TASK
1
Task
1a
UWC is one of the institutions amongst others that
provide access vastly to students from previously disadvantage education
backgrounds; this is in a quest to contribute in restoring the inequality in
education system within the society.
Given a low rate of graduates or student successfully completing their
respective degrees in varsity, it can be a possibility that a number of student
come not fully equipped to succeed in a traditional context of the university;
The ECP then focuses on this under preparedness of student coming to UWC, by
designing an introductory course running for two years, this is an equivalent
of first year in main stream modules. UWC has adopted that diverse background
of students should not prevent them from acquiring a quality tertiary
education, thus the curriculum should take into account the sociocultural
aspect in science learning.
The ECP courses are designed and taught with a
philosophy that the learning process of students should be facilitated, in
addition with an overall objective particularly in physics that a student
should gain problem solving, communicative, computer literacy, analytical,
investigative, personal and ethical skills, thus while facilitating learning in
physics, the teaching approach and design of the course should embody these
skills.
Teaching is structured in a manner that encourages
active learning during a lesson, with discussions, with the lecturer
facilitating to ensure learning takes place. Learners work and are placed in
groups to allow active discussion, with the lecturer and TA interacting with
students in cases of clarity needed on a point of discussion. Allowing students
to briefly share on their discussion assist in getting immediate feedback and
also in communication skills of student where they are able to relay either
student or a group’s points. In order to ensure that concepts are grasped by
students, pre-warm up exercises are normally designed which are discussed at
the begging of the lesson were applicable. Class activities are also normally
designed for discussions which enable students to look at problem solving and
analysis using concept in a lesson.
Problem set which student are given a set amount of time (normally one
week) to engage and complete are used for individual feedback of students. For
the development of research and writing skills and computer literacy laboratory
session are designed also with a primary objective of teaching scientific
method to students.
Task 1b
Physics is concerned as in any science discipline in
explaining phenomina that are observed in nature, with a number of physicists
having discovered a number of principles that govern nature, and also in
constant development of observation made.
The ECP physics module is designed and taught with an approach that explicitly
exposes student at what it means to be a physicist, thus a student is viewed as
a physicist in training. An emphasis in a teaching approach is placed on
understanding the underlying principles that are addressed in class, with an
approach that allows students to be able to conceptualize the
principles/concept taught and be able to unpack the principles and problem that
go with the applications of the principles. The ECP physics module is taught
such that it enables lecturers to capitalize on the strength of the student and
address weakness, with an overall objective that the student should gain
problem solving, communicative, analytical, computer literacy, personal and
ethical skills which contribute to the UWC graduate attributes.
Students who register for the ECP physics module
come from diverse educational backgrounds with the possibilities of under
preparedness when coming to university, to address this under preparedness the
module is designed as a slow intense program. This allows lecturers to at least
teach at a moderate rate as compared to traditional courses, however the most
important component of having such an allowance in time, is the allowance of
discussion during lessons, with the lecture and TA( where applicable)moving
around during discussions and providing assistance to allow facilitation of
learning. Class activities are designed and discussed in class, allowing the
students to actively engage with the material and communicate with not only
each other, but the facilitators (lecturer and TA) as well, this allows
facilitator to get immediate feedback on the work being covered in a
lesson. Assignments and problems sets
are designed as to individual feedback with a certain amount of time given for
the students to engage and complete the problem set.
The
laboratory component allows and exposes student s to a practice of a physicist,
with an emphasis on scientific method which also computer and academic literacy
amongst other method that can be used can be incorporated.
Task
1c
Lecturer
·
Design the course outline and Recommend
reading materials for the module
·
Responsible for main lecturing/teaching
·
Coordinate the module he/she is
responsible of
·
Coordinate/oversee the TA(s)
·
Responsible for the marking and setting
of tests, tutorials and examinations (in some instances the TA might mark tests
and set tutorials)
·
Liaise with departmental staff on
arrangement of laboratory equipment
·
Assign consultation time for students
TA
·
Responsible for the setting of
memorandums (Memos) of tutorials and group tasks
·
Oversee
tutors and demonstrators
·
Responsible for the training of tutors
·
Facilitates tutorials and Laboratory
sessions
·
Set up the practical and collect
practical materials
·
Responsible together with the tutors for
the marking of tutorials, problem sets, Laboratory repots and class activities
·
Assign consultation times for students
·
Plays a mediatory role between lecturer
and students
·
Responsible for the capturing of marks
