Tobias Neher

Tobias Neher

Tobias Neher

Associate Professor, Dr.

Campusvej 55

5230 Odense M

Denmark

Phone: 65507659Mobile: 81114826

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Tobias Neher

Associate Professor

  • Oto-rhino-laryngologi
Postal address:
Campusvej 55
5230
Odense M
Denmark

Email: tneher@health.sdu.dk

Mobile: 81114826

Phone: 65507659

Formal pedagogical training

I completed the following courses that form part of a certified training programme in university didactics at Oldenburg University, Germany:

• 'Teaching method diversity and promotion of active learning'
• 'Planning of interactive teaching'

In addition, I participated in the following workshops offered by a large research programme (DFG Cluster of Excellence “Hearing4all”, Oldenburg University, Germany) for the training of junior research group leaders:

• 'Teaching portfolio development'
• 'Guiding, advising and evaluating'
• 'Leadership and communication'
• 'Effective communication tools'

At the University of Southern Denmark, I completed the following course about online teaching:

• 'Setting up your course in Blackboard/e-learn.sdu.dk'

Administrative duties

Since 2017, I am responsible for the courses 'Hearing aid treatment I, II and III' (bachelor students) and 'Current topics in hearing device research' (master students) at the University of Southern Denmark.

Experience with teaching, supervision and examination

TEACHING
I am or was involved in the teaching of the following courses:

• 'Mathematics for audiologists', University of Southern Denmark, bachelor students (since 2017)
• 'Acoustics for audiologists', University of Southern Denmark, bachelor students (since 2017)
• 'Hearing aid treatment I, II and III', University of Southern Denmark, bachelor students (since 2017)
• 'Processing and analysis of biomedical data', Oldenburg University, Germany, master students (2016-2017)
• 'Principles of signal processing in hearing devices', Oldenburg University, Germany, master students (2014-2017)
• 'Experimental design & statistics', Jade University of Applied Sciences, Germany, bachelor students (2015)
• 'Introduction to hearing research', Oldenburg University, Germany, bachelor students (2014-2015)
• 'Psychological, physiological & audiological acoustics', Oldenburg University, Germany, master students (2014-2017)
• 'Psychophysics, neurosensory science & auditory signal processing', Oldenburg University, Germany, 2-week practical, bachelor and master students (2012-2014)
• 'Digital signal processing', Oldenburg University, Germany, 2-week practical, bachelor and master students (2014)

SUPERVISION
I am or was (co-)supervisor of 8 bachelor projects, 10 master projects, 6 PhD projects and 2 post-doc projects.

EXAMINATION
I am or was (co-)examiner for the following courses:

• 'Current topics in hearing device research', oral and written seminar contributions
• 'Hearing aid treatment I-II', written and oral examinations
• 'Processing and analysis of biomedical data', exercises and written examination
• 'Experimental design & statistics', written exercises and reports
• 'Introduction to hearing research', oral seminar contributions
• 'Psychological, physiological & audiological acoustics', oral examination

I examined several bachelor and master projects (written theses and oral defenses) at Oldenburg University and Jade University of Applied Sciences, Oldenburg, Germany (2010-2017). In addition, I served as external examiner for some master projects (written theses and oral defenses) at the Centre for Applied Hearing Research, Technical University of Denmark (2011-2012).

Methods, materials and tools

In my teaching, I combine different methods and techniques. For example, I complement lectures with exercises to illustrate the relevance of theoretical concepts using practical applications. Furthermore, to promote active learning I make use of interactive teaching methods.

In general, I rely on the classical three-step teaching concept. That is, at the beginning of a lecture I use activating methods (e.g. open questions that promote discussions among the students). I then typically provide a short overview of the following content to prepare the students for the lecture. During the working phase, I make use of prepared slides, which I tend to annotate manually, as well as activating methods (e.g. the active plenum technique). During the final phase of the lecture, I focus on exam-relevant questions to support the consolidation of key contents.

To enhance the learning outcomes among the students, I make an effort to provide complementary materials (e.g. scripts, presentations and other relevant reading material). Furthermore, I use e-learning platforms and tools to ensure a timely approach to my teaching and to promote effective communication with, and interaction among, the students.

To check upon my teaching, I have performed evaluations after lectures (e.g. using the minute paper technique) as well as formal course evaluations (e.g. using custom-made questionnaires), in line with general university policy.

Teaching development and pedagogical research

In general, I try to develop and adjust my teaching constantly to improve the learning outcomes among the students.