61. Bristol University - Teaching Support Unit - Notes Of Guidance For Personal Tuto Notes of guidance for Personal Tutors and their Tutees person within theUniversity from whom you can obtain general academic and pastoral support. http://www.bris.ac.uk/tsu/lta/pt/perstutguide.html

skip menus Teaching Support Unit contacts a-z index ... Personal Tutor System Notes of Guidance for Personal Tutors and their Tutees Also available as a Word document University of Bristol Notes of Guidance for Personal Tutors and their Tutees (Undergraduates and taught Postgraduates) The Role of Personal Tutors The overall role of the Personal Tutor is to act as a first point of contact within the University from whom the individual tutee can obtain academic and pastoral support. This may take the form of giving personal or academic advice, or helping students to access the appropriate specialist support services. It is normally the responsibility of the Personal Tutor, in consultation with other academic staff as appropriate, to ensure that students receive adequate academic guidance. This is particularly important when students choose optional units or units in other departments. Such guidance is also important for medical, dental and veterinary students who have failed written or clinical assessments and also for all those receiving instruction simultaneously from a number of medical science departments. These departments may in addition have academic tutors but their role is very different from that of the Personal Tutor. Personal tutors will encounter a wide range of issues, including problems with study skills, anxiety about exams or finances, the need for guidance on progress and achievement, advice on changing programmes, career issues, and key personal issues which impact on learning. Sometimes the Tutor will deal with these issues directly; on other occasions it will be advisable to refer students to specialist advice.

62. Bristol University - Teaching Support Unit - Annex G: Section Headings For Self- Annex G Section Headings for SelfEvaluation and guidance on Content This section should provide a general introduction to the department and may http://www.bris.ac.uk/tsu/int_quality/deptreviews/deptrevguideg.html

skip menus Teaching Support Unit contacts a-z index ... help INTERNAL QUALITY PROCEDURES University Departmental Reviews External Examiners Faculty Quality Assurance Teams (FQATs) New and Revised Programmes or Units ... Departmental Review Annex G: Section Headings for Self-Evaluation and Guidance on Content Also available as a Word document Introduction This section should provide a general introduction to the department and may include details of staff and students, facilities, etc. It may also summarise developments since the last review (internal or external). Research and Entrepreneurship Research strategy of the department in relation to staff expertise available (now and in the future), taking account of national and international benchmarks and trends (probably best to append the most recent RA5/6 and refer to it) Evaluation of the department’s research strategy in terms of measurable and achievable goals (research contracts, overhead recovery, etc) (RA0 RA4) Details of staff publications (RA2) Feedback from the most recent round of the Research Assessment Exercise The extent to which the department’s teaching and learning activities are informed by research (reference to RA1 would be helpful) Entrepreneurial activities in which the department and its students are engaged Planning and Resource Management (including space) This part of the review will cover developments indicated in the Departmental and Faculty Plans and, in this context, the Department’s financial profile, exploring the current situation and any business plan being developed.

63. HHS - U.S. Surgeon General Gives Tips To Fathers And Fathers-To-Be: Father's Day And for Father s Day, US Surgeon general Richard H. Carmona, MD, MPH, “Dads,because you teach the lessons that your children will carry for the rest of http://www.surgeongeneral.gov/pressreleases/sg06172005.html

Skip Navigation HHS Home Questions? Contact HHS ... Search: Surgeon General News Release FOR IMMEDIATE RELEASE June 17, 2005 Contact: HHS Press Office U.S. Surgeon General Gives Tips to Fathers and Fathers-To-Be: Father's Day Tips for a Healthy Childhood From babyhood into the college years, kids look to dads for love and guidance. And for Father's Day, U.S. Surgeon General Richard H. Carmona, M.D., M.P.H., is offering dads advice to make their jobs more successful — a dozen tips for keeping children healthy and safe. This is the third in a series of "Healthy Dozen Tips" that Dr. Carmona will release as part of "The Year of the Healthy Child" agenda. The previous tips are all available at www.surgeongeneral.gov "On this Father's Day we want to thank all fathers, especially those celebrating their first Father's Day, who work so hard to provide love and support for their children. I know from experience the difficult challenges fatherhood brings. But I also know the great joy and pride that comes from being a dad. We at the Office of the Surgeon General want to take this opportunity to thank fathers and fathers-to-be for caring enough to practice these 'Healthy Dozen' tips that can help ensure a safe and healthy life for their growing children," Dr. Carmona said. "I've declared this ‘The Year of the Healthy Child' for the Office of the Surgeon General," Carmona said. "Each phase of a child's life has its own series of potential hazards, and we're shining a light on preventing those illnesses, injuries, and deaths that are preventable. By appreciating what parents do every day and getting the best information out to parents and children, I hope that every child will grow up healthy, happy, and able to reach their own potential."

64. Teaching & Learning 97, Peer observation of teaching, 15/01/2002, general 101, Subject benchmarking,15/01/2002, general. 100, QAA guidance, 15/01/2002, general http://dbweb.liv.ac.uk/ltsnpsc/summ2.asp

window.location="http://www.physsci.ltsn.ac.uk/Home/Redirect.aspx"; home resources Learning and Teaching Resources Summary data... Click on an individual ID number for full entry. To sort by Title or ID or Subject click on the column heading. To return to a Date listing click on the Date column heading. Listings are in inverse date order, default is to show all entries. To narrow the search... either... Select keyword from list Accessibility Active learning Assessment Astronomy Benchmarking Case study Chemistry Communication Computer aided learning Computer assisted assessment Computers Conceptual understanding Context based learning Continuing professional development Effective practice Employability General Generic applications Group learning Independent learning Industrial training Information management Internet Key skills Laboratory Learning Lecture Life long learning Mathematics Maths problem Pedagogy Peer assessment Peer learning Personal development planning Physical sciences Physics Plagiarism

65. Development Of Studies - Programme For The Development Of Teaching And Studies o When developing general advice and special services, student needs, Disciplinespecific study advice and guidance connected to teaching will continue http://www.helsinki.fi/opintoasiainosasto/opintojen_kehittamisyksikko/english/de

Programme for the Development of Teaching and Studies Approved by the Senate of the University of Helsinki on 11th of November 2002 Objectives o The University of Helsinki has a stimulating atmosphere for teaching and learning. Research forms the basis for all other activities of the University. The University strives to maintain an atmosphere and operations that motivate and encourage both teachers and students. The trend in the development of teaching and learning is turning away from a teacher-oriented approach toward one which is student-oriented. o A Master's degree obtained from the University of Helsinki is of the highest quality, thus providing the student with international academic expertise. Profound competence and expertise in the student's field form the core of each degree. Skills related to the production of new information and the ability to improve one's learning skills are qualities that are essential for academic experts. Degree programmes of high quality also contribute to the general qualities of an academically educated person by emphasising cooperative skills, communication skills, information and communication technology skills and openness to international interaction, based on language skills and knowledge of different cultures.

66. Home Genuine Occupational Qualifications general guidance This GOQ would notcover teachers in singlesex schools; or teaching posts on women-only courses http://www.eoc.org.uk/cseng/advice/guide.asp

Text only Access options Site map Help Change text size: You are here: Home Home Who we are and what we do EOC Scotland EOC Wales ... Publications EOC websites under construction! Welcome to our new look website. We have been undertaking upgrade and modernisation work on our websites in recent months, and this will continue for another few weeks. You may find some of the features are not yet in place or fully working Please bear with us during this time as we complete the process. The Equal Opportunities Commission is working to eliminate sex discrimination in Britain today. If women and men had equal chances in life, things would be different. We're working on it.... Women. Men. Different. Equal. Latest campaign: Britain's hidden brain drain The EOC's year long investigation into part-time and flexible working has come to an end with our final report highlighting the shocking damage to individuals, businesses and the economy caused by old fashioned thinking about work. Other campaigns: Pregnant and Productive One million pregnant women are likely to experience discrimination at work over the next five years unless the surrent situation changes according to our findings. Please get involved, find out more and pledge your support with our campaign for change.

67. Facilties Management - UCLan general NonHazardous Wastes provides generic guidance for the disposal of investigation, treatment, care, teaching, research or blood transfusion. http://www.uclan.ac.uk/other/hseo/waste/waste_ovrll.htm

Text Alt find us fm home Main Menu Health and Safety Guidance and Procedures Training Courses First Aid ... Contact Waste Management Guidance: Overview 'The University accepts that it has a responsibility to minimise its impact on the environment through sustainable practices. It will therefore seek to: 6. Operate a Waste Management System which promotes minimisation, reuse and recycling'. Environmental Effectiveness and Efficiency Policy, March 1996) The minimisation and disposal of waste has become one of the most significant environmental issues of recent years. The disposal of waste can have a significant impact on the environment. In recognition of this domestic and European waste and environmental legislation has increased considerably over the past ten years, in terms of volume, complexity and rigidity of compliance. This legislation places strict duties on businesses to manage their waste safely and responsibly. The University produces large volumes of waste from its offices, residences, catering outlets, laboratories, farms, workshops and grounds areas. Managing the University's waste effectively will: Ensure Compliance with current and future environmental legislation Reduce Risk to all stakeholders in the University and the local environment Reduce Costs associated with all aspects of waste management Increase Quality of Service to all customers of service Enhance Market Position - good practice in waste minimisation is expected by all stakeholders / community members and regulatory bodies.

68. External Examiners - Guidance guidance for External Examiners for undergraduate and taught postgraduate courses general; Appointment; Status; Information; Approval of examination http://senate.gla.ac.uk/qa/examiners/guidance.html

Senate Office About Us Ceremonial Events Committees Honorary Degrees ... Home External Examiners Guidance for External Examiners for undergraduate and taught postgraduate courses * The following notes of guidance are currently under review * General Appointment Status Information ... Consultation of external examiners on other matters General 1. The conduct of examinations in the University is governed by the Code for Degree Examinations, which is published as part of the University of Glasgow Calendar, and by other decisions taken from time to time by Senate. This statement sets out those matters relating to external examiners for undergraduate and taught postgraduate courses; it is intended primarily for their information. 2. The University concurs with the QAA code of practice: external examining. The role of External Examiner is considered as a very important part of quality assurance to maintain academic standards at the appropriate level and to ensure that student performance is properly judged. Appointment 3. External examiners are appointed by the University Court on the recommendation of the Senate based on advice from the appropriate faculty.

69. Certificate In Learning And Teaching In Higher Education UCL has a strong commitment to excellence in teaching, to diversity and the general Enquiries. Fees. How to Apply. Notes for guidance on Completing the http://www.ucl.ac.uk/epd/certs/clthe.html

@import url(/css/fonts.css); @import url(/css/extras.css); CENTRE FOR THE ADVANCEMENT OF LEARNING AND TEACHING Our Centre Our Courses Our Expertise ... Key Documents Certificate in Learning and Teaching in Higher Education Programme Leader: Dr Holly Smith (currently on maternity leave) UCL has a strong commitment to excellence in teaching, to diversity and the promotion of equality in all its forms in an international, multi-cultural context. The Certificate in Learning and Teaching in Higher Education (CLTHE) is one of the ways in which UCL demonstrates its support for new lecturers to uphold these values. The Certificate is one of a range of courses offered by the Centre for the Advancement of Learning and Teaching (CALT). The Certificate is open to anyone with an Honours degree and current involvement in HE teaching or the support of learning. Aims Anticipated Learning Outcomes The Curriculum Structure Assessment ... Notes for Guidance on Completing the Application Form You can also read this information by downloading the course leaflet (PDF, 451KB)

70. Regulations Of The New York State Commissioner Of Education: School Guidance Pro Section 100.2 general School Requirements. (j) guidance programs. the programshall be designed in coordination with the teaching staff to prepare http://www.emsc.nysed.gov/sss/Laws-Regs/reg100.2j.html

SECTION 100.2(j) OF REGULATIONS OF THE COMMISSIONER OF EDUCATION Part 100: Elementary and Secondary Education School Program Section 100.2: General School Requirements (j) Guidance programs. (1) Public schools. Each school district shall have a guidance program for all students. (i) In grades K-6, the program shall be designed in coordination with the teaching staff to prepare students to participate effectively in their current and future educational programs, to help students who exhibit any attendance, academic, behavioral or adjustment problems, to educate students concerning avoidance of child sexual abuse, and to encourage parental involvement. (ii) In grades 7-12, the guidance program shall include the following activities or services: (a) an annual review of each student's educational progress and career plans, with such reviews to be conducted with each student individually or with small groups by personnel certified or licensed as school counselors; (b) instruction at each grade level to help students learn about various careers and about career planning skills conducted by personnel certified or licensed as school counselors, or by classroom teachers in cooperation with school counselors;

71. Section 100.2 General School Requirements Go to 100.2 general School Requirements Index, Go to Part 100. SECTION 100.2 Teaching staff in public schools. guidance program/plan http://www.emsc.nysed.gov/part100/pages/1002a.html

SECTION 100.2 100.2 General school requirements. (a) Administration of elementary and secondary schools. BACK TO THE TOP (b) State syllabi. In grades kindergarten through 12, the use of a State syllabus, where available, is recommended for all subjects. The use of a State syllabus may be required for individual schools identified pursuant to paragraph (m)(3) of this section as being in need of assistance, and shall be used to the extent specified in section 100.5(a)(7)-(8), b(6) and (d)(3)(ii) of this Part. BACK TO THE TOP (c) Instruction in certain subjects. Pursuant to articles 17 and 65 of the Education Law, instruction in certain subjects in elementary and secondary school shall be provided as follows: for all students, instruction in patriotism and citizenship, as required by section 801 of the Education Law; for all students in the eighth and higher grades, instruction in the history, meaning, significance and effect of the provisions of the Constitution of the United States and the amendments thereto, the Declaration of Independence, the Constitution of the State of New York and the amendments thereto, as required by section 801 of the Education Law; for all students, health education regarding alcohol, drugs and tobacco abuse, as required by section 804 of the Education Law;

72. BUBL LINK: Higher Education Teaching And Learning supports further and higher education by providing strategic guidance, advice, Offers general information on teaching and learning in addition to http://bubl.ac.uk/link/h/highereducationteachingandlearning.htm

BUBL LINK Catalogue of Internet Resources Home Search Subject Menus Countries ... Z Higher education teaching and learning Titles Descriptions CASTLE Project: Computer Assisted Teaching and Learning Centre for New Media Teaching and Learning CHEER: Computers in Higher Education Economics Review Continuing Professional Development in HE ... TILT: Teaching with Independent Learning Technologies Comments: bubl@bubl.ac.uk CASTLE Project: Computer Assisted Teaching and Learning Project which has developed software for tutors and course managers to create online multimedia interactive assessment tools quickly and easily without any prior knowledge of HTML, CGI or similar scripting languages. Author: Leicester University Subjects: educational assessment, higher education teaching and learning DeweyClass: Resource type: software Centre for New Media Teaching and Learning Centre supporting the use of digital technologies for teaching and learning within faculties at Columbia University. Includes a reference database of research and case studies on the effective use of technology in education. Searchable by title, author, keyword, descriptor, and discipline. Author: Columbia University Subjects: educational technology use, higher education teaching and learning

73. General Education Program: Tools For Teaching Home Page Tools for Teaching, a general Education Program tool for assisting faculty contains additional materials, including specific tip and guidance sheets. http://gened.buffalo.edu/toolsforteaching/

UB Learns Search This Site Contact Us Home Page ... Gen Ed Requirements (PDF Format) Our Courses Student Resources Faculty and Staff Tools For Teaching ... PDF Syllabi Collection The Tools for Teaching project was designed to assist faculty and teaching assistants in planning, designing and teaching UGC courses. All of the following items open in a separate window for easy navigation. Faculty and teaching assistants may request a CD-ROM which contains additional materials, including specific tip and guidance sheets. SUNY / UB Learning Outcomes (PDF File) Faculty Teaching Responsibilities (PDF File) General Education Requirements (PDF File) UBCATS Sample Evaluations Course Catalog Entries Campus Services, Tools and Resource Centers

74. Teaching Portfolio Contents. INTRODUCTION. general FORMAT. OUTLINE OF A TEACHING PORTFOLIO Examples guidance of independent study or undergraduate or graduate research; http://www.wsu.edu/provost/teaching.htm

Office of the Provost THE TEACHING PORTFOLIO AT WASHINGTON STATE UNIVERSITY Contents INTRODUCTION GENERAL FORMAT OUTLINE OF A TEACHING PORTFOLIO Goals ... BACKGROUND REFERENCES INTRODUCTION A "teaching portfolio" is a compilation of information about a faculty member's teaching, made by that faculty member, often for use in consideration for tenure or promotion. It is not, in itself, an instrument for teaching evaluation, but a vehicle for presenting information which may include results of evaluations and which may itself contribute to evaluation. It can therefore be selective, emphasizing the positiveto serve as a showcase for the faculty member's achievements in teaching, not necessarily a comprehensive or balanced picture of everything. Purposes for the teaching portfolio include: provision of data for personnel decisions, including tenure and promotion; supplying data for aggregate information that might be communicated to, for example, legislative bodies; support of cases for internal or external awards; and, perhaps most importantly, provision to the faculty member of special and significant opportunities for reflection about his or her teaching. There are other possibilities. The very fact that the teaching portfolio is now in place should serve to underscore the increasing emphasis on the value of teaching at WSU and in higher education nationally. At WSU, this emphasis will be expressed in other ways, circumstances permitting.

75. Centre For The Enhancement Of Learning And Teaching (CELT) - Notes Menu Image. QUB TEACHING AWARDS 2004/2005 Notes For guidance general Information.The QUB Teaching Awards have been established to identify and http://www.qub.ac.uk/celt/webpages/awards-guidance.htm

76. Copyright Law - Washington University In St. Louis If you need further guidance, please call the Office of general Counsel, at 9355152 . For teaching, including preparation, or for scholarly research, http://www.wustl.edu/copyright/facultyguidance.html

Home Other Useful Links Contact Us Fair Use ... Special Use for Libraries and Archives Office of the Vice Chancellor and General Counsel . If you need further guidance, please call the Office of General Counsel, at 935-5152. This memorandum does not attempt to address all of these issues, but focuses on issues of routine concern to faculty members copying and distribution of materials for classroom and research use. Copying That Is Completely Unrestricted. Copying with Permission. Copying That Is Permitted As Fair Use the purpose and character of the use, including whether such use is of a commercial nature or is for a not-for-profit educational purpose; Single Copies. For teaching, including preparation, or for scholarly research, a faculty member may make, or have made, a single copy of a brief work or brief excerpt of a longer work, such as a chapter from a book; an article from a journal or newspaper; a short story, essay or poem; or a chart, diagram, cartoon or picture from a book, journal or newspaper. Multiple Copies . For one-time distribution to a class, a faculty member generally may make, or have made, multiple copies if s/he:

77. Teacher Assistants teacher assistants in general education and special education classrooms Under the guidance of a teacher or therapist, teacher assistants perform http://www.bls.gov/oco/ocos153.htm

Skip Navigation Links Latest Numbers U.S. Department of Labor Bureau of Labor Statistics Occupational Outlook Handbook www.bls.gov OOH Search/A-Z Index BLS Home Get Detailed Statistics ... Find It! In DOL Printer-friendly version ( HTML PDF Teacher Assistants Nature of the Work Working Conditions Employment Training, Other Qualifications, and Advancement ... Sources of Additional Information Significant Points About 4 in 10 teacher assistants work part time. Educational requirements range from a high school diploma to some college training. Workers with experience in special education, or who can speak a foreign language, will be especially in demand. Nature of the Work About this section Back to Top Teacher assistants provide instructional and clerical support for classroom teachers, allowing teachers more time for lesson planning and teaching. Teacher assistants tutor and assist children in learning class material using the teacher’s lesson plans, providing students with individualized attention. Teacher assistants also supervise students in the cafeteria, schoolyard, and hallways, or on field trips. They record grades, set up equipment, and help prepare materials for instruction. Teacher assistants also are called teacher aides or instructional aides. Some assistants refer to themselves as paraeducators or paraprofessionals. In addition to instructing, assisting, and supervising students, teacher assistants grade tests and papers, check homework, keep health and attendance records, do typing and filing, and duplicate materials. They also stock supplies, operate audiovisual equipment, and keep classroom equipment in order.

78. Primary Care : The Department Of Health - P&G: Org Policy: Primary Care Teaching primary care trusts (tPCTs) guidance and legislation for the GeneralMedical Services and Personal Medical Services contracts can now be found http://www.dh.gov.uk/PolicyAndGuidance/OrganisationPolicy/PrimaryCare/fs/en

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79. Guidance For Instructors Concerning Class Discussions About War In Iraq guidance For Instructors Concerning Class Discussions About The War In Iraq.The Center for Research on Learning and Teaching (CRLT) at the University of http://www.crlt.umich.edu/publinks/wariniraqdiscussion.html

Grants for Teaching Disciplinary Resources CRLT Theatre Program Multicultural Teaching ... Home Guidance For Instructors Concerning Class Discussions About The War In Iraq The Center for Research on Learning and Teaching (CRLT) at the University of Michigan offers the following guidelines to help faculty and graduate student instructors deal with class discussions of the war in Iraq. The guidelines contain three sections: Issues to consider before discussing the war Suggestions for classes in which the topic of war comes up unexpectedly Suggestions for instructors planning and leading discussions about the war Issues to consider before discussing the war Students will have very different interpretations of the war, its causes and its potential outcomes. It is important to allow students to express these differences without fear of ridicule or attack, while also encouraging disagreement, which is a cornerstone of critical thinking and part of the academy's long tradition of intellectual inquiry. Some individuals have a special and complicated relationship to this war. For example, discussions about the war may be especially difficult for faculty and students from certain groups, including the following:

80. The Staff Development Unit Copies of the Teaching Guides are available from the Unit, and on the website . Individual guidance. Members of the Unit are always willing to offer http://www.sdu.bham.ac.uk/services/

The Staff Development Unit University Fast Find Site Index Schools / Departments Telephone Directory Email Directory Useful Contacts Frequently Asked Questions Directions / Maps Acronym Directory Vacancies THE STAFF DEVELOPMENT UNIT General Information Services Available Induction for New Staff Staff Training Courses University Policy Statement on Staff Development ... Contact Us Related Websites Personnel Services Personnel Unit SEARCH THIS SITE SEARCH WHOLE UNIVERSITY Outline of Services The Staff Development Unit is responsible for the co-ordinated planning and provision of a full range of development and training activities for all categories of staff. This involves consultation with individuals, Departments and Schools to assist in the identification of appropriate development strategies. Open Programme The Unit offers a regular open programme of courses, workshops and seminars for all staff, which takes place in term-time and vacations. This programme aims to provide, for both new and experienced staff, opportunities for the development and enhancement of skills and good practice in a range of areas, and the programme is regularly reviewed, amended and expanded in the light of feedback and demand. The programme covers areas such as include: teaching, learning and assessment

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