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Regional Seminar for Excellence in Teaching (ReSET) |
CONTEMPORARY CONFLICTS AS AN INTERNATIONAL SECURITY THREAT TOWARDS AN INTEGRATED TEACHING AND RESEARCH PROGRAM |
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the ReSET Project >>Background >>Main Activities >>>>Summer School >>>>Winter Contact Session >>>>Spring Contact Session >>>>Inter-session Activities Background The systematic study of conflict and conflict management is an almost completely neglected topic in the academic curric-ula in the target region despite the prevalence of conflict there. Similarly, very little research is carried out, which further diminishes the prospects of high-quality modules and courses. This means that not only the basics of an established sub-field in international relations remain uncovered in current curricula but even more so that new issues are not studied at all either. Addressing this significant shortcoming can only be achieved through a broad regional and interna-tional academic collaboration, not just simple knowledge transfer between senior and junior academics and between those from the region and outside, but rather a collaborative effort in which faculty and participants are partners in an intellectual endeavour to develop, apply, and disseminate a new research agenda, appropriate teaching formats, and relevant teaching and research skills based on an interdisci-plinary and theoretically and methodologically open and integrative approach aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaTOP Main Activities The project will run for three years, comprising an annual summer school, a winter and a spring contact session, and a range of inter-session activities. During each year, the project focuses on one particular topic as follows: Year 1: Theories of Conflict and Conflict Resolution (focus on the main theories of conflict and of conflict resolution ) Year 2: An Analytical Framework for Conflict and Conflict Resolution: Structures, Actors, and Issues at the Local, State, Regional and Global Level (focus on integrating existing theoretical approaches and their application to specific empirical cases of conflict) Year 3: Conflict and Conflict Management in the Former Soviet Union (focus on the application of knowledge and understanding gained to the region and integrating this with participants’ own experience) aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaTOP I. Summer School The purpose of summer school is to enhance the academic quality of participants’ teaching and research, applying interactive methods, effective instructional techniques and modern communication technologies. To maximise the impact of the co-operative learning experience, the summer school will involve a variety of activities, from lectures to seminars and from simulation games to study tours. During summer session the participants will be required to: (1) design individual professional development plans in the field of teaching stating their individ-ual goals and methods of achieving them. (2) analyse the syllabi for courses they teach using interactive teaching and learning approaches; re-draft as necessary, their syllabi and lesson plans stating clear instructional objectives, learning outcomes and methods of assessment. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaTOP II. Winter Contact Session aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaTOP III. Spring Contact Session aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaTOP IV. Inter-session Activities Inter-session activities will involve continuous web-based learning on the principles of cognitive engagement. In the course of each summer session and having analysed individual plans of participants, the academic directors will assign participants between the resource persons in accordance with selected topic for teaching course. During the first inter-session period (August-November), each participant under the supervision of the resource fellows will work on their individual academic portfolio and research proposal. Web-forum and e-mail communications will be used for consultations and discussions. Participants will present the results of their work, such as research paper/essay/article and draft of academic portfolio, at the winter contact session. Selected participants’ papers will be published in one of the partner journals. During the second inter-session period (November-May), participants, under the supervision of the resource fellows will work on their selected topic and implement the results in the developed course. The resulting curriculum will be sent to the resource person and selected participants for peer-review. At the second spring contact session (May), participants will present complete academic portfolios of their courses. During the third inter-session period (May-August), participants will prepare individual professional development plans for the next year of the project. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaTOP |
