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5GG7+4WF,

Economics Development

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Maldives National Universit

ދަރިވަރުގްމަސައްކަތްއެހެނ

1975

ސަތަހައިން

Passes at GCE OL/S

FACULTY

Economics Management

Standards and Guidelines for Quality Assurancein the European Higher Education AreaESG2015

Y. Stukalina 4 End of Table 1 Standard Description

discussion on coping strategies

metacognitive abilities

submission of students’ feedback

Avoid overloading

brief training or orientation session

Plan the schedule

regular human interactions

students’ data privacy

internet connectivity

access to digital devices

disabilities

digital skills of teachers and students

internet connectivity

ރަނގަނޅާއި

އާންމުހިދުމަތްތަށް

ފަރާތައް

ދިރިއުމުމުގެ

އިޖުތިމައުއެއް

ރައްޔަތުން

ރައްޔަތުންނަށް

ރާއްޖެ އަށް މިހާރު ވެސް ޓޫރިސްޓުން އަންނަން ބޭނުންވޭ. އަރަބި ގައުމަކުން ވެސް މިހާރު ވެސް 2000 މީހުން އެދިފައި އެބައޮތް. އެ މީހުން ކަރަންޓީނު ވެގެން ތިބެން ވެސް އޯކޭ. އަދި ހަ މަސް ދުވަހު ތިބެން ވެސް އޯކޭ

ޗައިނާ އިން ވެސް ބުކިން ރިކުއެސްޓްތައް އެބަ އާދޭ. ޖުލައި އޮކްޓޫބަރާ ދޭތެރޭގައި އޮންނަ ސީޒަންގެ ތެރޭގައި ހުޅުވާލެވޭނެ ކަމަށް އަޅުގަނޑުމެން އުންމީދުކުރަނީ.

މީގެ ތެރޭގައި އެބަތިއްބެވި އެ މީހުން ނިދަނީ ކޮން ތަނެއްގައި ކަން ވެސް އެ މީހުން ގެންގުޅޭ ކުންފުނިތަކަށް ނޭނގޭ ބިދޭސީން.

ރެސްޓޯރަންޓްތަކަށް ޑެލިވަރީގެ ފުރުސަތު ހުޅުވާލާފައި އޮތީ މިރޭގެ 7:00 އިން 12:00 އާ ހަމައަށް.

އޭގެ އިތުރުން ގޭގެ އަށް ބޭނުންވާ ތަކެތި ހޯދަން އަޅުގަނޑުމެން ދޭނަން ނަންބަރެއް ޓްވިޓާ މެދުވެރިކޮށް މިރޭގެ ވަގުތެއްގައި.

Department chairs get a course reduction

Non-research/lower-math division runs about 12 hours a week or 3 hours a week plus coordination with TA’s.

Research active staff – 8 hours a week, 12 week semester, 2 semesters a year, 192 contact hours a year

Teaching only staff – 12 hours a week, 12 week semester, 2 semesters a year, 288 contact hours

You may request that up to six weeks of your normal holiday entitlement be taken in one continuous period, and such a request should not be 'unreasonably refused'

The norm is 14 to 18 hours a week for those without other major responsibilities.

Lecturers typically get a higher salary than teachers.

You should have relevant experience of effective marking at degree level; excellent written and oral communication skills; and relevant experience of effective teaching on a qualifying law degree or equivalent. In addition you should have evidence of ability and willingness to teach two or more core units of the qualifying law degree in the LLB and/or MA in Law programmes, preferably including Tort, Public Law, Jurisprudence, EU Law and/or Trusts. It is essential to have a good honours degree or equivalent in law (for example, Graduate Diploma in Law combined with legal practice qualification).

Teaching Professors at all ranks are expected to teach in the classroom or laboratory; to meet with students during scheduled office hours; to prepare and grade assignments and examinations; to contribute to the design, syllabi, and organization of departmental course offerings; and to know applications and development of pedagogy in the field. Teaching Professors of any rank are not expected to conduct research or engage with practitioners, but such duties may be included among their responsibilities and in their evaluation portfolios, in accordance with the policies of the school or college. They may carry administrative duties that include activities such as developing independent or team-taught courses, producing teaching methodologies and materials, and training other faculty in instructional methods and design. They are expected to participate in routine service to their departments, schools or colleges, and the University.

eaching Professor, Associate Teaching Professor, Assistant Teaching Professor,

Teaching professors have a wide range of responsibilities that include teaching, advising, and service, and may include research with undergraduate students

A department can encourage these efforts by giving them weight at evaluation time, providing assistance for submitting grant proposals, or offering funds to support the gathering of pilot data to anchor a future proposal.

reward innovative and scholarly teaching via raises, promotions, or awards, one needs reliable ways to recognize when it is occurring

include evidence of innovative teaching in materials they submit for annual evaluations or promotion reviews

innovative teaching must be rewarded in decisions related to salaries, reappointment, promotion and tenure

I describe some of the strategies that we have found particularly helpful; all are inexpensive, mutually reinforcing and generalizable to other academic contexts

encourage college faculty to adopt innovative teaching methods in order to address the needs of diverse populations, engage students in critical and higher-order thinking