We discuss implications of relying on support strategies for promoting productive group work. However, students in lower-performance groups assigned harsh ratings to their low-scoring members, while students in higher-performance groups were more generous in their ratings for low-scoring members. Numerical ratings on these evaluations did correlate with overall group performance. Comments from anonymous peer evaluations differed only subtly between high- and low-performance groups. Students who scored highly on tests were more likely to recognize the benefits of group work, regardless of their groups’ overall performance levels, while lower-scoring students perceived group work as time-consuming “busy work” with little cognitive benefit.
Students in both high- and low-performance groups still complained of unequal contributions while praising the social support provided by groups. In a class using these strategies, we conducted in-depth interviews to uncover student perceptions of group work in general and the utility of these support strategies. Strategies like assigning roles, group contracts, anonymous peer evaluations, and peer ratings all encourage student participation. To realize these gains, students must all contribute. Our secondary terms of employment comprise excellent opportunities to further one’s professional career.Introducing group work in college science classrooms can lead to noticeable gains in student achievement, reasoning ability, and motivation. Should the candidate prove suitable and perform favorably, then the contract may be extended, provided operating circumstances remain unchanged. I nitially for a period of one year at Zuyd University or via payrolling (Randstad Employability). The terms of employment are in accordance with the collective labour agreement (CAO) in higher vocational education sector within the career prospects of at most scale 11 with a maximum scale of 11 (with a minimum of € 3,360.74 and a maximum € 4,892.31 gross per month when appointed full-time). The function can vary from 0.6 FTE to possibly 1.0 FTE, depending on your availability. We welcome you in our faculty which offers a challenging and innovative environment with great opportunities for you to explore. Understanding of / experience in the hospitality industry/ service management is considered an asset.Īn international background is considered an advantage. Having (or willingness to gain)a recognised teaching certificate.ĭemonstrable competence in both Dutch and English in order to teach at the level of a (near) native speaker. Knowledge of software for survey development (e.g. Knowledgeable about the opportunities of big data for applied research Relevant academic qualifications at Master or PhD level.Įxcellent teaching and coaching skills for 21 st century learners.ĭemonstrable experience with quantitative and qualitative research methods in an applied research context. We expect the following of the candidate: Stimulate the students’ research oriented learning in undergraduate projects. Teach and coach independently in the aforementioned fields. We are looking for an enthusiastic colleague who is able to:Ĭontribute towards the development and innovation of our educational programme on the basis of his/her expertise, particularly in the field of research skills and big data management/ analysis. The Hotel Management School Maastricht currently seeks a:
0 kommentar(er)
