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Challenge : How to be sure to give enough input and feedback to students in a project

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Challenge : How to be sure to give enough input and feedback to students in a project

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Katja works quite a lot with groups in projects, which then don't have class anymore and only meet from time to time. As the groups don't meet with the teacher, how is it possible to ensure that the students will get enough input, especially concerning intercultural communication and reflection about their learning outcomes.

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Proposals from Alexander and Elisabeth: 

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Proposals from Alexander and Elisabeth: 

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Question herself about her role and why she has got the impression that she's not "giving enough" when working outside classroom in a project.

Maybe give some theoretical input through papers the students have to read and summarize (maybe on a padlet or through an asynchronous kahoot or wooclap).

Ask the students to prepare a portfolio (maybe through a madmagz magazine) to collect the productions, evaluations and ask them to add self reflections, especcially on aims set for themselves for intercultural development.

Explain the portfolio and expected outcomes to the students and share this document with the free lance teachers to encourage and help them to successfully manage projects.

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Involvement of teachers in projects: teachers are overworked and don’t feel motivated to commit to extra often unpaid work on top of their teaching load

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Integrating new hires, especially interculturally and for management.

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50 item list of how things work
mentoring
peer exchange
integrating into a project with colleagues

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The university management requires a language centre to do research. Should research be obligatory for language centre teachers?

Language centre directors are feeling overworked.

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Define research in a language centre context:

Can a language centre benefit from the research?

Can the language centre teachers benefit from the research?

Will the research meet all the requirements and criteria in the broader academic context?

Negotiate alternative solutions with the university management.

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Challenge:  How to ensure a successful survival of a language centre in a technological university?

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Challenge:  How to ensure a successful survival of a language centre in a technological university?

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From time to time a situation occurs that people from the engineering departments and background question the need to learn languages at university level.

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Please share here

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Language centre directors' feeling of being constantly overworked.

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Recognition of teachers’ performance and the impact on the language centre’s work: reception, post on website, article

Promote outcomes of project and foster teachers using them.

Double-check the distributionnof project money

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Exchange on challenges: financial and organizational constraints, legislation. How to deal with the high workload of teachers? How to provide time to reflect on teaching?

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Difficult to resolve, no easy answers. Importance of communication.
Find space for communication and exchange, create possibilities for informal meetings, offer workshops
Overall: importance and value of exchange among us, peer-feedback
Specific proposal: Evaluate teachers via self-recording of their lessons

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Prepare for situations like these:
Have a package of regulations, strategies involving language policies, or similar, which could be presented as arguments;
Collect students' feedback;
Collect other teachers' who teach in English feedback on students language skills;
Use statistics from reports from employees on language skills needed in their work fields;
Teach not general language but "academic survival language";
Use different arguments and strategies depending on who you have to convince.

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Peer support
Networking
Raising the issue at an early stage.
Making visible the working hours in order to show the work overload and be able to show numbers ie. need of organizational changes or new recruitments.