TU Delft
Alexandru IOSUP
University Teaching Qualification
Parallel and Distributed Systems
EWI PDS A.Iosup TeachingUniversity Teaching Qualification
 About the Dutch University Teaching Qualification
The UTQ (Dutch Basis Kwalificatie Onderwijs, or BKO) is described in more detail here. Excerpts from the detailed description appear in the remainder of this section:

The University Teaching Qualification programme aims to provide new university teaching staff with the opportunity to develop competencies necessary to carrying out their current and future teaching duties effectively. On completing the programme, participants should meet the requirements of the university teaching qualification.

The UTQ programme is chiefly intended for all new or less experienced lecturers with teaching duties. Obtaining the UTQ qualification is obligatory for all new lecturers at the Delft University of Technology [...] The various sections of the programme are also open to any lecturers wishing to further develop their didactic qualities.

The programme has been designed based on typical questions confronting new teachers. Questions such as: How can I make my lessons interesting? How do I keep my students motivated? How do I prevent problems concerning students .not pulling their weight.? How do I give individual feedback to a group of students? How do I make an objective assessment of a report?

The programme has a maximum study load of 160 hours, spread throughout the whole year. This includes the time spent on developing and preparing your own teaching activities. The duration of the complete programme varies from half a year to one year. Note: the study load does not include the formation of the evaluation portfolio, an activity that takes at least 100 hours. Personal note: the study load is under-estimated by more than 25%, especially for designing material for ongoing courses, as reported by many of the participants involved in the UTQ programme in 2012.

CV Alexandru Iosup  Assessment portfolio Alexandru Iosup along the lines of the 6 main 3TU UTQ competencies (TU Delft's OC Focus, Dec 2012)

Design of education
All competencies belonging to this subject are more than adequately met. Iosup clearly knows how to design education that is effective, motivating, and activating for his students and has adopted amongst others notions of gamification, collaborative learning, and project-based learning to do so. He connects his educational practice with his research practice and argues for more acknowledgement of the importance of good educational design within the TU Delft.

Implementing and delivering education
Iosup formulates clear learning objectives for his courses and connect these to his lesson plans, didactical forms, and forms of assessment. The use of ICT in his education remains unclear, but due to the nature of the content of his teaching, the different references to technical implementations and support, references to Blackboard, and his arguments for Virtual Machines makes it clear he sees this is as an integral part of his educational tasks.

Supervising students
Iosup very clearly shows an understanding of the importance of acknowledging (cultural and learning styles) differences between students and displays a deep understanding of its implications on how to design and deliver education. In the examples he gives it becomes clear that he practices what he preaches and he tries to supervise his students accordingly. He also shows how to select, train, and supervise the student assistants fand how their feedback is used for improvement. Furthermore, he maps out how he supervises individual students and supplies a design on how he approaches this. He shows a well thought out approach that will benefit his approach of what he describes as .encouraging students to fulfil their maximum potential.. (p 57) He also seeks feedback from his students in order to improve his supervising.

Assessment of students
The connection between learning objectives and assessment is made clear and Iosup shows a fundamental insight in how to assess this and has clearly read up on the subject. He connects his assessment with different theories among others Bloom's taxonomy. Well done.

Organising education
Iosup maps out the importance of tuning the different courses and educational activities within his department and gives examples of his active participation in different projects in order to deliver a coherent and realistic curriculum. General regulations are not mentioned explicitly but the reference to, for example, anti-fraud policy, his work in the Examencommissie, and projects within Studiesucces clearly indicate that he is well informed and actively involved in different TUD policies and projects.

Evaluating education
Iosup puts much effort into the evaluation of his courses by asking both students and student assistants for their feedback. He also does so with colleagues, although not as extensively and well documented as with his students. Points for improvement are taken from the different feedback moments and forms resulting in a small list for improvement that has been implemented. Also a list of comments is added with the reaction of the teacher. Some of the responses might be a bit defensive, but the issues put forward are being taken very seriously. The way Iosup writes about this, shows an open attitude towards improving his teaching and a clear capability of signalling potential problems and addressing them accordingly.

Pedagogical professionalisation
Iosup clearly has a good insight in the development of pedagogical issues in higher education and is very capable of applying them to his own teaching practice. His used methods are well thought out in relation to the learning objectives and required competencies of his courses.

Final assessment
Iosup's portfolio is a very well documented portfolio that meets all of the requirements of a portfolio for the UTQ. It shows a teacher with great compassion and interest for improving his own teaching as well as education in general. He shows his knowledge and understanding of the latest insights in educational theories, especially related towards his own scientific domain. Furthermore, he sees great importance of taking into account the differences between students and its consequences for his educational practices. His educational practice and approach can be used as an example for many other teachers.



Alexandru Iosup

Last modified: Mon, 22 August, 2005 4:06 PM
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