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

متحف الكفيل يباشر صيانة منسوجات تراثية تابعة للعتبة العسكرية المقدسة

العتبة العباسية المقدسة تستذكر مظلومية الإمام الكاظم (عليه السلام) عبر مجلس عزاء

قسم العلاقات العامة يناقش مع منتدى شباب الإسكان إقامة مهرجان تكريم طالبات المدارس المرتديات العباءة في القادسية

سماحة السيد الصافي يدعو إلى توحيد الجهود في تحقيق التراث لضمان الرصانة والدقة وخدمة الساحة العلمية

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998