Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
The term philosophy is derived from the Greek word Philein meaning to love, to strive after or search for and from the word Sophia which means wisdom.
Therefore, Philosophy is the search for wisdom by philosophers.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
HEA Fellowship Assessor and mentor trainingLouise Rees
A training session for Swansea University staff involved in the internal route for assessing HEA fellowship applications (all categories). Session held January 20 2016
The term philosophy is derived from the Greek word Philein meaning to love, to strive after or search for and from the word Sophia which means wisdom.
Therefore, Philosophy is the search for wisdom by philosophers.
This presentation was made at the 2010 Northeast Group on Educational Affairs annual conference. It describes education competency domains for hospital-based faculty at Baystate Medical Center, the Western Campus of Tufts University School of Medicine. These competencies will become inreasingly important as graduate medical education transitions to competency-based milestones.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
As future educators, one should know the different types of teacher made-test and non-test instruments and the roles of assessment in instructional decision in-order to provide the best assessment possible in evaluating the student learning.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Digging Deeper into Standards-Based Grading and Reportingaescurriculum
This presentation examines Standards-Based Grading more in depth and give teacher an opportunity to look at research and issues around a move to Standards-Based Grading
This presentation was made at the 2010 Northeast Group on Educational Affairs annual conference. It describes education competency domains for hospital-based faculty at Baystate Medical Center, the Western Campus of Tufts University School of Medicine. These competencies will become inreasingly important as graduate medical education transitions to competency-based milestones.
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
As future educators, one should know the different types of teacher made-test and non-test instruments and the roles of assessment in instructional decision in-order to provide the best assessment possible in evaluating the student learning.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Digging Deeper into Standards-Based Grading and Reportingaescurriculum
This presentation examines Standards-Based Grading more in depth and give teacher an opportunity to look at research and issues around a move to Standards-Based Grading
Lecturers in their third and sixth years submit portfolios for a multiyear review. In an effort to support these lecturers and help them be ready for submission, CETL will hosts this workshop to inform Lecturers of the requirements of the portfolio, and help them develop the materials that will be needed
This workshop is designed for tenure-track or tenured faculty preparing third-year review or tenure and/or promotion portfolios for review. Guidelines and suggestions for portfolio preparation will be presented and resources to assist faculty will be shared.
Unit Outline BUS301 - Integrated Capstone Proj.docxmarilucorr
Unit Outline
BUS301 - Integrated Capstone Project
Unit Coordinator
Dr. Chun Jiang
Email Address
[email protected]
Lecture Time
N/A
Seminar/Workshop Time
Week 3, Monday 10:00am-1:00pm;
Week 7, Monday 10:00am-1:00pm;
Week 11, Monday 10:00am-1:00pm;
Week 14, Monday 10:00am-1:00pm;
Consultation Times
Monday 1pm-3pm. For additional consultation times you should email me and request an appointment.
Block/Trimester
Trimester 2
Year
2017
1
UNIT OUTLINE
CONTENTS:-
Section 1: General Information
1.1. Administrative details
1.2. Core or elective unit
1.3. Unit weighting
1.4. Student workload
1.5. Mode of delivery
1.6. Pre-requisites 1.7. Other Resource requirements
Section 2: Academic Details
2.1 Unit Content and Structure
2.2 Student learning outcomes
2.3 Link to graduate attributes
2.4 Unit content and structure
2.5 Seminar/Workshop Topics
2.6 Teaching methods/strategies
2.7 Student assessments
2.8 Prescribed and recommended readings
Section 3: Academic Misconduct &Plagiarism
3.1 Definitions
3.2 Dealing with academic misconduct
3.3 Penalties for academic misconduct
Section 4: Assessment Submission
4.1 Assignment submission
4.2 Penalties for late submission of assignments
4.3 Assignment submission using ‘Turnitin’
Section 5: Appeals Section 6: Special Consideration
Section 7: Course Evaluation and Development
Section 8: Quality Assurance
SECTION 1: GENERAL INFORMATION
1.1 Administrativedetails:
Associated higher education awards
Duration
Level
Unit Coordinator
Bachelor of Business
14 weeks
AQF Level 7
Dr. Chun Jiang
1.2 Core or elective unit
Core Unit
Elective Unit
Other (Please specify below):
Mandatory unit for Bachelor of Business (Professional Accounting), Bachelor of Business (Business Management) and Bachelor of Business (Communication & Public Relations)
1.3 Unitweighting
Unit credit points
Total course credit points
6 Credit Points
; 144 Credit Points Bachelor of Business
1.4 Student workload
Indicate below, the expected student workload per Session for this unit:
No. timetabled hours/Session*
No. personal study hours/Session**
Total workload hours/Session***
3 hours face-to-face Seminar
6
9
* Total time spent per Session at lectures, tutorials, seminars, workshops, clinical and other placements, etc.
** Total time students are expected to spend per Session in studying, completing assignments, etc. *** That is,* + ** = work load hours.
1.5 Delivery mode
Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
Block release (provide details)
Work-integrated learning activity
Mixed/blended
Distance/independent learning (un-timetabled)
Full-time
Part-time
External
Fast track (provide details)
Other (please specify)
1.6 Pre-requisites
Are students required have undertaken a prerequisite or co-requisite subject for this subject?
Yes ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Digital Tools and AI for Teaching Learning and Research
Demystifying P&T 2009
1. Demystifying the Promotion & Tenure Process Arlene Carney Vice Provost for Faculty and Academic Affairs 2009
2. What is tenure? Keystone for academic freedom Essential for safeguarding the right of free expression and for encouraging risk-taking inquiry at the frontiers of knowledge Faculty are free to teach, conduct research, and provide service without fear of reprisalPreamble Faculty Tenure policy
3. What is tenure? Tenure carries responsibility. Tenured faculty are accountable to the university for their responsibility for teaching, research, and service.Preamble Faculty Tenure policy
4. What is tenure? Indefinite employment at the University Job security Key personnel decision with long-term financial consequences Merit award Protection of academic freedom
5. Regents Policy on Faculty Tenure Initially adopted in 1945 Last change was in June 2007 Commonly called the Tenure Code
6. Criteria for Tenure Section 7.11 of the Faculty Tenure policy- general statement of criteria for the entire university Section 7.12 of the Faculty Tenure policy- refers to the department criteria for tenure and promotion in a unit
7. Section 7.11 of the FacultyTenure Policy (2001) Basis for awarding indefinite tenure:- “achievements of an individual have demonstrated the individual’spotential to continue to contribute significantly to the mission of the University and to its programs of teaching, research, and service”
8. Section 7.11 of the FacultyTenure Policy (2007) Basis for awarding indefinite tenure:the determination that each has established and is likely to continue to develop a distinguished record of academic achievement that is the foundation for a national or international reputation or both.
9. Section 7.11 of the FacultyTenure Policy (2007) Qualitative evaluation of scholarly research or other creative work, teaching, or service Primary emphasis on demonstrated scholarly or creative achievement and teaching effectiveness Service alone not sufficient
10. Section 7.11 of the FacultyTenure Policy (2007) Take into account when applicable- interdisciplinary work- public engagement- international activities & initiatives- attention to questions of diversity- technology transfer- other special kinds of professional activity
11. Section 7.11 of the FacultyTenure Policy (2007) Strong promise of achieving rank of professor Only modest service expected
12. Section 9.2 of the FacultyTenure Policy New section Promotion to professor Added substantially to already distinguished record Established national or international reputation Substantially more service expected
13. Section 7.12 of the FacultyTenure Policy Department statement of criteria for promotion and tenure Must be shown to new faculty according to the policy Should reflect the values of the faculty for promotions and conferral of indefinite tenure
14. 7.12 Statement Indices & standards used to evaluate whether a candidate has met or exceeded criteria of section 7.11 Developed by the faculty of a unit Approved by the Dean and the Senior Vice President for Academic Affairs and Provost (SVPP)
15. 7.12 Statement All 7.12 Statements are being revised across the University. Approved by Provost’s office A number are approved and on the Provost’s websitehttp://www.academic.umn.edu/provost/faculty/tenure/7_12approved.html
16. Changes and You Faculty Tenure Policy Interpretation 6- probationary faculty can choose the 7.12 statement by which they will be evaluated (old or new)- have one year from time the new 7.12 is approved- each faculty member will sign an agreement about the form to be used
17. Changes and You Probationary faculty may also choose the 7.11 by which they will be evaluated in some circumstances. This depends upon the time of hire. Faculty beginning their appointment after June 7, 2007 must be evaluated with the 2007 7.11 Statement.
18. Procedures Document Second key document for tenure and promotion Procedures for Reviewing Candidates for Tenure and/or Promotion: Tenure-Track and Tenured Faculty (2007) Provides more detail about the annual review and tenure and promotion processes.
19. Procedures Document This document has the same weight as the Faculty Tenure policy. Sections 4 through 13 are most important for untenured faculty to read and understand.
21. Teaching Effectiveness Evaluated in a variety of ways- student ratings- peer observation and evaluation- letters from students- teaching awards- curricular development- syllabi
22. Teaching Effectiveness New student ratings of teaching as of spring 2008. There will be recommendations for peer review of teaching from a faculty committee in fall 2008. There will also be recommendations for a format for presenting data from the student ratings of teaching.
23. Professional Distinction in Research, Scholarship, & Creative Work Peer-reviewed publications Books Scholarly presentations Evidence of impact (citation index) External funding from grants National and international venues for artistic work
24. Service Professional association/offices and committees Editorial boards of journals University committees Departmental committees External community service Faculty advisor
25. Your Tenure Case Probationary period – usually six years Stop and start the tenure clock (Section 5.5) for child birth or adoption, for caregiver responsibilities, for serious illness or injury on the part of the faculty member.
26. Section 5.5 of the FacultyTenure Policy Extension of probationary service is allowed for one year at the request of the probationary faculty:- on the occasion of the birth of that faculty member’s child or adoptive/foster placement of a child with that faculty member
27. Section 5.5 of the FacultyTenure Policy Extension of probationary service is allowed for one year at the request of the probationary faculty:- when the faculty member is a major caregiver for a family member who has an extended serious illness, injury, or debilitating condition (can use this no more than 2 times)
28. Section 5.5 of the FacultyTenure Policy Extension of probationary service is allowed for one year at the request of the probationary faculty:- when the faculty member has an extended serious illness, injury, or debilitating condition
29. Section 5.5 of the FacultyTenure Policy Extended the time window to make the request from 3 months to 12 months of the events giving rise to the claim
30. Stopping the Tenure Clock Form provided and available on line Goes from the department to the collegiate dean to the Provost’s office Available for both female and male faculty for all areas http://www.academic.umn.edu/provost/faculty/pdf/1626p_tenurefaculty.pdf
31. Your Tenure Case Annual review of probationary faculty Tenured faculty review your curriculum vitae and activity report Annual conference with chair or head Completion of Form 12 Sent to Dean and the SVPP
32. Your Tenure Case Tenure decision may be made at any time. A decision to terminate the appointment can be made at anytime.
33. Department Level: Dossier Preparation of CV- should be absolutely clear- should be accurate & complete- should be easy to follow
34. Department Level: Dossier Preparation of the dossier should begin with the completion of the terminal degree and the beginning of the probationary period. Keep a record of all teaching, research, and service activities.
35. Dossier: Teaching Courses taught each semester and enrollment Grade distributions/course evaluations/peer evaluation Independent study courses Senior and master’s theses Ph.D. dissertations
36. Dossier: Research Maintain and update lists of articles, books, artistic projects, & other scholarly contributions Keep reprints List of articles or projects submitted and their progress List of scholarly presentations List of grants & outcomes
38. Components of the Dossier Curriculum Vitae Teaching narrative Research narrative Service summary Sometimes all three together in a personal statement External letters Teaching evaluations
39. Components of the Dossier Copies of all Form 12’s (Annual Reviews) for probationary faculty Departmental evaluation Chair’s/Head’s evaluation Collegiate P & T Committee Letter from dean
40. Department Level: Dossier Research & teaching narratives- provide clear picture of yourself to any reader- think broadly- write clearly- avoid jargon
41. Department Level: Dossier Selection of external reviewers- number varies by department & college- selection by both candidate & the department
42. Department Level: Dossier Selection of external reviewers- distinguished scholars in the field- peer institutions- individuals who will write evaluative letters- given enough time- have sufficient materials to evaluate
43. Department Level: Dossier Selection of external reviewers Procedures say that the department should make the selection of external reviewers with the candidate Must have at least half and no fewer than 4 reviewers with no personal or professional interest in the candidate
45. Department Level: Dossier Provide information to the “caseworker” of the dossier- journals & publishers- scholarly & creative venues- conferences
46. Department Level: Dossier Provide information to the “caseworker” of the dossier - accurate list of scheduled & unscheduled teaching- teaching evaluations- teaching materials
47. Department Level: Dossier Finished dossier should be:- clear to the college & university readers- complete according to instructions- provide an accurate picture of who you are
48. College level Each dean makes a recommendation to the provost about promotion and tenure. Colleges differ in their processes.
49. College level P & T committee- made up of tenured professors- across disciplines in the college- make a recommendation to the dean
50. College level Review of recommendations by the dean- may include input from associate deans- dossiers evaluated in light of the 7.12 statements & collegiate standards
51. All-University Committee HHH, CSOM, and Law School don’t have collegiate review committees. Their materials go to the All-University Committee.
52. Provost’s Office Review Each dossier is reviewed by the Vice Provost for Faculty and Academic Affairs and one other Vice Provost/President. SVPP reviews array of cases with particular emphasis on cases with negative votes or variance in voting.
53. P & T Process and Timeline Prior spring/ solicit external summer reviews Aug.-Oct. Dossier Preparation Oct.-Nov. Departmental Review Dec. College P & T Committee Jan.-Feb. Deans forward materials to SVPP
54. P & T Process and Timeline Feb.- April Central administration review May Recommendation to the Board of Regents
55. Contact for Questions: Arlene CarneyVice Provost for Faculty and AcademicAffairs160C Morrill Hall626-9545carne005@umn.edu
56. Contact for Questions: Karen Zentner BacigAssociate to the Vice Provost forFaculty and Academic Affairs160C Morrill Hall612-624-5082kbacig@umn.edu