A conceptual framework for the A/ Dean's learning and teaching role

The context-embedded nature of this role lies at the heart of its potential to be a positive mechanism for facilitating the development and delivery of quality assured assessment policies, processes, structures and procedures in support of enhanced student learning outcomes. Under the auspices of the A/Dean's L&T role, it is organizationally possible to conceptualize how change, as the "complex learning and unlearning process for all concerned" (Scott, 2004) referred to above, might be managed and progressed by curriculum leadership at a variety of levels of engagement and influence. An attempt has been made to represent this conceptually and diagrammatically in Figure 1. In this conceptualization, the role is construed as a relational or holistic one, where the series of separate elements (Faculty, School, University and sectoral) are integrated into the sum of their parts. The concept envisages a structure that supports students and teachers through practice and scholarship.

In Figure 1, an individual staff member's levels of influence as a teacher in the Faculty learning and teaching environment, engaging in scholarly teaching and the scholarship of teaching, are represented by the lighter, internal, quarter-segments of -

• scholarly teaching of students;

• working with other teaching staff (e.g. in teaching teams, on learning and teaching grants, etc);

• operating within the bounds of learning and teaching policy and perhaps with some potential for effecting change at that level;

• working outside the School /Faculty /Institution on some occasions with other teachers (e.g. on learning and teaching projects, through teaching scholarship publications, through involvement in discipline curriculum renewal, etc.).

For an A/Dean, L&T, with a mainstream placement that is central to both the Faculty and the institutional learning and teaching environment, the possibilities for exercising much greater influence for the "pedagogical good" of enhancing student learning outcomes are represented in Figure 1 by the expanded darker, encompassing quadrants of curriculum, mentor, operationalize and scholarship. Each of these will now be discussed briefly, illustrated by practice, policy and initiative exemplars from the author's Faculty. Following this, the final part of the paper will present a tangible demonstration of the QA possibilities for enhancing assessment under the sponsorship of the A/Dean by way of a Faculty case study on assessing graduate attributes.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم الشؤون الفكرية يطلق الدورة السابعة للدراسات الحوزوية الإلكترونية بمشاركة 17 دولة

المجمَع العلمي يختتم دورته التطويرية الخامسة لأساتذة التربية الإسلامية في النجف

وفد العتبتين المقدستين يحضر مجالس عزاء ضحايا حريق الكوت

العتبة العباسية المقدسة تشارك في استعادة مكتبة جامعة الموصل ورئاسة الجامعة واليونيسكو تشيدان بالشراكة معها

المزيد

الآخبار الصحية

أخصائية تكشف خطورة عادة "شائعة" في غسل المناشف

دراسة: بيضة واحدة أسبوعيا قد تقي من الإصابة بـ

على عكس الشائع.. هذا هو العدد المثالي للخطوات اليومية !

شهر التوعية بالساركوما... أطباء يحذرون من "السرطان الصامت"

المزيد

الآخبار التكنلوجية

ذكر أم أنثى؟.. دراسة تنسف الاعتقاد الشائع حول جنس المولود

بحجم برج بيزا.. تحذير من كويكب يقترب من الأرض في هذا الموعد

أقصر يوم في تاريخ البشرية.. الموعد قريب ؟!!

مايكروسوفت تحذر شركات وأجهزة حكومية من هجوم "يوم الصفر"

المزيد

مواضيع ذات صلة

An assessment framework: some background and a sales spiel

Why an assessment framework?

Assessing problematic graduate attributes: a case study

Influence by scholarship

Influence by operationalization

Influence as mentor

Curriculum influence

The role of the Assistant Dean, learning & teaching

An Assistant Dean, Learning and Teachings Role in Quality Assuring Assessment

Institutionalizing a General Education Program Review Process: Outcomes Assessment Next steps

GE Program evaluation

Discussion Review process