Pedagogy. Pedagogy is the core function of all positions in the bargaining unit, and all members are professionally responsible to ensure the work of the College is accomplished through shared cooperation and collaboration between faculty members and administration. The distinguishing criteria for each classification are as follows:
1. Teaching Faculty
a. A Teaching Faculty member is characterized by:
1) Having the primary duty and responsibility of teaching students in instructional settings;
2) Functioning as the principal source of instruction and the faculty of record in the instructional setting for a course, class, lab, workshop, etc., offered for academic credit (i.e., designated by the College as responsible for the course, class, workshop, etc., including assigning the grade; this may include more than one Teaching Faculty member in cases where they are team teaching an Integrated Course Learning Community or teaching modules of a single course); and
3) Being responsible for curriculum planning and development; preparation and delivery of course content in accordance with student needs; comprehensive assessment and grading in the assigned course, class, workshop, etc., offered for academic credit.
2. Lab Instructor
a. A Laboratory Instructor is an Academic Professional characterized by:
1) Having the primary duty and responsibility of teaching students in a laboratory, academy, workshop, etc., involving more than techniques and skills;
2) Functioning as the principal source of instruction in a laboratory, academy, workshop, etc. but not as the faculty of record in a course offered for academic credit; and
3) Being responsible for preparation and delivery of course content in accordance with student needs; little or no responsibility for assessment and grading outside of the assigned laboratory, academy, workshop, etc.; and little or no responsibility for curriculum planning and development.
3. Lab Assistant
a. A Laboratory Assistant is an Academic Professional characterized by:
1) Having the primary duty and responsibility of teaching students’ techniques and skills in one-on-one or in small groups in instructional settings (generally a lab or academy, etc.);
2) Functioning as a secondary source of instruction in the instructional setting for a lab, academy, workshop, etc.; and
3) Being responsible for delivery of instruction and evaluation of techniques and skills during the assigned lab, academy, workshop, etc.
Pedagogy. Activities which support excellence in instruction and curriculum design services to students, and information literacy.
Pedagogy. Positive aspects of the relationship were realised through a strong teaching partnership that included teaching visits, commitment to a particular style of pedagogy and mentoring. This partnership was supported through processes of tutor selection and by the monitoring and moderation of teaching practices. Academics at the Australian end of the operation believed that the quality of the information technology programme was assured without face-to-face teaching. They stated that the programme could function appropriately as „distance‟ education. The international coordinator remarked: “We regard teaching skills as not really essential to the model we do”. There was a shared conviction that quality was preserved through onshore control over the curriculum, the nature of assessment, examination marking and final grading. However, the onshore academics welcomed their partner‟s provision of “full-time teaching support” manifested by local Mandarin-speaking tutors teaching classes of students undertaking courses in the programme. They routinely described the use of tutors in face-to-face teaching as “value-adding” to the programme. Their idea of value-adding was facilitation of cultural and educational adjustment. The role of the tutors was to help students “accustomed to a rote learning environment” to acclimatise to the demands imposed by a programme built to “western” educational requirements. Specific examples of „value-adding‟ included “fostering critical thinking skills” and “encouraging discussion of content”. This view of face-to-face as cultural and educational initiation was shared by the offshore tutors. Chinese local tutors described what they referred to as “the Chinese way of teaching” as the “feeding duck” method, whereby teachers gave the students the facts they needed to know and the students listened in preparation for examination. They also said that essay writing and academic referencing were not familiar to Chinese students and part of the teaching task was to train students in these “western” practices. Onshore academics viewed teaching visits to the Chinese university partly as opportunities to instruct tutors in „western‟ pedagogical approaches and model the kind of teaching delivery the visiting academics thought suitable for their programme. A goal was “to get our western style into their teaching culture”. The Chinese tutors said that the Australian teaching visits helped them understand the context of the courses they were teaching an...
Pedagogy. Pedagogy is the core function of all positions in the bargaining unit, and all members are professionally responsible to ensure the work of the College is accomplished through shared cooperation and collaboration between faculty members and administration. The distinguishing criteria for each classification are as follows:
1. Teaching Faculty
a. A Teaching Faculty member is characterized by:
1) Having the primary duty and responsibility of teaching students in instructional settings;
2) Functioning as the a principal source of instruction and is usually, but not always, the faculty of record in the instructional setting for a course, class, lab, workshop, etc., offered for academic credit (i.e., designated by the College as responsible for the course, class, workshop, practical instruction station, etc., including assigning the grade; and
a) Faculty this may include more than one Teaching Faculty member in cases where they are in team teaching environments, such as an Integrated Course Learning Community or in team teaching modules components of a single course,) are not required to be the faculty of record in order to be considered teaching faculty.; and
3) Being responsible for curriculum planning and development; preparation and delivery of course content in accordance with student and department needs; comprehensive assessment and grading within in the assigned course, class, workshop, practical instruction station, etc., offered for academic credit.
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Pedagogy. Where do students do most of their studying home (or any other place outside school)
Pedagogy. Learning site(s) Where do students do most of their studying? (Host school? Home? Other?) The Wereldschool student community undertakes learning at various sites; students and their families choose the model which best meets their own needs. The majority of students following only a few subjects (mostly Dutch) study at home so that the can easily combine the self-study with other (home) work. Most of the students following the complete curriculum are looking for a more social environment. Sometimes they work on their programmes at a host school in order that they can participate in subjects such as gymnastics or art-classes. Other full-time students study together with fellow home-school students - perhaps in a library or at home. Where do staff do most of their teaching? (School? Home?) Most Wereldschool teaching staff work primarily from home. As noted above, most teachers combine a part-time teaching job at a Dutch school with teaching students from the Wereldschool. There are also some teachers living and working overseas. Learning method(s) What is the main teaching method? (Fully online? Blended? Defining characteristics/qualiti es?) Students use hard-copy learning materials and are supported by online tutors Students enrol in teaching programmes specifically for their school level (primary school or three secondary school levels) or a specific course such as IB Dutch and language courses. Students are supplied with a comprehensive manual and package of learning materials – books, CD-ROMs etc. The manuals contain a lesson planner and all lesson materials. For primary students the manual is written for the parents whilst for secondary students the manual is written for the students. The students work independently with these materials and use Skype and e-mail to contact their teachers for support. It is planned for these materials to be replaced with online resources and to include multimedia content such as video. Parents of primary school children are expected to work with their children. Secondary school students are expected to work independently but their parents are encouraged to mentor their children. How is teaching articulated (by subject, cross subject through project work, both) Teaching is articulated by subject. Wereldschool students often combine their distance education with education at a local school and choose only a few subjects. As such, it is difficult to organise cross subject projects. E Are students grouped into classes? Or are...
Pedagogy. Regardless of the final schedule chosen by the District, there will be no requirement to teach live and remote cohorts simultaneously. Teachers may elect to teach remote and in-person students simultaneously during hybrid learning. The only exception shall be Unit Members who may be asked to take attendance and introduce lessons to remote learning students briefly at the beginning of class before they devote their full attention to in-class students.
Pedagogy. The curriculum was developed around essential components to sexual and reproductive health in complex humanitarian emergencies. This includes knowledge on sexual and reproductive health policies, frameworks, and key players in CHEs, the ability discerns the quality and appropriateness of data sources to measure sexual and reproductive health and population issues, the capacity to develop and implement a SRH programs and strategies responsive to the diverse cultural values and traditions of the community being served. The SRH curriculum utilize experiential learning techniques geared towards adult audiences. These are methodologies tested and are core pedagogical approaches used across the capacity building programs at the center for Humanitarian Emergencies at Emory University. The class will be capped at 25 students, with preference for Global Health students enrolled in the CHE certificate. Non-certificate Xxxxxxx and nursing students may also apply to enroll. Students must have a clear professional interest in SRH and complete all the prerequisites for the class (GH 510, GH 512, MISP online certification) required by the SRH in CHEs course to be allowed to attend the training. Three days class will engage the students with the course curriculum in innovative ways that allow for higher levels of information retention. The SRH in CHE’s class will include approximately four hours of online training on the Minimum Initial Service Package (MISP), lectures, and discussions on the course materials content mentioned above. Students will be expected to complete readings before each class, and then be tested on the readings material each morning. Lectures will be given by subject matter experts from key humanitarian organizations from UN, NGOs and government agencies working in SHR in emergencies. Lectures will be interactive, introducing the students to the topic area, allowing students, instructors, and guest to share experiences from the field. Students will also interact with humanitarian agency partners who are surveying the class through lunchtime Q&A sessions. The students will also have hands-on learning through the three days of group work as described above. Through the partnership between the Emergency Response and Recovery Branch at the CDC and the Xxxxxxx School of Public Health, the SRH in CHEs course will be piloted using the current 2017 cohort and the incoming (yet to be identified) 2018 cohort of MPH students. It is scheduled for the Winter 2018...
Pedagogy. Provide evidence of effective pedagogy to meet stated course learning outcomes and objectives.
Pedagogy. Explicit teaching of Tier 1, 2 and 3 Vocabulary
