Lecturer

TEACHING Design, preparation of courses (teaching is reduced if required to deliver more than four distinctly different courses) Demonstrate techniques of constructive alignment in course design following the Les Roches teaching and learning philosophy as described in the Faculty and Assessment Handbooks. This includes course descriptions, learning outcomes, undergraduate/graduate competencies and assessment strategies. Write a Scheme of Work (SOW) for each course to demonstrate the above: listing activities, timing and evidence of learning outcomes achieved. Design appropriate and varied teaching, learning and assessing activities to promote active learning, including a comprehensive integration of Moodle in delivery. Apply the APA referencing system to all course material and content where appropriate. Course delivery and availability to students Assessment of student learning An aggregate score obtained in the student course evaluation for questions relating to acquisition of knowledge and skills and assessment of at least 3.5. Assessment outlines, exam papers, grading rubrics, feedback to students and assessment moderation data (where available) showing evidence of good practice. Student Grading Statistics which demonstrate established good practice as outlined in the Assessment Handbook. Development of knowledge and skills and participation in faculty development activities A comprehensive and well-documented reflection on own teaching philosophy and practice using the form in the portfolio template and demonstration of change resulting from these reflections. Attendance of workshops, seminars and meetings with FDT with evidence of improvements to teaching practice. Active participation in one or more pathway(s). Incorporation of student feedback and class observation data into planning of courses Participation in peer observation of teaching practice with constructive feedback (if applicable). Area of specialization Room Divison Revenue Management Data Analytics Finance and Accounting Leadership