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Introduction Seminar for New Faculty at DIS – Fall 2014. Today – the background and foundations of DIS; focus on aims , practices and structure Tomorrow – assignments , assessment and grading. The Plan. you will understand the context of DIS
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Today – the background and foundations of DIS; focus on aims, practices and structure Tomorrow – assignments, assessment and grading The Plan
youwill understand the context of DIS youwillknow more about the students you’llbeteaching and wheretheycome from you will have met with program directors for input and questions you will have heard about DIS from the perspective of past students At the end of today’s session:
Teaching at DIS is designed to help students integrate what they study at DIS with their own experiences and to increase their awareness of the intersection between theory and practice. A Real-World Curriculum and ExperientialLearning
Teaching and Learning at DIS Teaching and Learning at DIS Sean Green – Academic Counselor Kalle Weis-Fogh- Librarian Peter Hyldekjær – Librarian Keith Gumery – Director, TLC
The Teaching and Learning website: Resources for teaching Videos Newsletterarchive Practical resources and links http://tlc.dis.dk
Whyyoushouldread the Teaching and Learning Newsletter: • Important DIS news and policy details • Dates • Articles from the US and otherplacesthatare relevant to whatwe do • It makes me sad if you don’t
Keythings to remember • The learningobjectiveswillbeconsistent with the mission of DIS, the aims of your program, and the purpose of yourcourse • Tell the students what the learningobjectivesare, and usethem as a guideline to monitor the progress of the course and of the students – refer to themoften! • Be clear aboutwhatyouexpect and willreward, and howtheseexpectations and rewardsarelinked to the learningobjectivesyou set out in the syllabus
Levels of learning – Bloom’s taxonomy At DIS we aim for the top levels of the pyramid!
PROCEDURES FOR INTERNAL COMMUNICATION WHEN DEALING WITH A STUDENT YourRole: Students w. Academic Problems Faculty:Discovers plagiarism, failure to turn in assignments, to show up for an exam etc.. Other Staff: Discovers the same problems as above Key Players: Program Assistants/ Program Directors Director of Teaching and Learning responsible for communication with stakeholders. Stakeholders: Faculty, Program Directors, HOSA, Accounting, NAO, Home University.
PROCEDURES FOR INTERNAL COMMUNICATION WHEN DEALING WITH A STUDENT Students w. Personal Problem Cases Faculty:Discovers signs of depression, family crisis, illness etc. Other Staff: Discovers the same problems as above Key Players: Program Assistants/Program Directors/ Director of Teaching and Learning firstname.lastname@example.org HOSA Responsible for communication with all stakeholders Stakeholders: NAO, Home University, Parents, Local Host ** if it affectsacademicsDirector of Teaching and Learning Program Directors
Words of advice from DIS faculty and staff • Clarity in communication is vital. Youcanrestatethings; it doesno harm and canhelp the message to beheard. • Don’tmakeassumptionsabout the students and whattheyknow. It is alwaysgood to ask and to check. • Go and seeyourclassroombeforeyou go to teach for the first time!
American students are used to a personal connection with teachers in smaller classes. Don’tbesurprisedifyouareapproached as a mentor or for a one-on-one talk. • Have confidence in yourability and knowledge. Don’t be intimidated by American students. • You will get questions about grades, probably. Answer them, but remember that grading is not a negotiation! • You can set the tone in your class from day one. It is YOUR classroom, and we support you! • The Program Directors and I arehere to helpyou.
Thank you for your attention! • Tomorrow: • Assignments • Assessment • Grading Keith Gumery email@example.com