Academic Excellence

Standards for Teaching & Support of Learning

These standards are presented in a brief, digestible form and in alphabetical order. Additional notes (for clarification and amplification, where necessary) are provided in the Appendix.

1. Assessment

Assessment designed by IAGI academic staff must be:

  1. valid;
  2. reliable;
  3. used for both formative and summative purposes;
  4. aligned with well-defined subject learning outcomes;
  5. associated with explicit marking criteria (and/or model answers)
  6. capable of assessing deep as well as surface learning;
  7. capable of assessing higher-order cognitive and transferable skills.

 

2. Blended Learning

Teaching and the support of learning at IAGI must involve:

  1. frequent engagement with the online learning management system;
  2. a range of appropriate multimedia learning experiences;
  3. a balance of face-to-face and technology-mediated interaction and learning.

 

3. Classroom Interaction

Classroom learning and teaching at IAGI-A is interactive in that it:

  1. actively encourages students to contribute to discussions and to ask questions;
  2. involves both lecturer-student and peer-assisted (peer to peer) learning;
  3. keeps lecturing and lecturer talking time to a necessary minimum;
  4. emphasizes pair work, group work, problem-solving, and student presentations.

 

4. Classroom Teaching

In promoting learning, academic staff at IADCA must:

  1. show strong classroom management skills;
  1. provide students with a variety of different learning experiences;
  2. make effective use of a range of teaching aids;
  3. provide students with clear explanations and definitions;
  4. use case studies, examples, photos, diagrams or other aids to make verbal or theoretical discussion more concrete and to relate learning to the real world.

 

5. Feedback

Feedback given to students must be:

  1. provided to students as quickly as possible after an assessment;
  2. in-line with learning outcomes and marking criteria;
  3. supportive, in that positive aspects of performance should be pointed out;
  4. constructively critical, in that weaker aspects of performance are indicated and the way forward is shown;
  5. sufficiently detailed to ensure that the student feels that his/her performance has been fully considered and analyzed.

 

6. Learning Support

In supporting personalised and independent learning, IAGI academic staff must:

  1. provide reading, tasks, quizzes, and opportunities for interaction outside class;
  2. ensure that students make use of a range of online and library-based resources;
  3. be available, approachable, and supportive at all convenient times;
  4. make every effort to know individual students and their particular strengths and weaknesses;
  5. establish and maintain a positive relationship with all students.

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