PBL-based GIS courses at Aalborg University, DK.

Size: px
Start display at page:

Download "PBL-based GIS courses at Aalborg University, DK."

Transcription

1 PBL-based GIS courses at Aalborg University, DK. Jan Kloster Staunstrup Cand.Soc., Ph.D. Aalborg University

2 Outline of the presentation Introduction The PBL-Aalborg model Case: Chartered Surveyer Case: GIS courses Some pedagogical thougths and considerations regarding PBL and GIS

3 Edu-milestones Policy-studies, AAU 1983 arc/info 6.1 [MOAR and ESRI] 1993 Spatial data library 1996 GIS teaching 1997 Master [Chartered surveyer] 1999 Ph.D. [GI analysis of cadastral changes] 2005

4 GIS Teaching experience GIS From 1. to 10. semester Master programme Different kinds of Civil enginers Geographers Planners Surveyers Problem and group-based supervising

5 About Aalborg University ABOUT AALBORG UNIVERSITY Over 14,000 students and an international atmosphere: one in ten students is an exchange student 2,500 staff more than half of which are academic 3 faculties and 22 departments offer 150 study programmes

6 About Aalborg University ABOUT AALBORG UNIVERSITY Aalborg University is one of the largest enterprises in Jutland - making Aalborg a vibrant university city Additional AAU campuses in Esbjerg and Copenhagen Aalborg University is in partnership with 377 universities worldwide in Europe - 79 in the Americas, Africa, and in Asia-Pacific

7 About Aalborg University ABOUT AALBORG UNIVERSITY Aalborg University favours project oriented and problem based learning - and is renowned for its innovation and interdisciplinary approach...locally as well as internationally

8 Location AALBORG IS BEAUTIFULLY LOCATED IN NORTHERN DENMARK Population of Denmark: Around 5.5 million Population of Aalborg: 190,000 Denmark s third largest city

9 The roots of PBL[Aalborg] Already at its establishment in 1974, the faculty at Aalborg University was interested in an alternative approach to education. Providing students with an active role in the acquisition and creation of knowledge,and the higher academic standards that come with students necessarily heightened engagement in learning.

10 The roots of PBL[Aalborg] Problem based learing or the Principles of Problem and Project Based Learning starting point for within university dialogue about curricula, pedagogy and program development between and across faculties and departments.

11 The roots of PBL[Aalborg] They were further interested in a redefinition of the role of the teacher in the learning process. Rather than communicating knowledge to students, often in a lecture setting, the teacher was instead to act as an initiator and facilitator in the collaborative process of knowledge transfer and development.

12 The roots of PBL[Aalborg] The model begins with the formulation of a problem, often growing out of a question or wondering This formulated problem then stands as the starting point for learning. Students define and analyze the problem within an articulated interdisciplinary or subject frame. Taken together, the elements of problem, project and group are the cornerstones of the problem and project based model, and form not merely a pedagogical approach, but rather a way of organizing learning, teaching and research at the university

13 Terminologi: Problem A problem can be theoretical, practical, social, technical, symbolic-cultural and/or scientific and grows out of students wondering within different disciplines and professional environments A chosen problem has to be exemplary.

14 Terminologi: Project A project is a complex effort that necessitates an analysis of the target (problem analysis) It must be planned and managed, it must be completed at a point in time determined in advance. Projects are necessarily diverse with regard to scope and specific definition. No one specific template or standard exists to define sufficiency but rather, these determinations are made within each programme

15 Terminologi: Exemplarity Exemplarity is a principle of selecting relevant specific learning outcomes and content / scientific knowledge that is exemplary to overall learning outcomes. That is, a problem needs to refer back to a particular practical, scientific and/or technical domain. The problem should stand as one specific example or manifestation of more general learning outcomes [deducive/inductive]

16 Terminologi: Team A team is a group, sharing and working closely together in design, decision making, analysis and reflection. The binding cooperation of members on successful completion of the project is an essential component of the overall approach to learning.

17 Terminologi: Supervisor The role of the supervisor is one most often held by a faculty member serving as a resource for groups of students engaged in the project work. Each student group has one or more supervisors for a project. supervisor-group relationships do not extend beyond the duration of the project. That is, a student (or group of students) does not have a formal multi-term or multi-year relationship with one particular supervisor. In other educational contexts this type of role might be known as an advisor or facilitator

18 Terminologi: Project courses Courses offered as part of a study program that relate directly to the term theme and the students project work. Students elect to take a project course on the basis of the course s relevance to the project work.

19 Terminologi: Study courses Courses required as part of a study program that introduce students to fundamental concepts, theories or skills of a particular discipline. These courses are assessed (examined) separately from the project courses and project work. Surveying/Engineering primarily have Study courses

20 [1]Educational Vision The institution has developed and adopted a systematic framework for the problem and project based approach to education The institution demonstrates an ongoing commitment to: Problem orientation Project organization Integration of theory and practice Participant direction Team based approach Collaboration and feedback

21 [1]Educational Vision.developed and adopted learning objectives specific to the problem and project based approach. Address student competencies in problem formulation, self-reflection, metacognition, and collaboration. Students are encouraged to integrate knowledge from across the traditional disciplines in the project work in order to analyze and solve the problem.

22 [1]Educational Vision The institution has clearly articulated the scope of implementation of the problem and project based educational model. Though an institution-wide adoption of the educational model provides the greatest educational benefit, the problem and project based approach can be effectively implemented at the faculty or program level. Course-level implementation presents challenges that significantly truncate the educational benefits and is not sufficient to qualify as problem and project based learning.

23 [1]Educational Vision Key groups within the university (trustees, faculty, students and administration) demonstrate ongoing support of the problem and project based approach. Students understand the theoretical framework and practical benefits to the problem and project based model. Further, students are prepared to identify and articulate the strengths of the educational model vis-à-vis their academic and professional preparation.

24 [2] Curriculum All programs include first-term credit-bearing academic work that introduces and orients students to the problem and project based educational model. This component of the curriculum addresses e.g. learning theory, problem definition, project management, conflict management, and approaches to collaborative.

25 [2] Curriculum Each program consists of an appropriate balance of orientation courses, study courses, and project-related courses which accompany the students project work. Depending on the program, timespan and the overall objectives, the project might vary in size. In general, the students project work comprises at least 50 percent of their academic credits and, when combined with project course credits, comprise approximately 75 percent of the students total term credits.

26 [2] Curriculum An appropriate cluster of required study courses introduces students to the patterns of thought, theories, skills and fundamental knowledge of the discipline or profession In each term, a theme is selected to serve as the context in which project courses and projects address the learning objectives.

27 [2] Curriculum Themes may be fixed due to an overall curriculum program or vary from term to term. The theme connects to the overall learning objectives and is articulated in a formal statement that is istributed to students and guides their problem formulation and project work. Within the theme and the overall learning objectives, problems and project proposals are to be chosen

28 [2] Curriculum In each term, a number of project courses are offered, linked to the educational objectives and shaped by the term s theme. students select project courses according to the courses relevance to their term project work. (if semesters are governed by fixed themes, central theme related courses replace project courses).

29 [2] Curriculum Supervisors ensure that students problem formulations, through alignment with the term theme and overall objectives, provide a sufficient context for achieving the learning objectives. The content of the curriculum is informed by the development/evolution of knowledge within the discipline or profession and by the demands of practice as encountered through application in the project work.

30 [2] Curriculum To the extent possible, problems and subsequent project work are informed by the state of the art in the discipline or profession. this is facilitated by ongoing relationships between the university and external constituents such as businesses, social agencies and governmental agencies as well as awareness of disciplinary research developments.

31 [3] Students Students understand the problem and project based educational model and, through that understanding, are able to successfully engage in it, in order to achieve the institution s educational objectives.

32 [3] Students Students are able to identify the ways in which the problem and project based approach shapes their academic work, and successfully integrate its components as they achieve the broader institutional learning objectives, as well as the objectives for their program. In their work, students demonstrate a high level of self-motivation and personal responsibility for learning.

33 [3] Students Students possess, and are supported in developing, strong project management skills that enable the timely and successful completion of projects. With appropriate support from the institution, students are able to negotiate and successfully address the inevitable conflicts that arise in collaborative work. Students contribute to and maintain a strong culture of collaboration, which values active participation in course and project work.

34 [3] Students In their project groups, students formally or informally address expectations regarding academic performance, work patterns, and norms for interpersonal relations Students play a meaningful role in the administration of degree programs. Channels are provided for student input into curricular development and implementation, term themes, course offerings, and academic policy, e.g. through study board participation or systematic evaluations.

35 [4] Assesment of students Policies and structures are in place to effectively assess individual student performance within the context of the group project work A parallel set of policies and structures guide the assessment of students performance in individual academic work (e.g. study courses). Assessment of students group project work is conducted in a group setting and stands as the main assessment method.

36 [4] Assesment of students All group members are present for an extended examination involving the group s advisor, additional faculty members from the institution, and faculty members from other universities. Examiners guiding the group assessment process pay careful attention to exploring not only the quality of the project work itself, but also to determining the extent to which, through the project work, students have achieved the broader learning objectives and have developed an understanding of the larger theories, concepts and issues as they transfer to different applications.

37 [4] Assesment of students Students project-related course work (i.e. project courses) is assessed within the context of the project work itself. The problem as formulated by the students and the subsequent project work are used by examiners as a lens for determining those aspects of the project courses that are relevant to assess. Forms of both formative (status seminars, peer evaluation, supervisor feedback, etc.) and summative assessment (portfolio assessment, etc.) may be implemented.

38 [4] Assesment of students Students academic work (e.g. studycourses) is assessed according to clearly documented policies and procedures and learning objectives. Though conducted in a group setting, students receive appropriately differentiated individual grades for their contribution to the project work and their mastery of the stated learning objectives.

39 The chartered surveying programme is a broad based comprehensive course where professional traditions from engineering, architectural and law education are synthesised. During the programme students will learn about surveying and mapping, geographical information systems, property law and planning, as well as the management of land and natural resources.

40 Jobs Chartered surveying in private practice Departmental manager in state agencies Planner/departmental manager in regional and local authorities GIS expert in private companies, utilities etc. Project manager/consultant in mapping companies Project manager/consultant in engineering companies International expert on development projects in developing countries [sustanability and cadastral systems]

41

42 Bachelor During the bachelor s programme, project work covers approx. half of the study activities. The other half of the study time is divided between lecture courses and practical activities. A significant part of the exercises is fieldwork including outdoor activities.

43 Basic study year The first year of the study programme is the basic study year of the Faculty of Engineering and Science. This first year of studies will provide the students with basic skills within project work and problem solving. The theme of the 1st semester project will usually be mapping and spatial data which will concern collection and presentation of spatial data by way of maps. On the 2nd semester the students will work with problems regarding the use of maps and spatial information in connection with land and natural resource management.

44 Basic study year The basic study year also includes a number of lecture courses, which provide the students with preconditions in relation to their further studies. Examples are lecture courses in mathematics, cartography, Geographic Information Systems and social science. Both 1st and 2nd semester are concluded with exams.

45 3. semester The theme of the 3rd semester is Spatial Planning and Land- Use Management in Urban Areas. Each group conducts a project that includes the design of an overall planning strategy for a chosen area followed by a more de tailed planning strategy focused on e.g. the living environment within a certain neighbourhood. Finally, a local plan is completed, providing the regulations for how to imple ment the project.

46 4. semester The theme Spatial Planning and Land-Use Management in Rural Areas is scheduled until mid spring. Each group conducts a project that includes the design of an overall planning strategy for a chosen rural area followed by a more de tailed planning strategy focused on thematic plans for etc. renewal energy, transportation, forestation, watermanagement. During the last months of the 4th semester, the focus is on Large Scale Mapping. The students work together in pairs in order to survey a small urban area and the work is documented by way of a digital map.

47 5. semester On this semester, courses within surveying and mapping take place, supported by exercises in the field. Different methods are focused on for solving several types of assignments and the students will become familiar with the use of modern tools, such as Global Positioning System (GPS). The project work provides the students with a pro per understanding of how tasks are handled within surveying practice.

48 6. semester The theme Cadastral Management concerns the pro cesses and the problems of property rights, which are connected to the determination of property boundaries and the development of new properties. The project work has been planned in a way so stu dents experience the same processes, as is the case at a private surveying fi rm. Also, the technology and methodical tools are the same.

49 Master 7.-8., Land Management Specialisation in Real Property, Land Management and Planning Public planning and land management Expropriation and land re-allotment

50 Master 7.-8., Surveying and mapping The Master s Programme in Measurement Science relates to those who would prefer to work professionally with advanced surveying and modern digital measurement methods. GPS Photogrammetry and remote Sensing

51 Master 7.-8., Spatial Information Management Digital management Virtual 3D environments Historic environments Location Based Services

52 semester Can be a semester at a university abroad Master thesis

53 Must remember:

54 What we tried regarding GIS A task group was formed for implementing GIS in a meaningful way through-out the study progam Initiated on behalf of the people who were actually helding the GIS courses NCGIA Core Curriculum

55 NCGIA Core curriculum 1 What is GIS? 2 Maps and Map Analysis 3 Introduction To Computers 4 Raster GIS 5 Raster GIS Capabilities 6 Sampling The World 7 Data Input 8 Socio-economic Data 9 Environmental and Natural Resource Data 10 Spatial Databases As Models Of Reality 11 Spatial Objects and Database Models 12 Relationships Among Spatial Objects 13 The Vector or Object GIS 14 Vector GIS Capabilities 15 Spatial Relationships In Spatial Analysis 16 Output 17 Graphic Output Design Issues 18 Modes Of User/GIS Interaction 19 Generating Complex Products 20 GIS as archives 21 The Raster/Vector Database debate 22 The Object/Layer Debate 23 History of GIS 24 GIS Marketplace 25 Trends in GIS 26 General Coordinate Systems 27 Map Projections 28 Affine and Curvilinear Transformations 29 Discrete Georeferencing 30 Storage Of Complex Objects 31 Efficient Storage Of Lines - Chain Codes 32 Simple Algorithms I - Intersection Of Lines 33 Simple Algorithms Ii - Polygons 34 The Polygon Overlay Operation 35 Raster Storage 36 Hierarchical Data Structures 37 Quadtree Algorithms and Spatial Indexes 38 Digital Elevation Models 39 The Tin Model

56 NCGIA Core curriculum 40 Spatial Interpolation I 41 Spatial Interpolation Ii 42 Temporal and 3D Representations 43 Database Concepts I 44 Database Concepts Ii 45 Accuracy Of Spatial Databases 46 Managing Error 47 Fractals 48 Line Generalization 49 Visualization Of Spatial Data 50 Color 51 GIS Application Areas 52 Resource Management Applications 53 Urban Planning and Management Applications 54 Cadastral Records and Lis 55 Facilities Management (Am/Fm) 56 Commercial Applications 57 Decision Making Using Multiple Criteria 58 Location-allocation On Networks 59 Spatial Decision Support Systems 60 System Planning Over 61 Functional Requirements Study 62 System Evaluation 63 Benchmarking 64 Pilot Project 65 Costs and Benefits 66 Database Creation 67 Implementation Issues 68 Implementation Strategies For Large Organizations 69 GIS Standards 70 Legal Issues 71 Development Of National GIS Policy 72 GIS and Global Science 73 GIS and Spatial Cognition 74 Knowledge Based Techniques 75 The Future Of GIS

57 What kind of GIS? Is it software-teaching or is is spatial thinking (the collection of cognitive skills neccasary for making conceptions of space and spatial reasoning). What is means and what is ends? The five M's of applied GIS' are also used as a kind of checklist, when looking for real-world problems: Mapping Measuring Monitoring Modeling Managing

58 Online tools to support course design How network platforms such as Moodle, Mahara or other networking tools can support teaching and learning (or collaboration). Online communication technology where information can be aggregated, mutually exchanged, accessed and visually displayed Digital platforms that link individuals to enhance the social learning dimension of PBL on location Online platforms and e-tivities that support assessment: portfolios, quiz and multiple choice, blogs etc.

59 Campus-wide moodle implementation

60 Actual teaching 2 * 45 min. teaching Incl. Introduction of an exercise 2 hours of problem-solving where the teacher is helping the students

61 GIS on 1. semester What s the point of GIS -like courses Hands-on with AutoCad and some Google Maps and Google Earth activities

62 GIS on 2. semester Software teaching (we don t call it that, but it is!) 7 half-day courses (84 hours incl. preparation) Coordinate systems Objects and attributes Discrete and continoues (raster/vector) Analysis in the vector-domain Geovisualisation www technolgies and standards

63 GIS on 2. semester Since everything is in moodle, they can go back Passwords Installing instructions Videos for important tasks file:///c:/users/jks/skydrive/aau/projects/2012_pbl- GIS/methods/wfs_arcgis10/wfs_arcgis10.htm

64 GIS on 3. semester Urban area planning Public databases [new aggrement] Introduction to property based data DTM/DSM SketchUp-like visualisations

65 GIS on 4. semester Rural area planning But now it is Spatial Modelling and spatial thinking GeoDesign Modelbuilder in ArcGIS Could be raster but not necassarily

66 GIS on 5. semester Surveying Mapping GPS

67 GIS on 6. Semester Specialising in the analysis of property based data and digital cadastral maps. Data aggregation Asking the right questions

68 GIS on masters programme SIM Programming Web-gis Surveying/Mapping Land Management

69 Difference between excersizes and tasks is very important for the students to understand. And it is often tempting for the teacher/supervisor to make tasks instead of excersizes. Excersizes they are training their ability, like show me you can add some numbers Tasks they are traing trivial knowledge

70 Focus on the value of GIS in the students optics they have to be motivated, because it is difficult GIS is difficult!

71 My experience is that the most difficult parts, and at the same time the parts neccesary to get on the wagon, are: Spatial data models/abstraction of reality/conceptual abstractions Georeferencing/datum, coordinate systems, matemathical abstractions the problem of understanding the infinite

72 Evaluation of courses Oral exam Written exam Active participation Portfolio

73 Podcasting and PBL This course is about ameliorating video-transmitted teaching problems by looking at how to utilize visual media technologies for teaching and learning in a new way. Exploring possibilities of using podcasts, vodcasts etc. to support your teaching Using podcasting to extend learning spaces and address issues associated with video transmissions Maintaining quality supervision in electronically-supported environments Group work supported through video Podcasting for knowledge sharing Podcasting in support of assessment

74 PBL-GIS and best practises Examples Other possibilities i moodle like quizes.

Principles of Problem and Project Based Learning. The Aalborg PBL Model

Principles of Problem and Project Based Learning. The Aalborg PBL Model Principles of Problem and Project Based Learning The Aalborg PBL Model September 2010 Prepared for: Aalborg University Scott Barge Harvard University 2 Principles of Problem and Project Based Learning

More information

REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY

REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY SEPTEMBER 2015 Indhold PART 1... 4 PRELIMINARY REGULATIONS... 4 Section 1 Legal

More information

Programme Specifications for Bachelor of Science in Urban Planning and Architectural Design

Programme Specifications for Bachelor of Science in Urban Planning and Architectural Design Programme Specifications for Bachelor of Science in Urban Planning and Architectural Design 1 Name of Degree Bachelor of Science (B.Sc.) in Urban Planning and Architectural Design Background and Rationale

More information

Land Management Geoinformatics Surveying and Mapping

Land Management Geoinformatics Surveying and Mapping Master Programmes in Land Management Geoinformatics Surveying and Mapping The School of Architecture, Design and Planning (SADP) at Aalborg University covers a number of MSc programmes within the field

More information

MASTER OF PHILOSOPHY IN DEVELOPMENT STUDIES, SPECIALISING IN URBAN CHALLENGES IN EAST AFRICA

MASTER OF PHILOSOPHY IN DEVELOPMENT STUDIES, SPECIALISING IN URBAN CHALLENGES IN EAST AFRICA MPHIL IN DEVELOPMENT STUDIES SIDE 485 MASTER OF PHILOSOPHY IN DEVELOPMENT STUDIES, SPECIALISING IN URBAN CHALLENGES IN EAST AFRICA Approved by the Faculty of Social Sciences and Technology Management 15.01.2010.

More information

Curriculum for The Master of Science in Technology in Risk and Safety Management

Curriculum for The Master of Science in Technology in Risk and Safety Management The Faculty of Engineering and Science The Board of Studies for Civil Engineering Curriculum for The Master of Science in Technology in Risk and Safety Management Aalborg University 2014 Version 2, november

More information

The UCC-21 cognitive skills that are listed above will be met via the following objectives.

The UCC-21 cognitive skills that are listed above will be met via the following objectives. Master Syllabus Department of Geography GEOG 265: Introduction to Geographic Information Systems Course Description Fundamentals of geographic information systems (GIS). How to visualize geographic information

More information

History Graduate Program Handbook

History Graduate Program Handbook History Graduate Program Handbook Introduction: Welcome to the history department at the University of Miami. We pride ourselves on providing a close individualized training for the next generation of

More information

Doctor of Philosophy (Ph.D.), Major in. Geographic Information Science. Ph.D. Program. Educational Goal. Admission Policy. Advancement to Candidacy

Doctor of Philosophy (Ph.D.), Major in. Geographic Information Science. Ph.D. Program. Educational Goal. Admission Policy. Advancement to Candidacy Texas State University 1 Doctor of Philosophy (Ph.D.), Major in Geographic Information Science Ph.D. Program The course curriculum for the doctoral degree is designed to provide depth and breadth of knowledge

More information

MASTER S DEGREE IN EUROPEAN STUDIES

MASTER S DEGREE IN EUROPEAN STUDIES Academic regulations for MASTER S DEGREE IN EUROPEAN STUDIES THE FACULTY OF HUMANITIES THE UNIVERSITY OF AARHUS 2007 1. Framework provisions Title Prepared by Effective date Prescribed points Master s

More information

Curriculum Multimedia Designer

Curriculum Multimedia Designer Curriculum Multimedia Design and Communication programme Local part Curriculum Multimedia Designer Academy Profession Programme (AP) in Multimedia Design and Communication National Curriculum issued by

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

Bachelor s Degree Programme in International Sales and Marketing Professionsbachelor i international handel og markedsføring

Bachelor s Degree Programme in International Sales and Marketing Professionsbachelor i international handel og markedsføring Joint curriculum August 2014 Bachelor s Degree Programme in International Sales and Marketing Professionsbachelor i international handel og markedsføring Part 1: Common Part 1. PROGRAMME CONTENT... 2 1.1.

More information

Programme Plan for Primary Teacher Education, Years 1-7

Programme Plan for Primary Teacher Education, Years 1-7 Programme Plan for Primary Teacher Education, Years 1-7 This programme plan is based on National Curriculum Regulations for Differentiated Primary and Lower Secondary Teacher Education Programmes for Years

More information

MSc Geographical Information Systems

MSc Geographical Information Systems MSc Geographical Information Systems Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers.

More information

Programme Specifications

Programme Specifications Programme Specifications MASTER OF PHILOSOPHY IN ARCHITECTURE AND URBAN DESIGN (MAUD) 1 Awarding body University of Cambridge 2 Teaching institution Department of Architecture 3 Accreditation details None

More information

Study Programme for a Degree of Bachelor of Science in Geomatics, 180 ECTS credits

Study Programme for a Degree of Bachelor of Science in Geomatics, 180 ECTS credits UNIVERSITY OF GÄVLE STUDY PLAN BASIC LEVEL STUDY PROGRAMME FOR A DEGREE OF BACHELOR OF SCIENCE IN GEOMATICS Programme code: TGGEB Confirmed by NT board 2007-03-13 Revised by the NT-board 2008-10-28 Study

More information

Professionsbachelor i Innovation og Entrepreneurship Bachelor of Innovation and Entrepreneurship

Professionsbachelor i Innovation og Entrepreneurship Bachelor of Innovation and Entrepreneurship Bachelor of Innovation and Entrepreneurship 2012-2014 Professionsbachelor i Innovation og Entrepreneurship Bachelor of Innovation and Entrepreneurship August 2012 Bachelor of Innovation and Entrepreneurship

More information

Science teachers pedagogical studies in Finland

Science teachers pedagogical studies in Finland 1 Science teachers pedagogical studies in Finland Jari Lavonen Summary An overview of planning, organising and evaluating of science teachers pedagogical studies in Finland is given. Examples are from

More information

AARHUS SCHOOL OF ARCHITECTURE

AARHUS SCHOOL OF ARCHITECTURE AARHUS SCHOOL OF ARCHITECTURE Academic Regulations - Master s Degree Programme Revised to be enforced 1 September 2015 1 Academic Regulations for the Master s Degree Programme at the Aarhus School of Architecture

More information

General Syllabus for Third Cycle Studies for the Degree of Doctor in Cognitive Science

General Syllabus for Third Cycle Studies for the Degree of Doctor in Cognitive Science GENERAL SYLLABUS 21 March 2013 Reg. no HT 2013/50 1 Department of Philosophy Cognitive Science General Syllabus for Third Cycle Studies for the Degree of Doctor in Cognitive Science This syllabus was approved

More information

21ST CENTURY STUDENT OUTCOMES:

21ST CENTURY STUDENT OUTCOMES: Revised Framework for 21st Century Learning The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education.

More information

Curriculum for the Master Programme in Manufacturing Technology

Curriculum for the Master Programme in Manufacturing Technology Curriculum for the Master Programme in Manufacturing Technology Studieordning for kandidatuddannelsen i virksomhedsteknologi The Faculties of Engineering, Science and Medicine Aalborg University 2010 0

More information

Bachelor of International Sales and Marketing Management Professionsbachelor i international handel og markedsføring

Bachelor of International Sales and Marketing Management Professionsbachelor i international handel og markedsføring August 2009 Curriculum Bachelor of International Sales and Marketing Management Professionsbachelor i international handel og markedsføring Contents Contents... 1 Section 1: General... 3 1 The Course...

More information

Curriculum for the basic subject at master s level in. IT and Cognition, the 2013 curriculum. Adjusted 2014

Curriculum for the basic subject at master s level in. IT and Cognition, the 2013 curriculum. Adjusted 2014 D E T H U M A N I S T I S K E F A K U L T E T K Ø B E N H A V N S U N I V E R S I T E T Curriculum for the basic subject at master s level in IT and Cognition, the 2013 curriculum Adjusted 2014 Department

More information

Lecture 3: Models of Spatial Information

Lecture 3: Models of Spatial Information Lecture 3: Models of Spatial Information Introduction In the last lecture we discussed issues of cartography, particularly abstraction of real world objects into points, lines, and areas for use in maps.

More information

Total UK credits 180 Total ECTS 90 PROGRAMME SUMMARY

Total UK credits 180 Total ECTS 90 PROGRAMME SUMMARY KEY FACTS Programme name Health Services Research Award Masters in Science (MSc) School Health Sciences Department or equivalent Health Services Research and Management Programme code NUMSHSR01 Type of

More information

EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program

EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing

More information

General Syllabus for Third Cycle Studies for the Degree of

General Syllabus for Third Cycle Studies for the Degree of GENERAL SYLLABUS 1 10 December 2015 Reg. no U 2015/469 Centre for Theology and Religious Studies Philosophy of Religion and Ethics General Syllabus for Third Cycle Studies for the Degree of Doctor in Philosophy

More information

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Institutional Effectiveness Assessment and Improvement Report Department of Sociology and Social Work Bachelor of Social Work Degree (BSW) The

More information

SEMESTER- SYLLABUS 4TH SEMESTER INTERNSHIP AND FINAL PROJECT. AP Graduate of Construction Technology. VIA University College Aarhus

SEMESTER- SYLLABUS 4TH SEMESTER INTERNSHIP AND FINAL PROJECT. AP Graduate of Construction Technology. VIA University College Aarhus Get updated VIA University College SEMESTER- SYLLABUS 4TH SEMESTER INTERNSHIP AND FINAL PROJECT AP Graduate of Construction Technology VIA University College Aarhus Spring 2016 Get updated VIA University

More information

DEGREE PROGRAMME IN EARLY CHILDHOOD EDUCATION CURRICULUM 2014-2017

DEGREE PROGRAMME IN EARLY CHILDHOOD EDUCATION CURRICULUM 2014-2017 DEGREE PROGRAMME IN EARLY CHILDHOOD EDUCATION CURRICULUM 2014-2017 (approved by the faculty council 27.3.2014, updated VAAM044, VAAM045 and VAAM051, VARS030, KTK0006, VARS034 faculty council 26.3.2015)

More information

Undergraduate education part of the development plan of KTH CSC June 2008

Undergraduate education part of the development plan of KTH CSC June 2008 Undergraduate education part of the development plan of KTH CSC June 2008 Programmes The aim of the Master of Science in Engineering program in Computer Science and Engineering is to give graduate engineers

More information

University of Kentucky 2004-2005 Undergraduate Bulletin 1

University of Kentucky 2004-2005 Undergraduate Bulletin 1 317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educational

More information

Evaluation of Practicum Student Competencies SIU Counseling Psychology Program

Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Student Agency Focus: Career Personal Other: Supervisor Semester (eg, SP-3 rd year) The following evaluation items reflect

More information

SUBJECT-SPECIFIC CRITERIA

SUBJECT-SPECIFIC CRITERIA SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in electrical engineering and information technology (09 December 2011) The following specifications

More information

THE GRADUATE ACADEMIC PROGRAM MASTER OF ARTS IN EDUCATION

THE GRADUATE ACADEMIC PROGRAM MASTER OF ARTS IN EDUCATION THE GRADUATE ACADEMIC PROGRAM MASTER OF ARTS IN EDUCATION The Master of Arts in Education (M.A.Ed.) degree program is designed to meet the professional development needs of certified, in-service teachers

More information

CURRICULUM OF THE BACHELOR S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (BArch)

CURRICULUM OF THE BACHELOR S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (BArch) Academy of Fine Arts Vienna - Institute for Art and Architecture Curriculum Commission for Architecture CURRICULUM OF THE BACHELOR S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (BArch) Table

More information

Master of Music (cand. musicae), composition

Master of Music (cand. musicae), composition CURRICULUM Master of Music (cand. musicae), composition Degree course CLASSICAL MUSIC Aarhus Effective as of 2011 Approved by the Board of Studies on April 1st, 2011. Version: August 2015 1/13 Content

More information

CURRICULUM OF THE MASTER S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (MArch)

CURRICULUM OF THE MASTER S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (MArch) Academy of Fine Arts Vienna Institute for Art and Architecture Curriculum Commission for Architecture CURRICULUM OF THE MASTER S PROGRAM IN ARCHITECTURE AT THE ACADEMY OF FINE ARTS VIENNA (MArch) Table

More information

Syllabus Master s Programme in Child Studies (60/120 credits)

Syllabus Master s Programme in Child Studies (60/120 credits) Syllabus Master s Programme in Child Studies (60/120 credits) Aim The objective of the United Nation s Convention on the Rights of the Child is to protect children, a group considered particularly vulnerable,

More information

Curriculum for the Master s Programme in Techno-Anthropology

Curriculum for the Master s Programme in Techno-Anthropology Curriculum for the Master s Programme in Techno-Anthropology Aalborg University 2012 1 Preface Pursuant to Act no. 985 of 21st October 2009 on Universities (The University Act) the following curriculum

More information

Bachelor of Science in Library and Information Science / Librarian DB. The Royal School of Library and Information Science (RSLIS), Denmark 2004

Bachelor of Science in Library and Information Science / Librarian DB. The Royal School of Library and Information Science (RSLIS), Denmark 2004 Curriculum Bachelor of Science in Library and Information Science / Librarian DB Curriculum The Royal School of Library and Information Science (RSLIS), Denmark 2004 TABLE OF CONTENTS: Foreword...3 The

More information

FIELD EDUCATION PROGRAM OVERVIEW

FIELD EDUCATION PROGRAM OVERVIEW FIELD EDUCATION PROGRAM OVERVIEW TABLE OF CONTENTS Field Education Program. 2 Objectives of Field Education. 2 Junior Year Field Work. 3 Senior Year Field Work... 3 Core Year Field Work 4 Advanced Year

More information

Creating an Objective-based Syllabus. Danielle Mihram, Director Center for Excellence in Teaching University of Southern California

Creating an Objective-based Syllabus. Danielle Mihram, Director Center for Excellence in Teaching University of Southern California Creating an Objective-based Syllabus Danielle Mihram, Director Center for Excellence in Teaching University of Southern California FREQUENTLY ASKED QUESTIONS What constitutes a good syllabus? What are

More information

Approval to establish a Masters of Science in Geography

Approval to establish a Masters of Science in Geography March 5-6, 2009 ITEM 142-1009-R0309 Approval to establish a Masters of Science in Geography THAT: In accordance with Montana University System Policy, the Board of Regents of Higher Education authorizes

More information

Master of Music (cand. musicae), musician

Master of Music (cand. musicae), musician CURRICULUM Master of Music (cand. musicae), musician Degree course CLASSICAL GUITAR Aarhus Effective as of 2011 Approved by the Board of Studies on August 24th, 2010 Version: August 2015 1/14 Content 1

More information

REGULATIONS AND CURRICULUM FOR THE BACHELOR PROGRAMME IN LANGUAGE AND INTERNATIONAL STUDIES, ENGLISH THE FACULTY OF HUMANITIES AALBORG UNIVERSITY

REGULATIONS AND CURRICULUM FOR THE BACHELOR PROGRAMME IN LANGUAGE AND INTERNATIONAL STUDIES, ENGLISH THE FACULTY OF HUMANITIES AALBORG UNIVERSITY REGULATIONS AND CURRICULUM FOR THE BACHELOR PROGRAMME IN LANGUAGE AND INTERNATIONAL STUDIES, ENGLISH THE FACULTY OF HUMANITIES AALBORG UNIVERSITY SEPTEMBER 2011 (Translated from Danish August 2013) Table

More information

Curriculum for the Master s Programme at the Royal Danish Academy of Fine Art, School of Architecture

Curriculum for the Master s Programme at the Royal Danish Academy of Fine Art, School of Architecture The Royal Danish Academy of Fine Arts School of Adopted by the School Council on 18 June 2008 Amended on 24 September 2008 and 13 January 2011 September 2008 Unofficial translation File no. 001105 / File

More information

Curriculum for The Master of Science Programme in Technology in Entrepreneurial Engineering

Curriculum for The Master of Science Programme in Technology in Entrepreneurial Engineering The Faculty of Engineering and Science The Study Board for Industry and Global Business Development Curriculum for The Master of Science Programme in Technology in Entrepreneurial Engineering Aalborg University

More information

Bachelor of Public Administration Curriculum

Bachelor of Public Administration Curriculum 2010 Bachelor of Public Administration Curriculum From the beginning of the academic year 2010 1 Contents Preamble 1. Aims and scope of the degree programme 1.1. Aims 1.2. ECTS credits 1.3. Titles 1.4.

More information

Profile Description - International Business & Marketing

Profile Description - International Business & Marketing Profile Description - International Business & Marketing Enclosure to the curriculum for Master of Science in Economics and Business Administration 1 of 9 This profile description is an enclosure to the

More information

Do you like working both with people, computers, and being outdoors?

Do you like working both with people, computers, and being outdoors? Do you like working both with people, computers, and being outdoors? Kenai Fjords National Park is looking for a student interested in working with Geographic Information Systems (GIS) and other spatial

More information

Faculty of Engineering and Science Curriculum - Aalborg University

Faculty of Engineering and Science Curriculum - Aalborg University Faculty of Engineering and Science Board of Studies for Computer Science Curriculum for the master s programme in Information Technology (Software Development) Aalborg University, September 2012 The programme

More information

Curriculum for the master s programme in Information Technology (IT Design and Application Development)

Curriculum for the master s programme in Information Technology (IT Design and Application Development) Faculty of Engineering and Science The Study Board for Computer Science Curriculum for the master s programme in Information Technology (IT Design and Application Development) Aalborg University September

More information

A. Master of Science Programme (120 credits) in Development Studies (Masterprogram i utvecklingsstudier)

A. Master of Science Programme (120 credits) in Development Studies (Masterprogram i utvecklingsstudier) Dnr U 2015/278 Faculty of Social Sciences A. Master of Science Programme (120 credits) in Development Studies (Masterprogram i utvecklingsstudier) Credits: 120 higher education credits Cycle: Second cycle

More information

STUDENT WORKLOAD, TEACHING METHODS AND LEARNING OUTCOMES: THE TUNING APPROACH

STUDENT WORKLOAD, TEACHING METHODS AND LEARNING OUTCOMES: THE TUNING APPROACH STUDENT WORKLOAD, TEACHING METHODS AND LEARNING OUTCOMES: THE TUNING APPROACH The need While many countries in Europe are preparing the implementation of a two cycle system in accordance with the Bologna

More information

RESEARCH HIGHER DEGREE STUDENT PROFESSIONAL DEVELOPMENT PORTFOLIO

RESEARCH HIGHER DEGREE STUDENT PROFESSIONAL DEVELOPMENT PORTFOLIO The University of Queensland School of Social Work and Applied Human Sciences RESEARCH HIGHER DEGREE STUDENT PROFESSIONAL DEVELOPMENT PORTFOLIO 2005 RESEARCH HIGHER DEGREE STUDENTS GRADUATE ATTRIBUTES

More information

Curriculum for the Master s Programme in Operations and Innovation Management (cand.scient.techn.)

Curriculum for the Master s Programme in Operations and Innovation Management (cand.scient.techn.) The Faculty of Engineering and Science The Study Board of Industry and Global Business Development Curriculum for the Master s Programme in Operations and Innovation Management Curriculum for the Master

More information

Knowledge and Understanding

Knowledge and Understanding PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title MSc Psychology (Foundations in Clinical and Health Psychology)

More information

Department of Geography University of Idaho. GEOG 390: Geographic Visualization January to May 2010 COURSE OUTLINE. (subject to change)

Department of Geography University of Idaho. GEOG 390: Geographic Visualization January to May 2010 COURSE OUTLINE. (subject to change) Department of Geography University of Idaho GEOG 390: Geographic Visualization January to May 2010 COURSE OUTLINE (subject to change) Instructor Classes meet Mondays, Wednesdays 3:30 5:45 pm at MCCL 206

More information

INTERNATIONAL RELATIONS

INTERNATIONAL RELATIONS Faculty of Social Sciences Department of International Environment and Development Studies MASTER S DEGREE PROGRAMME IN INTERNATIONAL RELATIONS 2014-2016 Options and requirements Programme Content The

More information

Programme Specifications

Programme Specifications Programme Specifications ADVANCED DIPLOMA IN ENGLISH LITERATURE 1 Awarding body University of Cambridge 2 Teaching institution University of Cambridge Institute of Continuing Education * 3 Accreditation

More information

Appendix: Curriculum for Double Degree Agreement between Wuhan University (WHU) and the Technische Universität München (TUM)

Appendix: Curriculum for Double Degree Agreement between Wuhan University (WHU) and the Technische Universität München (TUM) Appendix: Curriculum for Double Degree Agreement between (WHU) and the Technische Universität München (TUM) Master s program: - Schools of Resources and Environmental Science - School of Urban Design -

More information

College of Communication and Information. Library and Information Science

College of Communication and Information. Library and Information Science 510 CHILDREN S LITERATURE AND RELATED MATERIALS. (3) A survey of children s literature, traditional and modern. Reading and evaluation of books with multimedia materials with emphasis on the needs and

More information

MASTER OF PHILOSOPHY IN RISK PSYCHOLOGY, ENVIRONMENT AND SAFETY

MASTER OF PHILOSOPHY IN RISK PSYCHOLOGY, ENVIRONMENT AND SAFETY MPHIL IN RISK PSYCHOLOGY, ENVIRONMENT AND SAFETY SIDE 575 MASTER OF PHILOSOPHY IN RISK PSYCHOLOGY, ENVIRONMENT AND SAFETY Approved by the Board of NTNU 01.10.2008, with changes made by the Faculty of Social

More information

Profile description - Accounting & Finance

Profile description - Accounting & Finance Profile description - & Finance Enclosure to the curriculum for Master of Science in Economics and Business Administration 1 of 9 This profile description is an enclosure to the curriculum for the Master

More information

University of Cambridge: Programme Specifications MASTER OF PHILOSOPHY IN MANAGEMENT SCIENCE AND OPERATIONS

University of Cambridge: Programme Specifications MASTER OF PHILOSOPHY IN MANAGEMENT SCIENCE AND OPERATIONS University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

Wisconsin Educator Effectiveness System. Teacher Evaluation Process Manual

Wisconsin Educator Effectiveness System. Teacher Evaluation Process Manual Wisconsin Educator Effectiveness System Teacher Evaluation Process Manual Updated February 2016 This manual is an interim update to remove inaccurate information. A more comprehensive update for 2016-17

More information

Curriculum for Doctoral Studies in. Political Science

Curriculum for Doctoral Studies in. Political Science Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Political Science Approved by the Faculty Board of Social and Life Sciences on 4 June 2008 (Reg.no. FAK3 2008/131) and is valid from

More information

Global Change and Sustainability

Global Change and Sustainability UNIVERSITÉ DE FRIBOURG SUISSE FACULTÉ DES SCIENCES UNIVERSITÄT FREIBURG SCHWEIZ MATHEMATISCH-NATURWISSENSCHAFTLICHE FAKULTÄT Curriculum for the award of the Degree of Master of Science in Geography Global

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

Programme Specification and Curriculum Map for MA TESOL

Programme Specification and Curriculum Map for MA TESOL Programme Specification and Curriculum Map for MA TESOL 1. Programme title MA TESOL 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by

More information

MCH LEADERSHIP SKILLS SELF-ASSESSMENT

MCH LEADERSHIP SKILLS SELF-ASSESSMENT MCH LEADERSHIP SKILLS SELF-ASSESSMENT This self-assessment corresponds to the Maternal and Child Health Leadership Competencies Version 3.0, by the MCH Leadership Competencies Workgroup (Eds), June 2009.

More information

Customised programmes

Customised programmes Customised programmes for your company s needs Design your education programme Table of Contents P03 Steinbeis Business Academy P04 Your benefit - Project Competence Concept P05 Added value for the customer

More information

Package; Teacher Education Campus Roskilde Spring 2017

Package; Teacher Education Campus Roskilde Spring 2017 Package; Teacher Education Campus Roskilde Spring 2017 Introduction to the Danish teacher education Knowledge of Denmark and Danish teacher education. Weeks 7 and 8 Basis, formulated nationally for 4 ECTS

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification 1. 2. 3. 4. 5. Basic Course Information Awarding Institution: School/Campus: Final Award, Course Title and Modes of Study: Normal Duration: UCAS Code: Nottingham

More information

A. Master of Science Programme (120 credits) in Social Studies of Gender (Masterprogram i genusstudier)

A. Master of Science Programme (120 credits) in Social Studies of Gender (Masterprogram i genusstudier) Dnr U 2015/278 Faculty of Social Sciences A. Master of Science Programme (120 credits) in Social Studies of Gender (Masterprogram i genusstudier) Credits: 120 higher education credits Cycle: Second cycle

More information

MASTER IN PROBLEM BASED LEARNING IN ENGINEERING AND SCIENCE

MASTER IN PROBLEM BASED LEARNING IN ENGINEERING AND SCIENCE MASTER IN PROBLEM BASED LEARNING IN ENGINEERING AND SCIENCE 2-YEAR PART-TIME ONLINE PROGRAMME AALBORG UNIVERSITY A NEW AND INNOVATIVE FORM OF INTERACTIVE LEARNING Problem Based Learning (PBL) is widely

More information

HANDBOOK FOR THE POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION

HANDBOOK FOR THE POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION 1 HANDBOOK FOR THE POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION CONCEPTUAL FRAMEWORK AT A GLANCE Consistent with our mission to promote quality teaching and learning in P-12 school settings,

More information

Bachelor of Education Honours (120 NQF credits)

Bachelor of Education Honours (120 NQF credits) 1 Bachelor of Education Honours (120 NQF credits) 2014 will be the last in-take of any new students as the programme is being restructured Programme leader: J D Gilmour Length of programme: Every candidate

More information

Profile Description - Management Accounting

Profile Description - Management Accounting Profile Description - Management Enclosure to the curriculum for Master of Science in Economics and Business Administration 1 of 9 This profile description is an enclosure to the curriculum for the Master

More information

YSU Program Student Learning Assessment Report Due Date: Thursday, October 31, 2013

YSU Program Student Learning Assessment Report Due Date: Thursday, October 31, 2013 2013 Academic Assessment REPORT Template 1 YSU Program Student Learning Assessment Report Due Date: Thursday, October 31, 2013 As part of our ongoing accreditation by the Higher Learning Commission (HLC),

More information

Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL)

Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL) Faculty of Engineering and Science Study board for Techno Anthropology Curriculum for Master in Problem Based Learning in Engineering and Science (MPBL) Aalborg University 2013 Campus: Aalborg Preface:

More information

MASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu

MASTER OF EDUCATION 1. MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu MASTER OF EDUCATION 1 MASTER OF EDUCATION DEGREE (M.ED.) (845) 575-3028 teacher.education@marist.edu MISSION AND OBJECTIVES The Teacher Education programs offered by Marist College are integrally linked

More information

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)

New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards

More information

Curriculum Multimedia Designer

Curriculum Multimedia Designer Multimedia Designer Academy Profession Programme (AP) in Media and Communication November 2012 rev. 2. Table of Contents... 2 The Programme Is Governed by the Following Acts and Orders... 2 Titles of Programme

More information

Programme Study Plan

Programme Study Plan FAK1 2012/132 Faculty of Economic Sciences, Communication, and IT Programme Study Plan Master Programme in Information Systems Programme Code SAINF Programme Title: ECTS Credits 120 Master Programme in

More information

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)

ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop

More information

UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION COURSE / SUBJECT TITLE: BSC HONS PUBLIC RELATIONS / PUBLIC RELATIONS (MINOR)

UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION COURSE / SUBJECT TITLE: BSC HONS PUBLIC RELATIONS / PUBLIC RELATIONS (MINOR) UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION COURSE / SUBJECT TITLE: BSC HONS PUBLIC RELATIONS / PUBLIC RELATIONS (MINOR) PLEASE NOTE: This specification provides a concise summary of the main features

More information

SCME Board of Studies for Postgraduate. Chartered Institute of Building (CIOB), Chartered Institution of Building Services Engineers (CIBSE).

SCME Board of Studies for Postgraduate. Chartered Institute of Building (CIOB), Chartered Institution of Building Services Engineers (CIBSE). MSc Design and Management of Sustainable Built Environments (full-time) For students entering in 2014/5 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty:

More information

International Master's Programme in Ecotechnology and Sustainable Development, 120 higher education credits

International Master's Programme in Ecotechnology and Sustainable Development, 120 higher education credits 1 (7) Programme Syllabus: International Master's Programme in Ecotechnology and Sustainable Development, 120 higher education credits General data Code Cycle Ref no NEKAA Second cycle MIUN 2006/1394 Credits

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION MANCHESTER METROPOLITAN UNIVERSITY PS/1 PROGRAMME SPECIFICATION Basic Programme Details 1 Programme title MSc Sport and Exercise Science (MScSES) 2 Mode(s) and duration MScSES : Full -time study : 12 months,

More information

General syllabus for third-cycle courses and study programmes in

General syllabus for third-cycle courses and study programmes in ÖREBRO UNIVERSITY This is a translation of a Swedish document. In the event of a discrepancy, the Swedishlanguage version shall prevail. General syllabus for third-cycle courses and study programmes in

More information

University of Cambridge: Programme Specifications MASTER OF STUDIES IN INTERDISCIPLINARY DESIGN FOR THE BUILT ENVIRONMENT

University of Cambridge: Programme Specifications MASTER OF STUDIES IN INTERDISCIPLINARY DESIGN FOR THE BUILT ENVIRONMENT University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

MASTER IN PROBLEM BASED LEARNING IN ENGINEERING AND SCIENCE 2-YEAR PART-TIME ONLINE PROGRAMME

MASTER IN PROBLEM BASED LEARNING IN ENGINEERING AND SCIENCE 2-YEAR PART-TIME ONLINE PROGRAMME MASTER IN PROBLEM BASED LEARNING IN ENGINEERING AND SCIENCE 2-YEAR PART-TIME ONLINE PROGRAMME A NEW AND INNOVATIVE FORM OF INTERACTIVE LEARNING Problem Based Learning (PBL) is widely recognised as a successful

More information

SAQA LOGO: QUALIFICATION TITLE Bachelors Degree in Quantity Surveying (NQF level 7) based on Unit Standards. LEVEL: NQF level 7 CREDITS: 360 FIELD:

SAQA LOGO: QUALIFICATION TITLE Bachelors Degree in Quantity Surveying (NQF level 7) based on Unit Standards. LEVEL: NQF level 7 CREDITS: 360 FIELD: QUALIFICATION TITLE Bachelors Degree in Quantity Surveying (NQF level ) based on Unit Standards SAQA LOGO: LEVEL: NQF level CREDITS: 360 FIELD: NSB 12: Physical Planning and Construction SUB-FIELD: Physical

More information

TEACHER GUIDE K-12 GLOBAL COMPETENCE GRADE-LEVEL INDICATORS

TEACHER GUIDE K-12 GLOBAL COMPETENCE GRADE-LEVEL INDICATORS TEACHER GUIDE K-12 GLOBAL COMPETENCE GRADE-LEVEL INDICATORS CONTENTS 1 Preface 2 Methodology 3 K-5 Global Competence Indicators Kindergarten and Grade 1 - Indicators Grades 2 and 3- Indicators Grades 4

More information

Integration of Engineering Practice into Curriculum - 25 Years of Experience with Problem Based Learning

Integration of Engineering Practice into Curriculum - 25 Years of Experience with Problem Based Learning Integration of Engineering Practice into Curriculum - 25 Years of Experience with Problem Based Learning Flemming K. Fink, Electronics and Information Technology, Aalborg University Fredrik Bajers Vej

More information