Here is the report prepared by Prof. cell on the second day of Open Space:
The proposals below are addressed in the first instance to:
- the Dean of the Faculty of Languages \u200b\u200band
Literature - the Chairmen of the degree courses of the Faculty of Foreign Languages \u200b\u200band Literatures (including inter-courses)
- the Council of the Faculty of Foreign Languages \u200b\u200band Literatures
- the Director of the Interdepartmental Language Centre (CLI)
- the Commission of the Faculty of Foreign Languages \u200b\u200band Literatures
- Directors of the Centers librarians.
Given the imminence of the renewal of many institutional offices of the university, we should direct them to the area of \u200b\u200btheir jurisdiction, including:
- candidates for the office of Rector of the University of Pisa,
- candidates sector representatives 5 science in the Academic Senate.
At the next European Day of Languages \u200b\u200b(Pisa, September 27, 2010) intend to submit proposals here in § 2 a:
- the institutional representatives of the European Union. Some
proposals are intended for a broader discussion, which we hope to involve as many students and teachers as possible and start from the beginning of the next academic year (eg, the Charter of Rights and duties of students and teachers in § 1.3.1); Other actions include more immediately achievable and already planned (eg, streamlining the organization of the lessons in § 1.1, the organization of seminars cross in § 2.1.1, the establishment of "community Erasmus" in § 2.2.).
Contents: 1. Needs of students: 1.1. Time, 1.2. Spaces and tools (libraries and laboratories), 1.3. Teaching 2. Europeanization: 2.1. Europeanization, cross-disciplinary, interdisciplinary, 2.2 Erasmus activities.
1. Needs of students
1.1. Times
Among the factors that determine the quality of learning time should be counted, is broadly understood as the duration of "exposure to the material" - the total time span during which the student is asked to take on the perspective, the issues and terminology discipline - as well as intensive daily amount devoted to the study. Excessive compression of time is a net expense of quality: learning systems "full immersion" work to refine expertise, not to train students in the early stages of the degree course. The time for reflection and self-study - essential to sedimentation of critical concepts and methods - can not be replaced by the activity front or drive or be compressed and confined to the weeks prior to testing curriculum. The current organization semester (10-12 weeks each), the amount of lessons per semester and the amount of hours to constitute a teaching system that fragments the knowledge foreclosed assets, and multiplying the lessons, multiplies exponentially the syllabuses. We therefore ask that:
1.1.1. are rethought the current semestralizzazione mode and organization of lessons;
1.1.2. Enhanced attention to the overlap of the fundamental teachings of the times, even with the help of appropriate information management systems that allow students to indicate in advance that the courses they plan to attend so that they can plan ahead schedules and classrooms.
1.2. Spaces and tools (libraries and laboratories)
1.2.1. Structures. To improve the quality of teaching and learning, we call the power of the number and efficiency of multimedia classrooms, eg. making available existing structures.
1.2.2. Information. Students feel the lack of information regarding the scientific and educational tools that the University offers: For example, few students know the library and laboratories with audio-visual material of the CLI. Better publicity through the University website or by simple information boards in the faculties is feasible.
1.2.3. Access. It also looks, despite the lack of staff, greater flexibility in opening and simplification of procedures for the use of all libraries, for example by removing the cover letter to the teacher to access the loan.
1.2.4. Financing. The current funding for libraries is insufficient to the needs of students and teachers, the budget cuts severely limit the possibility of opening, the purchase of books and magazines, the same maintenance of the premises. From this year, for example, interlibrary loan is fully paid by the applicants (including students) and libraries are not even able to buy books in syllabus. We demand that libraries are guaranteed adequate funding, at least such as to enable the renewal of subscriptions to scientific journals and the purchase of texts in syllabus.
1.3. Teaching
1.3.1. Charter of rights and duties of students and teachers. It is proposed to formulate in agreement between all parties, a charter of rights and duties of students and teachers, spelling out a few essential points in the rules governing the "contract metaphorical" between teachers and students. In particular, the Charter should be transparent about the education imparted in each subject, the knowledge required for the initial and the final student (see also § 1.3.6), given the consistency between the content and examination procedures, evaluation criteria and the obligations of teaching and administrative faculty.
1.3.2. Transparency. We ask the appropriate advertising of existing instruments (electronic registers in unimap, to be held regularly updated) and their implementation, for example, with an indication of seminars and final examinations and thesis and doctorate followed by each teacher.
1.3.3. Evaluation. The anonymous evaluation of teaching should be enhanced, improving the significance and timing (eg. Not proposing it in the last week of the semester, when part of the lessons have already been completed and the number of students is no longer representative), and also devising appropriate forms publicizing the results.
1.3.4. Organization. The students hope that the language and literature courses and examinations are carried out in the relevant foreign language, at least the second year onwards. Ask that exercises and lectures are conducted with groups of students at a consistent level of knowledge, and that the hours of planned activities are inversely proportional to the starting level (thus providing more hours for beginners, to enable them to follow courses taught in English).
1.3.5. Interdisciplinary coordination. A good coordination between the teachers would be a dam against the fragmentation of knowledge: eg. It would be appropriate that the teachings of the various literary languages \u200b\u200bto be coordinated, at least with regard to the various literary and historical periods addressed in the same years of study, as well as teaching of general linguistics and those of foreign language (The latter providing that the first are preparatory to the latter). The students hope that readers will be represented in decision-making.
1.3.6. Attention to the preparatory aspects. In the spirit of transparency and the "metaphorical contract" between teachers and students, every teacher should explain the objectives of each course, even taking into account what has already been given as part of the course. Particular attention should be paid to the illustration of the principles and terminology of the subject, prior to making the student aware of the issues addressed (eg. Preparing a common pantry to the teachings of the Faculty with illustrations of basic terminology and literary language, in the wake of what has been done in preparation for the proof of access).
2. Europeanisation Europeanisation
2.1, transversality, interdisciplinary
Assuming that a Faculty of Languages \u200b\u200bsuch as ours, with a clear and prevailing Eurocentric vocation, scholars and citizens should be aware of the plurality and diversity of contemporary cultural and linguistic heritage, which was felt 'need, particularly by students, an educational alternative to the lecture, which felt the need, particularly among the teachers of linguistic and literary greater collaboration in pursuit of common and cross-cultural dynamics, it is proposed:
2.1.1. the organization of seminars on topics cross linguistic, literary, cultural (eg "The Quijote in European cultures," "The status of languages \u200b\u200bin Europe today", etc..), which have a multidisciplinary seminar, on a regular basis;
2.1.2. strengthening guidance incoming student awareness of high school and newcomers on linguistic pluralism in the EU and the need for interdisciplinary education and training in comparative linguistics and literary student of languages \u200b\u200band literatures foreign
2.1.3. collaboration with foreign institutions of culture and a greater focus on European projects, to facilitate the exchange of teachers and students and to raise funds to be used for workshops themselves (call of writers, poets, essayists, teachers, foreigners).
This proposal, in its joints, aims to increase awareness of the points of contact and divergence between languages, literatures and cultures of Europe, to raise awareness of the comparison between languages, literatures and cultures of Europe, also in view of promoting areas considered peripheral and or minority, to stimulate critical awareness of literary and linguistic pluralism of Western culture in its various facets, to provide alternative skills to be able to spend in research and work.
2.2. Reinforcing activities Erasmus
propose the strengthening of exchanges between Italian students of the Faculty of Foreign Languages \u200b\u200band Literatures, and foreign students (Erasmus and non Erasmus) through a series of immediate actions can be planned and feasible as early as next academic year:
2.2.1 . the establishment of a "community Erasmus", which encourages contact between students in and out, in order to promote popular aspects of the host countries and promote mutual understanding and communication between stakeholders (with the relative power of the "Language tandem" );
2.2.2. the establishment of an information day (or host) for Italian and foreign students at the beginning of the academic year in which the students themselves present initiatives that can contribute to the integration and exchange of ideas between internal and external students. These activities could be organized for groups or language areas, including also social occasions and theme nights that the active involvement of foreign students, called to present their country of origin to the Italian colleagues. At operational level, it is about creating a network of contacts, with a mailing list or through Facebook in order to inform all concerned about any activity. At this useful purpose would be to intensify contacts with the offices of the Erasmus University, the International Relations Office of the University and the CLI, to help advertise the day and activities.
2.2.3 the establishment of an international foyer, or a place of faculty (eg. 2B of the classroom building Curini) equipped with a television and DVD player, a place where students can come together to watch a movie and discuss it.
The proposals below are addressed in the first instance to:
- the Dean of the Faculty of Languages \u200b\u200band
Literature - the Chairmen of the degree courses of the Faculty of Foreign Languages \u200b\u200band Literatures (including inter-courses)
- the Council of the Faculty of Foreign Languages \u200b\u200band Literatures
- the Director of the Interdepartmental Language Centre (CLI)
- the Commission of the Faculty of Foreign Languages \u200b\u200band Literatures
- Directors of the Centers librarians.
Given the imminence of the renewal of many institutional offices of the university, we should direct them to the area of \u200b\u200btheir jurisdiction, including:
- candidates for the office of Rector of the University of Pisa,
- candidates sector representatives 5 science in the Academic Senate.
At the next European Day of Languages \u200b\u200b(Pisa, September 27, 2010) intend to submit proposals here in § 2 a:
- the institutional representatives of the European Union. Some
proposals are intended for a broader discussion, which we hope to involve as many students and teachers as possible and start from the beginning of the next academic year (eg, the Charter of Rights and duties of students and teachers in § 1.3.1); Other actions include more immediately achievable and already planned (eg, streamlining the organization of the lessons in § 1.1, the organization of seminars cross in § 2.1.1, the establishment of "community Erasmus" in § 2.2.).
Contents: 1. Needs of students: 1.1. Time, 1.2. Spaces and tools (libraries and laboratories), 1.3. Teaching 2. Europeanization: 2.1. Europeanization, cross-disciplinary, interdisciplinary, 2.2 Erasmus activities.
1. Needs of students
1.1. Times
Among the factors that determine the quality of learning time should be counted, is broadly understood as the duration of "exposure to the material" - the total time span during which the student is asked to take on the perspective, the issues and terminology discipline - as well as intensive daily amount devoted to the study. Excessive compression of time is a net expense of quality: learning systems "full immersion" work to refine expertise, not to train students in the early stages of the degree course. The time for reflection and self-study - essential to sedimentation of critical concepts and methods - can not be replaced by the activity front or drive or be compressed and confined to the weeks prior to testing curriculum. The current organization semester (10-12 weeks each), the amount of lessons per semester and the amount of hours to constitute a teaching system that fragments the knowledge foreclosed assets, and multiplying the lessons, multiplies exponentially the syllabuses. We therefore ask that:
1.1.1. are rethought the current semestralizzazione mode and organization of lessons;
1.1.2. Enhanced attention to the overlap of the fundamental teachings of the times, even with the help of appropriate information management systems that allow students to indicate in advance that the courses they plan to attend so that they can plan ahead schedules and classrooms.
1.2. Spaces and tools (libraries and laboratories)
1.2.1. Structures. To improve the quality of teaching and learning, we call the power of the number and efficiency of multimedia classrooms, eg. making available existing structures.
1.2.2. Information. Students feel the lack of information regarding the scientific and educational tools that the University offers: For example, few students know the library and laboratories with audio-visual material of the CLI. Better publicity through the University website or by simple information boards in the faculties is feasible.
1.2.3. Access. It also looks, despite the lack of staff, greater flexibility in opening and simplification of procedures for the use of all libraries, for example by removing the cover letter to the teacher to access the loan.
1.2.4. Financing. The current funding for libraries is insufficient to the needs of students and teachers, the budget cuts severely limit the possibility of opening, the purchase of books and magazines, the same maintenance of the premises. From this year, for example, interlibrary loan is fully paid by the applicants (including students) and libraries are not even able to buy books in syllabus. We demand that libraries are guaranteed adequate funding, at least such as to enable the renewal of subscriptions to scientific journals and the purchase of texts in syllabus.
1.3. Teaching
1.3.1. Charter of rights and duties of students and teachers. It is proposed to formulate in agreement between all parties, a charter of rights and duties of students and teachers, spelling out a few essential points in the rules governing the "contract metaphorical" between teachers and students. In particular, the Charter should be transparent about the education imparted in each subject, the knowledge required for the initial and the final student (see also § 1.3.6), given the consistency between the content and examination procedures, evaluation criteria and the obligations of teaching and administrative faculty.
1.3.2. Transparency. We ask the appropriate advertising of existing instruments (electronic registers in unimap, to be held regularly updated) and their implementation, for example, with an indication of seminars and final examinations and thesis and doctorate followed by each teacher.
1.3.3. Evaluation. The anonymous evaluation of teaching should be enhanced, improving the significance and timing (eg. Not proposing it in the last week of the semester, when part of the lessons have already been completed and the number of students is no longer representative), and also devising appropriate forms publicizing the results.
1.3.4. Organization. The students hope that the language and literature courses and examinations are carried out in the relevant foreign language, at least the second year onwards. Ask that exercises and lectures are conducted with groups of students at a consistent level of knowledge, and that the hours of planned activities are inversely proportional to the starting level (thus providing more hours for beginners, to enable them to follow courses taught in English).
1.3.5. Interdisciplinary coordination. A good coordination between the teachers would be a dam against the fragmentation of knowledge: eg. It would be appropriate that the teachings of the various literary languages \u200b\u200bto be coordinated, at least with regard to the various literary and historical periods addressed in the same years of study, as well as teaching of general linguistics and those of foreign language (The latter providing that the first are preparatory to the latter). The students hope that readers will be represented in decision-making.
1.3.6. Attention to the preparatory aspects. In the spirit of transparency and the "metaphorical contract" between teachers and students, every teacher should explain the objectives of each course, even taking into account what has already been given as part of the course. Particular attention should be paid to the illustration of the principles and terminology of the subject, prior to making the student aware of the issues addressed (eg. Preparing a common pantry to the teachings of the Faculty with illustrations of basic terminology and literary language, in the wake of what has been done in preparation for the proof of access).
2. Europeanisation Europeanisation
2.1, transversality, interdisciplinary
Assuming that a Faculty of Languages \u200b\u200bsuch as ours, with a clear and prevailing Eurocentric vocation, scholars and citizens should be aware of the plurality and diversity of contemporary cultural and linguistic heritage, which was felt 'need, particularly by students, an educational alternative to the lecture, which felt the need, particularly among the teachers of linguistic and literary greater collaboration in pursuit of common and cross-cultural dynamics, it is proposed:
2.1.1. the organization of seminars on topics cross linguistic, literary, cultural (eg "The Quijote in European cultures," "The status of languages \u200b\u200bin Europe today", etc..), which have a multidisciplinary seminar, on a regular basis;
2.1.2. strengthening guidance incoming student awareness of high school and newcomers on linguistic pluralism in the EU and the need for interdisciplinary education and training in comparative linguistics and literary student of languages \u200b\u200band literatures foreign
2.1.3. collaboration with foreign institutions of culture and a greater focus on European projects, to facilitate the exchange of teachers and students and to raise funds to be used for workshops themselves (call of writers, poets, essayists, teachers, foreigners).
This proposal, in its joints, aims to increase awareness of the points of contact and divergence between languages, literatures and cultures of Europe, to raise awareness of the comparison between languages, literatures and cultures of Europe, also in view of promoting areas considered peripheral and or minority, to stimulate critical awareness of literary and linguistic pluralism of Western culture in its various facets, to provide alternative skills to be able to spend in research and work.
2.2. Reinforcing activities Erasmus
propose the strengthening of exchanges between Italian students of the Faculty of Foreign Languages \u200b\u200band Literatures, and foreign students (Erasmus and non Erasmus) through a series of immediate actions can be planned and feasible as early as next academic year:
2.2.1 . the establishment of a "community Erasmus", which encourages contact between students in and out, in order to promote popular aspects of the host countries and promote mutual understanding and communication between stakeholders (with the relative power of the "Language tandem" );
2.2.2. the establishment of an information day (or host) for Italian and foreign students at the beginning of the academic year in which the students themselves present initiatives that can contribute to the integration and exchange of ideas between internal and external students. These activities could be organized for groups or language areas, including also social occasions and theme nights that the active involvement of foreign students, called to present their country of origin to the Italian colleagues. At operational level, it is about creating a network of contacts, with a mailing list or through Facebook in order to inform all concerned about any activity. At this useful purpose would be to intensify contacts with the offices of the Erasmus University, the International Relations Office of the University and the CLI, to help advertise the day and activities.
2.2.3 the establishment of an international foyer, or a place of faculty (eg. 2B of the classroom building Curini) equipped with a television and DVD player, a place where students can come together to watch a movie and discuss it.
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