Transcript Introduction
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The Plan
• Today – the background and foundations of
DIS; focus on aims, practices and structure
• Tomorrow – assignments, assessment and
grading
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At the end of today’s session:
• you will understand the context of DIS • you will know more about the students you’ll be teaching and where they come from • you will have met with program directors for input and questions • you will have heard about DIS from the perspective of past students
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A Real-World Curriculum and Experiential Learning 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. Page 4
Malene Torp, Executive Director of DIS Page 5
Helle Rytkønen, Academic Director of DIS Page 6
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
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The Teaching and Learning website:
• Resources for teaching • Videos • Newsletter archive • Practical resources and links
http://tlc.dis.dk
Why you should read the Teaching
and Learning Newsletter: • Important DIS news and policy details • Dates • Articles from the US and other places that are relevant to what we do • It makes me sad if you don’t
Breakout!
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Maja Dembic Kari Gustafson Mikael Jørgensen Astrid Helene Washington Johanna Wolfe Martina Mahkne Remzi Ates Gursimsek David Dov Possen Julie Smed Jensen Mette Jensen Lærke Harbo Michael Booth Sameera Khan Helle Astrid Kjær Kaitlin Keegan Edwin Romein Nina Torm Rikke Kolbech Gudiksen Dagný Valgeirsdottir Jes Simeon Villa Morten King-Grubert Torbjørn Aksdal Andrew Green Bettina Normann Petersen Birthe Thykier Møller BMD CDD CDD CM CM CM CM EH EH EH EH EH EH ESA ESA GE GE GSS IB IB IB IB IB JHR JHR Bodil Elisabeth Engelmann Ditte Andersen MPP MPP Ditte Marie Kirkegaard-Klitbo MPP Malin Ahlstrøm Pernille Abildgaard Grarup Viktor Jensen Christian Tersbøl Pinkowsky Julian Macoveanu Morten Skøtt Thomsen Gry St-Martin Louise Bagger Iverson Rune Schmidt Asani H. Seawell Ane Krestine Larsen Anna Sircova Neil Lutsky Leah Strauss Jesper Petersen Uzma Rehman SOC SOC PH PH PST PSY PSY SIE MPP MPP MPP NSC NSC NSC PH PH Karen Anette B Helle Neringa Carla Maja Susanne
Key things to remember
• • • The learning objectives will be consistent with the mission of DIS, the aims of your program, and the purpose of your course Tell the students what the learning objectives are, and use them as a guideline to monitor the progress of the course and of the students – refer to them often!
Be clear about what you expect and will reward, and how these expectations and rewards are linked to the learning objectives you set out in the syllabus
Levels of learning – Bloom’s taxonomy
At DIS we aim for the top levels of the pyramid!
Your Role: Students w. Academic Problems PROCEDURES FOR INTERNAL COMMUNICATION WHEN DEALING WITH A STUDENT
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.
Students w. Personal Problem Cases PROCEDURES FOR INTERNAL COMMUNICATION WHEN DEALING WITH A STUDENT
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 [email protected]
HOSA
Responsible for communication with all stakeholders
Stakeholders:
NAO, Home University, Parents, Local Host ** if it affects academics Director of Teaching and Learning Program Directors
Words of advice from DIS faculty and staff
• • • Clarity in communication is vital. You can restate things; it does no harm and can help the message to be heard.
Don’t make assumptions about the students and what they know. It is always good to ask and to check.
Go and see your classroom before you go to teach for the first time!
• • • • • American students are used to a personal connection with teachers in smaller classes. Don’t be surprised if you are approached as a mentor or for a one-on-one talk.
Have confidence in your ability 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 are here to help you.
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Assignments
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Keith Gumery [email protected]