911±¬ÁÏÍø

First steps at 911±¬ÁÏÍø

Congratulations on becoming a member of the 911±¬ÁÏÍø community!

What are the first steps to take?

• Get acquainted with the main document defining the University’s activities –
  the Statute of 911±¬ÁÏÍø.
• Having signed your employment contract, do not forget to collect your new employee ID card.
• Ask the Human Resources Division for your tabular number, which will be very important for your further activities at VU.

Once you have taken these first steps, you can rightfully call yourself a University employee and start enjoying all the services and opportunities that the community provides.

• Visit the VU website, click on the e-Services tab, and register on
• Should you have any questions or concerns regarding the registration process, please feel free to contact the VU Information Technology Service Center (ITPC).

You can now obtain a full package of electronic services or choose only the ones you actually need (an email account, email conferences, access to the VU Information System (IS), wireless Internet network (eduroam), VU VPN, file transfer system (Filesender), virtual workstations, etc.).

Navigating the VU Information System

Once you have received login details to the and the , you are all set to discover some very (or less) interesting things out there.

Employee information

• Having logged in to the VU IS, under the section Mano dosjÄ— (My Dossier), you can find information related to your employment, income, holidays, secondments, qualifications, and education, as well as fill in a declaration form for the State Tax Inspectorate, etc.
• The VU IS not only provides the opportunity to check employee information but also offers access to the VU Intranet services (University news, document templates, legal information, latest announcements, public discussions, opinion sharing, and many other functions).

Student information

• The VU IS provides information and documentation relevant to your teaching activities. First, we suggest getting acquainted with the key applications (hopefully, you will discover the other ones on your own later).
• In the virtual work environment – ±ð¶ÙÄ—²õ³Ù²â³Ù´ÇÂá²¹²õ (eLecturer), you can upload descriptions of course units and modules, get lists of students who are currently taking or have already passed them, access examination timetables, the documentation necessary for entering the final study results, and other relevant details. By the way, this virtual work environment is also used when supervising student term papers or other research works. Here, you can view research papers submitted by your supervised students, conduct a plagiarism check (via the electronic plagiarism detection tool EPAS), enter the final study results, and obtain relevant documentation related to your students’ research papers.
• In the ±ð¶ÙÄ—²õ³Ù²â³Ù´ÇÂá²¹²õ environment, you can find drafts of the official records of assessments (for entering the learning outcomes for course units) as well as timetables of examinations.
• Are you interested in students’ opinions on the course units you teach? You can read their feedback by accessing the 911±¬ÁÏÍø Survey System.

It’s worth knowing

If some applications are not working, they simply have to be activated, which can be done by contacting the administrator of your core academic unit or the VU Information Technology Services Center.

It’s rewarding being a lecturer

Let’s keep it simple. Where should we start?

• Get acquainted with the description of your study programme – it lists the provided competencies, learning objectives, semester study plans, and other important aspects that will make you feel part of the team. All lecturers can work in more than one study programme.
• All descriptions of VU study programmes must follow the . Each lecturer has the opportunity to develop a new study programme or become a member of the Study Programme Committee.
• Once you start working on your course unit (module) description, please note that it must also follow the . Further advice and methodological materials can be found in the or on the .
• If you are going to teach a larger module, get to know the coordinator and meet the other lecturers. Your cooperation is essential for the successful implementation of the module plan.
• Check whether the publications you need for your course unit/module are available at the . If not, feel free to discuss this issue with the head of your department or the chairperson of the Study Programme; alternatively, – study-related publications are one of its priorities!
• Before starting to teach a course unit, do not forget to set up a clear system for keeping track of your students’ independent work completed in their self-study time and agree this with them.
• If you wish to arrange your course unit on a less conventional schedule or if you have a clear vision of what technical tools you may need in the classroom, talk to your faculty’s study administrator. The current study system is flexible and dynamic and, in most cases, requires only good and clear ideas to be set in motion.

Researcher who keeps learning
Constantly deepen your knowledge in the professional field, engage in research activities, and be ready to meet students’ evolving needs and learning styles.

Learning architect

Understand the value of an environment conducive to learning and developing specific competencies, effectively plan your teaching content and methods, as well as provide (or create) the information necessary for your students.

Information provider (teacher)

Keep your students updated with new developments within your field of research, provide knowledge in a clear and engaging way, and involve them in the entire process.

Mentor

Provide a range of various alternatives that encourage and empower students to make independent decisions, constantly encourage their curious minds and willingness to look for the best ways of learning, advising and guiding them in the right direction when needed.

Role model

Promote university and professional values through your personal activities and attitudes.

Expert

Use the knowledge you have acquired to assess your own work as well as that of your colleagues and students.

Quality assurance at the course unit level

• When drafting or updating a course unit/module description, formulate the learning objectives in such a way that is consistent with the objectives of the entire study programme.
• Make sure the number of credits allocated to your course unit/module matches with students’ contact and self-study workload.
• Apply teaching/learning methods that best suit students in acquiring the competencies of your course unit/module.
• Create and maintain a supportive learning environment: foster student-to-student collaboration and information sharing, encourage students to raise questions, discuss, compare and learn from each other’s experience, and encourage teamwork.
• Apply methods for assessing learning outcomes that correspond to the teaching methods and course unit/module objectives.
• Provide regular feedback on students’ achievements, progress, and acquired competencies.
• Collect student feedback on your course unit/module and analyse student survey data.
• Improve the teaching process and content of the course unit/module in line with students’ reasonable expectations and feedback.
• Evaluate the effectiveness of the teaching and assessment methods of your course unit/module as well as the appropriateness of its content; improve them to ensure that they match the intended objectives.
• Share good practice on quality teaching with your colleagues.

Remember that quality assurance at the course unit level is an ongoing process!

Attachment

• Recommended books on teaching. Books are available in the 911±¬ÁÏÍø Library.
• Barnett Ronald, Coate Kelly. Engaging the curriculum in higher education. Maidenhead; Society for Research into Higher Education: Open University Press, 2005.
• Bell Judith, Opie Clive. Learning from research: getting more from your data. buckingham; Philadelphia: Open University Press, 2002.
• Biggs John Burville. Teaching for quality learning at university: what the students does. Maidenhead; The Society for Research into Higher Education: Open University Press, 2006.
• Brockbank Anne, McGill ian. Facilitating reflective learning through mentoring and coaching. London; Philadelphia: Kogan Page, 2006.
• Brookfeld Stephen D., Preskill Stephen. Discussion as a way of teaching: tools and techniques for university teachers. buckingham; The Society for Research into Higher Education: Open University Press, 1999.
• Burns Tom, Sinfeld Sandra. Teaching, learning and study skills: a guide for tutors. London: Sage Publications, 2004.
• Cohen Louis, Manion Lawrence, Morrison Keith. A guide to teaching practice. London; New York: Routledge, 1996.
• Cowan John. On becoming an innovative university teacher: reflection in action. Buckingham; Philadelphia: The Society for Research into Higher Education: open University Press, 2002.
• D’Andrea Vaneeta-marie, Gosling David. Improving teaching and learning: a whole institution approach. Maidenhead; The Society for Research into Higher Education: Open University Press, 2005.
• DiStefano Anna. Encyclopedia of distributed learning. Thousand Oaks: Sage Publications, 2004.
• Exley Kate, Dennick Reg. Giving a lecture: from presenting to teaching. New York; London: Routledge, 2009.
• Foley Griff. Dimensions of adult learning: adult education and training in a global era. Maidenhead: Open University Press, 2004.
• Fraser Kym. Education development and leadership in higher education: developing an effective institutional strategy. London; New York: Routledge falmer, 2005.
• Jarvis Peter, Holford John, Grifn colin. The theory and practice of learning. London; Sterling: Kogan Page, 2003.
• Knowles Malcolm S., Holton III Elwood F., Swanson Richard A. The adult learner: the defnitive classic in adult education and human resource development. London; New York: Routledge, 2012. Lietuvių kalba: SuaugÄ™s besimokantysis: klasikinis požiÅ«ris į suaugusiųjų Å¡vietimÄ…; [iÅ¡ anglų kalbos vertÄ— Ieva SkaržinskaitÄ—]. Vilnius: Danielius, 2007.
• Leibling Mike, Prior Robin. The A-Z of learning: tips and techniques for teachers. New York: Routledge Falmer, 2005. Lietuvių kalba: Suaugusiųjų mokymosi metmenys: suaugusiųjų Å¡vietimas globalizacijos laikais; [iÅ¡ anglų kalbos vertÄ— Irena JomantienÄ—].
• Lipman Matthew. Thinking in education. Cambridge: Cambridge University Press, 2003.
• Littlejohn Allison. Reusing online resources: a sustainable approach to e-learning. London; Sterling: Kogan Page, 2003.
• Mandel Scott M. Cooperative work groups: preparing students for the real world. Thousand Oaks: Corwin Press, 2003.
• McDrury Janice, Alterio Maxine. Learning through storytelling in higher education: using reflection and experience to improve learning. London; Sterling: Kogan Page, 2003.
• Palmer Richard. Studying for success. London; New York: Routledge, 2004.
• Race Phil. Making learning happpen: a guide for post-compulsory education. London: Sage Publications, 2005.
• Ramsden Paul. Learning to teach in higher education. London; New York: Routledgefalmer, 2005. Lietuvių kalba: Kaip mokyti aukÅ¡tojoje mokykloje; [iÅ¡ anglų kalbos vertÄ— Rasa DrazdauskienÄ—].
• Rogers Jenny. Adults learning. Maidenhead: Open University Press, 2006.
• Savin-Baden Maggi, Wilkie Kay. Challenging research in problem-based learning. Maidenhead; New York: Society for Research into Higher Education: Open University Press, 2004.
• Solomon Joan. The Passion to learn: an inquiry into autodidactism. London, 2003. Theobald Margaret A. Increasing student motivation: strategies for middle and high school teachers. Thousand Oaks: Corwin Press, 2006.
• Tileston Donna Walker. What every teacher should know about student motivation. Thousand Oaks: Corwin Press, 2005.
• Toohey Susan. Designing courses for higher education. buckingham; Philadelphia: The Society for Research into Higher Education: Open University Press, 2002.
• Volet Simone, Järvelä Sanna. Motivation in learning contexts: theoretical advantages and methodological implications. Amsterdam: Pergamon, 2006.

The importance of evaluating student progress

Assessment of learning outcomes is a significant part of the study process. The strategy and tactics you choose for assessing study results will determine students’ motivation to learn and their future achievements. Information on how you should assess learning outcomes, achievements, and acquired competencies at VU can be found in the Procedure for the Assessment of Learning Outcomes.
When assessing learning outcomes, remember that the main goal is to provide students with feedback on their achievements, progress, and acquired competencies, to help them better understand their own capabilities, identify the reasons behind some learning difficulties, problems, and gaps, as well as to foster their maturing and growth.
During the assessment process, consider the educational objectives defining cognition, comprehension, analysis and synthesis, knowledge application, and other aspirations typical of human intellectual activity. Reflect on the objectives of the study programme and the course unit and assess learning outcomes in accordance with these objectives.
Please note that the general recommendation at VU is to apply a cumulative assessment method where the final course unit/module outcome is either a cumulative or a composite grade for the previously assessed tasks completed during the semester through continuous assessment methods. It is calculated in accordance with the proportions (values) set out in the course unit/module description.

When assessing students’ knowledge and competencies:

• Implement the key assessment principles: validity, reliability, efficiency, value, and impartiality;
• Apply the following assessment provisions: purposefulness, objectivity, individuality, openness and transparency, constructiveness, informativeness, comprehensiveness, and economy;
• Make sure that both written and oral assessments include a variety of evaluation methods (not to be confused with study methods!), depending on the study field and study methods, as well as the objectives and object of the evaluation. Apply them either to individual students or their groups, e.g. when assessing a paper, essay, concept map, portfolio, final thesis, etc.;
• Employ different forms of continuous and interim assessments depending on your evaluation objectives. Permanent, interim, and final assessment of learning in a course unit (module) may be carried out at the University. Studies of a course unit (module) shall be finished with a final assessment of learning: an examination or assessment of independent work (project) done by the student. Look for the guidelines at Study Regulations of 911±¬ÁÏÍø (Chapter 3 Assessment of Learning Outcomes).
• Use common and clear assessment criteria, familiarise your students with them as well as with assessment procedures and requirements before your course unit/module starts; adhere to them, discuss any potential changes with students, and be sure to introduce any amendments to the assessment procedure.

Having published the assessment results:

• Be sure to devote some of your time to informing interested students about the main weaknesses and mistakes in their work;
• Do not forget to enter the learning outcomes (grades) into the by logging into the ±ð¶ÙÄ—²õ³Ù²â³Ù´ÇÂá²¹²õ self-service environment and completing an electronic grading sheet.

Any student dishonesty during the assessment process must be addressed with a principled response. In this case, you must terminate the student’s examination or assessment of their work, retrieve any unauthorised means, sources, or evidence of dishonesty, and inform the head of the core academic unit.

Please note that if a student disagrees with the outcome (grade or pass/fail) of their examination, their learning outcomes are subject to review by the Independent Commission, which works in accordance with the Regulations of the Dispute Resolution Commission of the VU core academic unit.

If you still have any questions related to the assessment of learning outcomes, please contact the Vice-Dean for Studies at your academic unit, who will advise you not only on evaluation questions but also on any other study-related issues.

It’s worth knowing

You can also get acquainted with other VU documents to ensure a clear and successful assessment process:

• Study Regulations;
• Procedure for the Assessment of Learning Outcomes;
• Procedure for Crediting Learning Outcomes;
• ;
• Description of the Procedure for the Administration of Research Papers in 911±¬ÁÏÍø Study Information System;
• Description of the Procedure for the Recognition of Competencies Acquired by 911±¬ÁÏÍø Students through Non-Formal or Self-Education and the Crediting of Study Subjects/Modules.

The power of reflection

The University provides an opportunity for all students and lecturers to contribute to the improvement of the study process, i.e. to provide feedback on the studies, their quality and related factors, potential solutions, as well as satisfaction with their studies or work by expressing their opinion through University surveys or various other ways (911±¬ÁÏÍø Survey System). After the evaluation, it is a good idea to reflect on your teaching activities and think about how to improve them. You may, therefore, benefit from student feedback on your teaching, as students are encouraged to express their opinion on the studies at the end of each semester, including specific course units/modules studied.

There are two types of centrally conducted student surveys:

• on specific course units studied during the semester: the survey questions serve as the main reference criteria for assessing the teaching quality.
• on overall satisfaction with semester studies: this survey aims to find out students’ opinions on the factors determining quality studies and to get their feedback on their experience at VU, asking them to rate their overall satisfaction with their studies, the content of the course units studied during that semester, as well as the quality of teaching.

Learn your students’ opinions by logging in to the environment. Under the Surveys section, you can find survey results on your course unit. This will give you feedback on the quality of your teaching and the relevance of your course unit, which may encourage you to improve! We believe that by taking into account students’ reasonable expectations, you will be able to upgrade your course units and teaching methods.

Favourable survey results can even help you become the Best Lecturer of the Year! The description of the procedure and criteria for such elections can be found in the Description of the Procedure for the Election of the Best Lecturers of 911±¬ÁÏÍø. On the other hand, if students’ opinions remain unchanged for several years, the initiation of a review and improvement of the course unit/module description may be considered.

In addition, the University conducts not only student opinion surveys but also, if necessary, surveys for lecturers – to analyse their satisfaction with the University, the working environment, conditions for professional development, the incentive system, etc. The collected data of lecturers’ opinions help to identify the key factors influencing the pedagogical process and research, recognise emerging problems, find the best ways and forms of improving the quality of studies at VU, upgrade the conditions of pedagogical and professional development for the academic staff, as well as create a motivating environment for the University employees.

Data protection

Don’t worry about survey data protection – the conducted surveys follow the principles of anonymity, transparency, openness, confidentiality, responsibility, and trust. Moreover, respecting personal privacy, 911±¬ÁÏÍø follows the provisions set out in the Description of the Procedure of Personal Data Processing at 911±¬ÁÏÍø.

Please note that aggregated survey results are published in the Feedback section under the Study Quality and Development Division’s page on the VU Intranet.

Research Is a Key Building Block for Your Academic Career

The main objectives of the research activities carried out at 911±¬ÁÏÍø are the following: to conduct high international level fundamental and applied research, as well as experimental, social, cultural, and technological development work involving students of all study cycles; to train competent, erudite scientists (researchers) in a broad range of spheres, as well as other highly qualified professionals; and to foster the role and significance of research, knowledge, and innovation in the development of society.

Research activities are mandatory for all teaching staff members (except lecturers), researchers, and doctoral students; research results (intellectual property objects) are one of the criteria determining a person’s career at the University. In accordance with the principle of the unity of science and studies, teaching staff members devote at least one-third of their working time to research activities.

So, how do you get involved in the University’s research or, in other words, research and development (R&D) activities?

University units and researchers conduct R&D by:

• carrying out research activities

Research activities are initiated and carried out across all University academic units.

• participating in research projects

Research projects are funded by various Lithuanian and international research programmes and funds. The University’s researchers carry out approximately 400 such projects every year. The VU website and/or Intranet are constantly updated with information on ongoing projects and calls for applications to receive funding for R&D activities from various research programmes and funds.

• carrying out work commissioned or outsourced by other institutions and providing research services

The implementation of the commissioned R&D and research services is funded by outsourcing institutions, businesses, and companies.

• engaging in other related activities

An important part of the R&D process is the publication and dissemination of research results in various forms:

• publication of research works (monographs, studies, articles, etc.)
• delivery of presentations (invited, oral, poster, etc.) at international and national scientific events (conferences, symposiums, seminars, etc.)
• publication of theses and other material presented at scientific events
• educational dissemination of research achievements, including, but not limited to, articles in the popular press, University publications and the website, social networks, public lectures, participation in TV and radio programmes, Open Day events, and, where possible and if required – the involvement of public representatives in formulating scientific topics and conducting research.

Research activities are funded by state budget appropriations, project and commissioned work funds and/or support received. State budget appropriations for research activities are allocated according to the results of annual and comparative evaluations of the quality, impact, and viability of research activities, the quantitative results achieved over the calendar year in terms of published works, international patent applications filed or international patents obtained, and the income generated by international research projects and commissioned R&D.

Please note that your research publication can only be submitted for evaluation if it is registered in the University Staff Publication Database. The procedure for registering publications (available in Lithuanian) is provided on the University website.

Research production is mandatory but not the only responsibility of a lecturer-researcher. An essential part of research activities is the education of young researchers, the supervision of doctoral students and final master’s theses, participation in dissertation defence boards or doctoral committees, and the involvement of talented students in the activities of the University’s student research societies.

It is important that you also engage in expert activities (expert evaluation of state research programmes, international and national research projects; peer review of monographs, research articles, other scientific publications, and doctoral dissertations; participation in expert groups, organisational committees of research events, etc.) – this will ensure a high level of excellence in research not only at the University level but across the country as well.

All of the above activities are an integral part of scientific work, and each is reflected in the relevant qualification requirements. Therefore, engaging in these activities is essential for advancing in your academic career.

The 911±¬ÁÏÍø Regulations for the Organisation of Teaching Staff and Research/Art Staff Recruiting Competitions and Certification define the mandatory minimum qualification requirements, which are determined according to the respective positions and fields of research.

Useful links

• The Regulations on Research Activities at 911±¬ÁÏÍø (available in Lithuanian) and other legal acts regulate the organisation, funding, accounting, evaluation, and other issues related to research activities at 911±¬ÁÏÍø.
• The Description of the Procedure for Granting the Pedagogical Titles of Professor and Associate Professor at 911±¬ÁÏÍø.
• The Intellectual Property Management Regulations of 911±¬ÁÏÍø.
• The Annual Reviews of Research at 911±¬ÁÏÍø.

If you have any questions about the accounting and administration of research activities, the preparation of research project proposals, science-business cooperation, or other related issues, please contact the Department for Research and Innovation of 911±¬ÁÏÍø.

Daily growth

Do not forget to tap into your daily growth opportunities – professional development and enhancement of qualification. This will help you improve your subject-specific and methodological competencies, general erudition, and skills.

PEDAGOGICAL COMPETENCIES FOR UNIVERSITY TEACHERS

Members of the teaching staff base their relations with students, colleagues and the community on the principles of respect, responsibility, honesty, impartiality, non-discrimination and openmindedness enshrined in the Statute of 911±¬ÁÏÍø.

Each member of the 911±¬ÁÏÍø teaching staff must have no less than a satisfactory level of the following pedagogical competencies, which are considered basic (evaluated according to the totality of criteria specified below):

1. Continuous improvement of skills for teaching and supervising students: Pedagogical competency is demonstrated by the constant updating of knowledge and improvement of practical skills for teaching and supervising the independent work of students, based on self-evaluation of pedagogical practice. The level of competency is determined by taking into account to what extent the member of the teaching staff meets the following requirements:
   a) uses feedback from students and/or colleagues to improve skills for teaching and supervising students;
   b) improves pedagogical skills in professional development activities on the basis of university education research and/or examining their own teaching practice;
   c) shares know-how and good practice on teaching and learning with colleagues at the university and beyond (e.g. participates in discussions and national and/or international conferences, conducts research on teaching and learning, etc.).
2. Teaching and supervising students, focused on learning support and the achievement of learning outcomes:
   Pedagogical competency is demonstrated by the ability of the member of the teaching staff to plan the teaching and learning process and effectively help students achieve learning outcomes through a variety of teaching methods. The level of competency is determined by taking into account to what extent the member of the teaching staff meets the following requirements:
   a) defines the objectives of the study course unit (module) and the study and assessment methods, and ensures their mutual coherence by involving students;
   b) bases the content of the course unit on relevant research in their field and discusses the practical application of the knowledge with students;
   c) develops students’ skills of independent selection of information and research, critical analysis, and involves students in collaborative knowledge creation (e.g. research projects, writing articles, etc.);
   d) uses active learning methods and harnesses students’ abilities and cultural diversity in the study process.
3. Development of educational content and the learning environment:
   Pedagogical competency is demonstrated by the ability of the member of the teaching staff to use and develop educational content to achieve learning outcomes, as well as active cooperation with colleagues, students and social partners in creating the learning environment. The level of competency is determined by taking into account to what extent the member of the teaching staff meets the following requirements:
   a) develops and uses research-based educational materials and assignments developed by others to achieve learning outcomes;
   b) uses information communication technologies for effective teaching/learning;
   c) actively contributes to the quality assurance and development of the teaching and learning environment;
   d) improves teaching by becoming involved in interdisciplinary teaching teams.

More on the evaluation criteria for determining the level of pedagogical competencies according to the rating scale look to Annexes 5& 6 to 911±¬ÁÏÍø Regulations for the Organisation of Teaching Staff and Research/Art Staff Recruiting Competitions and Certification

How to develop your competemcies?

• You can start with the Introductory Programme (orientation course) created specifically for new employees and post-doctoral fellows. More information on introductory courses, foreign language learning, and other professional development opportunities can be found .
• The International Relations Office invites VU employees to participate in academic exchange programmes and projects (Erasmus+, ARQUS, COIMBRA GROUP, etc.). These academic mobility programmes offer opportunities to develop your practice at EU and third-country universities. Under the International Projects section, you will also find the projects in which the University’s academic staff is actively involved. They promote international academic, scientific, and intercultural cooperation with higher education institutions and other organisations in Europe and third countries.
• If you are interested in staff mobility through international programmes or other opportunities to study abroad, please find all the necessary information under the Study Period Abroad section.
• Information on academic conferences and symposia intended for the University’s scholars as well as on events held by various international research societies and associations (such as the Alexander von Humboldt Foundation, the Societas Linguistica Europaea, the European Society for Urological Research, etc.) can be found under this section.
• The provides information on its projects focusing on long-term cooperation as well as the common outcome related to raising awareness and understanding.
• The regularly launches calls for proposals to carry out research and other scientific activities in various fields, conducts administrative reviews of applications, organises expert evaluations, publishes the results, and administers the winning projects.
• For information on the procedure and qualification requirements for the certification of lecturers and researchers, please refer to the 911±¬ÁÏÍø Regulations for the Organisation of Teaching Staff and Research/Art Staff Recruiting Competitions and Certification.
• To participate in the competition for the position of a member of the teaching or research staff, you will be required to provide the council of the core academic unit or the Chairperson of the Recruiting/Certification Commission with a description of the evaluation of the academic activities carried out by the candidate/employee being certified, which must include details of your professional development during the term of office.
• University lecturers may be exempted from pedagogical work in order to carry out research or improve their scientific and pedagogical qualifications. The document regulating the procedure for granting creative leave and exempting lecturers from pedagogical work at the University can be found on the VU Intranet:.
• If you wish to do a work placement, please get acquainted with the Regulations on Employee Traineeships Abroad of 911±¬ÁÏÍø, which regulate the rules of departure, work placement, and return for staff members who are going to engage in research and pedagogical work or to improve their professional qualifications in foreign research and study institutions.
• On the VU Intranet, you can also find the Regulations on Reimbursement of Posting Expenses of 911±¬ÁÏÍø: .

How to schedule your time

Lecturing at VU involves multiple tasks: pedagogical, scientific, professional development-related, organisational activities, etc. Therefore, planning your working time is crucial in order to be efficient in all of these functions.

According to the Guidelines on the Structure of Working Time for Higher Education Lecturers, their working hours are divided into:

• contact work with students (the formally planned workload of lecturers’ direct work with students);
• non-contact work (working hours for the preparation for contact work with students and related activities);
• research and development (R&D)
• The Description of the Procedure for Accounting of Working Time of 911±¬ÁÏÍø Teachers (referred to below as the ‘Description’) provides a detailed structure of lecturers’ working time. If your working hours at 911±¬ÁÏÍø do not exceed one full-time lecturer’s position, all of the above activities must cover 1584 hours per working year.

Contact work hours (referred to as ‘standard teaching time (STT)’ in the Description) are dedicated to contact work with students (including remote work). The standard teaching time for professors, associate professors, assistant professors, and teaching assistants is 288 STT units per year. It cannot exceed 64 STT units per year for researchers (included in the working time of the researcher in this position.).

Research time is intended for R&D, except for activities carried out and paid for in accordance with contracts for tendering projects and outsourcing. Research time should take 528 hours per year for all teaching positions except lecturers.

Other working time (non-auditory teaching time, methodological work time, organisational work time, and working hours for the promotion of expert activities and research as well as representation of the University) is calculated by subtracting the contact work time from 1056 hours. It is accounted for in accordance with the procedure established by the council of the core academic unit, taking into account the standard working hours for the preparation for contact work established in the Description.

It is worth checking whether your faculty has established minimum and maximum sizes for student cohorts, groups, and sub-groups in lectures, seminars, and workshops, as these may vary from faculty to faculty.

It’s worth knowing

The Workload Accounting Information System () usually only records contact work hours with students (although other data can be provided as well). One academic hour is considered equivalent to one astronomical hour.

When planning the time and nature of contact work with students, link it directly to the student workload, which is measured in credits (one credit corresponds to 25–30 hours of student contact and self-study work). The teaching activities included in the academic schedules (traditional lectures, active teaching, problem-based teaching, seminars, workshops, etc.) require a different number of students’ self-study work hours. Lecturers coordinate the number of credits of their course units with the Chairperson of the Study Programme Committee.

Useful links

• Description of the Procedure for Accounting of Working Time of 911±¬ÁÏÍø Teachers;
• (available in Lithuanian).

Working environment

911±¬ÁÏÍø provides lecturers with the opportunity to work in a historically unique environment that meets modern-day requirements and needs.

Located in different parts of Vilnius, VU units are housed in buildings tracing back their history to various epochs, where lecturers can:

• teach, conduct seminars, and otherwise interact with students in real-time, either face-to-face or remotely through electronic communication tools;
• teach in classrooms equipped with multimedia (computers, projectors, screens) and Internet access;
• deliver workshops to students in computer classes, laboratories, etc., and consult them in dedicated facilities;
• use the collections and exhibition spaces of the VU Museum and its units (Museum of Physics, Museum of Geology, Henrikas JasiÅ«nas Museum of Lithuanian Mathematicians, Museum of Medicine History, Zoological Museum, Adam Mickewicz Museum, and 911±¬ÁÏÍø Herbarium) to implement the principle of visuality by incorporating visual materials into lectures, seminars, and other classes.

911±¬ÁÏÍø Library resources

– one of the oldest libraries in Europe and one of the largest ones in Lithuania – offers access to its extensive print, manuscript, and graphic collections, as well as : Lithuanian and foreign databases, electronic journals, books, encyclopedias, manuals, etc.

Please note that 911±¬ÁÏÍø lecturers have the opportunity to form the library funds of their faculty and, thus, arrange the acquisition of publications most relevant to their study programmes.

Virtual Learning Environment

During the study process, the (VLE) is used – this is a learning system based on information and communication technologies.

The VLE can be used to create e-courses (or remote learning courses), share handouts and materials making them accessible to students of a specific course unit, and stream lectures to remote users in real-time. This environment can also be used to conduct computer-based examinations for the assessment of learning outcomes.

Leisure and recreation

All University staff members (upon presentation of their employee ID card) can visit the , , and VU museums free of charge, as well as join the choirs, ensembles, folk music groups, orchestras, or theatres at the .

Get a discount with your employee ID card on:

• foreign language courses at the ;
• sports activities at the ;
• leisure services;
• services;
• ;
• VU Press services;
• ;
• many other services offered by 911±¬ÁÏÍø.

The University offers various activities for your little ones, too! The Health and Sport Center organises summer day camps for kids, and there is also the , as well as the . By joining these activities, pupils can explore the vast horizons of science and join the VU community at a very young age.

List of literature

1. Dunlosky, John, & Rawson, Katherine A. (2019). The Cambridge handbook of cognition and education (p. 1). Cambridge University Press.
2. Moallem, Mahnaz, Hung, Woei, & Dabbagh, Nada. (2019). The Wiley Handbook of Problem-Based Learning. John Wiley & Sons, Incorporated.
3. Misseyanni, Anastasia, Lytras, Miltiadis D, Papadopoulou, Paraskevi, & Marouli, Christina. (2018). Active Learning Strategies in Higher Education. Emerald Publishing Limited.Nilson,
4. Linda B. (2016). Teaching at Its Best. John Wiley & Sons, Incorporated.
5. Heijnen, Armand, & van der Vaart, Rob. (2018). Places of Engagement : Reflections on Higher Education in 2040 - A Global Approach. Amsterdam University Press.
6. Ambrose, Susan A, Bridges, Michael W, DiPietro, Michele, Lovett, Marsha C, & Norman, Marie K. (2010). How learning works (1st ed.). Jossey-Bass.
7. Smith, Kathy, & Loughran, J. John. (2017). Quality Learning. BRILL.
8. De Florio-Hansen, Inez. (2016). Effective teaching and successful learning: bridging the gap between research and practice (p. 1). Cambridge University Press.
9. Rienecker, L., Jørgensen, P. S., & Ingerslev, G. H. (2015). University teaching and learning.
10. Fink, L. Dee. (2013). Creating Significant Learning Experiences. John Wiley & Sons, Incorporated.
11. Sambell, Kay, McDowell, Liz, & Montgomery, Catherine. (2013). Assessment for Learning in Higher Education. Routledge.
12. Kasimatis, Margaret, & Massa, Laura J. (2017). Meaningful and Manageable Program Assessment. Stylus Publishing, LLC.
13. Dilly Fung ; Brent Carnell. (2017). Developing the Higher Education Curriculum. UCL Press.
14. Allan, Barbara. (2016). Emerging strategies for supporting student learning: a practical guide for librarians and educators. (p. 1). Facet.
15. Elizabeth F. Barkley, K. Patricia Cross, & Claire Howell Major. (2014). Collaborative Learning Techniques: A Handbook for College Faculty, 2nd Edition. Jossey-Bass.
16. Losh, Elizabeth. (2014). The War on Learning. MIT Press.
17. Barnett Ronald, Coate Kelly. Engaging the curriculum in higher education. Maidenhead; Society for Research into Higher Education: Open University Press, 2005.
18. Bell Judith, Opie Clive. Learning from research: Getting more from your data. Buckingham; Philadelphia: Open University Press, 2002.
19. Biggs John Burville. Teacahing for quality learning at university: What the students does. Maidenhead; The Society for Research into Higher Education: Open University Press, 2006.
20. Brockbank Anne, McGill Ian. Facilitating reflective learning through mentoring and coaching. London; Philadelphia: Kogan Page, 2006.
21. Brookfeld Stephen D., Preskill Stephen. Discussion as a way of teaching: tools and techniques for university teachers. Buckingham; The Society for Research into Higher Education: Open University Press, 1999.
22. Burns Tom, Sinfeld Sandra. Teaching, learning and study skills: a guide for tutors. London: Sage Publications, 2004.
23. Cohen Louis, Manion Lawrence, Morrison Keith. A guide to teaching practice. London; New York: Routledge, 1996.
24. Cowan John. On becoming an innovative university teacher: Reflection in action. Buckingham; Philadelphia: The Society for Research into Higher Education: Open University Press, 2002.
25. D’Andrea Vaneeta-marie, Gosling David. Improving teaching and learning: a whole institution approach. Maidenhead; The Society for Research into Higher Education: Open University Press, 2005.
26. Di Stefano Anna. Encyclopedia of distributed learning. Thousand oaks: Sage Publications, 2004.
27. Exley Kate, Dennick Reg. Giving a lecture: from presenting to teaching. New York; London: Routledge, 2009.
28. Foley Griff. Dimensions of adult learning: Adult education and training in a global era. Maidenhead: Open University Press, 2004.
29. Fraser Kym. Education development and leadership in higher education: Developing an effective institutional strategy. London; New York: Routledge falmer, 2005.
30. Jarvis Peter, Holford John, Grifn Colin. The theory and practice of learning. London; Sterling: Kogan Page, 2003.