DOCSLIB.ORG

Application Form Comenius Teaching Fellow 2019

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Application Form Comenius Teaching Fellow 2019 Application Form Comenius Teaching Fellow 2019 Application Form Comenius Teaching Fellow Administrative details of the applicant(s) ............................................................................. 1 About the project.............................................................................................................. 1 Teaching experience and vision of the applicant(s) ............................................................... 9 Budget estimate .............................................................................................................. 11 Declaration of the immediate supervisor regarding the tasks and budget management ............ 12 Declaration and signature of the main applicant .................................................................. 13 Administrative details of the applicant(s) Main applicant Name, title Maarten Jan van ‘t Oever; MSc Education, MSc International Business Studies Institution Hogeschool Rotterdam Faculty / institute / Willem de Kooning Academie domain Department/education Leisure & Events Management (LEM) programme Co-applicant (max 3) Name, title n/a Institution Institution Faculty / institute / Faculty domain Department/education Department/programme programme Co-applicant (max 3) Name, title n/a Institution Institution Faculty / institute / Faculty domain Department/education Department/programme programme Co-applicant (max 3) Name, title n/a Institution Institution Faculty / institute / Faculty domain Department/education Department/programme programme The main applicant is the project leader. It is not compulsory to list co-applicants. If co-applicants are listed on this form, the co-applicants should be registered as such in ISAAC as well. About the project Administrative details About the project Title Leisure Lab voor de Veerkrachtige Stad Theme Free theme 1 Application Form Comenius Teaching Fellow 2019 Department / Willem de Kooning Academie programme (context of the project) Course / track / Leisure & Events Management (LEM) trajectory, etc. Level bachelor Academic discipline Arts & Humanities, inc performing arts Duration of the 26-8-2019 until 31-8-2020 project (min 12 months, max 18. Start date not before 1 May 2019, end date not after 31 October 2020) Requested budget € 49.876 (min. €45.000, max. €50.000) Summary (max 250 zie paragraaf ‘Summary’: words) Summary Het Leisure Lab voor de Veerkrachtige Stad (LLVS) speelt in op de toenemende verdichting van de stedelijke omgeving en de daar bij behorende maatschappelijke vraagstukken zoals gentrificatie, superdiversiteit en massatoerisme. We creëren een klaslokaal in de stad, zodat studenten tussen het vraagstuk aan de slag kunnen gaan. Het lab als integraal onderdeel van het curriculum. Het Leisure Lab (fieldlab) wordt opgezet met relevante partners uit de stad die experts zijn op het gebied van placemaking en stedelijke ontwikkeling. Daarnaast wordt eigenaarschap bij bewoners en de stedelijke gebruiker de kern van de uitvoering. We gaan werken met Participatory Action Research en Service Design methodes. Wat we leren brengen we continue terug in het reguliere curriculum. We werken volgens Design Thinking uitgangspunten. Ten eerste omdat het belangrijk is om ‘failure based’ te werken. Maatschappelijk-stedelijke problematiek vraagt namelijk om experimenteerruimte. Daarnaast werken studenten aan opvolgende iteraties van een vraagstuk in plaats losse opdrachten, zodat de impact rondom het vraagstuk hoog is. Dit is mogelijk omdat we werken met opvolgende ‘prototype-test-learn’ cycli. Er worden enkele vraagstukken op de strategische agenda gezet in samenspraak met onze partners in de stad. Binnen dit Comenius project gaan we het fieldlab vormgeven en verschillende prototypen van het lab uitproberen en evalueren. Aan het einde van het project willen wij een werkend, structureel in de stad én het onderwijs verankerd lab hebben gerealiseerd. Het ultieme doel is om een schaalbaar educatief model voor stedelijke ontwikkeling en placemaking te creëren dat als voorbeeld dient voor andere opleidingen en steden. Word count summary: 249 2 Application Form Comenius Teaching Fellow 2019 Project proposal Please describe your project under the headings formulation of the problem, innovation and objected results. Use a maximum of 1000 words. Formulation of the problem Rotterdam groeit gestaag door qua inwonersaantallen. Wereldwijd zien we deze ontwikkeling van stedelijke verdichting nog sterker. Meer mensen leven in steden. Wij omarmen deze trend omdat wij geloven dat, in de woorden van Zef Hemel (2016), ‘grote steden wonderen van vernuft zijn, veel duurzamer dan middelgrote steden en eindeloze bronnen van welvaart en cultuur.’ Deze verstedelijking brengt ook maatschappelijke uitdagingen met zich mee zoals gentrificatie en ongelijkheid (Florida, 2017). Wij zien het als onze opgave om een bijdrage te leveren aan een ‘livable & lovable’ stad, een veerkrachtige stad. Daarnaast zien we ook een toenemend belang van vrijetijdsbeleving (leisure). De samenleving verandert geleidelijk in een vloeibare samenleving waarin de keuzevrijheid is toegenomen en de identiteit van individuen, producten en steden steeds meer wordt bepaald door de betekenis die eraan wordt gegeven door het subject (Mulder, 2014). Leisure speelt hierin een prominente rol. In plaats van het ontwikkelen van aanbod voor de leisure branche zien we leisure als ontwikkelaar van identiteit. Van de persoon, maar ook van groepen, wijken en de stedelijke omgeving (Maas, 2016). Wat mensen doen en waarderen in hun vrije tijd draait vaak om belevingen. Deze experiences dragen bij aan het geven van betekenis aan de eigen identiteit én aan de relatie die men heeft met zijn omgeving (Kyle, 2016). Hier zien wij individuele leisure beleving samenkomen met het ontwerpen van een veerkrachtige stad. Stedelijk ontwikkeling is niet meer alleen het domein van ambtenaren, architecten en bouwers. Er is een steeds grotere rol weggelegd voor ontwerpers en bewoners. Hamersveld (2016) zegt hierover in Boekman: ’In het streven naar oplossingen voor de problemen waar de stad mee worstelt [..] wordt steeds meer aan actieve bewoners overgelaten. Creatieve stadsmakers ontwikkelen kleinschalige projecten en worden medeproducenten van hun omgeving.’ Momenteel zijn we bij LEM bezig met een inhoudelijke verschuiving. We hebben besloten om ons profiel sterker te operationaliseren en meer aan te sluiten bij onze omgeving. Dit houdt in dat we duidelijker kiezen voor thema’s en vraagstukken die vallen binnen onze drie onderscheidende pijlers: stedelijke context, leisure beleving en creatieve economie. Didactisch gezien schuiven we meer naar ‘critical pedagogy’. ‘Het onderwijs moet verder gaan dan het overbrengen van kennis en het trainen van de toekomstige beroepsbeoefenaars. Het moet ook helpen bij de ontwikkeling van kritisch bewustzijn, wat leidt tot een transformatie van de persoon, de leeromgeving en de maatschappij’ (Getahun, 2015). Concreet betekent dit dat we ons bezig houden met relevante stedelijke/maatschappelijke vraagstukken zoals massa toerisme, gentrificatie, superdiversiteit, klimaateffecten, winkelleegstand en de inrichting van de openbare ruimte (zie o.a. Resilient Rotterdam, Platform31, Roadmap Next Economy). Het Leisure Lab voor de Veerkrachtige Stad (LLVS) brengt de bovengenoemde externe trends en interne vernieuwingen samen. We willen het leren en de leergemeenschap versterken door de muren van ons onderwijs op te rekken. Binnen dit Comenius project gaan we het fieldlab vormgeven en verschillende prototypen van het lab uitproberen en evalueren. Aan het einde van het project willen wij een werkend, structureel in de stad én het onderwijs verankerd lab hebben gerealiseerd. Innovation and objected results Een belangrijke innovatie aspect zit in de wisselwerking tussen opleiding en praktijk. Door het LLVS letterijk bij het stedelijke vraagstuk te zetten, breek je als het ware de muren van het onderwijs. Binnen het LLVS gaan studenten de dialoog aan met de stad en de stedelijke gebruikers om vervolgens interventies te ontwerpen en te realiseren. Samen met de partners, de bewoners en hun docenten werken ze aan opgaven uit de stedelijke context. Op deze manier krijgen studenten 3 Application Form Comenius Teaching Fellow 2019 de mogelijkheid om theorie en handelingsperspectieven (werkmodellen) uit hun opleiding te testen in het werkveld. Andersom worden opgaven en oplossingen uit de praktijk getoetst aan onze leisure kennis, waardoor wij als opleiding onze (praktijk)kennis weer kunnen bijstellen. Deze wisselwerking zorgt voor een curriculum dat in de kern innovatief is. Het fieldlab wordt opgezet met relevante partners uit de stad die experts zijn op het gebied van placemaking en stedelijke ontwikkeling. We starten vanuit de bestaande netwerken waarin we aangesloten zijn. We praten al met organisaties als AIR, Stipo en Dit is Zuid. Ook hebben we een groot netwerk van onafhankelijke jonge stadsmakers die we betrekken. Daarnaast zijn we in gesprek met interne partners van de Hogeschool Rotterdam. Specifiek met het kenniscentrum voor maatschappelijke innovatie (EMI, Urban Innovation). Eigenaarschap bij bewoners en gebruikers wordt de kern van de uitvoering. We bouwen verder op de inzichten van het Participatory City Making project waar ons kenniscentrum Creating010 bij betrokken was. We gaan werken met Participatory Action Research en Service Design methodes. Didactisch is het voor ons erg belangrijk dat we binnen het lab ‘failure based’ werken. Het werken aan complexe problematiek
Load more

Recommended publications
  • New Academics and Fellows Programme Handbook
    New Academics and Fellows Programme Handbook Faculty of Biology, Medicine and Health On request, informaon in this handbook can be made available in an alternave format. Please contact [email protected]. uk Your route to fellowship - accredited by Contents Introduction and Aims of the Programme ................................................................................2 University Governance of the NAP Programme........................................................................4 Participation and Exemption.....................................................................................................5 Professional Recognition and Accreditation for Teaching in Higher Education........................8 Participant Assessment...........................................................................................................12 Submission and Assessment of the portfolio..........................................................................16 Programme Evaluation............................................................................................................19 Continuing Professional Development beyond the NAP ........................................................19 Appendix 1: Individual Mapping of the UK Professional Standards Framework (UKPSF).......21 Appendix 2: Teaching Observation Form................................................................................24 Appendix 3: Workshop Record Sheet .....................................................................................27 Appendix
    [Show full text]
  • Download Faculty (PDF)
    Bulletin 2021-22 Hindi (10/01/21) Hayrettin Yücesoy (https://jimes.wustl.edu/people/hayrettin- Hindi yucesoy/) Director of Undergraduate Studies Phone: 314-935-8567 Associate Professor of Arabic and Islamic Studies PhD, University of Chicago Email: [email protected] Website: http://jimes.wustl.edu Assistant Professor Faculty Aria Nakissa (https://jimes.wustl.edu/people/aria-nakissa/) Director of Graduate Studies Chair Assistant Professor of Islamic Studies PhD, Harvard University Flora Cassen (https://jimes.wustl.edu/people/flora-cassen/) Associate Professor of Jewish, Islamic, and Middle Eastern Teaching Professor Studies and of History Younasse Tarbouni (https://jimes.wustl.edu/people/ PhD, New York University younasse-tarbouni/) Endowed Professor Teaching Professor in Arabic PhD, L'École des Hautes Études en Sciences Sociales (EHESS) Hillel J. Kieval (https://jimes.wustl.edu/people/hillel-j-kieval/) Gloria M. Goldstein Professor of Jewish History and Thought Senior Lecturer PhD, Harvard University Housni Bennis (https://jimes.wustl.edu/people/housni- Professors bennis/) Senior Lecturer in Arabic Language Pamela Barmash (https://jimes.wustl.edu/people/pamela- MA, Washington University in St. Louis barmash/) Professor of Hebrew Bible and Biblical Hebrew Lecturers PhD, Harvard University Martin Luther Chan (https://jimes.wustl.edu/people/martin- Nancy E. Berg (https://jimes.wustl.edu/people/nancy-e- luther-chan/) berg/) Lecturer of Hebrew Professor of Hebrew Language and Literature PhD, University of California at Los Angeles PhD, University of Pennsylvania Meera Jain (https://jimes.wustl.edu/people/meera-jain/) Martin Jacobs (https://jimes.wustl.edu/people/martin- Lecturer of Hindi jacobs/) MArch, University of Texas at Austin Professor of Rabbinic Studies Sara Jay (https://jimes.wustl.edu/people/sara-jay/) PhD and Habilitation, Free University of Berlin Lecturer in Jewish, Islamic, and Middle Eastern Studies Erin McGlothlin (https://jimes.wustl.edu/people/erin- PhD, Washington University in St.
    [Show full text]
  • Eligible Staff Categories for Supervising Research Students
    LONDON’S GLOBAL UNIVERSITY UCL Academic Manual 2020-21 Chapter 5: Research Degrees Framework Eligible Staff Categories for Supervising Research Students UCL’s Research Degrees Committee (RDC) has agreed the following definitive list of UCL staff categories eligible to supervise research students at UCL. Individual applications from staff to supervise research students are subject to the eligibility criteria set out in the UCL Academic Manual, Chapter 5, Section 3: Supervisory Arrangements and to the decision of the appropriate Faculty Graduate Tutor. Grade Description Terms and conditions Eligibility to Supervise Research Students: Principal/Subsidiary Staff Category: Non Clinical Academic (ACA) Guidance: This category is for academic staff, Lecturer, Associate Professor and Professor. Teaching only appointments, such as UCL Teaching Fellows, must go into the teaching category. 7/8 Non-Clinical Lecturer Academic Principal and Subsidiary 9 Non-Clinical Associate Academic Principal and Subsidiary Professor 10 Non-Clinical Professor Academic Principal and Subsidiary Staff Category: Clinical (CLI) Guidance: This category is for all UCL clinical academic and research appointments. It should be noted that Clinical Scientists are included in the NHS Related category. CL7/ CL8 Clinical Lecturer Academic Principal and Subsidiary CL Dentist Dental Lecturer Academic Principal and Subsidiary CL9 Clinical Associate Professor Academic Principal and Subsidiary CL Dentist Senior Dental Lecturer Academic Principal and Subsidiary CL9 Clinical Reader Academic
    [Show full text]
  • Byambadalai CV.Pdf
    UNDRAL BYAMBADALAI Stanford University Graduate School of Business 655 Knight Way Stanford CA 94305 USA Cell: (617) 599-8049 Email: [email protected] Web: https://undralbyambadalai.com EMPLOYMENT Postdoctoral Scholar, Stanford University, September 2021 - Present EDUCATION Ph.D., Economics, Boston University, Boston, MA, 2021 Dissertation Title: Essays on the Econometric Analysis of Treatment Assignment Rules and Altruistic Preferences Dissertation Committee: Hiroaki Kaido, Iván Fernández-Val, Ching-to Albert Ma and Jean-Jacques Forneron B., Commerce and Management, Hitotsubashi University, Tokyo, Japan, 2014 FIELDS OF INTEREST Econometrics, Applied Microeconomics WORKING PAPERS “Identification and Inference for Welfare Gains without Unconfoundedness,” January 2021, Job Market Paper “Changing Preferences: An Experiment and Estimation of Market-Incentive Effects on Altruism,” (with Ching-to Albert Ma and Daniel Wiesen), June 2021, under review WORK IN PROGRESS “Guaranteed Welfare Maximization for Treatment Choice” PRESENTATIONS 2021: University of Mannheim, University of Surrey, University of Bristol, Institute of Social and Economic Research - Osaka University 2020: BU-BC Joint Workshop in Econometrics, Econometric Society/Bocconi University World Congress, European Economic Association Annual Congress 2019: BU-BC Joint Workshop in Econometrics FELLOWSHIPS AND AWARDS Research Grant, Institute for Economic Development, Boston University, 2017 Japanese Government Scholarship for Undergraduate Studies, 2009 - 2014 Academic Achievement
    [Show full text]
  • Nevada Bios.Pdf
    PRESENTER BIOGRAPHICAL INFORMATION Chandra Austin Post-Doctoral Teaching Fellow, Auburn University Chandra Austin is a co-principal investigator for the National Science Foundation funded project, The Influence of MESA Activities on Underrepresented Students. The Math, Engineering, Science Achievement (MESA) outreach program was selected as the subject of this study because of its 40+ years of experience in introducing engineering to students traditionally underrepresented in the discipline. Austin was previously a National Center for Engineering and Technology Education Fellow. She holds a MEd in Business and Industry Education and a PhD in Work and Human Resource Education from the University of Minnesota. Megan Bang Assistant Professor, University of Washington Megan Bang has been appointed assistant professor in the area of educational psychology. A Spencer Graduate Fellow at Northwestern, Bang specialized in cognitive science, a discipline within the learning sciences. She did her Post-Doc work at TERC, Inc., working with the ChecheKonnen Center. Previously, Bang has served as a co-principal investigator on several National Science Foundation grants. Bang worked to design and implement culturally- and community-based science instruction in afterschool settings at the American Indian Center in Chicago and the tribal school on the Menominee reservation for the Cultural Context of Learning in Native American Science Education project. Bang also worked on an NSF-funded project about cross-cultural understandings of the biological world. This project used cognitive research to explore cross-cultural differences in children’s understanding of the biological world. In addition to these recent research projects, Bang serves on the editorial board of the Journal of American Indian Education and as an inquiry group member for the Center for the Advancement of Informal Science Education.
    [Show full text]
  • 2020 PA TF Bios
    Woodrow Wilson Pennsylvania Teaching Fellows, 2020 James Andry ǀ Ramsey, IN ǀ Will attend: Duquesne University ● Undergraduate college, class, and major: Wabash College, 2020, chemistry Undergraduate researcher, maca plant metabolites; tutor and grader, Latin; recipient, multiple chemistry scholarships; awardee, Howell Award for outstanding performance in chemistry; member, university honorary chemical society; volunteer, local boys and girls club. Sydney Barnes ǀ Dallas, TX ǀ Will attend: University of Pennsylvania ● Undergraduate college, class, and major: Earlham College, 2020, chemistry Teaching assistant and tutor, natural science courses; recitation instructor, chemistry, calculus; research, measuring soil DNA in Iceland; swim instructor; riding lesson instructor; lesson coordinator, university equestrian program; cum laude graduate; member, national academic honor society; recipient, chemistry department honors, departmental distinguished student award, multiple academic athletic awards. Amy Barvilchak ǀ Pittsburgh, PA ǀ Will attend: Duquesne University ● Undergraduate college, class, and major: University of Pittsburgh, 2011, computer engineering Tutor, multiple STEM subjects; after-school tutor, elementary and middle school tutor; tutor and mentor, United Way Be a Middle School Mentor Program; volunteer, various community not for profit organizations; digital product manager, digital experience developer, software engineer, American financial corporation; assistant group supervisor, community preschool and nursery. Alexander
    [Show full text]
  • Teaching Fellow and Assistant Handbook
    HARVARD UNIVERSITY Department of Romance Languages & Literatures TEACHING FELLOW AND ASSISTANT HANDBOOK 2017-2018 Introduction Welcome to the Department of Romance Languages and Literatures and to the teaching staff of our language program. Over the past few decades, applied linguists have dramatically raised awareness about language teaching and have defined and refined sound pedagogical practices. This research has informed TA training programs, both theoretically and practically. Lee (1989) explains the role of teaching assistants, who are often responsible for most or all basic language instruction in larger universities: Being a TA (teaching assistant) means more than just working at a job in order to earn needed income. If you are a TA, you are an educator. Your function within the university is to educate the students who enroll in your courses. You aren't there to entertain them, coddle them, date them, or bore them. You are there to contribute uniquely to their general intellectual development. That's why in many, if not most, universities the study of foreign language is a general education requirement. By requiring a foreign language, the university is stating that such courses do indeed contribute to the overall education of the individuals enrolled in them. Have you ever considered yourself in that light? To do so requires you to think beyond how you have decided to finance your own education and to be concerned for someone else's education. Ask yourself, "Would I want to be a student in my course? Is my teaching like that of those who inspired me? Or does my teaching resemble that of professors whom I couldn't wait to leave behind?" Are you someone who your students will emulate or forget? How would you react if you had an instructor just like you? We are interested in your current role as a teacher in our department, and we are cognizant of your professional development in general.
    [Show full text]
  • Jennifer L. Palmer [email protected] (734)972-3905 Assistant Professor
    Jennifer L. Palmer [email protected] (734)972-3905 Assistant Professor University of Georgia 214 LeConte Hall Athens, GA 30602 FACULTY POSITIONS University of Georgia, Assistant Professor Fall 2011-Present University of Chicago, Collegiate Assistant Professor and Harper-Schmidt Fellow 2008-2011 EDUCATION University of Michigan, Ann Arbor, Michigan April 2008 Ph.D. in History & Women’s Studies (Joint Program) University of Cambridge, Cambridge, England July 1999 Master’s of Philosophy in History University of Virginia, Charlottesville, Virginia May 1997 Bachelor of Arts with Distinction in Interdisciplinary Studies PUBLICATIONS Intimate Bonds: Family and Slavery in the French Atlantic (Philadelphia: University of Pennsylvania Press, 2016). “Women and Contracts in the Age of Transatlantic Commerce,” in Women and Work in Eighteenth-Century France, ed. Daryl Hafter and Nina Kushner (Baton Rouge, LA: LSU Press, 2015), . “The Princess Served by Some Slaves: Making Race Visible through Portraiture in Eighteenth-Century France,” Gender & History 26.2 (2014): 242-262. “Writing Wills and Families: Constructing Mixed-Race Families in Eighteenth-Century France,” in “For the Salvation of my Soul”: Women and Wills in Medieval and Early Modern France, ed. Joelle Rollo- Koster and Katheryn Ryerson (St. Andrew’s, Scotland: St. Andrew’s University Press, 2012), 98- 115. “What’s in a Name? Mixed-Race Families and Resistance to Racial Marginalization in Eighteenth- Century La Rochelle,” French Historical Studies 33 (2010):357-385. “Les Huguenots et leurs esclaves en La Rochelle pendant le XVIIIe siècle: baptême, autorité, et esclavage,” in Les Huguenots et l’Atlantique (XVIe-XXIe siècle), ed. Mickaël Augeron, Didier Poton, and Bertrand Van Ruymbeke (Paris: Indes Savantes, 2009), 542-543.
    [Show full text]
  • Yara González-Justiniano, Phd  E-Mail: [email protected] Education
    Yara González-Justiniano, PhD E-Mail: [email protected] Education PhD. Theological Studies area of Practical Theology. Boston University School of Theology, Boston, MA Concentration: Church and Society, Advisor: Bryan Stone GPA Coursework: 3.81 Exam Concentrations: Practical Theology, Ecclesiology, Liberation Theology, Political Theology, Postcolonial Studies, Decolonial Studies, Theology of Hope, Collective Memory Studies, Social Movement Studies Comprehensive Exam Major Theological Figures: Gustavo Gutiérrez, Ada María Isasi-Díaz and Luis Rivera Pagán Dissertation Title: “Practices of Hope: Public Presence of the Church in Puerto Rico” M.Div. Masters in Divinity. Concentration track: Global and Community Engagement Boston University School of Theology, Boston, MA Magna Cum Laude B.A. Audiovisual Communication, Modern Languages, and Theater Concentrations. University of Puerto Rico, Río Piedras Campus Magna Cum Laude Ministerial Credentials Under Care, Ordination Process Christian Church (Disciples of Christ), New England Region Teaching and Research Experience Spring 2020 Co-research investigator, Divine Wisdom Festival: A Showcase of Proclamation Practices, Teacher-Scholar Vital Worship Grants, Calvin Institute of Christian Worship Spring 2020 Instructor, Building Congregational/Ministerial Frameworks for Contemporary Contexts, Lexington Theological Seminary, Lexington, KY Winter 2019 Instructor, Introduction to Christian Education, Disciples Seminary Foundation, Claremont, CA Fall 2019 /Spring 2020 Online Instructor, Two P’s of
    [Show full text]
  • Faculty Code College of Literature, Science, and the Arts
    FACULTY CODE COLLEGE OF LITERATURE, SCIENCE, AND THE ARTS (Revised & Updated December 2016) Maintained by the Office of the Dean College of Literature, Science, and the Arts Abbreviations used to designate origin of sections/subsections FM LSA Faculty Meeting Proceedings PC Preceding Code RB Regents’ Bylaws RP Regents’ Proceedings SPG Standard Practice Guide LSA Faculty Code - 2 - December 2016 A. ADMINISTRATION AND GOVERNANCE OF THE COLLEGE ARTICLE I GENERAL PURPOSE OF THE COLLEGE A 1.01 Sec 1 The College of Literature, Science, and the Arts shall be maintained for the purpose of providing instruction and conducting research in those branches of knowledge that form the basis of modern culture and science and provide the needed preparation for the study of the professions. (PC) ARTICLE II ORGANIZATION OF THE COLLEGE A 2.01 Sec 1 The Faculty a. Definitions [RB 5.01] (Revised: FM, October 2004, pp. 11,877-78; p. 11,894) 1. The term faculty shall include members of the teaching and research staff together with the executive officers, the directors of various teaching, research, and library units, research associates, curators, and persons with similar duties. 2. The term professorial staff shall include professors, associate professors, and assistant professors. 3. The term governing faculty, when used in connection with a school or college, shall include those members of the school or college who are professors, associate professors, assistant professors, and instructors and lecturers who hold appointments of one-half time or more; provided, however, that such instructors and lecturers may vote at faculty meetings only if they have held appointments for one or more years and are authorized to vote by a majority vote of the professorial staff of the appropriate school or college.
    [Show full text]
  • To the Faculty
    To The Faculty Information for Faculty Offering Instruction in Arts and Sciences is intended to serve as a convenient reference for the educational policies of the Faculty of Arts and Sciences (FAS). In addition to a discussion of instructors’ responsibilities, matters related to course administration, and problems often encountered by students, this publication includes a summary of teaching resources available to instructors and a detailed academic calendar. All members of the FAS are urged to consult this publication as issues arise in the administration of their courses and in their work with students. New members of the FAS will, it is hoped, take time to acquaint themselves with all aspects of this publication and especially with the various policies and regulations that are particular to Harvard. Avoiding misunderstandings before the fact can save valuable time and spare unnecessary embarrassment. For example, it is important to understand that while graduate students may receive a grade of Incomplete, undergraduates cannot. In the matter of an extension of time, instructors may offer undergraduates an extension of time to complete course work until the end of the Examination Period; however, only with the express permission of the Administrative Board of Harvard College may instructors accept undergraduate work after the end of the Examination Period. Final and approved makeup examinations are scheduled by the staff of the Office of the Registrar. Instructors may not excuse a student from the final examination or make special arrangements to administer the exam at a time other than that scheduled by the Registrar. Any student absent from a regularly scheduled exam is given the grade of ABS, a failing grade.
    [Show full text]
  • Becoming a University Academic Many Doctoral Students Start Their Phds with the Aim of Becoming an Academic, and Many Achieve Their Ambition
    Graduate School ‘Brain glue?, Christopher Ugbode, Graduate School Research Images Competition 2012 The Graduate School guide to… Becoming a university academic Many doctoral students start their PhDs with the aim of becoming an academic, and many achieve their ambition. In Reading, around 40% of our PhD students gain a ‘permanent’ academic position, many after working as a postdoctoral researcher or teaching fellow for a few years. However, before becoming too fixed in your ideas, it is important to make sure that you understand what being a university academic actually entails, whether you would be suited to the role, and what you would need to achieve to gain a position. You also need to be aware of the wider higher education context and how this impacts on academic careers and working lives. If you are studying for a PhD with the aim of becoming a university academic, this guide will help you to decide whether this is really the career for you, what your chances of success are, and how to go about getting that all important job. This guide is part of a series produced by the Graduate School, which address in an informal way a number of the areas and processes central to your doctoral research studies. These guides are complementary to - and should be read in conjunction with - the University’s formal policies and procedures, as listed on the Graduate School website.1 Contents 1. Perceived advantages of being an academic 2. The transition period 3. Your first lectureship 4. Progression beyond lecturer 5. Salaries 6. Understanding the broader Higher Education context 7.
    [Show full text]