Insert Title of Presentation Introduction Seminar for New Faculty at DIS June Yearbook Yearbook

Page 2 Keith Gumery Director of Teaching and Learning MA and PhD Temple University, Philadelphia, USA BA University of Hull, UK DIS since 2011 Sixteen years of experience in US higher ed What do I do? Help with classroom issues Support for faculty and students Academic administration Policy central! Who am I and what do I do?

Page 3 Independent Danish foundation Non-profit, tuition-driven Government recognized Established 1959 Focus on the combination of theory and practice Learning through experience Personal development Page 3 DIS - A Comprehensive High Quality Study Abroad Program in Copenhagen

Page 4 At the end of today’s session: you will be aware of why we have learning objectives at DIS and why they are important you will have techniques for assessing student performance you will have techniques for communicating expectations and standards to students you will begin to see how assignments, grading, and rubrics work together you will have a set of tools you can use to build your course Learning objectives

Page 5 Majority of students from excellent private liberal arts colleges Credit transfer requires high academic quality Challenging academics that add international competencies Focus on challenge and support of the individual student Page 5 How DIS has been successful

DIS student voices

The Teaching and Learning Website

What are your learning objectives? What do you want students to be able to do at the end of your course? – Tell them what the aim is – Tell them how they will get there – Tell them what will be expected and rewarded in your class – Expectations and reward should be aligned with the learning objectives

The syllabus (and why it matters) Names, places, contact information Description of course: In this course we will … Learning objectives of the course: By the end of this course you will be able to … Approach to teaching Expectations of the students Field studies and/or study tour details Evaluation Grading (beware of over-weighting participation) Recommended statement: To be eligible for a passing grade in this class you must complete all of the assigned work.

Academic Calendar Fall 2014 dateday August weekdateday September weekdateday October weekdateday November weekdateday December week 1friLast class SU41monClass361wedLong Tour 1/Break 21sat 1monClass49 2satLast day of houing SU4 2tueClass 2thuLong Tour 1/Break 22sun 2tueClass 3sun 3wedField study 3friLong Tour 1/Break 23monClass / IEW453wedField Study 4mon324thuClass 4satLong Tour 1/Break 2 4tueClass / IEW4thuClass 5tue5friClass5sunLong Tour 1/Break 2 5wedField Study/IEW5friClass 6wed6sat 6monClass416thuClass / IEW6sat 7thu7sun 7tueClass7friClass / IEW7sun 8fri8monShort Tour A/CCW B378wedField Study8satTravel Break/opt mod 1 Travel 8monFinals50 9sat 9tueShort Tour A/CCW B Core 9thuClass9sunTravel Break/opt mod 1 Break 9tueFinals 10sun 10wedShort Tour A/break B Course 10friClass10monTravel Break/opt mod 14610wedFinals 11mon3311thuShort Tour B/CCW A week 11sat 11tueTravel Break/opt mod 111thuFinals 12tue 12friShort Tour B/CCW A12sun 12wedTravel Break12friFinals 13wed13satShort Tour B/break A 13monClass4213thuTravel Break/opt mod 213satEarliest departure day 14thu14sun 14tueClass14friTravel Break/opt mod 214sunLast day of housing 15fri15monClass3815wedField Study15satTravel Break/opt mod 2 15mon51 16satArrival day 1 16tueClass16thuClass16sunTravel Break/opt mod 2 16tue 17sunArrival day 2 17wedField Study17friClass17monclass4717wed 18monArrival Workshop3418thuClass18satLong Tour 2/Break 1 week 18tueclass18thu 19tueArrival Workshop19friClass19sunLong Tour 2/Break wedField Study19fri 20wedArrival Workshop20sat 20monLong Tour 2/Break 14320thuClass20sat 21thuClass21sun 21tueLong Tour 2/Break 121friClass21sun 22friClass22monClass3922wedLong Tour 2/Break 122sat 22mon52 23sat 23tueClass23thuLong Tour 2/Break 123sun 23tue 24sun 24wedField Study24friLong Tour 2/Break 124monClass4824wed 25monClass3525thuClass25satLong Tour 2/Break 1 25tueClass25thu 26tueClass26friClass26sunLong Tour 2/Break 1 26wedField Study26fri 27wedField study27satLong Tour 1/Break 2 week 27monClass4427thuClass27sat 28thuClass28sunLong Tour 1/Break tueClass28friClass28sun 29friClass29monLong Tour 1/Break 24029wedField Study29sat 29mon1 30sat 30tueLong Tour 1/Break 230thuClass30sun 30tue 31sun 31friClass 31wed Remember to plan for the calendar

Communication and consistency Syllabus Learning Objectives Expectations RewardAssessment

How do we get to our learning objectives? Critical thinking Reading Class time Writing

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

Educational aims Reading, thinking, and writing

Using reading effectively 1.Less is more when you set class reading. 2.Explain the relevance of the reading assignment. 3.Preview the reading with the students. 4.Use class activities that increase compliance and effectiveness. 5.Use class time for reading over key passages. 6.Ask students questions about the reading (or set them tests) so that they can demonstrate useage, competence and knowledge

In addition…. Use classroom assessment techniques to assess compliance. – Ask students if they did the reading – Ask them if they found the reading hard – Ask them if there were areas of the reading that they still find confusing

Critical thinking requires active listening requires an active and open mind and being able to access the strengths and weaknesses of an argument being able to distinguish between the fact, theory and opinions of an argument allows for thinking outside of the box involves being able to judge the credibility of sources involves discerning relationships between ideas

Designing assignments Managing expectations and requirements for successful student assessment

Stages for constructing an assignment Successful paper Decide the purpose of the paper Linked to learning objectives Explained to students Linked to expectations Clear direction Areas of reward

Writing an assignment – seeing academic work as an exchange of ideas The assignment that you set is crucial to the success of the paper the student writes. What do you want the student to demonstrate relative to the learning objectives of the course? Make it clear what you expect and what elements will be rewarded with higher grades. Emphasize the importance of doing what the assignment asks, because it has a distinct purpose. If the student is designing the topic/assignment, make sure to review it and look for its adequacy in relation to the course.

Articulation is vital Tell students how you will decide on grades Tell students what will be rewarded Rubrics can be an excellent guide for students and instructors A rubric is a grid against which you can evaluate standards

An assignment that requires students to look at the critical approaches to a subject. Students are told that their job is to explain and analyze positions. They should also be able to evaluate the strengths and weakness of the arguments. A workB workC workNot passing Argumentation Acknowledges multiple points of view and tests the strength of each elements. Demonstrates a full understanding of what is at stake and how the points differ from each other. Able to counterpoint elements of the arguments to create a dialogue of ideas. Recognises that there are different points of view and explains what they are. Adequate explanation, but doesn’t develop a full study of strengths and weaknesses of the arguments. Doesn’t develop a discussion of the merits of the points. Acknowedges that there are different points of view and offers an accurate, but rudimentary explanation. No discussion of the merits of the points. Presents one point of view and doesn’t acknowledge any alternative. May even misrepresent the line of thinking.

Full rubric combines key areas A workB workC workNot passing Argumentation Use of sources Structure Originality of thought

Best practices in the DIS classroom Interactive teaching and learning Variety in the class sessions Teaching to the top third Regular assessment and feedback

To sum up…. You have support and help – just ask Use tlc.dis.dk as a resource! We are glad that you are here!

The Teaching and Learning Website

Insert Title of Presentation Thank you for your attention! See you again on August 16:00 Keith Gumery