Insert Title of Presentation Introduction Seminar for New Faculty at DIS – Fall 2014

Page 2 Today – the background and foundations of DIS; focus on aims, practices and structure Tomorrow – assignments, assessment and grading The Plan

Page 3 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 At the end of today’s session:

Page 4 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 Experiential Learning

Page 5 Malene Torp, Executive Director of DIS

Page 6 Helle Rytkønen, Academic Director of DIS

Page 7 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 Newsletter archive Practical resources and links

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

Page 10 Breakout!

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!

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 Your Role: Students w. Academic Problems 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 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 Students w. Personal Problem Cases 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.

Insert Title of Presentation Thank you for your attention! Keith Gumery Tomorrow: Assignments Assessment Grading