarische Entwurf weiblicher Adoleszenz in Karen Duves Dies ist kein Liebeslied und Sabine Neumanns Das Mädchen Franz
2004 (English)In: Moderna språkArticle in journal (Other academic) Published
Identifiers
urn:nbn:se:uu:diva-68907 (URN)
Available from: 2005-03-14 Created: 2005-03-14 Last updated: 2012-08-30
Schnaas, U. (2002). Das Verstehen von Welt vom Rande aus oder: Was haben "dirty realism" und phantastische Erzählweise gemeinsam?. In: Text und Welt. Beiträge auf der 11. internationalen Tagung "Germanistische Forschungen zum literarischen Text" (pp. 82-88). : University of Vaasa
Open this publication in new window or tab >>Das Verstehen von Welt vom Rande aus oder: Was haben "dirty realism" und phantastische Erzählweise gemeinsam?
2002 (English)In: Text und Welt. Beiträge auf der 11. internationalen Tagung "Germanistische Forschungen zum literarischen Text", University of Vaasa , 2002, p. 82-88Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
University of Vaasa, 2002
Keywords
Literary Fantastic
National Category
General Literature Studies Specific Languages
Identifiers
urn:nbn:se:uu:diva-46247 (URN)
Available from: 2008-10-17 Created: 2008-10-17 Last updated: 2018-01-11
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