Gardens of Berlin: Transdisciplinary Ecology

Size: px
Start display at page:

Download "Gardens of Berlin: Transdisciplinary Ecology"

Transcription

1 BERLIN PERSPECTIVES Gardens of Berlin: Transdisciplinary Ecology Semester: Winter semester 2019/20 Course instructor: Shelley Etkin / Subject area: Credits: Culture and Society 5 ECTS Time: Wednesday c.t. ( ) Room: , 3rd floor, Hausvogteiplatz 5-7 (HVP) Course description: Gardens of Berlin: Transdisciplinary Ecology offers encounters with several unique urban garden projects in Berlin. What do these gardens do, in the contexts where they grow, and within the city at large? Who gathers in those gardens and how? This course offers an opportunity to situate questions of planetary change through the study of Berlin as a complex ecosystem, gaining in-depth perspectives through its urban gardens and their human and non-human communities. The course will explore the range of disciplines that inform the field of ecology ranging from environmental, to mental and social, as well as spiritual. From plants to political dynamics, activism to artistry, the urban gardens studied will reflect the diverse topography of Berlin s ecology. Site visits will include conversations with local organisers and readings will contextualise their histories and approaches along with theory from the transdisciplinary field of ecology. This course offers skills, insights, and questions to develop ecological thinking, embracing the wide range of cultural and academic backgrounds that students will contribute. There is no requirement for students to have previous familiarity with the subject, only a willingness to engage in readings, discussions, and site visits, as well as verbal and written reflections. Learning objectives: This course will introduce the notion of ecology as a transdisciplinary field, based on an inclusive understanding of ecology as a whole made of many inter-related systems. As such, we will address environmental, social, political, relational and spiritual aspects of ecology, through specific Berlin gardens. This approach challenges hegemonic binaries of human and non-human, nature and culture, urban and rural. The city of Berlin will be a site for ecological thinking. By the end of the course, students will be able to: Knowledge Be familiar with several urban garden projects in Berlin and their relationships to the city. Acknowledge key concepts across a range of aspects in transdisciplinary ecology including sociopolitical and environmental concerns.

2 Deepen their English skills in speaking, reading, and writing forms while learning contemporary discourses and vocabulary concerning ecology. Ecological Thinking Consider the internal and external dimensions of ecological projects in the context of urban and cultural development. Expand their perceptions of the city of Berlin, observational and perceptual skills, and ecological perspectives, which can be applied to their places of origin and other locations. Competencies Students will be supported to articulate personal experiences of Berlin s gardens through their particular cultural, linguistic, and academic standpoints. Students will develop their abilities to conceptualise and articulate various approaches to urban gardens in their diverse potential designs and activities. Examples for assessment portfolio: Regular attendance, engaged participation: 45% Assignments in response to readings (to be submitted via moodle): 15% Individual garden design presentation (up to 10 minutes followed by question and answers, drawing on course experience and academic literature.): 20% Reflection on final garden design and personal development in course (Deadline: / Format: 2-4 pages, double-spaced, Times New Roman ft.12): 20% Language requirements: This course will be held primarily in English. A minimum English B2 level is required, but the class will adapt to the range of English skills present. Class time will prioritise development of speaking and comprehension in English, through engagement in discussions with classmates and invited guest speakers. The course will offer various spoken formats including large and small group discussions and brief individual presentations. Reading and writing skills will be developed through assigned readings and short written tasks throughout the course, along with a final reflection, in English. Reading content can be adapted for those who require more time or support and suggestions can be offered to those who wish to pursue specific topics further. The diversity of languages and cultures present is a welcome aspect of our study of transdisciplinary ecology. Students are invited to refer to their cultural and linguistic backgrounds as important perspectives through which to explore course topics and translation will be provided when possible, however proficiency in English is a crucial element for involvement in this course. The course will support development of new vocabulary in each class session, which will be uploaded as an ongoing resource via moodle. Students will be asked to engage across varying degrees of language abilities and find ways to express and communicate. The teacher will be available to arrange office hours outside of class time with any students who request assistance with course or language aspects.

3 Timetable: Session 1: Introductions and Orientations Students will be introduced to the curriculum to begin familiarising with the approach to transdisciplinary ecology explored in this course. Students will introduce themselves to the class by way of briefly describing their relationships to gardens in the past, in their places of origin, and so far in their experiences of Berlin. Kito Nedo Interview with Martin Clausen (2013): Urban Gardens: Sowing the City of Tomorrow, The Social Design Public Action Reader, SLUM Lab Sustainable Living Urban Model, Issue 8, pp. 1-3 Mark Pagel (2011): Cities as Gardens, Edge, pp. 1-7 Session 2: Excursion: Prinzessinnengartens in Kreuzberg and Neukölln Prinzessinnengarten is an urban social and environmental project home to plants, bees, a cafe, up-cycling market, neighbourhood exchange programs, and more. It has been situated by Moritzplatz in Kreuzberg for several years and is currently opening another location in a former cemetery site in Neukölln. We will have the unique opportunity to visit during this transition and learn more about their processes and negotiations with the city of Berlin in discussion with local organisers. Robert Macfarlane (2010) Atlas of Remote Islands by Judith Schalansky and Infinite City by Rebecca Solnit: Review, The Guardian Ali Fitzgerald (2018) In the postwar 'death zone', new life: Berlin by Ali Fitzgerald an urban comic, The Guardian: The Illustrated City Wulff, Gabriel (2014) "Collective Counter Cartography from Prinzessinnengarten, Berlin, disclosure: A Journal of Social Theory, Vol. 23, Article 6, pp Permaculture Ethics and Design Poster, Permaculture Principles Pty Ltd Permaculture Flower, Permaculture Principles Pty Ltd Session 3: Mapping our Ecologies We will briefly elaborate on the field of cartography and be inspired by an expanded notion of mapping including comics, illustrations, diagrams, and permaculture principles as templates for thinking about interconnected systems and story-telling. Students will draw maps of their movements and activities through the city, comparing and overlaying them to map the ecology of the class in relation to the city of Berlin. Required reading: Dorothy Halbrock (2018) Floating University Berlin: Making a place out of a dump, Actors of Urban Change Gilly Karjevsky and compiled contributors (2018) Lexicon The Floating University

4 Session 4: Excursion: The Floating University of Berlin The Floating University is a unique project started as an offshore campus for cities in transformation, in a rainwater basin in Kreuzberg. This project has constructed a multistory urban forest around the water filtration system to host dialogues and workshops, kitchen and garden, performance space, and their own laboratory dedicated to climate care. Though not a garden in the traditional sense, this project utilises the basin s specific social-ecology as a making and learning space. Robin, Kimmerer (2017) Speaking of Nature, Orion Magazine [optional reading] Mark, Vernon (2018) ed. Marina Benjamin: The Say of the Land, Aeon Magazine Assignment: Gather a short list of terms that have reoccured in our class and their expressions in your native language, be prepared to share these as in our next session. Session 5: Ecology s oikos Place and Language The term ecology comes from the Greek oikos referring to house, family, and home. Students will share informal presentations on how their native languages reflect words for home, nature, garden, and other key terms that have arisen through the course. Tracking these as a collective mind-map, we will build a diverse class vocabulary. Ciarán Fahey (2015): How Berliners refused to give Tempelhof airport over to developers, The Guardian Jo Blason, Basia Cummings and Ciarán Fahey (2015): Nazis and candy drops: Tempelhof airport through history in pictures, The Guardian Session 6: Excursion: Tempelhofer Feld We will visit Tempelhofer Feld, a site which has undergone immense transformations from a former airfield and Nazi power base, to airlift site, to reclaimed public park advocated for by citizens, including community gardens and many social and ecological projects promoting open space and shared resources. We will meet with an organiser from the democratic initiative 100% Tempelhofer Feld to learn more about the history and contemporary situation of the site. [Note: the class will be divided in half and assigned one of the following readings. We will begin the next session by exchanging our impressions of the texts.] Bruno Latour (2007): A Plea for Earthly Sciences, British Sociological Association Annual Meeting, pp. 1-9 Donna Haraway (2016): Tentacular Thinking: Anthropocene, Capitalocene, Chthulucene, E-flux Journal, vol. 75, pp Session 7: Social Ecology Who are we? Expanding on various approaches to the social that we have encountered so far, we will challenge the assumptions underlying the notion of we that often excludes non-humans as well as oppressed and marginalised human communities. This session will address larger discourses surrounding futures, anchored in examples from the garden projects and readings we have engaged with so far.

5 Jared Gradinger (2016) Impossible Forest Starhawk (1993): The Fifth Sacred Thing, Excerpted text for Earth Activist Training Manual: The Vision of the City, pp. 1-9 [optional] Brian Eno (2011): Composers as Gardeners, Edge, pp. 1-5 Session 8: Excursion: The Impossible Forest This unique project bridges artistic and spiritual inquiry with social art and choreography, located in the Uferstudios complex of dance studios and ateliers in the Wedding neighbourhood. We will meet with dancer-gardener Jared Gradinger, who will share the influences that contribute to this approach to co-creative gardening. Georgina Kenyon (2019): If the land is sick, you are sick : An Aboriginal approach to mental health in times of drought, Scroll.in Magazine, pp Vanessa Watts (2013): Indigenous place-thought & agency amongst humans and nonhumans (First Woman and Sky Woman go on a European world tour!) Decolonization: Indigeneity, Education, & Society, Vol. 2, No. 1, pp [Pages required, further reading is optional] David Abram (1997): The Spell of the Sensuous: Perception and Language in a More- Than-Human World, Vintage Publishing, The Animateness of the Perceptual World pp Session 9: Mental and Spiritual Ecology Inner and Outer Relations In order to fully address the inextricable relations between humans and nature, it is necessary to consider the spiritual element along with the social, environmental, and political aspects of ecology. We will discuss various belief and knowledge systems concerning nature, given cross-cultural backgrounds, and how this shapes a sense of connection (or lack thereof) and responsibility in regards to the self and environment, as part of a holistic approach to gardening. Assignment: Prepare for roundtable session by reviewing course materials and site visits. Write two-paragraph statement on particular focus that you would like to engage with further. Session 10: Roundtable Discussions The class will divide into sub-groups to explore a particular focus generated by the course, which will be discussed in small groups and shared in concentric circles format in class. This will allow us to explore various topics in more detail and become comfortable speaking in public as we move towards the final assignment. Kamel, Louafi (2014): Green Islands in the City: 25 Ideas for Urban Gardens, Jovis Publishers, pp 6-11, 14-17, 24-25, 32-33, 40-41, 48-49, 58-59, 70-71, 74-75, 86-87, 98-99, ,

6 Sessions 11 and 12: , Garden Design Presentations Students will give brief presentations with their own speculative design concepts for a garden, inspired by the different approaches reflected in the course. Presentations should include their proposed location, which communities (human and non-human) the garden is intended to serve, the overall purpose or intention of the garden, and what occurs there (what is grown, what kind of events are hosted, etc.) Presentations are spoken and must include a visual aide but can take any form students find fitting, drawing on their own academic fields and creativity. Session 13: Closing Session and Reflections We will spend the final week of this course in open discussions, reflecting and re-mapping the terrains that were covered throughout the course. We will work with visual and conversational formats in order to integrate the learning that students have experienced and consider what has sparked further curiosity for the future. Literature: All literature will be available via moodle. Ali Fitzgerald (2018): In the postwar 'death zone', new life: Berlin by Ali Fitzgerald an urban comic, The Guardian: The Illustrated City Brian Eno (2011): Composers as Gardeners, Edge, pp. 1-5 Bruno Latour (2007): A Plea for Earthly Sciences, British Sociological Association Annual Meeting, pp. 1-9 Ciarán Fahey (2015): How Berliners refused to give Tempelhof airport over to developers, The Guardian David Abram (1997): The Spell of the Sensuous: Perception and Language in a More- Than-Human World, Vintage Publishing, pp Donna Haraway (2016): Tentacular Thinking: Anthropocene, Capitalocene, Chthulucene, E-flux Journal, vol. 75, pp Dorothy Halbrock (2018): Floating University: Making a place out of a dump, Actors of Urban Change Gabriel Wulff (2014): "Collective Counter Cartography from Prinzessinnengarten, Berlin, disclosure: A Journal of Social Theory, Vol. 23, Article 6, pp DOI: Georgina Kenyon (2019): If the land is sick, you are sick : An Aboriginal approach to mental health in times of drought, Scroll.in Magazine, pp Gilly Karjevsky, and compiled contributors (2018): Lexicon The Floating University Jared Gradinger (2016): Impossible Forest Jo Blason, Basia Cummings and Ciarán Fahey (2015): Nazis and candy drops: Tempelhof airport through history in pictures, The Guardian

7 Kamel, Louafi (2014): Green Islands in the City: 25 Ideas for Urban Gardens, Jovis Publishers, pp 6-11, 14-17, 24-25, 32-33, 40-41, 48-49, 58-59, 70-71, 74-75, 86-87, 98-99, , Kito Nedo Interview with Martin Clausen (2013): Urban Gardens: Sowing the City of Tomorrow, The Social Design Public Action Reader SLUM Lab Sustainable Living Urban Model, Issue 8, pp. 1-3 Mark Pagel (2011): Cities as Gardens, Edge, pp. 1-7 Mark, Vernon (2018) ed. Marina Benjamin: The Say of the Land, Aeon Magazine Permaculture Ethics and Design Poster, Permaculture Principles Pty Ltd, Licensed Permaculture Flower, Permaculture Principles Pty Ltd, Licensed Robert Macfarlane (2010): Atlas of Remote Islands by Judith Schalansky and Infinite City by Rebecca Solnit: Review, The Guardian Robin, Kimmerer (2017): Speaking of Nature, Orion Magazine Starhawk (1993): The Fifth Sacred Thing, Excerpted text for Earth Activist Training Manual 2014, pp. 1-9 Vanessa Watts (2013): Indigenous place-thought & agency amongst humans and nonhumans (First Woman and Sky Woman go on a European world tour!) Decolonization: Indigeneity, Education, & Society, Vol. 2, No. 1, pp Remarks: Please note that our four excursions will take place as double course sessions, with a time frame of 3 hours. Before each excursion, we will set a meeting location at the site. Please come prepared to stay there for the entire allotted period and arrange travels and other plans accordingly. Bring a notebook, water, and snack if needed. Written assignments during the course should be uploaded to Moodle up to one day before the next class session. These are intended as brief personal response to the reading with any associations, linkages, questions or curiosities that may arise. This classroom strives to be as safe a space as possible for the diversity of thought, culture, age, race, gender, sexuality, and ability. Differences and diversity in our international classroom are welcome assets to the learning process. Critique or disagreement will be handled with integrity. Our class culture will make space for all that is present with respect and openness towards one another and in our encounters with local sites and guests. Attendance will be noted at the beginning of each session and a minimum of 80% attendance is required in order to pass, absences must be excused and backed up by doctor s certificates. Students are welcome to contact the teacher for support with course materials or English language aspects. Arrangements can be made to support each students needs but must be communicated and agreed upon.

8 No plagiarism will be tolerated in this course.

Freelance Creative Facilitator. Job Pack

Freelance Creative Facilitator. Job Pack Greater Manchester Arts Centre Ltd. Freelance Creative Facilitator Job Pack GMAC is funded by Page 1 of 13 Job Title FREELANCE CREATIVE FACILITATOR Duration of contract This freelance contract will cover

More information

School Development Planning Curriculum Review at Junior Cycle

School Development Planning Curriculum Review at Junior Cycle School Development Planning Curriculum Review at Junior Cycle SDPI Contents Introduction...2 Section 1...5 Section 2...11 Section 3...14 Section 4...17 Section 5...20 Appendix 1...22 Appendix 2...27 Appendix

More information

Colorado Women s College of the University of Denver. FSEM 1515: Critical Thinking and Decision Making

Colorado Women s College of the University of Denver. FSEM 1515: Critical Thinking and Decision Making Colorado Women s College of the University of Denver FSEM 1515: Critical Thinking and Decision Making Fall 2015: Wednesdays 6:00-9:00 p.m. Location: Chambers Center (room TBD) Instructor: Dr. Anne Allen

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

Religious education. Programme of study (non-statutory) for key stage 3. (This is an extract from The National Curriculum 2007)

Religious education. Programme of study (non-statutory) for key stage 3. (This is an extract from The National Curriculum 2007) Religious education Programme of study (non-statutory) for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority

More information

PRESCHOOL. Curriculum for the Preschool Lpfö 98

PRESCHOOL. Curriculum for the Preschool Lpfö 98 PRESCHOOL Curriculum for the Preschool Lpfö 98 Revised 2010 Orders to: Fritzes kundservice SE-106 47 Stockholm Telephone: +46 (0)8 598 191 90 Fax: +46 (0)8 598 191 91 E-mail: order.fritzes@nj.se www.fritzes.se

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

NCSS Standards 1. d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions;

NCSS Standards 1. d. compare ways in which people from different cultures think about and deal with their physical environment and social conditions; NCSS Standards 1 National Council for the Social Studies (NCSS) Curriculum Standards for Social Studies Standard I. Culture study of culture and cultural diversity, so that the learner can a. explore and

More information

Arts in the Community

Arts in the Community Unit 55: Arts in the Community Unit code: QCF Level 3: Credit value: 10 Guided learning hours: 60 Aim and purpose T/502/5660 BTEC National This unit aims to develop learners understanding of the factors

More information

How To Teach Power And Politics In Educational Leadership

How To Teach Power And Politics In Educational Leadership Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Power and Politics in Educational Leadership 3 credits EDL 823 Course Description This

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

Leads pedagogical practice. Promotes professional learning

Leads pedagogical practice. Promotes professional learning Leading teaching and learning 1 Creates a student centred learning environment 4 Builds capacity Developing self and others Leading teaching and learning 2 Leads pedagogical practice Developing self and

More information

Instruction: Design, Delivery, Assessment Worksheet

Instruction: Design, Delivery, Assessment Worksheet Reading Specialist Instruction: Design, Delivery, Assessment Worksheet Sponsoring Organization University of Massachusetts Amherst Program/Group of Programs Reading Specialist Required Documents Program

More information

NQF Level: 2 US No: 116126

NQF Level: 2 US No: 116126 NQF Level: 2 US No: 116126 Facilitator Guide Primary Agriculture Apply Marketing Principles in Agriculture Facilitator:.......................................... Company:..........................................

More information

Cultural Competence GUIDELINES AND PROTOCOLS

Cultural Competence GUIDELINES AND PROTOCOLS December 2006 Ethnic Communities Council of Victoria Inc. Statewide Resources Centre 150 Palmerston Street, Carlton VIC 3053 T 03 9349 4122 F 03 9349 4967 Cultural Competence The Australian Context This

More information

Natural Resource Management Profile

Natural Resource Management Profile Conducting environmental impact assessments Ensures the identification of the geographic, environmental, economic, social, and cultural scope and parameters to be used for the impact assessment study.

More information

THE AOTEAROA-NEW ZEALAND LANDSCAPE CHARTER

THE AOTEAROA-NEW ZEALAND LANDSCAPE CHARTER THE AOTEAROA-NEW ZEALAND LANDSCAPE CHARTER NEW ZEALAND INSTITUTE OF LANDSCAPE ARCHITECTS Updated version post 2010 AGM: May 2010 PREAMBLE Landscapes are the result of unique combinations of biophysical,

More information

North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction

North Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be

More information

Preparation for Teaching in Catholic Schools

Preparation for Teaching in Catholic Schools PREPARATION FOR TEACHING IN CATHOLIC SCHOOLS Preparation for Teaching in Catholic Schools (Initial Teacher Education Course) 2012 1. Introduction 1 The Institute for Catholic Education periodically updates

More information

MONTE VISTA CHRISTIAN SCHOOL SOSC 3422, Sociology Course Syllabus

MONTE VISTA CHRISTIAN SCHOOL SOSC 3422, Sociology Course Syllabus MONTE VISTA CHRISTIAN SCHOOL SOSC 3422, Sociology Course Syllabus Course Description : An elective social science course designed to challenge and prepare for the rigors of collegiate sociological study.

More information

Self Assessment Tool for Principals and Vice-Principals

Self Assessment Tool for Principals and Vice-Principals The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry

More information

Subject Experience Survey Instrument Questions

Subject Experience Survey Instrument Questions Quality of Teaching and Learning - Subject Review Procedure SCHEDULE A Subject Experience Survey (SES) SCHEDULE Subject Experience Survey Instrument Questions The SES is structured so as to have a group

More information

Appendix A: Assessment Plans

Appendix A: Assessment Plans Appendix A: Assessment s * Assessment for all programs is ongoing, but will not be reported until at least 5 students have graduated with minor. dates are blank for now, but will be changed once programs

More information

STLHE 2016 Call for Proposals Due: Wednesday, January 6, 2016; 11:59 p.m. EST.

STLHE 2016 Call for Proposals Due: Wednesday, January 6, 2016; 11:59 p.m. EST. STLHE 2016 Call for Proposals Due: Wednesday, January 6, 2016; 11:59 p.m. EST. This deadline will NOT be extended. The Society for Teaching and Learning in Higher Education (STLHE) invites proposals for

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Degree requirements 2016 2020

Degree requirements 2016 2020 Degree requirements 2016 2020 Master s Degree Programme in Dance Pedagogy (120 credits) The Master s Degree Programme in Dance Pedagogy is intended for graduates from a BA programme in dance or persons

More information

page 1 (9) Design Connections One-year course, 60 credits Umeå Institute of Design Umeå Arts Campus

page 1 (9) Design Connections One-year course, 60 credits Umeå Institute of Design Umeå Arts Campus page 1 (9) Design Connections One-year course, 60 credits Umeå Institute of Design Umeå Arts Campus page 2 (9) Umeå Institute of Design In the far north of Sweden, in Umeå, one of the top industrial design

More information

Australian Professional Standard for Principals

Australian Professional Standard for Principals AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the

More information

TExES Art EC 12 (178) Test at a Glance

TExES Art EC 12 (178) Test at a Glance TExES Art EC 12 (178) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Art EC 12 Test

More information

Quality for All and All for Quality

Quality for All and All for Quality Quality for All and All for Quality The motto above, Quality for All and All for Quality, was designed to represent all we stand for and value. It is the essence of our mission statement which itself encompasses

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information

Universal Constructs: Essential For 21St Century Success

Universal Constructs: Essential For 21St Century Success Universal Constructs: Essential For 21St Century Success On this page... Critical Thinking Complex Communication Creativity Collaboration Flexibility and Adaptability Productivity and Accountability Key

More information

2012 VISUAL ART STANDARDS GRADES K-1-2

2012 VISUAL ART STANDARDS GRADES K-1-2 COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will

More information

Learning Center System. Preschool Resource Guide. Muriel Wong

Learning Center System. Preschool Resource Guide. Muriel Wong Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers

More information

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) :

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) : Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty

More information

Permaculture Design: Ecosystem Mimicry Purpose: Course Objectives Course Philosophy: Our approach Philosophy of the Instructor

Permaculture Design: Ecosystem Mimicry Purpose: Course Objectives Course Philosophy: Our approach Philosophy of the Instructor Permaculture Design: Ecosystem Mimicry Instructor: Steve Gabriel, sfg53@cornell.edu Co-Instructor: Lori Brewer, ljb7@cornell.edu Distance Course offered Monday March 11, 2013 through Thursday April 25,

More information

DynEd International, Inc.

DynEd International, Inc. General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken

More information

Curriculum 2016. Vocational Teacher Education

Curriculum 2016. Vocational Teacher Education v Curriculum 2016 Vocational Teacher Education 1 Preface Dear teacher student I wish to welcome you to vocational teacher studies at Tampere University of Applied Sciences! You are embarking with your

More information

LILLIAN PITAWANAKWAT LESSON PLAN 2006 All Rights Reserved 4D Interactive Inc. 416-530-2752 1

LILLIAN PITAWANAKWAT LESSON PLAN 2006 All Rights Reserved 4D Interactive Inc. 416-530-2752 1 Elder Lillian Pitawanakwat Nation Ojibwe/Potawotami Lesson Plan Grade Level Junior (Grades 1-6) Time Required 3 4 hours Subject Strand Links Geography Natural Science Astronomy Traditional Teachings The

More information

The Owens Community College Honors Program:

The Owens Community College Honors Program: Owens Community College Honors Program Student Handbook 2013-2014 Table of Contents Mission 3 Vision 3 Student Learning Outcomes 3 Honors Scholars FAQs 4 The Honors Program Curriculum 7 Requirements for

More information

Student Learning Contract [SAMPLE] 1. University of Wisconsin Oshkosh: Social Work Department

Student Learning Contract [SAMPLE] 1. University of Wisconsin Oshkosh: Social Work Department Student Learning Contract [SAMPLE] 1 University of Wisconsin Oshkosh: Social Work Department STUDENT LEARNING CONTRACT Applied Generalist Practice I and II Semester Academic Year Student Name: SAMPLE Address:

More information

MA Degree Programme in LIVE ART AND PERFORMANCE STUDIES 120 credits (ECTS), Degree Requirements for 2015-2020

MA Degree Programme in LIVE ART AND PERFORMANCE STUDIES 120 credits (ECTS), Degree Requirements for 2015-2020 MA Degree Programme in LIVE ART AND PERFORMANCE STUDIES 120 credits (ECTS), Degree Requirements for 2015-2020 The MA Degree Programme in Live Art and Performance Studies (LAPS) is a meeting place for graduate

More information

ACPA Holistic Delivery & Assessment Strategy 2013

ACPA Holistic Delivery & Assessment Strategy 2013 ACPA & The Cultural Program: The Aboriginal Centre for the Performing Arts (ACPA) is Australia s largest Indigenous performing arts training organisation. It offers a three year pathway, from a Certificate

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

I. Organizing A. Knowledge for Organizing Services and Programs for Communities

I. Organizing A. Knowledge for Organizing Services and Programs for Communities Weil, Marie, Dorothy N. Gamble and Emily MacGuire. 2009. Community Practice Skills: Local to Global Perspectives Workbook, pp. 110-124. New York: Columbia University Press. Core Knowledge Areas for Work

More information

Critical Inquiry in Educational Research and Professional Practice

Critical Inquiry in Educational Research and Professional Practice DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.

More information

SOWK 7850 SOCIAL WORK PRACTICE IN SCHOOLS

SOWK 7850 SOCIAL WORK PRACTICE IN SCHOOLS SOWK 7850 SOCIAL WORK PRACTICE IN SCHOOLS Instructor: Mike Meacham, Ph.D., LCSW, DCSW Office: Pine Hall, Room 211 Telephone: 229-245-4339 Office Hours: I m usually here; Please call first Classroom: Web

More information

PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS DIGITAL GRAPHIC DESIGN I CGT 1100

PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS DIGITAL GRAPHIC DESIGN I CGT 1100 PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS DIGITAL GRAPHIC DESIGN I CGT 1100 Class Hours: 5.0 Credit Hours: 5.0 Laboratory Hours: 0.0 Date Revised: Spring 99 Catalog Course Description:

More information

University of the Arts London (UAL)

University of the Arts London (UAL) Programme Specification Every taught course of study leading to a UAL award is required to have a Programme Specification. This summarises the course aims, learning outcomes, teaching, learning and assessment

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

KEY SKILLS OF JUNIOR CYCLE

KEY SKILLS OF JUNIOR CYCLE KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their

More information

Executive Summary DRAFT. Martin Luther King, Jr. Elementary School

Executive Summary DRAFT. Martin Luther King, Jr. Elementary School Executive Summary Martin Luther King, Jr. Elementary School Dougherty County School System Mr. David C Adams, Assistant Principal 3125 Martin Luther King Drive Albany, GA 31707 TABLE OF CONTENTS Introduction

More information

Guidelines for Integrative Core Curriculum Themes and Perspectives Designations

Guidelines for Integrative Core Curriculum Themes and Perspectives Designations Guidelines for Integrative Core Curriculum Themes and Perspectives Designations The purpose of this document is to provide guidelines for faculty wishing to have new or existing courses carry Themes and

More information

Public Health Leadership Program (PHLP); Gillings School of Global Public Health The University of North Carolina at Chapel Hill

Public Health Leadership Program (PHLP); Gillings School of Global Public Health The University of North Carolina at Chapel Hill Public Health Leadership Program (PHLP); Gillings School of Global Public Health The University of North Carolina at Chapel Hill PUBH 790 - Fundamentals of PH Leadership: Leadership Intensive Workshop

More information

Chapter 13: Team coaching

Chapter 13: Team coaching tool Purpose 13.1 Help groups Use this protocol when a team wants to support an individual member facing a challenge. 13.2 Here s the situation Try this tool as an alternative protocol for teams wanting

More information

BA (Hons) Broadcast Journalism and BA (Hons) Journalism 2016

BA (Hons) Broadcast Journalism and BA (Hons) Journalism 2016 BA (Hons) Broadcast Journalism and BA (Hons) Journalism 2016 These degree courses share all modules except for the practical modules that follow either the Broadcast Journalism Training Council (BJTC)

More information

Instructors: Jo Hittner, Ph.D., Counselor Education Department, Winona State University (jhittner@winona.edu)

Instructors: Jo Hittner, Ph.D., Counselor Education Department, Winona State University (jhittner@winona.edu) WINONA STATE UNIVERSITY COLLEGE OF EDUCATION COUNSELOR EDUCATION DEPARTMENT Summer 2012 Guatemala: Contemporary Mental Health, Social and Cultural Issues Instructors: Jo Hittner, Ph.D., Counselor Education

More information

Module 1 Personal Vision and Mission Statements for Business Leaders

Module 1 Personal Vision and Mission Statements for Business Leaders Module 1 Personal Vision and Mission Statements for Business Leaders By Michelle Pate, MA, MBA How many times have you worked for a company and many of your co-workers don t know what is happening at the

More information

THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK

THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK Page 1 of 17 Instructor: Rodney A. Ellis (Rod), Ph.D. Cell phone: 615-218-2337 Email: rellis5@utk.edu Office Hours: 12:00-1:00 or as arranged Class time: 1:00-4:00 THE UNIVERSITY OF TENNESSEE COLLEGE OF

More information

UMKC General Education Core Anchor Schedule for Spring 2016 as of 11/20/2015

UMKC General Education Core Anchor Schedule for Spring 2016 as of 11/20/2015 ANCHOR I DISCOURSE 100 ANCHOR DESCRIPTION ANCH 102 16740 Introduction to Urban Studies TR 1:00-2:15 002 Disc 100: 8:00-8:50 MWF (16815) A lecture and discussion course that provides the undergraduate student

More information

DIABLO VALLEY COLLEGE CATALOG 2016-2017

DIABLO VALLEY COLLEGE CATALOG 2016-2017 EARLY CHILDHOOD EDUCATION ECE Obed Vazquez, Dean Social Sciences Division Faculty Office Building, Room 136 Possible career opportunities Early childhood educators focus on children from zero to age five.

More information

Is the General Education program purpose congruent with the overall mission of the institution?

Is the General Education program purpose congruent with the overall mission of the institution? Where do we start? MODELS OF GENERAL EDUCATION The best General Education Program is not based simply on choosing specific goals or finding the perfect model. The best program is one that is aligned with

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional

More information

SYLLABUS FOR BEGINNING MODERN DANCE (January Term)

SYLLABUS FOR BEGINNING MODERN DANCE (January Term) Southern Methodist University Meadows School of the Arts Division of Dance SYLLABUS FOR BEGINNING MODERN DANCE (January Term) Course Number: DANC 1303, January 2016 Instructor: Christopher Dolder Classroom:

More information

Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland. May 30, 2013

Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland. May 30, 2013 DISCUSSION 5.0 Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland May 30, 2013 MEMORANDUM To: From: Subject: Members of the Board of Education Joshua P. Starr,

More information

A Philosophy Of Public Education For Prince Edward Island Schools

A Philosophy Of Public Education For Prince Edward Island Schools A Philosophy Of Public Education For Prince Edward Island Schools Purpose The purpose of the Prince Edward Island public education system is to provide for the development of children so that each may

More information

Course outline. Code: EDU206 Title: Early Childhood Education for Sustainability

Course outline. Code: EDU206 Title: Early Childhood Education for Sustainability Course outline Code: EDU206 Title: Early Childhood Education for Sustainability Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 1 Year: 2016 Course Coordinator: Dr Ali

More information

LBS II Certification Option Admissions Packet

LBS II Certification Option Admissions Packet LBS II Certification Option Admissions Packet We are pleased that you are interested in seeking the LBS II Certification Option in Special Education through the Department of Special Education at UIC.

More information

ELA 4000-01 A Delicate Balance Spring 2009

ELA 4000-01 A Delicate Balance Spring 2009 ELA 4000-01 A Delicate Balance Spring 2009 Instructor Ron Steffens Email steffensr@greenmtn.edu Course Description What does it mean to be an engaged citizen? What will we ask of such citizens -- of each

More information

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts. ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and

More information

1. Student Expectations Punctual: Productive: Prepared: 1 folder for each marking period and something to write with (pens/pencils) Polite:

1. Student Expectations Punctual: Productive: Prepared: 1 folder for each marking period and something to write with (pens/pencils) Polite: Welcome to Environmental Science Mrs. Emily Robinson Leadership Academy for Young Men Rooms 210, 223, 227 Website: http://www.rcsdk12.org/domain/9785 Email: Emily.Robinson@rcsdk12.org This course is related

More information

Regional & Urban Planning. University College Dublin An Coláiste Ollscoile Baile Átha Cliath

Regional & Urban Planning. University College Dublin An Coláiste Ollscoile Baile Átha Cliath An Coláiste Ollscoile Baile Átha Cliath National University of Ireland, Dublin Ollscoil na héireann, Baile Átha Cliath Regional & Urban Planning Session 2004/05 2 Regional and Urban Planning Contents Introduction:...4

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

21 st Century Learning in New Zealand: Leadership Insights and Perspectives LEON BENADE SCHOOL OF EDUCATION AUCKLAND UNIVERSITY OF TECHNOLOGY

21 st Century Learning in New Zealand: Leadership Insights and Perspectives LEON BENADE SCHOOL OF EDUCATION AUCKLAND UNIVERSITY OF TECHNOLOGY 21 st Century Learning in New Zealand: Leadership Insights and Perspectives LEON BENADE SCHOOL OF EDUCATION AUCKLAND UNIVERSITY OF TECHNOLOGY The research problem School leaders (and their school communities)

More information

The University of South Dakota. School of Education. Division of Educational Leadership. EDAD 701 Introduction to Educational Administration 3 credits

The University of South Dakota. School of Education. Division of Educational Leadership. EDAD 701 Introduction to Educational Administration 3 credits The University of South Dakota School of Education Division of Educational Leadership EDAD 701 Introduction to Educational Administration 3 credits Fall 2016 Instructor: Kris Reed, Ph.D. Office: Delzell

More information

Primary & Lower Secondary

Primary & Lower Secondary Art Syllabus Primary & Lower Secondary Copyright 2008 Curriculum Planning and Development Division. This publication is not for sale. All rights reserved. No part of this publication may be reproduced

More information

History. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

History. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) History Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims

More information

Department of. Curriculum, Foundations, and Reading. Curriculum, Foundations, and Reading. Degrees. Endorsement. Doctoral Degrees

Department of. Curriculum, Foundations, and Reading. Curriculum, Foundations, and Reading. Degrees. Endorsement. Doctoral Degrees Georgia Southern University 1 Department of Curriculum, Foundations, and Reading The Department of Curriculum, Foundations, and Reading provides a service function to all other programs in the College.

More information

A. The master of arts, educational studies program will allow students to do the following.

A. The master of arts, educational studies program will allow students to do the following. PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);

More information

City University of Hong Kong Course Syllabus. offered by Department of English with effect from Semester A 2016/2017

City University of Hong Kong Course Syllabus. offered by Department of English with effect from Semester A 2016/2017 City University of Hong Kong Course Syllabus offered by Department of English with effect from Semester A 2016/2017 Part I Course Overview Course Title: Course Code: Fiction Writing EN3572 Course Duration:

More information

Advancing Disaster Risk Reduction to Enhance Sustainable Development in a Changing World 20 June -1 July 2016, UN Campus, Bonn

Advancing Disaster Risk Reduction to Enhance Sustainable Development in a Changing World 20 June -1 July 2016, UN Campus, Bonn CALL FOR APPLICATIONS Announcement UNITED NATIONS UNIVERSITY Institute for Environment and Human Security Intensive Summer Course 2016 Advancing Disaster Risk Reduction to Enhance Sustainable Development

More information

Master s degree programme in Architecture

Master s degree programme in Architecture Study plan Master s degree programme in Architecture (Master of Science in Architecture MSc Arch) 2014 16. May 2014 Curriculum Master of Science in Architecture 2014 1 The Study concept was developed by

More information

Art Programs. Art Associate in Arts Degree*

Art Programs. Art Associate in Arts Degree* Art Programs The Art Department offers both an Associate in Arts Degree and Certificates of Achievement programs. Various required and elective courses focus on individual creative development and provide

More information

Community, Family and Child Studies Diploma Program

Community, Family and Child Studies Diploma Program School of Health and Human Services Community, Family and Child Studies Diploma Program 2011 Page 1 of 21 Program Philosophy We believe we have a collective responsibility to create a just society. We

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

Program Outcomes and Assessment

Program Outcomes and Assessment Program Outcomes and Assessment BS Child Development Program Outcomes October 2013 Creative and Critical Thinkers Program Outcomes Courses Courses Standard 1. Understanding and Applying Developmental Knowledge

More information

Additional Qualification Course Guideline Special Education, Specialist

Additional Qualification Course Guideline Special Education, Specialist Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du

More information

HARRISBURG AREA COMMUNITY COLLEGE PSYCHOLOGY 101-GENERAL PSYCHOLOGY. Dr. Jaci Verghese. Syllabus for CRN 31755 Meeting Times: Online Instruction

HARRISBURG AREA COMMUNITY COLLEGE PSYCHOLOGY 101-GENERAL PSYCHOLOGY. Dr. Jaci Verghese. Syllabus for CRN 31755 Meeting Times: Online Instruction HARRISBURG AREA COMMUNITY COLLEGE PSYCHOLOGY 101-GENERAL PSYCHOLOGY Dr. Jaci Verghese Syllabus for CRN 31755 Meeting Times: Online Instruction Spring 2015 Professor: Dr. Jaci Verghese Office Phone: 717-468-2619

More information

Dance Program Honors

Dance Program Honors Emory Department of Theater and Dance Dance Program Honors Project INTRODUCTION Students who are invited by the dance faculty to work on an honors project are being recognized as a dance major who is gifted,

More information

Key Assessments School Library Media Specialist

Key Assessments School Library Media Specialist GACE Media Specialist Test I and Test II (Georgia Content Test) Web Folio (Content Knowledge, Planning, Clinical Practice, Effects on Student Learning, Dispositions) Graduate and Employer/Supervisor Surveys

More information

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08 Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates

More information

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The

More information

MONROE TOWNSHIP PUBLIC SCHOOLS

MONROE TOWNSHIP PUBLIC SCHOOLS MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP Grades 9-12 Graphics Design I 2010-2011 School Year New Jersey Core Curriculum Content Standards for Visual and Performing Arts Arts Education in the 21 st

More information

BSN Program Nursing 3235: Self and Others III Reflection on Caring Practice Section 1 and 2

BSN Program Nursing 3235: Self and Others III Reflection on Caring Practice Section 1 and 2 BSN Program Nursing 3235: Self and Others III Reflection on Caring Practice Section 1 and 2 Sections 1 & 2 Section 1 and Section 2 - Mondays Paramita Banerjee, RN B.Sc.N., B.A., M.Ed (Counselling Psychology)

More information

Institute of Public Administration Australia (Victoria) GRADUATE CERTIFICATE IN MANAGEMENT (PUBLIC SECTOR)

Institute of Public Administration Australia (Victoria) GRADUATE CERTIFICATE IN MANAGEMENT (PUBLIC SECTOR) IPAA Institute of Public Administration Australia (Victoria) WITH La Trobe University GRADUATE CERTIFICATE IN MANAGEMENT (PUBLIC SECTOR) Our Mission To build the capacity, integrity and reputation of the

More information

Common Core Standards for Literacy in Science and Technical Subjects

Common Core Standards for Literacy in Science and Technical Subjects A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy

More information

WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM

WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM WHEELOCK COLLEGE FACULTY DEVELOPMENT AND EVALUATION PROGRAM REVISED SPRING 2011 TABLE OF CONTENTS Development And Evaluation Process: Tenure Track Faculty... 4 Overview Of Mentoring And Evaluation Process

More information

FACULTY OF SOCIAL WORK RECOGNITION OF PRIOR LEARNING (RPL) SW 348 (PRACTICUM I) INFORMATION PACKAGE FOR STUDENTS

FACULTY OF SOCIAL WORK RECOGNITION OF PRIOR LEARNING (RPL) SW 348 (PRACTICUM I) INFORMATION PACKAGE FOR STUDENTS FACULTY OF SOCIAL WORK RECOGNITION OF PRIOR LEARNING (RPL) SW 348 (PRACTICUM I) INFORMATION PACKAGE FOR STUDENTS What is PLAR/RPL? Prior Learning Assessment and Recognition (PLAR) is a systematic process

More information

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique

More information