Task 1

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